The Dynamics of Language Use -- Editorial page -- Title page -- LCC data -- Table of contents -- Foreword -- Contributors -- Introduction -- Functional approaches to language -- 1. Introduction: Functionalism within the spectrum of linguistic theories -- 2. The main tenets of functionalism -- 3. Some further characteristics of functional approaches -- 4. Conclusion -- Notes -- References -- Resource list -- On contrastive linguistics -- 1. Some terminological issues -- 2. The revival of Contrastive Linguistics (CL) -- 3. Looking ahead: Challenges and problems -- Note -- References -- Resource list -- The present book -- 1. Form and function in a cognitive perspective -- 2. Information structure -- 3. Collocations and formulaic language -- 4. Language learning -- 5. Discourse and culture -- 6. Concluding remarks -- Form and function in a cognitive perspective -- The relation of grammar to thought -- 1. Introduction -- 2. From thoughts to semantics -- 2.1. Selection -- 2.2. Categorization -- 2.3. Orientation -- 2.4. Combination -- 3. Differentiating semantics from grammar -- 4. Lexicalization and grammaticalization -- 5. Concluding remarks: Grammar and thought -- References -- Communicative constructions in English and Spanish -- 1. Introduction -- 2. The communicative process -- 3. The communicative construction -- 3.1. The participants -- 3.2. The process: Communication as transfer -- 4. Constructions with verba dicendi -- 5. Constructions without verba dicendi -- 5.1. Discharge verbs -- 5.2. Cognitive verbs -- 5.3. Manner of speaking verbs -- 5.4. Instrumental verbs -- 5.5. Verbs of gesture -- 6. Concluding remarks -- Notes -- References -- Information structure -- Incremental Functional Grammar and the language of football commentary -- 1. Introduction -- 2. Functional Grammar -- 3. Functional Discourse Grammar.

4. Incremental Functional Grammar -- 5. Application to data -- 6. Discussion of the results -- 7. Conclusion -- Note -- References -- The role of Theme and Rheme in contrasting methods of organization in texts -- 1. Background and aims -- 2. Towards a procedure for a quantitative interpretation of method of development -- 2.1. The method of development and the point in an expository text -- 2.2. Quantitative interpretation of the method of development and the point -- 3. Comparison of texts -- 3.1. Textual analysis of narrative -- 3.2. Textual analysis of exposition -- 3.3. Extremely variant texts -- 4. Conclusion -- Notes -- References -- On clefting in English and Spanish -- 1. Aims and background -- 2. The corpora and data -- 3. Formal properties -- 3.1. Do clefts exist in Spanish? -- 3.2. Clefts in English and Spanish -- 4. Semantic properties -- 4.1. Identifying constructions -- 4.2. Existential presupposition -- 4.3. The exhaustiveness implicature -- 5. Discourse-cognitive functions -- 5.1. Thematic flexibility -- 5.2. Newness-orientation -- 5.3. Interpersonal flavour -- 6. Conclusion -- Notes -- References -- Anaphoric terms and focus of attention in English and Spanish -- 1. Aims and background -- 2. Centering Theory -- 3. Applying Centering to spoken language -- 4. Ranking entities in the focus of attention -- 5. Choice of anaphoric term for the most salient entity -- 5.1. Referring expressions and transitions -- 5.2. Continue transitions -- 5.3. Retain transitions -- 5.4. Smooth shift transitions -- 5.5. Rough shift transitions -- 6. Conclusions -- Notes -- References -- Collocations and formulaic language -- Formulaic language -- 1. Introduction -- 2. Corpus-oriented approaches to formulaic language -- 2.1. Recurrent continuous sequences in English and Spanish -- 2.2. Recurrent discontinuous sequences in English and Spanish.

2.3. Widening the scope of the study: More flexible syntagmatic patterns in English, Spanish and Italian -- 2.4. Overall conclusions from corpus work: The idiom principle -- 3. A psycholinguistic approach to formulaicity -- 4. Some implications for language teaching and learning -- 4.1. The need to take syntagmatic patterns into account when thinking about vocabulary acquisition -- 4.2. The complex interplay of grammar and lexis -- 4.3. Differences in collocational behaviour of apparent translation equivalents across languages -- 4.4. Formulaic language in relation to psychological and social factors in language learning -- 5. Conclusion -- Notes -- References -- A contrastive analysis of entrenchment and collocational force in variable-sized lexical units -- 1. Aims and background -- 2. Grammatical meaning, lexical meaning and lexical form -- 3. Semantic meaning and pragmatic meaning -- 4. Meaning extension and conceptual integration -- 5. Entrenchment: Collocational force and idiomaticity -- 6. The levels of compositionality -- 6.1. The collocational-level -- 6.2. The level of idiomaticity -- 6.3. The level of constructions -- 6.4. The level of metaphorical organization -- 6.5. The level of conceptual integration -- 7. Cross-correlation between compositionality, productivity and processing -- 8. Comparative linguistic data concerning entrenchment facilitated through iteration -- 9. A proposed formal classification of the linguistic data -- 10. Concluding remarks -- Note -- References -- Language learning -- Designing vocabulary tests for English, Spanish and other languages -- 1. Three vocabulary tests1 -- 1.1. Vocabulary size -- 1.2. Vocabulary organisation -- 1.3. Accessing the lexicon -- 2. The problems -- 2.1. Vocabulary size -- 2.2. Tests of lexical structure -- 2.3. Tests of lexical availability -- 3. Concluding remarks -- Note -- References.

Timing in English and Spanish -- 1. Introduction -- 2. On syllable length -- 3. On phonological learning -- 4. Objectives -- 5. The study -- 5.1. Samples -- 5.2. Instrument -- 5.3. Procedure -- 6. Discussion of results -- 6.1. Results pertaining to groups G-1 and G-2 -- 6.2. Results relative to group G-3 -- 7. Conclusions -- 7.1. The timing of prosodic units in English and Spanish -- 7.2. The timing of Spanish prosodic units by Anglophone learners of that language -- Notes -- Appendix 1 -- English text -- Spanish text -- References -- Spanish and English intonation patterns -- 1. Introduction -- 2. Objectives -- 3. Methodology -- 3.1. Participants -- 3.2. Instruments -- 3.3. Procedure -- 4. Analysis and results -- 4.1. Tone group 1: Low drop -- 4.2. Tone group 2: High drop -- 4.3. Tone group 3: Take off -- 4.4. Tone group 4: Low bounce -- 4.5. Tone group 5: Switchback -- 4.6. Tone group 6: Long jump -- 4.7. Tone group 7: High bounce -- 4.8. Tone group 8: Jackknife -- 4.9. Tone group 9: High dive -- 4.10. Tone group 10: Terrace -- 5. Conclusions -- Notes -- Appendix I -- ENTONACIÓN INGLESA: TEST DE PERCEPCIÓN (Perception test) -- References -- Discourse and culture -- Emotivity in narrative discourse -- 1. Introduction -- 2. Corpus and methodology -- 3. Analysis and discussion -- 3.1. : Terms of reference -- 3.2. Use of story-telling conventions -- 4. Conclusion -- Notes -- References -- Cardinal Transitivity in foregrounded discourse -- 1. Introduction -- 2. Refining the notion of cardinal Transitivity -- 3. The foreground/background distinction -- 4. Data analysis -- 4.1. Morphosyntactic and semantic transitivity at the clause level -- 4.2. Transitivity in discourse -- 5. Final remarks -- Notes -- Appendix -- References -- English consciousness in 19th century Spain -- 1. Aims and background -- 2. Description of the corpus.

3. Quantitative results -- 4. A selection of qualitative results -- 5. An analysis of the results -- 6. Concluding remarks -- Notes -- Appendix -- DISCURSOS INAUGURALES (`Opening lectures'): 1860-1870 -- DISCURSOS DE RECEPCIÓN (`Reception lectures') -- References -- Language index -- Scholars index -- Subject index -- the Pragmatics & Beyond New Series.