000			03763cam a22004458i 4500
999			_c16582 _d16582
001			21708700
003			OSt
005			20220301143834.0
006			m |o d |
007			cr |||||||||||
008			200827s2021 enk ob 001 0 eng c
010			_a 2020037444
020			_a9781119569312 _q(epub)
020			_a9781119569183 _q(pdf)
020			_z9781119569237 _q(paperback)
040			_aDLC _beng _cDLC _erda
042			_apcc
050	0	0	_aP291
082	0	0	_a2021 _2DC 415 _bC217
100	1		_aCarnie, Andrew, _d1969- _eauthor. _944160
245	1	0	_aSyntax: _ba generative introduction/ _cAndrew Carnie.
250			_aFourth edition.
263			_a2103
264		1	_aChichester, West Sussex, UK: _bWiley-Blackwell, _c©2021.
300			_aviii, 528 pages: _billustrations; _c25 cm.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
490	0		_aIntroducing linguistics
500			_aIncludes bibliographical references and index.
504			_aIncludes bibliographical references and index.
520			_a"Almost every preface to every syntax textbook out there starts out by telling the reader how different this book is from every other syntax textbook. On one hand, this is often the truth: each author shows their own particular spin or emphasis. This is certainly true of this textbook. For example, you'll be hard-pressed to find another textbook on Principles and Parameters syntax that uses as many Irish examples as this one does.. On the other hand, let's face facts. The basic material to be covered in an introductory textbook doesn't really vary much. One linguist may prefer a little more on binding theory, and a little less on control, etc. In this text, I've attempted to provide a relatively balanced presentation of most of the major issues and I've tried to do this in a student-friendly way. I've occasionally abstracted away from some of the thornier controversies, when I felt they weren't crucial to a student understanding the basics. This may make the professional syntactician feel that I've cut corners or laid out too rosy a picture. I did this on purpose, however, to give students a chance to absorb the fundamentals before challenging the issues. This was a deliberate pedagogical choice. I'm well aware that sometimes I've glossed over controversies, but I think a student has to learn the basics of how the system works before they can seriously critique and evaluate the model. This is a textbook, not a scholarly tome, so its aim is to reach as many students as possible. The style is deliberately low-key and friendly. This doesn't mean I don't want the students to challenge the material I've presented here. Throughout the book, you'll find grey "textboxes" that contain issues for further discussion or interesting tidbits. Many of the problem sets also invite the student to challenge the black and white presentation I've given in the text. I encourage instructors to assign these, and students to do them, as they form an important part of the textbook. Instructors may note that if a favorite topic is not dealt with in the body of the text, a problem set may very well treat the question."-- _cProvided by publisher.
588			_aDescription based on print version record and CIP data provided by publisher; resource not viewed.
650		0	_aGrammar, Comparative and general _xSyntax. _944161
650		0	_aGenerative grammar. _944162
776	0	8	_iPrint version: _aCarnie, Andrew, 1969- _tSyntax _bFourth edition. _dChichester, West Sussex, UK Wiley-Blackwell, 2021. _z9781119569237 _w(DLC) 2020037443
906			_a7 _bcbc _corignew _d1 _eecip _f20 _gy-gencatlg
942			_2ddc _cDC