言語学 — 全 下位分類

This book explores how rapid economic development, globalization, migration, tourism, and urbanization have transformed the linguistic landscapes of the Gulf Cooperation Council (GCC) states. Through a series of original case studies, it examines how languages become visible in public spaces and what these linguistic choices reveal about identity, heritage, power, and social change in one of the world's fastest-changing regions.

Beginning with an overview of demographic and linguistic transformations across the Arabian Gulf, the volume reviews the current state of linguistic landscape research before moving to detailed analyses from Bahrain, Kuwait, Oman, Qatar, Saudi Arabia, and the United Arab Emirates. Topics include multilingualism, real estate naming, migration communities, heritage preservation, tourism development, religious expression, urban branding, and the impact of global events on public signage. By combining sociolinguistics, urban studies, and Gulf Studies, this book offers new insights into language, culture, and globalization, making it valuable to researchers, students, policymakers, and anyone interested in contemporary Gulf societies.

The fourth edition of Living Language is fully updated with new perspectives on gender and language revitalization.

Now in its Fourth Edition, Living Language: An Introduction to Linguistic Anthropology continues to ground students in how language both shapes and is shaped by social contexts, cultural meanings, and power dynamics. Fully updated throughout, this fourth edition covers both theory and real-world interaction, frontloading with a robust conceptual framework and equipping readers to interpret the chapters that follow.

New to this edition are discussions of AI in relation to literacy, updated coverage of transgender language research and pronouns, and a perspectival shift from language endangerment to language shift grounded in Native and Indigenous linguistic anthropologists’ perspectives. The text now explicitly addresses scale as a concept and highlights differences between Internet and cellular-based communication.

This insightful and indispensable book offers:

• Sign language scholarship integrated throughout the entire text rather than confined to a single chapter, reflecting current disciplinary approaches
• Cartoons, data tables, and relatable examples of actual language use illustrating linguistic anthropology's relevance in a globalized world
• A unified theoretical framework rooted in social theory covering language ideologies, multifunctionality, practice, and indexicality across chapters
• An accessible yet rigorous presentation that treats language as a non-neutral form of social action without oversimplifying core concepts
• A new appendix providing examples of classroom activities that can help instructors teach and students explore the key concepts of the book.

Living Language is ideal for undergraduate and graduate courses in linguistic anthropology, language and culture, and language and society, as well as related courses in sociolinguistics, sociology, education, and communication. Its accessible yet theoretically grounded approach enables students to analyze language as social action across diverse cultural contexts.

This book provides new approaches to major problems in the philosophy of logic, language, and mind. It covers issues such as self-reference, logical abductivism and pluralism, logical truth, modal logic and its applications, Kripke-completeness, theories of meaning, theories of mind, the rationality of beliefs, mental integrity, or the nature of understanding. These problems are discussed by top researchers in their fields allowing the reader to become acquainted with both cutting-edge analyses of major philosophical problems and the illuminating interpretations and solutions of them. The chapters in the volume are dedicated to Professor Mircea Dumitru, who worked on these and related philosophical problems and further promoted scientific research in these fields. At the same time, he put a lot of effort into making the topics in these fields accessible for a broader audience. The book contains essential reading for scholars and advanced students in philosophy of logic, language, mind, and for all those interested in analytic philosophy.

In recent years, research on the nature of linguistic evidence has gained significant attention. One key finding is that linguistic inquiry should not rely solely on a single source of evidence such as introspection, corpus data, or real or thought experiments, but rather combine several types within a single study. However, integrating these diverse forms of evidence presents serious methodological challenges.

Broadly, two main situations can arise. The first is the convergence of evidence, wherein different types of data jointly support a hypothesis. In such cases, the hypothesis becomes more robust than it would be if supported by only one kind of evidence. Over the past decade, the concept of converging evidence in linguistics has been widely explored and discussed. The second, much less studied situation, is the divergence of evidence. Evidence diverges when different sources point towards incompatible hypotheses about a linguistic phenomenon. While convergence strengthens theoretical claims, divergence exposes inconsistencies that require explanation.

Written accessibly, Diverging Evidence in Semantics and Pragmatics focuses on cases in which diverging evidence in semantics and pragmatics leads to inconsistencies, providing insight on how linguistic theories can account for conflicting data and the challenges they pose for empirical research.

Language Learning Later in Life explores how acquiring a new language can promote healthy aging. Authored by leading experts in applied linguistics, education, and aging studies, this comprehensive volume investigates the profound cognitive and psychosocial benefits of language learning for older adults, set against the urgent realities of a rapidly aging global population.

Through a blend of empirical research, qualitative analyses, and compelling case studies, the book reveals how language learning can stimulate memory, enhance cognitive function, and foster motivation and resilience. It also delves into the social rewards of language acquisition, from increased participation and intercultural engagement to combating loneliness and reducing isolation. Addressing critical challenges such as neurodegenerative diseases and depression, Language Learning Later in Life champions proactive strategies for healthy aging, offering practical guidance on effective teaching methodologies and illuminating the unique learning journeys of older adults.

A vital resource for researchers, educators, and policymakers, this book demonstrates how lifelong language learning can enrich lives and promote well-being among an aging society.

In current multimodality research, there is a methodological and analytic gap between the complexity of the materials targeted and the constructs applied. This gap makes it difficult for analyses to scale beyond single case studies. Support for larger-scale empirical, corpus-based work is often compromised and, when scaling does occur, it is at the cost of the breadth of multimodal phenomena covered. In this book we present the latest revision of our multimodal semiotic approach to advanced multimodality research which directly addresses these problems, providing extended theoretical constructs with solid foundations, staged methodological instructions for applying those constructs in practical analysis, and a specially selected set of hands-on illustrations of the account at work in diverse media and communicative situations. The framework clearly sets out methods and examples of how to conduct multimodality research regardless of the materials involved and always with a view to increasing scale to provide stronger empirical foundations. The selected analyses illustrate the application of the latest multimodality methodologies, complex data (across domains), analytical tools, and results from different phases of research.

Game-Based Approaches to CALL features contributions that explore approaches to teaching world languages and cultures that are both computer-assisted and game-based.

As the intersection of games and learning constitutes a pedagogical subgenre unto itself, this volume focuses on four key elements of game design and game studies that will shape the future of not only the games industry, but of computer-assisted practices of all kinds, especially CALL. The elements include: player/student agency, which is the theory defining the future of player/student-centred design; serious games, the genre expanding the pedagogical potential of game design; eXtended Realities (XR) and AI storytelling, wielding the technologies shaping the future of the game-based classroom; and multimedia theories of learning and empirical game-based research ? case studies at the intersection of CALL and game studies.

Maximizing the learning potential of constantly evolving modern technologies, the contributors to this volume offer a transformative perspective for students, professors, researchers, and practitioners of linguistics.

Large language models are everywhere, from chatbots and search engines to content generators and decision-making systems. But what is actually happening when they 'speak'?

Discourse Machines argues that LLMs are not neutral tools but active producers of meaning, knowledge, and power. Drawing on critical theory, post-structuralism, and discourse analysis, Simon Lindgren situates LLMs within longer traditions of thinking about language, power, and knowledge. Through close readings of interactions with ChatGPT, Claude, Gemini, and other systems, he reveals how these machines reproduce truth, perform authority without understanding, simulate care without embodiment, and enact the 'death of the author' while projecting a coherent voice. As these systems become embedded in education, healthcare, journalism, and governance, the stakes could not be higher.

Offering a critical perspective on generative AI, Discourse Machines is essential reading for understanding what happens when language itself is automated, and what we must do to reclaim discourse from the machines.

Investigating the gamut of changes that occurred in the course of the English language’s development, Historical Linguistics and the History of English analyses its metamorphosis scaffolded by systemic functional linguistics.

Providing an introductory model for the historical description of languages within the systemic functional framework, English professor Michael Cummings utilizes the history of English as a guiding exemplar. At the centre of the model are the historical relationships among successive states of semantics and of lexico-grammar. He takes the reader through a systemic functional analysis of their own modern English and introduces analyses of the historical dialects, while noting differences and similarities. Each successive chapter begins with an analysis of a type of grammatical unit in modern English, then continues with corresponding analyses through the historical dialects Old English, Middle English, and Early Modern English. The types of grammatical units covered are the nominal group, the verbal group, the interpersonal clause, the experiential clause, and the textual clause.

Historical Linguistics and the History of English is a vital introduction to the history of the English language from a systemic functional perspective and will be of interest to scholars and students at all levels.

Reader Positioning and Social Context investigates how writers in diverse online social contexts construct relationships with their readers, drawing on Systemic Functional Linguistics (SFL) to offer a fine-grained model of interpersonal meaning.

Focusing on what has been termed as “solidarity”, “contact”, “social distance/proximity” and “affiliation” in past research, linguists Alexanne Don and Peter R.R. White insist on the value of treating these aspects of Tenor as involving two primary axes of variation: the degree to which writers position the imagined reader as sharing their attitudes and beliefs and the degree to which this reader is constructed as having experiences and/or knowledge in common with the writer. Making a compelling case for this perspective, they provide a method for its operationalization and demonstrate the variation of findings it makes available. This book also provides examples of how these tenor relations may be investigated along with worked examples in a variety of written social contexts.

Together, these analyses show how more nuanced descriptions of social context yield deeper insights into how writers align with readers, negotiate proximity, and shape persuasive communication.

This handbook gathers the main concepts, theoretical approaches, research fields and applications that have emerged from the intersection between translation, gender, and sexuality. Over the past three decades, translation studies (a dynamic field of descriptive and critical inquiry) has increasingly incorporated feminist perspectives, sexual diversity voices, and queer and trans approaches. The volume revisits and critically assesses this tradition while also identifying new directions for future research within an intersectional framework that brings together perspectives from diverse backgrounds and contexts. Organized into four sections covering basic concepts, politics of translation, forms of representation, and practices and applications, the handbook is intended for both students and experienced researchers seeking a comprehensive overview of key current themes, issues, and research topics in translation, gender, and sexuality.?

This book provides a comprehensive examination of how translanguaging serves as a transformative linguistic, educational, and sociopolitical practice across diverse cultural, geographic, and institutional settings. Building on cutting-edge research and multidisciplinary perspectives, the volume editor brings together voices from Asia, Africa, the Middle East, and Europe to shed light on how individuals and communities strategically mobilize their full linguistic repertoires to navigate identity, power, and inclusion in complex multilingual realities. Through empirical studies, ethnographic investigations, and conceptual analyses, this book illustrates the lived dimensions of translanguaging within families, classrooms, public spaces, and policy frameworks. This is the second volume in a two-part series on translanguaging. Whereas volume one, Translanguaging and Critical Pedagogy: Linking Theory and Practice (Ulum, 2026), explores critical language pedagogy, multilingual education, and sociopolitical dynamics in classrooms, this volume expands the scope to include translanguaging practices in homes, communities, institutional policy, and broader sociolinguistic landscapes. It is an essential resource for educators, students, researchers, policymakers, and designers engaged in multilingual education, translanguaging, curriculum development, and inclusive language practices.

This book contributes to the existing literature on second language (L2) pragmatics in several ways. It expands the empirical scope of L2 pragmatics to young foreign language learners, a population that remains underrepresented in a field largely shaped by research on adult learners. Drawing on a two-year longitudinal study of Chinese primary school students learning English, the book offers a developmental account of children’s pragmatic competence over time. It examines both pragmatic production and pragmatic perception, showing how young learners develop the ability to produce contextually appropriate requests and how their understanding of pragmatic meanings across a range of speech acts evolves in instructed foreign language contexts.

This book covers both theoretical foundations and empirical findings, and integrates discussions of ethical and methodological considerations specific to working with children?an area often overlooked in L2 pragmatics research. Teachers and teacher educators will find the findings particularly relevant, as the book offers insights into how pragmatic competence develops in early foreign language learning contexts and what this means for curriculum design and instructional practice. It also serves as a useful resource for researchers and students in applied linguistics, second language acquisition, child language development, and language education, as well as for policymakers concerned with young language learner instruction.

This book is a unique and up-to-date look at a series of empirical projects organized around the principles and concepts of sociocultural theory.

Applied linguistics professors James P. Lantolf and Matthew E. Poehner address three broader topics framed within the principles and concepts of Vygotskian sociocultural theory: concept-based language instruction, dynamic assessment, and teacher education. The chapters report on empirical studies focusing on learner development of abilities in English, Spanish, Japanese, and French. Specific sections also investigate grammar instruction, literacy, translanguaging, a hidden dimension of oral proficiency assessment, computerized assessment, the role of emotion in teacher development, use of drama and play to promote language development, pragmatics, and more.

An innovative analysis of sociocultural theory and its implications, the book will also be of interest to those exploring applied linguistics, language development, language pedagogy and assessment, and teacher development.