言語学 — 全 下位分類

The book approaches the grammar of English through a more meaning-focused approach. Inspired by the theories of cognitive semantics (CS), it examines English more holistically in usage contexts. Adopting a functional approach, the book (i) discusses language phenomena that are usually ignored in pedagogical grammar books (e.g., the order of adjectives in the determiner phrase); (ii) presents grammar as a set of meaningful choices in a particular usage context (e.g., intelligence vs multiple intelligences); (iii) establishes connections across word categories and structures (e.g., between prepositions and phrasal verbs); (iv) attempts to offer explanations for complex areas of English by drawing on tools of CS analysis (e.g., examining articles, quantifiers, no article use, demonstratives, and possessive pronouns as part of a larger reference system); and (v) creates meaningful contexts for practice through communicative tasks.
It adopts a pedagogical approach with more easily accessible explanations and also contains communicative practice activities that are extremely useful to students, teachers, and teacher educators in English as a Second Language/ Foreign Language (ESL/ EFL) contexts to understand usage patterns, develop language awareness, and ultimately become proficient users.

This book investigates the methods and strategies of how translation and interpreting are taught in Africa, and it identifies the subject matters studied in several African universities, namely the five corners: north, south, west, east, and central Africa. The book goes through its different chapters to measure the efficiency of those translation and interpretation programs, departments, faculties, and schools via a comparison with the rate of employability of the graduates and their reputation in different local and continental organisms. This book reveals the teaching translation and interpretation in Africa which is still adopting the traditional classical methods or adopting new methodologies in this age of AI and recommends methods to face positively the increasing integration of AI at all life levels including in translation and interpretations to highlight the pros and cons of it and prospect or recommend adaptive measures, methods, strategies, or likely methodologies for better outcomes and performance. This book also presents the mapping of major schools, faculties, institutes, and departments of translation and interpreting in Africa. It can serve as a useful academic guide for academic scholars and professional readers on African instructions of translation and interpreting teaching.

This book offers a timely and original exploration of how queer humour shapes cultural identity within Taiwan's digital media landscape. Focusing on language, sexuality and performance, it examines humour as a form of resistance, connection and creativity across online queer spaces. Drawing on data from YouTube, Grindr and X/Twitter, it investigates how gay Taiwanese men use humour to negotiate visibility, articulate desire and respond to exclusion. Through drag queens' mediatised interactions, YouTubers' everyday expertise in sex and sexuality, dating app profiles and X/Twitter posts by erotic content creators, humour emerges not merely as entertainment but as a vital sociolinguistic strategy. These playful performances are deeply rooted in local language varieties and actively challenge dominant gender norms and heteronormative expectations. While humour serves as the book's central analytical lens, it also engages a wide range of sociolinguistic phenomena, including narrative construction, indexicality, register variation, metaphor, indirectness, punning, code-mixing, self-deprecation, ironic politeness and stylised registers such as wulitou "nonsense." These strategies are analysed to show how gay Taiwanese men craft voice, negotiate authenticity and build digital intimacy across genres and platforms. In doing so, the book draws on insights from fields including queer linguistics, humour studies, digital discourse analysis and East Asian cultural studies.

This book offers a innovative exploration of the intricate interplay between causality and modality through a comprehensive formal semantics analysis of causal relations encoded in causative constructions. It addresses foundational questions about causation within theoretical linguistics, philosophy, and cognitive science. By integrating Modal Semantics and Event Semantics, it illuminates how language encodes complex causal relations with remarkable precision, revealing the subtle ways in which diverse causal dimensions reflect human cognition.

Drawing on data from periphrastic causatives in Teochew-an understudied Southern Min language, this volume presents innovative analyses of four dimensions of causality: direct vs. indirect, deterministic vs. probabilistic, attitude-bearing vs. attitude-neutral, and permissive vs. non-permissive. It also proposes a causal ontology intended as a blueprint for future cross-linguistic studies. The book bridges theoretical insights with rich empirical evidence, while engaging with classic philosophical discussions.

This volume is essential for scholars and graduate students in linguistics, philosophy, and cognitive science, offering interdisciplinary perspectives on the nature of causation.

This Open Access book presents the first in-depth analysis of the Finnish-German military alliance (1941-1944) as a translation zone - a multilingual network of military, administrative and civilian encounters held together by linguistically versed soldiers and civilians acting as interpreters and translators. It focuses on interpreters and liaison officers of the Finnish Liaison Staff in Rovaniemi, who were assigned to the staffs of the German army units with the task of maintaining communication between the two armies and assisting German troops in their daily matters. Furthermore, attention is paid to Finnish civilians, especially women whose language skills made them candidates for a range of mediation tasks in the German units. The reconstruction of military interpreters' and liaison officers' tasks and mediation agency between the brothers-in-arms and their military cultures is based on their war-time weekly reports, whereas the civilian interpreters' experiences are drawn from a variety of autobiographical accounts, including interviews.

The Linguistic Carnival of Thought: Comparative Philosophy and the Dynamics of Language argues that the practice of philosophizing is significantly influenced by linguistic structures. Against the widespread view that all languages are reducible to the same matrix on a deep-structural level, Rein Raud presents ample evidence to the contrary, demonstrating how different strategies of predication, postulation, negation, individuation, and so on vary greatly and present incompatible combinations in natural languages, which are nonetheless suitable for precise and rational argumentation.
This book compares the views of language presented by Plato, Kongzi/Xunzi, and Bhartrhari; discusses "pansemioticism," or the view that reality itself is significant (addressing Yijing, East Asian Buddhism, the Kabbalah, the philosophies of Peirce, Derrida, and others); juxtaposes the set-theoretical ontology of Badiou and the mereological worldview of Huayan Buddhism; and discusses various critiques of the idea of "truth" (Wittgenstein, Deleuze, Foucault) and a way to accommodate them through the logic of Dignaga, among other topics. With examples from languages and philosophical traditions across the world, the book is an ideal introduction to the problematic for monolingual speakers of English and a scintillating exploration for polyglots.

This collection examines the construction and circulation of discourses on populism, charting their role in shaping collective understandings of democracy.

This volume advocates for an interdisciplinary approach to the study of populism as a form of categorisation used by several types of actors to label people and phenomena in political and social debate, with the first section highlighting chapters on making such a framework work in practice. Chapters collectively make the case for the possibilities afforded by interdisciplinary perspectives, demonstrating how the interplay of discursive, linguistic, political, and communicative analyses is imperative to understanding discourses on populism as discursive practices embedded in specific contexts. The second section showcases interdisciplinary empirical studies on the uses of populism(s) and populist(s) in various types of political and media discourse in Belgium, France, and Spain in 2019. This focus highlights not only analyses on the uses of this notion in different contexts where actors and actions attached to different ideologies have regularly been qualified as 'populist', but also the value of an interdisciplinary approach in analysing other concepts prevalent in contemporary public discourses more broadly.

This book will appeal to scholars interested in populism across disciplinary fields, including discourse analysis, language and communication, media studies, history, and political science, as well as those interested in interdisciplinary research methods.

This innovative collection explores the complex and multifaceted relationship between translation and anarchism, showing how the circulation of key authors and theories on a global scale has been underpinned by language and translation.

Chapters feature case studies from across Europe, Latin America, the Middle East, and East Asia that highlight the relevance of multilingual exchanges in the growth of anarchist movements across geographic contexts as well as the decisive role of translation in their evolution and transformation. Through different disciplinary lenses - including history, sociology, philosophy, and comparative literature - the collection charts a relevant area of knowledge that has been clearly under-researched and aims to foster cross-disciplinary conversations between scholars in language and translation and social sciences.

This book will be of interest to students and scholars in translation studies, political science, global literature, area studies, and social and cultural history.

In the fast-evolving age of digitalization and Artificial Intelligence (AI), news discourse plays a pivotal role in shaping cultural and political narratives and public understanding of significant global events by disseminating meaning that is constructed, contested, and reinterpreted by news workers and audiences.

Chinese News Discourse in the Digital Era unpacks how meaning is generated and circulated in Chinese news media to foster mutual understanding, highlighting the interplay between communication, journalism, linguistics, translation, political science, and digital platforms. The evolution in media and technology has reshaped global journalism, including China, demanding new skills such as multimedia storytelling and data analysis from journalists and translators. This volume examines the intersection of news media, discourse, language, translation, and culture, as well as communication pedagogy, which underpins the construction and negotiation of meaning in news discourse through various means in communication and education.

This book provides useful insights for scholars, students, and policymakers interested in Chinese linguistics, news discourse, media and communication, and translation.

'Traditional' language teaching has come to be equated with old, dysfunctional, outdated, or backward pedagogies. But is that really all there is to it? This book breaks through the disinterest in tradition and challenges taken-for-granted assumptions about the realm of the traditional in language education, gradually revealing that the common and dismissal of traditional language teaching is inadequate and flawed - a fabrication.

To disrupt this fabrication of traditional language teaching, The Fabrication of Traditional Language Teaching argues for the reclaiming and reframing of tradition as a crucial concept in language education and scholarship. It provides an in-depth investigation of applied linguistics scholarship and the knowledge that it has produced about traditions, relates this to interdisciplinary perspectives on tradition that have been advanced in the social sciences, philosophy, education, and cultural studies. By tracing the ways in which traditional language education has been, and continues to be, fabricated, it reveals how this fabrication affects and impedes our understanding of language education and research.

In Latin America, and other historically exploited former colonies, people were told to unlearn their language and culture in order to acquire what some privileged voices classify as "valid" or "legitimate" ways of thinking.
Throughout history, various teaching approaches and methodologies have emerged, each bringing unique insights to foreign language classrooms all over the world. These methods have played a pivotal role in shaping language pedagogy, enhancing learners' experiences, and fostering communication in an increasingly interconnected world. As societies become aware of the need for cultural inclusivity and equity, educators are recognizing the importance of adopting praxiologies that honor diverse languages and perspectives.
In the last couple of years, language educators have seen an unprecedented expansion of discussions related to the questioning of naturalized practices in language education. Nowadays, these questions are the core of language teacher education programs in Latin America. Educators have developed and implemented another way experiencing and assessing language education; one that is not focused on the mere application of predetermined methods and techniques, but that is born from-and sensitive to-the local contexts, and which considers context-dependent struggles, hopes, needs, and agency (or lack thereof). In such a manner, the concept of praxiologies seems to be central, as understood by Paulo Freire as the inseparable connection between action and reflection. In the context of Latin American language education, praxiologies refer to the constant action-reflection that extends beyond the implementation of pre-determined methods and techniques created by those who have never interacted with the local contexts.

This pioneering collection provides a space for Latin American English language teacher educators and leaders to share their innovative professional practices.

Their autoethnographic contributions adeptly intertwine personal trajectories with wider societal and pedagogical narratives, elucidating crucial themes across the region's terrains.

Latin America's English language pedagogy still trails behind on the global stage despite countries like Argentina, Brazil, and Colombia bolstering their English teacher education and enhancing the delivery of English as a foreign language. This landscape demands a deeper scholarly inquiry, particularly at the crossroads of innovative pedagogies and their real-world applications within the distinctive milieu of Latin America. Spanning the entire continent and a vast variety of teaching and learning contexts, this book's contributors tackle challenges including collaboration, professional identity and development, queer texts, democratizing access, social justice and materials design.

Gathering perspectives and experiences through auto-, duo- and trio-ethnographic chapters, this collection of personal and deeply collaborative reflections is a powerful account of first-person lived experiences in TESOL teacher education in Latin America.

Transforming Language Education: Theoretical Insights, Multimodal Practices, and Teacher Development is a comprehensive book that explores the dynamic intersection of technology, language learning, and teaching. It provides a nuanced understanding of the digital landscape in language education and covers a wide range of topics. The book begins by laying the theoretical groundwork for digital language teaching and learning. These theoretical perspectives offer valuable insights into the complexities of language learning in digital environments. The volume then shifts its focus to innovative multimodal approaches to portray their potential to enhance digital literacy, motivation, and language acquisition. This section also discusses the role of multimodal practices in language acquisition and the potential of digital technology in enhancing learners' language skills. The book then explores the idea of digital storytelling and showcases its transformative potential in language teaching and cultural exchange. This section highlights the power of digital narratives to engage learners, foster cross-cultural understanding, and promote meaningful connections. By exploring the intersection of technology, language, and culture, it demonstrates how digital storytelling can enrich language learning experiences. This volume also emphasizes the critical role of teacher training and institutional support in effective technology integration in language classes. It provides strategies for building digital literacy among language teachers and empowers them to harness technology for enhancing teaching and learning.

This book explains how Mandarin Chinese often leaves the subject unspoken and how readers can still work out 'who' or 'what' is being talked about by identifying patterns in connected discourse.

Drawing on a carefully compiled corpus of balanced genres, the book illustrates where missing subjects tend to occur and how their meaning is inferred from context. It provides a clear, practical classification of null subjects and introduces a transparent method for identifying the grammatical and discourse cues that inform interpretation. The book also sets out a step-by-step procedure for resolving missing subjects, based on Centering Theory, and evaluates this procedure using annotated data, thereby bringing together linguistic theory and computational methods. Together, these components offer an accessible account of how reference and coherence are maintained in Chinese when the subject is not overtly expressed.

Evidence-based and clear, this book will be of interest to linguists, students and general readers curious about how language works. It is particularly relevant to the fields of Chinese linguistics, discourse and pragmatics, and language technology.

Decolonizing English Language Education offers a grounded introduction to decolonial practices in language learning. It invites readers to problematize and rethink English language education by uncovering its deep ties to colonial history and imagining new, more humanizing possibilities for the contemporary classroom.

Spanning histories of empire to present-day policies and practices, this book traces how English has been commonly associated with power, opportunity, and mobility while also perpetuating inequality and marginalization. Molina guides teachers through a reflective and methodical journey: first, understanding how colonial legacies shape language education; then, moving toward decolonizing one's own consciousness; and, ultimately, adopting practical strategies for a transformative pedagogy rooted in critical, decolonial love. Drawing on the author's own experience and insights from Indigenous knowledge systems and critical traditions, this book emphasizes the importance of love, spirituality, and relationality in language teacher education. Case studies and hands-on examples highlight how teachers can use translingual, multimodal, and culturally sustaining practices to affirm learners' diverse identities and gifts. This book effectively re-imagines language teaching not just as skills-based instruction but as a moral and transformative endeavor.

By incorporating decolonial practice and reflection into research, this book is ideal for policymakers, scholars, and teachers alike. It is a valuable resource for applied linguistics, language acquisition, second language acquisition theory and methodology, and practical courses offering work placements.

This book presents the first systematic study of Gule, a dormant East African language isolate, offering a tentative grammatical sketch based on historical documentation collected by Brenda Z. Seligman. Readers will gain valuable insights into a previously unstudied language through systematic grammatical analysis and comparative linguistic examination of the available materials, including a previously unknown audio recording made in 1966 by Wendy R. James. The book delivers this through detailed documentation analysis, identification of areal linguistic phenomena shared with neighboring East African languages, and thorough vocabulary assessment that establishes Gule's unique status among world languages.

Learner agency plays a pivotal role in education by empowering individuals to take charge of their learning and self-development. This book explores the dynamics of learner agency among high-level English as a Foreign Language (EFL) learners in China's secondary education system.

Adopting an ecological perspective, the author delves into the English learning histories of over 20 high-level EFL learners from a secondary school in East China. She examines how these learners strategically navigate their learning journeys by engaging with temporal (past experiences/future aspirations) and relational (family/teacher/peer/societal) resources within a high-stakes ecosystem. Specifically, the book studies the multidimensionality of learner agency, including its cognitive, behavioral, and psychological manifestations; the interplay between individual agency and ecological contexts; and the practical cultivation of learner agency in EFL settings.

This book offers empirical insights for EFL learners, educators, parents, researchers, and policymakers seeking to foster learner agency in diverse educational environments.

This book offers an intimate ethnographic window into the ways Chinese Muslims produce, maintain, and transmit religious, cultural, and historical knowledge through their everyday practices of heritage literacy.
Sino-Muslims in China inhabit a unique landscape of religious and spiritual expression, shaped by the intersections of the Islamic faith with Chinese cultural traditions, and where the spoken and written word plays a vital role in sustaining Islamic heritage across generations.

Drawing from multiple personal narratives across diverse regions - including Ningxia Hui Autonomous Region, Qinghai, Gansu, Jilin, Henan, and Hong Kong SAR - this book illuminates the lived experiences of Chinese Muslims as they navigate the intersections of faith, language, and identity. These accounts trace practices of heritage literacy shaped by migration, linguistic-semiotic ideologies, life-cycle rituals, and forms of artistic expression. The authors show how practices of heritage literacy, rooted in Islamic traditions yet responsive to contemporary shifts, tether Sino-Muslims to a broader sense of Muslimness while also anchoring them in local Chinese cultural and historical milieus and diverse linguistic traditions.

This interdisciplinary study offers new insights into the significance of heritage literacy in linguistic anthropological study, and the vital role of narrative in preserving and articulating Islamic heritage in China's evolving sociocultural landscape.

This book brings together the experiences of twelve language teaching professionals who experimented with and developed their own successful methods of teaching foreign languages during the COVID-19 pandemic, including through virtual synchronous classrooms.

The methods presented are varied in nature, but have all proven to be successful in terms of learning outcomes and satisfying for both students and their teachers.

The contributors disseminate their unique teaching methods and discuss their practical applications, across a range of language education contexts, offering insights into what could and should be in focus in post-pandemic learning and instruction environments.

Using an analytical framework from interactional linguistics, this book develops a linguistic analysis of verbal interactions based on exchanges between radio announcers and listeners.
Drawing on interactions from five Portuguese nighttime radio programs, Carla Aurelia de Almeida discusses the discourse strategies of caller and host and the verbal rituals that contribute to the maintenance of interactional order and institutional power. This book highlights the theoretical and methodological issues underlying the study of language in operation, characterizes the generic coordinates of institutional radio discourse, and identifies the way in which the ritualization of discursive practices is constructed. De Almeida studies face-saving strategies and phenomena like hesitations, repetitions, mitigation devices, discourse intensifiers, and directive or continuative host interventions.

Exploring Academic Vocabulary: Form, Meaning, Use offers a practical roadmap for mastering academic vocabulary in written texts. It is the first textbook in the field entirely grounded on corpus research, empowering students to confidently use corpus data for language learning.

Focusing on 20 words drawn from leading academic word lists, the book examines each item in terms of form, meaning, and use, uncovering patterns often overlooked in traditional vocabulary instruction. Buckingham highlights the unique features that distinguish academic vocabulary from spoken language and fiction, deepening readers' understanding of register and discourse. Each word is illustrated with authentic examples constructed with the authoritative Corpus of Contemporary Academic English (COCA), supported by carefully selected corpus visuals and accompanying exercises with clear answer keys, allowing students to actively test and refine their learning. Through extensive research from COCA, the book also reveals important lexico-grammatical features specific to each word, including the use of negation, modal verbs, the passive voice, typical collocations, short phrases, and discourse-level functions. Adopting a data-driven learning approach, the book provides empirical evidence of how academic vocabulary functions in context, helping learners become more flexible and precise in their academic writing.

Hands-on and accessible, this book is an essential resource for for upperintermediate to advanced users of English, and teachers. It serves as the ideal companion to both Academic IELTS preparation and independent study.

This volume examines how Extensive Reading is utilized as a pedagogical approach in a range of international settings. It addresses the relationship between context, theory and practice, emphasizing the role context plays in how Extensive Reading is implemented around the world.

The book focuses on three themes - the implementation of Extensive Reading as a pedagogical approach, what happens when an Extensive Reading programme is in operation and the experiences of students in Extensive Reading programmes. These themes are examined in the context of how Extensive Reading has been adopted and operationalized in differing international settings, providing a comprehensive overview of the Extensive Reading approach from implementation, application and effect on learning.

Focusing on practitioner-researchers' perspectives on how to implement and maintain Extensive Reading programmes, as well as the effect Extensive Reading has on English language learning, this volume contributes to researchers and postgraduate students' understanding of the challenges and opportunities Extensive Reading offers teachers and learners.

This book presents a pioneering exploration of literacy, integrating multidisciplinary perspectives into a framework that conceptualizes literacy as an interaction among technologies, codes, purposes, and practices within and across cultural and historical contexts.

The volume traces the global emergence of writing and reading systems across five regions: East Asia (encompassing China, Korea, Japan, and Vietnam); the Mediterranean and Europe (spanning phonetic alphabetic traditions and their subsequent global dissemination); the Middle East and Africa (Semitic and Afro-Asiatic writing systems); India and Southeast Asia (Brahmic writing systems); and Indigenous North America (Mesoamerican writing systems). The concluding chapter synthesizes and compares these developments. It analyzes how early literacy, wielded by government and religious officials, simultaneously fostered cultural advancement and facilitated population control. This established the foundation for widespread literacy through revolutionary advances in printing technology, industrialization, and mass education.

This work will be an invaluable resource for scholars, educators, and students of cultural studies, linguistics, historical research, anthropology, and educational theory. It will be particularly valuable to those interested in the evolution of literacy across diverse civilizations and throughout history.

This book outlines a framework for spatial pedagogy, exploring how the dynamics of multimodality at work in the interaction of human bodies and classroom spaces in pedagogic practices. Wu extends spatial discourse analysis to establish a framework for analyzing the multimodal nature of embodied practice in space.

The volume features four case studies from a range of tertiary classrooms and their material settings in Australian and Chinese higher education, each offering unique insights into teaching and learning practices and how such practices interface with movement, writing, rhythm, and blocking across different contexts. Taken together, the book provides a greater understanding of space in social life and multimodal communication as it plays out in the classroom, charting new directions for future research at the intersection of multimodality and higher education.

This volume will be of interest to students and researchers in multimodality, semiotics, educational research, and communication studies.