言語学 — 全 下位分類

The Discursive Construction of Veganism is a linguistic exploration of the stories we tell about veganism in popular media.
Negative representations of veganism dominate, however, if veganism were represented in a more positive way, more people might be inclined to consider it in the interest of health: the health of our bodies, the health of our minds, the health of our communities and the health of our planet.

This book examines 'destructive stories' and 'beneficial stories' in podcasts, online news organizations, documentary films, vegan cookbooks and social media accounts, looking at how these stories are linguistically constructed and the potential effect they may have on social cognition and real-world action. The author examines how widespread negative representations of veganism can be resisted with new stories that more accurately reflect real-world vegan practice.

The book also includes a vegan value system supported by the academic and scientific communities, and a quick-reference toolkit of all the stories and their linguistic constructions and rhetorical devices. These can be used for those wishing to identify and resist destructive stories or to promote beneficial stories for vegan advocacy in the interest of ecology and the natural world.

This book explores the impact of political bias on the translation of contemporary Russian fiction into English and its reception in the UK and US between 2008 and 2022.

It also surveys the post-Ukraine invasion literary landscape and provides an overview of post-2022 tamizdat literary networks which publish Russophone literature outside of Russia and free of censorship. By analysing novels from six contemporary Russian authors situated across Russia's political spectrum-from "liberal" to "nationalist"-and drawing on interviews with translators, publishers, editors, authors, and literary agents, this book reveals how political bias influences every stage of the translation process, from funding, commissioning, and translation itself, to marketing, and reception. It explores the politicised positioning of Russian literature in the Anglophone West and calls for the decolonisation of literature from former Soviet spaces.

Translating Novels from Putin's Russia offers a nuanced analysis of the intersection between translation, politics, and publishing and is essential reading for researchers and students in Translation Studies, Publishing Studies, Russian and Post-Soviet Studies, and Literary Studies.

The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC BY-NC-ND) 4.0 International license.

Method in Translator History is a complete reworking of the much-cited classic text Method in Translation History. It explains the basics of reflexive empiricism and offers a highly critical assessment of recent developments in the area. New chapters address current issues in the history of technologies, the risks of big data, types of translation flows, network analysis, translation policies, institutions, trust relationships, and the translator's historical agency.

A toolbox approach breaks issues down into commonsense questions, to which short, clear answers are provided. Examples are drawn from European and Asian cultures, as well as Australian Indigenous translation practices. Features include clear definitions of key terms, both in the initial glossary and throughout; an accessible academic style able to explain, and at the same time provoke, an overall structure that follows the research process, dealing with the selection of questions, data gathering, modes of analysis, considerations of how to present the completed research, and who is likely to listen to history; lists of questions that the historian could or should ask at each stage; examples of common traps to be avoided and examples of methodological mistakes made in previous research.

This text is suitable for translation studies researchers, graduate students, educators, professional translators, cultural historians, and digital humanities scholars seeking methodological guidance for historical research on translation practices.

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 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.

Providing a systematic approach to English academic writing for the Humanities and Social Sciences, this book examines the word-formation patterns typical of discourse across distinct academic disciplines.
Academic writing for research requires lexical sophistication, as it often addresses abstract concepts needing unique names, and a skilful use of complex derived/affixed words. The author provides data that allows for addressing the issues of expanding the learners' vocabulary, the development of vocabulary skills and the cultivation of derivational awareness in a targeted manner.

The book consists of eight chapters. The first two provide a general overview of written academic English for research and publication purposes across the Humanities and Social Sciences and present the whole derivational system of contemporary English. English affixes are introduced through syntactic categories, such as derived nouns, derived verbs and derived adjectives. Chapters 3 to 5 contain the results of analyses conducted with the Corpus of Contemporary American English (COCA). In chapters 6 and 7, the methodology adopted shifts from automatic corpus search to manual data collection resulting from the close reading of specialist texts. Finally, chapter 8 shows how the analyses can be transferred to areas such as academic writing for research, writing for specific/professional purposes, creative writing, and translation.

Offering rich insights into English derivation, this book will benefit researchers engaged in the Humanities and Social Sciences and appeal to linguists specializing in morphological theory, as well as language teaching professionals and EAP curriculum designers.

This volume offers valuable insights into English-medium instruction (EMI) in science, technology, engineering, and mathematics (STEM) in the educational context of Hong Kong universities.

The book opens with an overview of EMI in Hong Kong universities. With the focus on a local public university, it then presents a comprehensive analysis of EMI in STEM, covering a range of topics such as educational policies, students' English learning needs, curriculum materials, and student writing in STEM. Next, it outlines the potential benefits and challenges of generative AI, and shares sample pedagogical activities. The volume concludes by discussing future research directions that connect EMI and STEM scholarship.

This book will appeal to academics and students in EMI, applied linguistics, and second language teaching, in particular those working within STEM education.

The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC BY-NC-ND) 4.0 license.

This book traces the history of translation in the Early Modern Low Countries (roughly the modern-day Netherlands and Belgium), from around 1550 to around 1700. It focuses on the various roles played by translation in different contexts.

In the latter half of the sixteenth century translation stoked religious conflict and the civil war that eventually divided the territory into two ideologically opposed political entities. After 1600, it buttressed the economic wealth and overseas expansion of the Dutch Republic and assisted in transforming the southern Netherlands into a Counter-Reformation bastion. Throughout the period, translation fostered new knowledge as well as artistic innovation, it fuelled political propaganda, stimulated personal piety and was a highly signficant factor in commercial publishing. It enabled some of the cultural monuments of the age and helped lay the groundwork for the Radical Enlightenment. This book pays attention to both interpreting and written translation, to material as well as intellectual aspects, to social and regional divisions and to the area's linguistic complexity - covering translation not just into Dutch but also into Latin, French and Spanish.

It will appeal to researchers and advanced students interested in Early Modern Europe, multilingualism and the history of culture and translation.

The book is dedicated to Russian translator and scholar Andrei Fedorov (1906-1997), his life, his work, and his impact on translation studies.

Starting from his first publication in 1927, Fedorov researched translation throughout his life, leaving a rich oeuvre that encompassed other research interests, including literary criticism, stylistics, and lexicography; however, it remains understudied in Western European and particularly Anglophone literature, which is partly due to the historic lack of translated primary sources. Fedorov's Introduction to Translation Theory in 1953 was the first comprehensive work in Russian to define translation theory as an autonomous discipline with its own metalanguage, to synthesise theoretical thought on translation, and to establish a conceptual framework for the new discipline. It became known in some Eastern European countries and reached parts of Western Europe at the time, placing him among the most prominent theorists at the start of translation studies as a discipline. This book adds to the knowledge on theoretical works that appeared prior to the starting point of translation studies widely accepted in Western European literature and to the recognition of the scholar whose work was influential for many key contributors to the field across national and linguistic borders.

This book is valuable reading for scholars in translation studies, translation theory, literary studies, and Slavic literature.

This collection brings together research from established and emerging scholars on maintaining and revitalising minoritized and heritage languages among children and young people through multimodal projects in formal and non-formal educational contexts.

The volume brings insights into teaching practices and social programmes at both primary and secondary education levels that enhance the learning and use of these languages. Part I examines minoritised languages in non-formal settings, highlighting the role of digital practices, social media, and arts-based initiatives in fostering pluriliteracies beyond the classroom. Part II focuses on heritage languages in formal education, illustrating how multimodal pedagogies can support inclusion, critical multilingual awareness, and culturally responsive teaching. Across contexts, the volume emphasises learner agency, identity affirmation and critical engagement, offering concrete implications for educators, teacher educators, policymakers, and community practitioners.

This book will therefore appeal to students and scholars in multilingualism, sociolinguistics, and language education, as well as teacher educators and policymakers working in multilingual and multimodal educational environments.

Introduced and edited by Patricia Dowsett, this book includes an overview of Ian Reid's professional activities, extending from linguistics and literacy to curriculum development, literary criticism, and creative writing. It provides insights into his approaches to education policy, theory, and practice, serving as a foundational text for understanding the nature and extent of his influence and highlighting particularly his ongoing relevance to contemporary English education.

This book provides an appraisal and curated selection of Reid's remarkable body of work, which has made a profound and lasting impact on a range of fields, establishing him as an international leader in English teaching, literary studies, and curriculum reform in schools and universities. It comprises 20 of his key papers written over a span of some 45 years and structured around the influential concept of 'framing', with an Afterword written exclusively for this publication. Background notes indicating contexts of Reid's work situate each item within the preoccupations of its period and indicate how it continues to be pertinent. Practical questions posed at the end of every chapter capture the interconnections between theory and practice over the years.

An essential read for academics and students of curriculum studies, education policy, as well as English language teaching, this book makes a significant contribution to the historical understanding of this expansive field and offers a valuable resource for reimagining current practices in curriculum, pedagogy, and assessment. It will appeal to readers with varying levels of familiarity and interest in the subject.

Analyzing Narrative Online: Affordances and Practices offers a comprehensive introduction to exploring narratives in fast-evolving social media spaces such as Facebook, Instagram, X/Twitter, TikTok and YouTube. It traces the rise of "small stories" as a form of storytelling that thrives within the logics of immediacy, ephemerality and curated sharing.

Adopting a technographic, hands-on approach, this book addresses the theoretical issues and methodological choices that shape narrative discourse research, equipping readers with robust, replicable tools for analyzing stories in context. Building on their innovative research in narrative and sociolinguistics, De Fina and Georgakopoulou unpack the unique features that distinguish digital stories and storytelling practices from other face-to-face situations. Across six engaging chapters, the authors showcase a wide range of practical examples, from vlogs, memes and conspiracy narratives to Instagram influencers and political commentary, illustrating the interplay between personal expression and platform design. They demonstrate how participants in storytelling practices shape and reshape their stories, emotions and identity while being simultaneously facilitated and constrained by the very platforms used to circulate stories. The book further highlights the influence of design features on reframing events and collective sense-making.

This applied guide is ideal core reading for programs in digitally oriented discourse analysis, narrative analysis, sociolinguistics, and language and media. It is also an invaluable resource for researchers designing projects on online discourse and storytelling of all kinds.

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.

This book showcases and disrupts the academic pipeline for Asian and Asian-descent scholars who go through doctoral programs to their seniority in U.S. academia in Language Education. With a focus on care, mentorship, and collective healing for future Asian scholars in Language Education, the chapters in this book detail diverse experiences and strategies for overcoming inequity and power imbalance, with contributions from doctoral students and those on the tenure/tenured track or who choose alternative pathways beyond academia.

Asian and Asian-descent TESOL and language scholars often face conflicts, struggles, and challenges, such as belonging, isolation, marginalization, exclusion, and institutional oppression without having agency, mentorship, and self-liberation during and after their doctoral programs in U.S-based academia. Chapters are grounded in critical, poststructural, feminist, decolonizing, and intersectional approaches to problematize and situate the interconnectedness of power, positioning, privilege/marginalization, dis/location, self-doubt, and well-being, and identities of Asian scholars in U.S.-based contexts. Additionally, contributions problematize what "Asianness" means and its relationship with other identities in academia for Asian scholars.

This book offers on-the-ground and hands-on insights and practices of Asian TESOL and language scholars and serves as a foundational text for future doctoral programs to support marginalized populations in academia, especially Asian and Asian-descent students and scholars in Language Education (i.e., TESOL, Applied Linguistics, World Languages) and related fields.

Translating Books for Publication offers readers an introductory guide to translating for the publishing sector, designed for aspiring translators and translation-adjacent professionals entering the field. It addresses the critical gap in understanding how translation operates within the broader publishing industry ecosystem. Taking a resolutely non-language-specific, business-focused approach, the book examines the practice of translating books across diverse sectors, including often overlooked areas such as academic and institutional publishing.

The book incorporates an array of real-world case studies and practical exercises from a wide range of published text types, inviting readers to explore, analyse, and engage with translation for publishing as a professional marketplace. Unlike other introductions to literary translation, it applies an avowedly professional lens to contemporary translation for publishing, construing the practice broadly to incorporate genre fiction, non-fiction, and institutional and academic publishing. The book reframes literary translation - traditionally viewed narrowly as fiction - within the contemporary publishing market, positioning it as a viable freelance business proposition. Through practical exercises and real-world insights, readers explore translation for publishing not merely as creative practice, but as professional labour within a competitive marketplace. The methodology incorporates innovative perspectives from workplace happiness research, cultural economics, and network theory, encouraging holistic thinking about translation as professional practice.

The text takes an innovative approach by framing literary translation as a commercial business practice within contemporary publishing markets, supported by a highly analytical, evidence-based examination of the translation sector. This indispensable textbook serves students and instructors of Translation Studies, translation professionals, newcomers seeking industry entry, and established professionals looking to optimise their translation careers within the evolving publishing landscape.

This is a book about music, more specifically about the experience of music. It is about the physical experience of expressing sounds through an instrument, the cognitive experience of reading a written score as opposed to playing by ear, and also about the more passive experience of listening to music, and the way it affects our body in different ways.

But it is also a book about translation, more precisely, about the translational processes involved in all the above. For if we consider that music is a fleeting artform, one that is auditory in nature and unfolds in time, it becomes clear that the process of communicating it to others, whether live or via manuscripts or recordings, implies multiple acts of translation involving different codes and media. Drawing on a range of musics from western art and popular music to Amerindian dance-songs and computer-generated compositions, it discusses issues such as musical interpretation, manuscript editing, improvisation, covers and remixes, and arrangements and adaptations, all from a translational perspective.

As such, this book will be of interest not only to translation scholars, musicologists and students, but also to anyone with a love of music, whether from a performer's or a listener's perspective.

In today's interconnected world, advancing language education and communication skills is crucial for personal growth, career prospects, and cross-cultural understanding. The integration of AI in language learning and multilingual communication has revolutionized the field. It offers innovative solutions like language learning apps, real-time translation, and conversational agents. These AI-powered tools enhance language proficiency and fluency. They present opportunities for more effective and inclusive language education. There are, however, questions on AI's effectiveness, accessibility, and potential drawbacks. These include biases towards mainstream languages, varying accuracy, and reliability. Moreover, AI-driven language processing also raises ethical concerns related to privacy, data security, and cultural nuances that can potentially compromise interaction quality.

This volume explores the transformative potential of AI in advancing language education and communication skills. It highlights benefits and challenges to foster reliable and inclusive AI-powered language solutions. It aims to ensure AI's effective integration and promote meaningful multilingual interactions, thereby enhancing the quality of language education and communication in today's globalized society.

The 'Socially Networked' Newsroom identifies discourses of digital communication through observations of online and offline newsroom interactions, interviews, and text analysis to provide insights into how journalists use digital technologies in story production and the impact this has on their journalism practice.

Through discursive analysis of 300 hours of video-ethnographic material gathered in three newsrooms, the authors apply groundbreaking qualitative methodological approaches to unravelling the complex interactions of journalists. Incorporating a Social Media Critical Discourse Studies paradigm to journalism studies, they detail ways in which new technologies have affected both daily newsroom operations and the identities of newsworkers. Rare empirical insights are offered that enable a clearer understanding of the changing media landscape, the newsroom power relationships that emerge and the discourses surrounding the use of digital technologies that have become normalised in journalistic 'talk'.

The book clearly demonstrates how the techno-discursive architecture of the internet has not only impacted the production and style of news, but has also led to an acceleration of work intensification that pushes the boundaries of journalism practice and journalist identity. It will appeal to those interested in the workings of the contemporary news media and news discourse, and who are concerned about the future of news production.

The story of the social and sexual revolution responsible for the emergence of our most prized skill-the ability to speak

Speech is unprecedented in the natural world. Yet human infants can learn the grammar of their native tongue so quickly, it is as if they knew the basics already. How did such a unique ability evolve, and what does it reveal about the nature of our species?

Drawing on evolutionary and social anthropology, behavioural ecology, archaeology, and linguistics, Chris Knight and Jerome Lewis unearth the political and social origins of our capacity to speak. What they discover points to the revolutionary role played by women at every stage. It seems that formidable coalitions of women used laughter, song, and dance to restrain the male potential for violence. In so doing, women established extraordinary levels of community-wide trust-precisely what was needed for linguistic creativity to flourish.

The Revolutionary Origins of Language is a bold and surprising assessment of the complex conditions which produced our most prized skill.

This monograph provides a rare sociological analysis of China's efforts to globalise its academic knowledge through translation and international publication. Centring on the Chinese Outbound Academic Translation Initiative (COATI), a major State-funded programme administered by the National Office for Philosophy and Social Sciences, it examines how academic knowledge is translated, negotiated, and institutionally positioned within global knowledge economies. A distinctive contribution of the book lies in its use of first-hand auto-ethnographic data drawn from the authors' direct involvement in COATI-funded projects, offering unique insider perspectives on institutional processes, professional negotiations, and translation decision-making. These insights are complemented by interviews with authors, translators, editors, and publishers, alongside analysis of policy documents, translation drafts, and detailed case studies of selected volumes. Theoretically, the book reconceptualises translation as a socially embedded practice shaped by networks of human and nonhuman actors, policy agendas, institutional structure, and agency. This volume will appeal to scholars and postgraduate students in Translation Studies, Chinese Studies, sociolinguistics, and global knowledge studies concerned with contemporary knowledge circulation.

This book asks a central question: Does integrated education, aimed at peace and equality, influence life beyond school walls as its founders hoped? Or does the Israeli-Palestinian conflict turn the integrated school space into a battleground? The author, Dr. Amin Khalaf, concludes that the power imbalance between the Jewish majority and the Palestinian minority does not disappear within the framework of joint education, and the impact of these schools on Israeli society remains quite limited. Nevertheless, he demonstrates that integrated education has also borne fruit. The desire to maintain an equal partnership through educational frameworks holds the potential for positive environmental influence, even if it has not yet been fully realized.

This volume brings together leading scholars in the field of Chinese as a Foreign Language (CFL) education to explore the nuanced dimensions of Chinese language teaching in the Nordic context. Through thoughtful examination of teaching practices, learner motivations, teacher emotions and identities, and pedagogical innovations in Sweden, Norway, Denmark, and Finland, the book situates contemporary approaches within their historical context and considers future directions for the field. The contributions provide unique Nordic perspectives and valuable insights into CFL classroom practices, management, and beliefs, helping readers to better understand the realities and challenges faced by educators, as well as the innovative strategies they employ to support effective CFL teaching and learning across the region.