言語学 — 全 下位分類

This book fosters a global scholarly dialogue on teaching and researching Vietnamese as a second language, with particular attention to pedagogy, identity, and research innovation. It positions Vietnamese within the framework of Less Commonly Taught Languages (LCTLs), highlighting both the opportunities and challenges of teaching and learning in multilingual and multicultural contexts.

The first section examines Vietnamese learning in global settings: heritage language use in bilingual families, second language acquisition in different geographical regions, and the potential of virtual tandem exchange programs. The second presents diverse pedagogical strategies, including corpus-based vocabulary design, task-based learning, and gamification for heritage learners. The third analyzes acquisition processes, such as cross-linguistic influence from Sino-Japanese knowledge, challenges in motion constructions for Chinese and Korean learners, and the acquisition of wh-word order by Japanese learners. The last section turns to broader social and cultural dimensions, focusing on heritage vs. non-heritage dynamics, learner identity, and translanguaging as a tool for inclusive pedagogy. By integrating empirical classroom-based research and educators' voices from different regions, this volume offers practical insights alongside theoretical contributions. It serves as an essential resource for educators, researchers, and anyone interested in the dynamic field of Vietnamese language teaching and research on a global scale.

This book examines how generative artificial intelligence is transforming the field of TESOL and second language education. It introduces the core principles of generative AI and explores its potential to reshape language teaching, learning, and assessment. Early chapters trace the historical development of TESOL theories and methodologies, showing how AI connects with evolving pedagogical approaches. Subsequent sections analyse current applications of AI-driven tools such as virtual tutors, language learning platforms, and automated assessment systems. Drawing on case studies and research, the book highlights best practices for educators and institutions seeking to integrate AI effectively and responsibly. Amongst other issues, key themes include ethics, privacy, bias, equity, and the future of teacher roles in AI-enhanced classrooms. Accessible and evidence-based, this book offers essential insights for educators, researchers, and policymakers interested in language education, AI integration, and applied linguistics.

This volume introduces Alikayi, an Iranian language spoken on the southern fringe of the Alborz Mountains south of the Caspian Sea. The book offers a fresh perspective on Caspian linguistics. Highlighting the language's most significant features-such as its unique possession marker, pronominal clitics in nominal morphosyntax, and an innovative verbal system marked by drift toward periphrastic constructions-the book situates Alikayi within the wider Caspian-language continuum through typological and lexical comparisons. It also explores sociocultural, ecological, and historical dimensions of the Alikayi tribe, providing insights into patterns of contact, migration, and identity. Texts included at the end of the volume enrich the sociolinguistic portrait and illuminate broader issues in Iranic philology, including tribal formation in medieval Persia. This concise but multifaceted study will appeal to scholars of Iranian linguistics and to researchers engaged in comparative and typological work.

Since technology plays many crucial roles in the functioning of modern society, language teachers are increasingly expected to be able to leverage a variety of digital tools in their classrooms. Despite this expectation, not all teachers feel comfortable with using technology. Many new teachers have not received formal training in the basics of computer-assisted language learning (CALL) and technology use.

Technology in the Language Classroom provides early-career and pre-service second language (L2) instructors with an overview of important issues involved in effectively integrating technology into the L2 classroom. Each chapter provides practical strategies, resources, and application activities to help new teachers gain familiarity with utilizing a variety of digital tools for teaching different skills, including listening, speaking, reading, grammar, vocabulary, and writing. Readers will be encouraged to think critically about the key factors to consider when choosing tools that work for them, their lessons, and their students.

Trauma-Sensitive Practices in English Language Teaching offers a compassionate, practical guide to the knowledge and tools teachers need for creating classrooms that are safe, supportive, and empowering for all students, particularly those affected by trauma. Through a blend of rigorous research and practical applications, the book presents an accessible approach to integrating trauma-sensitive methodologies into English language teaching. With a strong emphasis on a healthy educational atmosphere and on the well-being of educators, the authors advocate for strategies that manage teacher stress and prevent burnout. They also highlight the profound impact of trauma on learning and illustrate how thoughtful, informed teaching practices can enhance student engagement, learning outcomes, and emotional stability. By turning theory into action, Trauma-Sensitive Practices in English Language Teaching invites educators to rethink traditional approaches and embrace innovative strategies that support healing, resilience, and educational success. Whether you are a new teacher or a seasoned educator, this book provides valuable insights that will inspire and guide readers in making a lasting impact in the educational community.

The current book is the first systematic exposition and analysis of the structure and meaning aspects of the Chinese topic-comment structure. While early analyses of the Chinese topic (and topicalization) phenomena abound, in terms of its theoretical depth and empirical breadth the current book is unparalleled.

The phenomenon of topics is a core concept in modern linguistics, and its research significance extends beyond the scope of Chinese linguistics, being a topic of common concern in the international linguistic community. Based on the theoretical background of Universal Grammar and linguistic typology, the patterns of Chinese topics have strong consequences for the general linguistic theory, inform linguistic typology and lay the foundation for subsequent research. It is thus long overdue to translate the current book into English so that the insights, empirical generalizations and findings can reach a wider, global audience.

The original Chinese title, co-authored by two leading Chinese linguists, provides an empirically all-rounded and theoretically ground-breaking analysis of the topic in Chinese grammar. The entire book consists of seven chapters, introducing and comparing different approaches to the topic phenomenon from competing schools of thoughts within the field of theoretical syntax in China and abroad. It proposes a dedicated structural position of topics, distinguishes between subjects and topics, provides a taxonomy of topic, focus, as well as topic-focus, and explores the distribution and functions of topic markers (topic morphemes) across Sinitic languages. Aside from structural characterizations, the book also delves into the semantic relationships of topics. In particular, it examines the referential properties of topics, analyzes their discourse functions and licensing contexts, and summarizes the relationship between the topic structure and word order types. It ends with an analysis of the grammaticalization of Chinese topics and the resulting structures, as well as a proposal of the implications Chinese topics carry for the subject-topic typology, advocating for broader analyses along similar frameworks on other topic-prominent languages.

This book explores the need for a change in perspectives towards linguistic diversity and pluri/multilingual education, and highlights the role of teachers, students, caregivers, and researchers, as agents of social cohesion in today's complex societies. The book examines how a change in perspectives on the part of these social actors can challenge dominant language ideologies and trigger more equitable, just and cohesive educational environments and social communities that honour and leverage the linguistic repertoire of each individual. While the agency of students and teachers has been brought to the fore by a number of publications on pluri/multilingual education, this dimension is particularly relevant for researchers themselves, whose agency and epistemic stance are paramount in the construction and interpretation of observed phenomena. In this respect, this book tackles this aspect by means of autobiographical narratives, in which each author/researcher provides insights into experiences in their professional and/or personal life that had an impact on the way they see their agentive role in society. This book is intended for researchers, practitioners, language policy makers and graduate students with an interest in the link between pluri/multilingual education and cohesion in educational communities and the broader society.

This open access edited book provides a unique entry point to the understanding of politicized journalistic practices as well as rhetorical and linguistic strategies recruited for the coverage of the full-scale war in Ukraine initiated by the Russian Federation in 2022. It consists of a comprehensive set of studies on mediated political discourses from countries neighboring Ukraine - Poland and Romania - presented against the backdrop of English-language reporting of the conflict. The individual studies in the collection explore conflict discourses using either corpus-assisted comparative approaches or interpretative case studies of specific phenomena across languages and genres, basing on a representative dataset from an international project (CORECON, 2024-2026). The authors document the dynamic nature of contemporary war coverage, given a variety of patterns of reception of the discourses of conflict. The collection also highlights a range of problematic journalistic practices in emerging media formats and inspires further research on mediated conflict discourses and war coverage.

"In a carefully reasoned and methodologically transparent approach, the collection explores war media discourses in Romania and Poland, as well as in a comparative sample of English-language coverage. It offers a number of well-founded scientific studies of terminology, stance-making, narratives, visuals, news values, and representations of the Russian invasion of Ukraine. By systematically analyzing stylistic, discursive and rhetorical strategies, the authors also interrogate current editorial practices. They highlight critical issues with media outputs and ideologies co-produced by structural and technological affordances of online conflict coverage." -- Prof. Valentyna Ushchyna, Chair of the English Philology Department, Lesya Ukrainka Volyn National University, Lutsk, Ukraine

Since curriculum planning, development, implementation, and evaluation are closely interconnected, developing conceptual knowledge and practical understanding of these areas is essential for a quality curriculum. Effective curriculum practices examine the teaching and learning experience comprehensively to ensure its readiness, coherence, effectiveness, and consistency in meeting students' needs. Fundamentals of Curriculum Planning, Development, Implementation, and Evaluation in English Language Teaching provides comprehensive knowledge and resources for English language teachers, teachers-in-training, curriculum developers, and language programs.

This book offers a systematic guide to navigating the different phases of the curriculum, from its inception to its evaluation. Part I explores the conceptual and theoretical foundations that shape curriculum and instruction. Part II provides practical knowledge and guidelines that programs and individual teachers can adopt or adapt to their specific educational contexts with the goal is to optimize the teaching and learning experience. Elturki draws largely on knowledge from the field of education, particularly curriculum studies, to complement what we know about L2 teaching and learning from Applied Linguistics, Second Language Acquisition, and English Language Teaching. Each chapter begins with pre-reading questions to stimulate thinking and concludes with post-reading questions for reflection, encouraging readers to connect the material to their own context.

Academic Languaging and Historical Thinking prepares teachers to assess where students are in their written and critical thinking skills and to develop the art of teaching historical argumentative writing to students. The use of effective language to communicate historical, social, and civic arguments is a key competence future citizens need, and teaching writing through history is especially effective because of the grounded nature of historical documentation and the balance between clear facts and blurrier areas of interpretation.

Starting with a pedagogical approach, the book takes readers through research on the relationship between language and writing, the ways that historians make claims and the kinds of evidence they use, and how to successfully find and evaluate sources. It then offers instructional activities and strategies that center around key disciplinary practices in historical argumentation: making claims, sourcing and integrating evidence, presenting reasoning, and addressing counterarguments. These activities can be easily modified for different teaching and learning contexts, including supporting multilingual learners of English. Whether readers are practicing teachers, pre-service teachers, or instructional coaches, this book will help them learn how to integrate academic language skills with argument writing instruction in history to teach students to be confident academic writers and competent language users.

This book addresses contemporary translator training, discussing the various ways translators (and other language professionals) acquire and perfect their skills in rapidly evolving markets and a complex global context. The authors examine formal and more 'traditional' types of training, such as postgraduate degree and certificate programs, but also examine and propose alternative types of knowledge acquisition and skills-building, such as ongoing professional development, workshops, peer-to-peer learning, and community-based or non-academic initiatives. The book critically examines translator training (in a broad sense) in Canada, though the chapters will be applicable and relevant in other contexts, especially bi- and multi-lingual settings. The fact that Canada's demolinguistic profile is increasingly heterogenous suggests that the need for translation and multilingual communication - and thus adequately trained language/multilingual professionals - is not only real, but pressing, a situation mirrored in other regions around the world. This book's findings will be relevant to academics, students, and practitioners in fields including Translation Studies, Professional Education, Additional Language Learning, Canadian Studies, and Language Policy and Planning.

This project was an equal collaboration of Renee Desjardins and Valerie Florentin.

This book summarizes the rapid development of cognitive translation studies in global perspective over the past decades, detailing specific manifestations, core research areas, significant achievements, and five development trends, providing readers with an overview of the entire cognitive translation study system. It explores the interdisciplinary and multidisciplinary nature of cognitive research in written translation, analyzing translation processes and discussing the development trends in cognitive research of written translation, integrating findings in China and abroad while indicating future directions for written translation research. Next, it introduces the current state of international cognitive research of interpreting, highlighting new achievements in this field, while also analyzing the shortcomings in research systems and methodologies, pointing out three major trends for future development. In addition, this book examines the evolution of research methods in cognitive translation studies through both speculative and empirical paths, emphasizing the recent rise of empirical research and the trend of using triangulation, suggesting possible future development trends for cognitive translation research.

This book presents cutting-edge research on simultaneous interpreting based on a multimodal corpus. It examines various aspects of pausing, an important non-verbal feature, such as its frequency, duration, and syntactic distribution in professional interpreters' English-to-Chinese simultaneous interpreting. In addition to describing the pause characteristics, the book investigates their connections with interpreters' behavior and cognition. It also introduces the procedures for constructing a multimodal simultaneous interpreting corpus and the analytical methods used in its application. As one of the first books to employ in-depth multimodal corpus analysis in the study of simultaneous interpreting, it advances corpus-based interpreting research and serves as a valuable reference for scholars in the field.

This book offers a comprehensive and global perspective on language education for learners of a refugee background. It identifies structural and individual challenges refugees face when learning a new language in a variety of sociolinguistic contexts. At the same time, it offers innovative proposals to empower these learners and address the shortcomings of host environments. Readers will gain insight into innovations and interventions within the various dimensions that characterize sustainable and culturally responsive language education for refugees across educational levels from primary to higher and community education. Topics of interest include experiences of researching language education with learners of a refugee background, collaborating with multiple stakeholders, and designing as well as implementing pedagogies that reflect the latest theories of language teaching and learning in multicultural settings, such as translanguaging and plurilingualism. This book is useful to researchers, teachers, and post-graduate students in language education and applied linguistics, as well as policy-makers and community organizations.

This Open Access book addresses the critical gap in current literacy education by integrating multimodal literacies with social justice, providing educators and policymakers with innovative strategies and practical insights. It brings together leading scholars from around the globe to offer new perspectives and diverse case studies that redefine language education as a catalyst for positive social change in an interconnected world. The volume emphasizes the transformative potential of education to address systemic inequalities and empower marginalized communities through critical literacy practices. It showcases cutting-edge research methodologies and pedagogical strategies that challenge traditional approaches to literacy education. Educators will find actionable insights and resources to integrate multimodal literacies into their teaching practices, fostering critical thinking and empathy among students. This book is aimed at educators and practitioners interested in literacy studies, language education, and social justice.

The Language Movement in Bangladesh charts the Bangla Language Movement from a rhetorical perspective. Following Partition in 1947, major conflicts over land, religion, power, and language characterized the newly independent nations of India and Pakistan. The debate over recognizing Bangla as a state language in East Pakistan was particularly consequential. Lasting nearly a decade, it upended Pakistan's political and social order and set the stage for Bangladeshi independence in 1971. Shakil Rabbi investigates the rhetorical facets of this debate and its takeaways for critical conversations around translingualist perspectives and rhetorical sovereignty. Rabbi analyzes the role of traditional, modernist, and folk ideologies during this era of subcontinental history through a combination of digital humanities and translingualist methodologies. The Language Movement in Bangladesh adds to scholarship around language rights and language ideologies with an examination of a politically explosive debate in a non-Western and postcolonial context.

In this edited volume, D'Orazzi, Hajek, Mullan, and Ohashi unveil the rich tapestry of language education across Australia's diverse landscape. The contributors present various case studies and experimental practices that are transforming language learning in established European and Asian language programmes, as well as showcasing vital efforts to preserve and revitalise Aboriginal and Torres Strait Islander languages.

First-hand accounts in the volume reveal how collaborative approaches are creating resilient, inclusive language programmes, and explore evidence-based strategies for sustainable language programme development. The insights into decolonised pedagogical approaches that honour Indigenous knowledge systems, the proposed frameworks for cross-institutional collaboration, and the solutions to common challenges faced by language educators in English-dominant countries everywhere, all provide a roadmap for innovation applicable beyond Australian borders.

An essential resource for language and culture educators, researchers, practitioners, and policymakers from applied linguistics and language, this volume also offers substantive theoretical advancements while simultaneously providing innovative pedagogical frameworks for those dedicated to addressing diverse learner demographics.

Chapters Introduction and 4 of this book are freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC BY-NC-ND) 4.0 license.

For decades, Translation Studies has struggled to engage with Jacques Derrida, whose radical questioning of language seemed to undermine translation theory's foundations. This book reveals a hidden dimension: Derrida's obsessive engagement with translation throughout his career. The text uncovers his "translation reflex" of constant pausing to question how concepts might be translated, demonstrating how this overlooked practice shaped his philosophical thinking.

Examining translation alongside key themes from Derrida's later work including inheritance, mourning, and the messianic, Kathryn Batchelor reconceptualises translation as a philosophical tool, a response to intellectual heritage, and a means of confronting mortality. At the same time, through close readings of Derrida's Husserl's The Origin of Geometry, "Plato's Pharmacy", and other early texts, she highlights Derrida's surprisingly conventional translation practices.

As the first comprehensive study of Derrida as translator and the first book on Derrida and translation in two decades, this work challenges misconceptions about "anything goes" interpretations while offering insights into translation as a driving force in his development. Essential for scholars and advanced students in Translation Studies, Philosophy, Literary Theory, and Continental Philosophy.

Language is a major part of what makes us human. We effortlessly attach meaning to sounds and marks, in themselves meaningless, to convey to one another our beliefs, desires, intentions, and other states of mind. How is this amazing feat possible?

Claudine Verheggen introduces readers to the fascinating study of language from a philosophical perspective. She sheds light on the nature of linguistic meaning by investigating two broad categories of questions: one concerns the relation between meaning and the extra-linguistic reality language users talk about, the other concerns the relation between meaning and facts about language users themselves. Verheggen explores the views of prominent philosophers and lays the foundations that help us to address questions in an array of other subdisciplines to which philosophy of language is relevant, from psychology to political theory. Throughout, she pays special attention to the many different ways in which words are used, asking whether language is fundamentally a social phenomenon and whether conventions are essential to it.

Lively and accessible, built on a strong narrative structure, What is Philosophy of Language? is a key resource for any philosophy student or philosophically minded person with a passion for language.

This collection examines postcolonial studies through the lens of translation studies, focusing on Asian and East Asian experiences. It redefines translation as a process of negotiating Otherness with language at its core.

Following Talal Asad and Gayatri Chakravorty Spivak's critique, the book shifts from subjectivity to subjectivation, arguing that subjects exist in reciprocal relationships with Others. It positions translation not as identity formation but as communication that occurs through engagement with Others in public spaces. The editors acknowledge that asymmetrical postcolonial situations create misunderstandings, suggesting that recognizing the impossibility of fully understanding Others may actually create opportunities for meaningful connection-introducing the concept of "commensurability of the incommensurable."

Offering a fresh theoretical framework that bridges disciplinary boundaries, this volume will interest scholars and students in postcolonial studies, translation studies, and Asian studies.

Multilingualism, Literature and Translation in East Asia explores a broad spectrum of theoretical, methodological and empirical questions about multilingualism, literary translation and meaning-making in East Asia in a way that challenges traditional Western-centric approaches.

The book offers fresh perspectives on East Asian multilingual phenomena through contributions from both established and emerging global scholars, addressing crucial gaps in current scholarship. It examines topics such as world literature, postcolonial/diasporic literature, minority languages, dialect translation and the complexities of re-translating multilingual works, while providing innovative bi/multilingual models of literary translation specific to East Asian linguistic contexts.

This edited collection is for scholars working on East Asian languages, literatures, translation and multilingualism around the world.

Learning and Teaching a Second Language: A Pragmatic Perspective provides an accessible research-based introduction to second language learning and teaching. with a particular focus on everyday language use.

Written by leading experts in the field, this book provides pragmatics-focused insights into the process of acquiring any language, as well as the complexities and challenges often experienced by learners and teachers of a second language. House and Kadar propose a systematic model to describe, interpret and overcome such difficulties, illustrated with real case studies from several second languages such as English, Chinese, Japanese, German and Hungarian. The chapters are clearly structured around practical tasks, encouraging the reader to acquire competence in the field either in a classroom or independently.

Cutting-edge and comprehensive, this is the ideal textbook for students of applied linguistics, pragmatics, intercultural communication, as well as pedagogy and communication studies. It is also an invaluable resource for practitioners and teachers seeking to develop their analytical skills and teaching competence.