言語学 — 全 下位分類

This edited book examines the role of interpreting in conflict situations, bringing together studies from different international and intercultural contexts, with contributions from military personnel, humanitarian interpreters and activists as well as academics. The authors use case studies to compare relevant notions of interpreting in conflict-related scenarios such as: the positionality of the interpreter, the ethical, emotional and security implications of their work, the specific training needed to carry out work for military and humanitarian organizations, and the relations of power created between the different stakeholders. The book will be of interest to students and scholars of translation and interpreting, conflict and peace studies, as well as conflict resolution and management.

This book demands that we question what we are told about security, using tools we have had for thousands of years.

The work considers the history of security rhetoric in a number of distinct but related contexts, including the United States' security strategy, the "war" on Big Tech, and current concerns such as cybersecurity. Focusing on the language of security discourse, it draws common threads from the ancient world to the present day and the near future. The book grounds recent comparisons of Donald Trump to the Emperor Nero in a linguistic evidence base. It examines the potential impact on society of policy-makers' emphasis on the novelty of cybercrime, their likening of the internet to the Wild West, and their claims that criminals have "gone dark". It questions governments' descriptions of technology companies in words normally reserved for terrorists, and asks who might benefit.

Interdisciplinary in approach, the book builds on existing literature in the Humanities and Social Sciences, most notably studies on rhetoric in Greco-Roman texts, and on the articulation of security concerns in law, international relations, and public policy contexts. It adds value to this body of research by offering new points of comparison, and a fresh but tried and tested way of looking at problems that are often presented as unprecedented. It will be essential to legal and policy practitioners, students of Law, Politics, Media, and Classics, and all those interested in employing critical thinking.

Drawing on approaches from critical discourse analysis, corpus linguistics, and cognitive linguistics, this book critically examines metaphorical language used in global media coverage and political statements on the events of the Arab Spring.

The volume begins by summarising key events of the Arab Spring, tracing the development of protests from Tunisia and Egypt to Libya and Syria as well as the wider impact on the region. Ullmann builds on this foundation to lay out the theoretical frameworks to be applied to an extensive corpus of natural language and actual discourse highlighting Western, Middle Eastern, and North African perspectives which integrate theoretical work on metaphor, blending theory, and semantic prosodies. Methodological considerations on corpus selection and different conceptualisations of politics and mass media, generally and across countries, are discussed, with the final chapters outlining the overarching themes across metaphors in the corpus and how these metaphors were ultimately framed in the mass media and political landscape.

This book will be of particular interest to students and scholars interested in critical discourse analysis, language and politics, and corpus linguistics.

Academic legal production, when it focuses on the study of law, generally grasps this concept on the basis of a reference to positive law and its practice.

This book differs clearly from these analyses and integrates the legal approach into the philosophy of normative language, philosophical realism and pragmatism. The aim is not only to place the examination of law in the immanence of its practice, but also to take note of the fact that legal enunciation must be taken seriously. In order to arrive at this analysis, it is necessary to go beyond traditional perspectives and to base reflection on an investigation of the conditions for enunciating law in our democracies. This analysis thus offers a renewal of the ethics inherent in the action of jurists and an original reflection on the role of certain legal tools such as concepts, categories, or "provisions". In this sense, the work nourishes its originality not only by the transversality of its approach, but also by the will to situate legal thought in concrete forms of its implementation.

The book will be essential reading for academics working in the areas of legal theory, legal philosophy and constitutional theory.

This book presents a typological overview of the case system of Eastern Indo-Aryan (EIA) languages. It utilizes a cognitive framework to analyse and compare the case markers of seven EIA languages: Angika, Asamiya, Bhojpuri, Bangla, Magahi, Maithili and Odia. The book introduces semantic maps, which have hitherto not been used for Indian languages, to plot the scope of different case markers and facilitate cross-linguistic comparison of these languages. It also offers a detailed questionnaire specially designed for fieldwork and data collection which will be extremely useful to researchers involved in the study of case.

A unique look into the linguistic traditions of South Asia, the book will be indispensable to academicians, researchers, and students of language studies, linguistics, literature, cognitive science, psychology, language technologies and South Asian studies. It will also be useful for linguists, typologists, grammarians and those interested in the study of Indian languages.

Graf von Anderson's College German Grammar and Culture is a beginners' textbook (CEFR A1-B2, ACTFL novice low - intermediate low) for the German language for college students and for those engaged in self-study with popular software programs and apps.

In addition to illuminating profiles of key places and individuals who helped shape German history from Roman times to the present day, the textbook also includes important cultural briefings. Chapter by chapter the book delineates the scope of the German language, beginning with "ich", and moving on to subjects and verbs. Later chapters introduce cases, indirect and direct objects, prepositions, tenses, moods, and adjectives. Each chapter includes challenging exercises, and an answer key is provided. The rich cultural component in each chapter includes a travel guide, a historical snapshot, several musical selections, and a German text to read.

This book is a straightforward and thorough introduction to the basic structures of German grammar and provides an overview of selected highlights of German culture to engage and enthuse.

Heritage Speakers of Spanish and Study Abroad is an edited volume that provides emerging research on heritage speakers of Spanish in immersion contexts in theoretical, empirical, and programmatic terms.

This edited collection seeks to expand our understanding of heritage speakers of Spanish by incorporating research on their linguistic, sociolinguistic, and pragmatic development during and after a sojourn abroad, by discussing the complexities of their identity formation and negotiation during immersive stays, and by highlighting programmatic innovations that could be leveraged to better serve diverse learners in study abroad contexts.

This volume advances the fields of both heritage language education and research on immersion study in a variety of ways, and will be of interest to scholars of applied linguistics, sociolinguistics, second language acquisition, and educational linguistics, especially those interested in study abroad programming and Spanish for heritage speakers.

Blended synchronous learning (BSL), where some students are present in a physical classroom while others participate online in real time, has been gaining momentum and shows great potential for teaching less commonly taught languages (LCTLs). In Teaching Languages in Blended Synchronous Learning Classrooms, Alba Girons and Nicholas Swinehart provide a concise overview of BSL as it pertains to language instruction. Topics include a number of key factors in the BSL classroom:

* types of BSL environments
* pedagogical considerations
* group dynamics
* creating and adapting activities
* common logistical challenges
* optimal space design
* technology selection, training, and support

This practical guide will be of use to teachers, technology staff, and program administrators, all working together to implement successful BSL programs and ensure quality learning opportunities for every student.

Providing a much-needed critical synthesis of research on teaching vocabulary and grammar to students of a second or foreign language, this book puts the research into perspective in order to distil recommendations for language teaching. Boers evaluates a comprehensive range of both well-established and lesser-known research strands and classroom practices to draw out the most effective instructional approaches to teaching words, multiword expressions and grammar patterns. Chapters discuss learning as a by-product of communicative activities, language-focused instruction, diverse types of exercises, mnemonic techniques and more, with a view to building bridges between the available research on such instructional approaches and how they are commonly implemented in actual language courses and textbooks.

This book helps teachers make research-informed decisions regarding their instructional approaches to words, phrases and patterns, and direct researchers to specific areas in need of further inquiry. Boers not only demonstrates how research findings can inform effective teaching, but also calls for a deeper appreciation on the part of researchers of the realities of the teaching profession, making this a worthwhile text for preservice teachers, teacher educators, graduate students and scholars.

This book introduces the notion of "educational ecology" as a necessary and promising pedagogic principle for the teaching of Anglophone literatures and cultures in a time of climate change. Drawing on scholarship in the environmental humanities and practice-oriented research in education and literature pedagogy, chapters address the challenges of climate change and the demand for sustainability and environmental pedagogy from the specific perspective of literary and cultural studies and education, arguing that these perspectives constitute a crucial element of the transdisciplinary effort of "cultivating sustainability."

The notion of an "educational ecology" takes full advantage of the necessarily dialogic and co-constitutive nature of sustainability-related pedagogical philosophy and practice while it retains the subject-specific focus of research and education in the humanities, centring on and excelling in critical thinking, perspective diversity, language and discourse awareness, and the literary and cultural constructions of meaning.

This book will be of great interest to academics, researchers and post-graduate students in the fields of language, literature and culture pedagogy, as well as transdisciplinary researchers in the environmental humanities.

British English Phonetic Transcription provides an accessible introduction to phonemic, phonetic and intonational transcription with a focus on British English. Featuring exercises, revision tasks and recordings to help students gain hands-on practice, the book takes a learning-by-doing approach and ensures students gain practice using each new symbol or concept introduced before moving on to the next. Consisting of three parts, the book covers:

• transcribing individual words, including consonants, vowels, primary stress, secondary stress, syllabic consonants and inflections;
• transcribing phrases and sentences, including liaison, weak forms, elision and assimilation;
• transcribing intonation, including the structure of English intonation and recognising pitch patterns.

Ideally suited as a standalone workbook or for use alongside American English Phonetic Transcription, British English Phonetic Transcription is key reading for undergraduate students of linguistics as well as anyone teaching or learning English as a foreign language.

This book offers a precise and rigorous analysis of the meanings of offensive words in Chinese. Adopting a semantic and cultural approach, the authors demonstrate how offensive words can and should be systematically researched, documented and accounted for as a valid aspect of any language. The book will be of interest to academics, practitioners and students of sociolinguistics, language and culture, linguistic taboo, Chinese studies and Chinese linguistics.

Pragmatic ability is crucial for second language learners to communicate appropriately and effectively; however, pragmatics is underemphasized in language teaching and testing. This book remedies that situation by connecting theory, empirical research, and practical curricular suggestions on pragmatics for learners of different proficiency levels: It surveys the field comprehensively and, with useful tasks and activities, offers rich guidance for teaching and testing L2 pragmatics. Mainly referring to pragmatics of English and with relevant examples from multiple languages, it is an invaluable resource for practicing teachers, graduate students, and researchers in language pedagogy and assessment.

This book examines critical literacy within language and literacy learning, with a particular focus on English as an Additional Language learners in schools who traditionally are not given the same exposure to critical literacy as native-English speakers. An important and innovative addition to extant literature, this book explains how English language teachers understand critical literacy and enact it in classrooms with adolescent English language learners from highly diverse language backgrounds.

This book brings together the study of two intersecting phenomena: how critical literacy is constructed in English language education policy for adolescent English language learners internationally and how critical literacy is understood and enacted by teachers amid the so-called 'literacy crisis' in neoliberal eduscapes. The work traces the ways critical literacy has been represented in English language education policy for adolescents in five contexts: Australia, England, Sweden, Canada and the United States. Drawing on case study research, it provides a comparative analysis of how policy in these countries constructs critical literacy, and how this then positions critical engagement as a focus for teachers of English language learners.

Empirically based and accessibly written, this timely book will be of interest to a wide range of academics in the fields of adolescent literacy education, English language learning and teaching, education policy analysis, and critical discourse studies. It will also appeal to teachers, post-graduate students and language education policy makers.

This volume meditates on the various meanings of legitimation and expands on the notion that language can be used to gain or preserve it by demonstrating the added impact of other modes in specific examples of political and institutional discourse. The book draws on a multilayered framework that builds on and integrates work from both critical discourse analysis and social semiotic traditions, as well as the work of philosophers such as Habermas, Weber, and Rousseau, to show how it might be applied in practice to analyse and understand myriad forms of discourse. The volume focuses on examples from political campaign spots, which highlight various modes, including images, film, oratory, and color, but are also of global relevance and scale, highlighting their unique and complex position at the nexus between legitimation and multimodality. Offering a new analytical framework for understanding legitimation across a range of discursive contexts, this book will be of particular interest to students and scholars in discourse analysis, multimodality, political science, psychology, design, and education.

The Routledge Handbook of Spanish Morphology presents a state-of-the-art, detailed and exhaustive overview of all aspects of Spanish morphology, paying equal attention to the empirical complexities of the morphological system and the theoretical issues that they raise.

As such, this handbook is relevant both for those interested in the facts of Spanish morphology and those interested in general morphology that want to explore how the Spanish facts illuminate our understanding of human language and current theories of morphology.

This volume is also unique in its extent and coverage. Written by an international team of leading experts in the field, it contains 42 chapters divided into four sections, covering all synchronic and diachronic aspects of Spanish morphology, including inflection; derivation; compounding and other processes of word formation; the interaction of morphology with other modules of grammar and the role of morphology in language acquisition, psycholinguistics and language teaching.

The text sets out in simple and accessible terms the various methods of acoustic analysis of speech, placing them in their historical context, allowing a better understanding of the mathematical and technical solutions adopted today in phonetics and experimental phonology.

Without mathematical complications, the operating bases of the many speech analysis software currently available are exposed so that everyone can understand the limits and avoid errors and misinterpretations in their implementation.

This collection brings together research on learning-oriented language assessment from scholars working across geographic and educational contexts, highlighting the opportunities of assessment practices which seek to better align assessment and learning tasks and support effective learning.

The volume begins by introducing learning-oriented assessment (LOA) and the context around its growing popularity, especially in accountability-oriented settings which favor summative large-scale tests. The first part of the book charts the development of LOA's theoretical and conceptual underpinnings, outlining the ways in which they have been informed by theories of learning and key elements. The second part demonstrates LOA in practice, drawing on examples from different countries and instructional settings to explore such topics as the role of technology in LOA and developing feedback materials based around LOA principles and developed for core literacy skills.

Offering a holistic view of learning-oriented assessment and the real-world affordances and challenges of its implementation, this book is key reading for graduate students, researchers, and practitioners in language testing and assessment, TESOL, and language education.