言語学 — 全 下位分類

This book investigates the construction of risks through discourse to provide new insights into the relationship between risk discourse and society.
It explores how British newspapers used language to discursively construct four different types of risks to life, namely terror attacks, earthquakes, road accidents, and heart attacks, between 2017 and 2020, examining what makes some risk events newsworthy, and how this relates to the way they are perceived.

The author offers new insights into risk reporting by using an approach combining theories and methodologies from corpus linguistics and critical discourse studies focusing on news values and risk perception. Through a focus on risks to life, related social actors, and consequences, he demonstrates salient discursive strategies found in risk reporting, including dramatisation, naturalisation, impersonalisation, blame, responsibility, and risk management. These strategies contribute differently to the construction of the risks and can potentially be linked to how the media amplify or attenuate risk perception in society, a consequence of media language use.

This interdisciplinary book goes beyond linguistics to engage with discussions related to media studies, e.g. the concentration of media ownership in the UK, and news values; risk literature, e.g. risk perception, sociological theories of risk, and risk communication; and the relationship between media and risk perception, and studies related to each risk.

This book seeks to make sense of competing ideas about misinformation, by setting out a post-critical discourse analysis of the ways in which it is framed, relative to both adjacent and antecedent concepts - including fake news, disinformation, bullshit, conspiracy theory, propaganda, post-truth politics, hoaxing, rumour and gossip. Is misinformation an existential threat to modern life, or is it merely a symptom of an anxious age? To answer this question, it is first necessary to understand how the phenomenon is conceptualised. Researchers and experts from a wide range of disciplines have long grappled with the problem of misinformation; but they do not always make use of the same lexicon when it comes to describing it. This book makes use of the TATI multilevel discourse method, an approach developed by the author, to make sense of some common ways in which the concept is discussed. For some, misinformation is a concept best understood as a Theory that provides an alternative explanation for newsworthy (and often contested) political and cultural events. For others, it is an Aesthetic form (or a form of spectacle) arising not from the distribution of lies as such, but rather from the very subversion of reason itself. Some see it is a Tool; false information that is instrumentalised to sow discord, or to acquire financial return. Alternatively, some see it more as an expression of Ideology; a function of the power structures that invisibly shape our lives. These discourses overlap, and indeed, it is not uncommon to find in any given opinion on misinformation, the presence of more than one of these discourses, each serving a particular rhetorical end. The emphasis in these discursive patterns in what people say about misinformation, this book concludes, may help us to identify some new ways of thinking about misinformation, best understood visually, as representing either 'thick' or 'thin' manifestations of the form.

Language, Culture, and Communication introduces students to the topics and theories of the broad field of linguistic anthropology by examining the multifaceted meanings and uses of language. It emphasizes the ways in which language encapsulates speakers' meanings and intentions. Through language structure and language use, speakers convey messages about their own identities, their understandings of the world and their place in it. The book includes discussion of cultural and symbolic meanings conveyed by language and the social and political dimensions of language use.

New to the Ninth Edition:
- New Chapter 7, "Digital Communication," discusses technological change, social media, artificial intelligence, and the rapid development of various systems and platforms for communication
- New Chapter 6, "Signed Languages," offers an expanded discussion of ASL vocabulary and grammar as well as language practices in Deaf communities with an emphasis on a global and international perspective
- New discussion of African American Vernacular English (AAVE) stresses the intersection of language and lived experience
- New case studies in every chapter highlight central concepts so that students can focus directly on understanding the many faceted goals of language in use
- Expanded discussion of language and nation building in multilingual communities (including code switching and translanguaging) emphasizes how our speaking styles are "borderless"

Translating Cultures in the Arab World: New Histories and Geographies significantly expands translation studies by unearthing overlooked discussions and reconceptualizing the history and movements of translation. It moves beyond a Western-centric and Anglonormative research perspective by beginning with the Middle East and the Arabic language, critically engaging with scholarship from the Arab world, including the Gulf region and the Global South. This provides a more inclusive and representative theorization of translating cultures for the twenty-first century. It features contributions from leading scholars that challenge previous interpretations and highlight translation's crucial role in reshaping the translational humanities and Middle Eastern studies.

The text addresses critical issues, including the philosophy of translation, the dialectical relationship between translation and culture, the complexities of untranslatability, and the pivotal role of translation within specific historical and cultural contexts, such as Medieval Islamic cookbooks, the Arab world in sixteenth-century Islamic Spain, epistemic translation in the Arab Renaissance (Nah?a), the first Saudi Opera, Zarqa Al Yamama, and the contemporary proliferation of translational spaces within the Gulf region. The volume thus serves as an essential intervention, urging scholars to interrogate how knowledge is constructed, contested, and reconfigured in global and translational contexts.

As a comprehensive examination of translating cultures at the intersection of historical analysis, theoretical exploration, and global cultural exchange, this volume serves as an essential resource for scholars and students in translation studies, comparative literature, Middle Eastern studies, and related fields.

This book examines audio-visual content production in Africa, highlighting the ways in which the rise of social networking platforms has combatted the marginalisation of minority languages across the continent.

Colonial languages have tended to dominate audio-visual narratives in Africa, and although postcolonial film and video production initiatives have tried to counter this, in practice they perpetuate the marginalisation of minority language groups by favouring major indigenous languages such as isiZulu in South Africa, Shona in Zimbabwe, Yoruba or Igbo in Nigeria. This book demonstrates the ways in which the internet and the accompanying boom in popularity of visual social networking applications such as YouTube, TikTok, Facebook, X, and Vimeo have disrupted dominant language video productions and traditional media marketing models. As audiences have fragmented, seeking out content produced in their own languages, traditional gatekeepers have been challenged. Drawing on studies from across the continent, the book demonstrates the varied and multifaceted ways in which minority language audio-visual content creators are using these platforms to negotiate with or contest dominant languages.

This timely investigation into the political economy of contemporary audio-visual production in minority languages in Africa will be of interest to researchers across media studies and sociolinguistics in Africa.

Translating the Language of the COVID-19 Pandemic is an essential primer for translators, offering a comprehensive exploration of the terminology and language that shaped the global response to an unprecedented crisis. Divided into three insightful sections, the book delves into the linguistic and technological dimensions of the pandemic.

The first section, The Outbreak, explores key pandemic terms like "shelter-in-place," "the new normal," and "flattening the curve," reflecting societal shifts during the crisis. Migration Online examines the pandemic's impact on education and the arts, highlighting their transition to virtual platforms. The third section, Fire of Genius, Fuel of Survival, inspired by Abraham Lincoln's Lecture on Discoveries and Inventions, showcases global innovations that mitigated the pandemic's effects and analyzes the vaccine rollout, addressing its successes and challenges. The book includes a bilingual glossary of 1,500 pandemic-related terms (English to French), covering scientific and everyday language, along with appendices listing patents and links to virtual performances. A detailed index ensures easy navigation of topics. This comprehensive resource serves as both a primer for translators on the language that defined the COVID-19 pandemic and a reader-friendly presentation of international mitigation technologies and innovations.

This book provides a research-supported retrospective analysis with enduring relevance and features a bilingual glossary of pandemic terminology with potential for expansion into additional languages. An invaluable resource for translators, linguists, researchers seeking to understand the intersection of language, technology, and human resilience during one of the most challenging periods in modern history.

As the first of two companion volumes, this book provides a comprehensive collection of applied linguistics studies on health inclusivity, showcasing empirical research and methodological insights on different languages such as British Sign Language, Chinese, Danish, English, German, Japanese, and Spanish.

The volume presents studies on health inclusivity based on first-hand patient experiences and explores the representation of health and illness across scientific, institutional, and media discourses. It features a wide range of linguistic methodologies and frameworks such as qualitative discourse studies, corpus-based discourse analysis, sociolinguistics, public involvement, narrative analysis, and metaphor analysis, as applied to a variety of contexts and communities. Integrating examples of projects and campaigns that promote inclusive healthcare, the chapters discuss potential practical implications and offer recommendations for applications to Equality, Diversity, and Inclusion (EDI).

This is an essential resource for academics working in linguistics and discourse studies applied to healthcare, as well as students seeking deeper insights into how health communication, sociology, and health and social care workers can inform institutional practices and shape policy discussions, and broaden social perspectives of health inclusivity across a global scale.

Acknowledging the differing motivations between multilingual and monolingual societies in advocating for the adoption of a second language amongst (pre)primary school children, this book discusses universal challenges in implementing early language teaching in various international contexts.

Effectively teaching additional languages to young learners requires an understanding of their learning capacities, as well as their socio-linguistic backgrounds and linguistic repertoires. Demonstrating findings from global contexts such as those from Japan, Cyprus, Spain, Poland, Slovenia, Germany, South Korea, Croatia, Indonesia, Canada, and the UK, this book provides valuable means to support additional language acquisition that have garnered local success, focusing on plurilingual contexts, migrant populations, and the need for samples of ELL syllabi, outcomes and assessment. Through cross-sectional surveys, ethnographic small-scale studies and experimental empirical research reports, this book looks to foster future plurilingual individuals who can communicate successfully.

This book will be of interest to scholars, researchers, and postgraduate students in the fields of Bilingualism/ESL, teaching and learning, early childhood education and education policy. Curriculum designers working in international language education contexts may also find this volume of use.

This lively and engaging book traces English's remarkable journey from a small, local language to the global resource it is today.

The book follows the story of English from its earliest origins, through its growth and expansion over the last 1,500 years, to the part it plays in twenty-first century society. Along the way, the book explores the language's complex ties to cultural identity, literature and politics. It tracks its evolving relationship with technology - from the invention of the printing press to the rise of artificial intelligence - and explains how it became the global lingua franca across almost every field of international activity.

Concise, clear and informative, the book offers an ideal introduction for anyone curious about the English language: how it developed, how it is used today, and what role it will likely play in the future of global communication.

Scholarly writings in translation have contributed enormously to intellectual life throughout the world, but there has been little written on the practice of academic translation. Leading translation scholar, translator, and translator educator Brian James Baer discusses the specific challenges involved with academic translation and sets out ways of addressing them as a necessary first step in developing best practices for the field.

Ranging from terminological issues, citational practices, and conceptual networks to scholarly annotation, all chapters include activities and exercises in the form of sample texts and case studies. This is the ideal course book for a semester-long course on Academic Translation in an MA program and will also be of interest to translators and scholars undertaking academic translations, as well as anyone interested in translation's role in the circulation of knowledge.

This book presents the story of the Critical English Educator Collaborative (CEEC)-a teacher-guided, informal learning community focused on supporting prospective and practicing English language arts (ELA) teachers' understandings of critical pedagogy-in order to demonstrate and foster critical pedagogy among ELA teachers.

Over the course of one academic year, three ELA teacher educators at a large public university in the southeastern US guided a cohort of novice ELA teachers in monthly virtual conversations relative to the challenges facing public school teachers today. Prior to these monthly meetings, participants engaged with a text (book chapter, journal article, and podcast) related to the teaching of English in middle and secondary schools post-Covid. Throughout the year, participants challenged and supported one another on social, political, and curricular issues. This book invites readers into the context for CEEC and shares the experiences of ELA teachers engaging in critical pedagogy, while offering pathways for those interested in developing this kind of collaborative community. Because CEEC operates in a liminal space, it is a transformational place where participants can be vulnerable and feel safe to share their concerns, experiences, and successes without fear of retribution from school administrators, parents, or faculty. Thus, CEEC functions as a powerful space for prospective and practicing teachers to learn from and with one another and offers insight into how this unique collaborative relationship fosters collective growth.

This book gives prospective teachers, practicing teachers, and teacher educators in English language arts education the tools to engage in the process of becoming critical educators.

This book offers a comprehensive examination of the syntactic structures of Turkish across its historical periods, from Old Turkish to Chagatai Turkish. Moving beyond traditional descriptive approaches, it applies dependency grammar and quantitative methods to reveal structural variation and diachronic change.

Drawing on carefully prepared corpora representing seven key stages of Turkish, the analysis addresses measures such as syntactic distance, nucleus-actant relations, bridge-node ratios, and structural centrality. Through computational models and natural language processing tools, it provides a systematic profile of how Turkish sentence structures have evolved over time. This perspective highlights not only formal and functional aspects but also the communicative and narrative needs that shaped expression in different periods.

The book sheds light on the formal and functional dimensions of Turkish syntax and builds a bridge between theoretical linguistics and the digital humanities. By introducing the GSM-4 model, it offers a reproducible framework for measuring syntactic complexity in historical texts. In this respect, the volume serves as an important resource not only for Turkologists and historical linguists but also for researchers in computational linguistics, language typology, and cognitive linguistics.

This book offers a profound interdisciplinary exploration of haunting, absencing, and the violent transformation of words into voids. It argues that the erasure of language is never simple: when words are replaced by silence, not only messages but also entire worlds and histories disappear. Focusing on the Russian occupation of Qirim-Crimea and the ongoing war against Ukraine, the book reveals how linguistic, epistemic, and physical violence intertwine, urging scholars to look beyond words when studying violence in its many guises.

Central to this inquiry is ghost ethnography, a qualitative methodological intervention that foregrounds the researcher's embodied responses to the haunting effects of violence. By attending to sensations, memories, and affects that exceed language, ghost ethnography recognises the body as a site of knowing and care. It makes visible how absenced semiotic landscapes persist through traces, echoes, and absent presences.

Conceptualising semiotic landscapes as temporally dynamic, Volvach shows that absencing and haunting not only transform meanings, memories, and worlds but also reveal the operations of violence, making clear who inflicts harm and who bears its weight. The book invites readers to listen to ghosts that inhabit wounded places and to sense what lies beyond words. It will be of interest to students and scholars in multilingualism, sociolinguistics, social semiotics, anthropology, and memory studies.

The Translation Studies Reader provides the definitive survey of the most important and influential developments in translation theory and research, with an emphasis on the twentieth and twenty-first centuries.

The fifth edition of this bestselling Reader has been substantially revised and updated. The introductory essays prefacing each section place a wide range of seminal and innovative readings within their various contexts: thematic and cultural, institutional and historical. Notable features include:

• New readings that sketch the history of Arabic translation from antiquity to the twentieth century
• New readings that sample key trends in translation research since 2000, including incisive commentary on topics of current debate in the field such as world literature, migration, and translingualism; the transmission of knowledge; and translation and AI
• A conceptual organization that illuminates the main models of translation theory and practice, as well as the main topics in research

This carefully curated selection of key works, by leading scholar and translation theorist Lawrence Venuti, is essential reading for students and scholars on courses such as the History of Translation Studies, Translation Theory, and Trends in Translation Studies.

This landmark volume engages the lived realities of linguistic discrimination by naming and countering colonialingualism, an operating system that marginalizes Indigenous and minoritized communities in language education.

The book defines colonialingualism as the privileging of dominant colonial languages, knowledges, and neoliberal valorizations of diversity, operating from ideology and policy to practice and outcomes. Spanning the epistemic and geographic Global South, chapters present case studies, narratives, pedagogical interventions, and curriculum and policy analyses. Together, they show how the system operates, informing a practical counter-practice toolkit for curriculum and assessment design, institutional change, and policy routes. The book recenters Global South and Indigenous epistemologies as sources of theory and method, advancing raciolinguistic perspectives and multilingual frameworks such as translanguaging and plurilingualism. Contributors mobilize Sumud and Ubuntu pedagogies, heteroglossic space-making, life-story and autoethnographic methods, place-based inquiry, and AI literacies to expose and counter the colonialingual ideologies sustaining native-speakerism, accentism, and linguistic racism within English language education and beyond.

Ultimately, the volume demonstrates how minoritized communities resist, reclaim, and revitalize their languages and knowledge systems, and how programs and policies can be redesigned in accountable, pluriversal ways. It will appeal to scholars, researchers, practitioners, and postgraduate students in applied linguistics, TESOL, and language education engaged with urgent issues of linguistic and epistemic justice and decolonization.

Employing a sociological lens and and building on data from interviews with 26 freelance conference interpreters and two focus groups, this book offers a systematic and comprehensive account of freelance conference interpreters' experiences working in remote interpreting contexts during the COVID pandemic, a period in which standard practices were severely disrupted and dismantled. It traces these interpreters' adaptation to remote interpreting and the resulting professional losses and gains, while also exploring their return to physical booths in the post-pandemic world.

The book takes a global view of the conference interpreting profession and the rise of AI in multilingual communication. It provides a reappraised understanding of how conference interpreting has evolved because of new technologies and offers insights into how the profession can survive in the age of AI. It argues that the social, emotional, moral, and communicative dimensions of interpreting are essential to sustaining the profession amid the growing sense of insecurity surrounding conference interpreting.

The book will be of interest for scholars in translation and interpreting studies, language technologies, artificial intelligence, and professional conference interpreting.

This book explores the processes, aesthetics, and politics of literary self-translation and transmediation in the Sinophone world. This volume will be of interest to scholars in literary translation, translation studies, Sinophone studies, and world literature.

Self-translation is the process through which the authors translate their own writing into other languages, with transmediation taking this a step further by adapting works from one medium to another. This volume features longitudinal case studies of multicultural Sinophone writers' practices of self-translation and transmediation, charting seminal authors' lifelong adaption projects across language, media, and culture to elucidate processes of cultural transcreation. Friedman examines the works of eminent emigre Sinophone authors-Eileen Chang, Kenneth Pai, Ha Jin, and Regina Kanyu Wang-to better understand how they defamiliarize their own texts and memories through the acts of translating and revising their own writing, and how they write themselves into the historical trajectories of world literature. This book reveals fresh insights into the ways in which Sinophone self-translators and transmediators have mapped China onto the world and vice versa, creating cosmopolitan palimpsests in dialogue with diverse cultural traditions and expanding our understanding of the Sinophone.

This book outlines major trends in language use by early modern diplomats, mainly in the European context, through a series of case studies and overviews of regional diplomatic traditions.

During the early modern period, linguistic practices in European diplomacy changed drastically, as the decline of Latin and German as diplomatic languages paved the way for the rise of French as a pan-European medium of diplomacy. While it was no secret that French was the dominant language of European elites during the eighteenth century, surprisingly little is known about the way this cultural trend translated into a major linguistic shift in diplomacy. This volume offers a broader perspective, tracking these changes throughout the early modern period. Spanning three centuries and extending across and beyond continental Europe, the contributors map the pace, the mechanisms, the reasons and the limits for changes in the use of languages in early modern diplomacy and explore the linguistic practices of diplomats as an indicator of wider social, cultural, and political changes.

A novel study of European diplomacy and linguistic interactions, this book will be of interest to historians, in particular those working on language practices in diplomacy and the social history of languages.

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 licence.

The linguistics and language education world has recently experienced a rapidly proliferating interest in applying technology. This interdisciplinary area bridges the gap between two previously separate fields.

Innovations and Applications of Technology in Language Education is a collection of 12 chapters by an international group of language and linguistics education experts. Although technology in language education is a global interest, its practices should be contextualized. This book covers how language educational technology is currently applied, discusses how it should be applied, and gives directions for its future development.

Providing a critical review of respective current practices and perspectives, this book begins by presenting a set of research-based principles for developing second language teachers' professionalism. It then examines the use of technology to enhance students' English language skills. Acknowledging the advantages and disadvantages of AI-mediated communication, this book argues for the use of AI to facilitate communication in language education. It also proposes the use of AI to develop and administer language tests and suggests guidelines for practitioners to deploy AI in developing and administering language tests efficiently. This book concludes by discussing technology for specific purposes in second language education and the potential of computer-mediated communication (CMC) to enhance interaction between students.

The rise of generative AI presents both a challenge and an opportunity for educators, particularly English teachers. Teach English with AI: A Practical Guide for Secondary English Teachers offers practical guidance for navigating a rapidly evolving landscape, moving beyond the fear and scepticism to embrace AI as a tool for enhancing teaching and learning.

In a world where AI skills are increasingly valuable and well rewarded in the workplace, this book provides English teachers with subject-specific strategies to integrate AI into their classrooms. It demonstrates how AI can augment, rather than replace, the core human skills that English curricula emphasise. Teachers will discover innovative ways to use AI to support students' development, from creative writing and critical analysis to communication and digital literacy.

Blending practical application with a clear vision of human-centred design, this essential book equips English teachers with the knowledge, skills and strategies they need to thrive in the age of AI.

ELT Teacher Education Materials: Purposes, Possibilities and Practices explores appropriate goals and models for English Language Teaching (ELT) teacher education materials and establishes principles for their design. It offers an AI-app-supported developmental guide to designing effective, context-appropriate teacher-training materials that reference relevant theoretical frameworks. Additionally, it provides sample materials that clearly illustrate each chapter's theoretical perspective, together with discussion questions relating to the materials. Readers will develop their own skills in writing materials for teacher education through customised writing tasks that are closely connected to the chapter's theory and sample materials and can obtain help in completing these tasks via the AI 'critical friend' links. A more substantial writing task appears at the end of the book. An appendix provides answer keys, while a second appendix gives general guidance on writing materials for teachers.

This is a key resource for academics and researchers in teacher education, and also ELT teacher educators in different kinds of institutions around the world who need to know about materials for teacher education. The book will also be beneficial for students in ELT/TESOL, particularly those on courses that include components related to teacher training or materials writing.

The AI experience accompanying this book runs on Noticing-a platform for AI-facilitated professional learning, built around research-informed mentoring protocols. Its AI voice, Noa, uses a novel pre-response middleware that cumulates the evolving dialogue to direct AI's attention without determining its response-eliciting explicit reasoning, revealing blind spots and sustaining productive struggle. Used in teacher education programmes across Europe, Asia and Australasia for lesson planning, reflection and mentoring.

Exploring critical developments and challenges in English Language Teaching (ELT) within Asian contexts, this edited volume offers insights into material adaptation, evaluation, innovations, and the role of English language materials towards achieving the sustainable development goals (SDGs).

With contributions from experts in Indonesia, Malaysia, Iran, Thailand, Bangladesh, and China, this volume serves as a key resource for understanding the evolving landscape of ELT materials in a diverse cultural setting. Filling a critical gap in the global discourse on ELT materials which is currently rooted in Western perspectives, the book examines current trends and issues in ELT materials specifically within South and Southeast Asia. Chapters provide a platform to highlight localised approaches to material development, explore the intersection of global standards and local contexts, and identify innovative practices that can inform the global ELT community. Ultimately, the book fosters dialogue between regional and global stakeholders in the field.

Contributing to a more inclusive understanding of ELT material development, this volume is a key reference for academics, scholars, and researchers in the field of ELT design and development, English Medium Instruction, Asian Education as well as bilingualism. Educators and curriculum designers engaged in English as a Second or Foreign Language (ESL/EFL) contexts will also benefit from this volume.

The second edition of this textbook provides a practical and research-based foundation for teaching second language (L2) multiword expressions and phrases (also commonly called collocations). Multiword expressions - such as strong tea, beautiful weather, or would you mind - cannot be readily understood or predicted by the meanings of their component parts and prove particularly challenging for English language learners. With contributions from top scholars, this text presents a thorough and rounded overview of the principles and practices currently dominant in teaching L2 phrases in a variety of instructional settings around the world. The book has been updated to include new chapters on the implementation of AI and ChatGPT tools, as well as on the uses of corpus analyses findings in the classroom.

New to the second edition:

• Updated material to include more recent publications, research findings, citations, and references
• Simplified linguistic descriptions and terminology
• Teaching activities, tips, and suggested techniques
• Student exercises and assignments

Intended for students and teacher educators, this accessible book integrates the key principles, strategies, and applications of current and effective English language instruction for both vocabulary and grammar.

Policy Meets Practice: A Multimodal Exploration of Language Education in Galician Schools examines how language policy operates in classroom settings by analysing the processes through which policy is articulated, contextualised, and enacted in everyday pedagogical practice.

This study into the experiences of teachers in Galicia, where Galician, Spanish, signed, and migrant languages coexist, offers scholars globally a foundation for understanding the central role of educators in the interpretation, negotiation, and enactment of language policy. Using a multimodal methodological framework that combines critical discourse analysis, qualitative interviews, and visual data, the book examines the institutional, ideological, and material conditions that shape how educators work with linguistic diversity in their classrooms. In doing so, it brings together scholarship on autochthonous minority, migrant, and signed languages, and interrogates the persistent separation of these in policy discourse and educational practice.

Policy Meets Practice will be of interest to researchers and postgraduate students in sociolinguistics, language policy and planning, and multilingual education who will gain critical insights into the relationship between language, policy, and education.