言語学 — 全 下位分類

Offers fresh perspectives on academic and disciplinary literacies across a range of contexts.

This book presents empirical evidence of the academic and disciplinary literacies that learners engage with in educational contexts. The chapters focus on the languages of schooling (in first, second or foreign language contexts) across primary, secondary and higher education.

The book is divided into two main sections. The first section focuses on students' voices and perceptions, providing new insights into the difficulties they encounter when developing academic or disciplinary literacies in different contexts and disciplines. The second section addresses students' academic or disciplinary literacy skills, both productive and receptive.

The chapters include qualitative, quantitative and mixed-method studies, and provide valuable new insights across a range of educational contexts.

A practical guide combining theory and best teaching practices to enable teachers to support multilingual learners to reach a level of deeper, conceptual understanding.

This book guides educators through a concept-based curriculum designed to foster deep, enduring understanding for multilingual learners. The authors provide language scaffolds for this curriculum to allow all students to develop conceptual understanding and the ability to express it in multiple languages. The book opens with the underpinning theories of learning, offering an accessible overview of the relevant research from cognition, education and multilingualism. It offers examples of concept-based inquiry and translanguaging pedagogy, and proposes a combined approach that addresses the complexities of teaching new language learners. It concludes by addressing the challenges of implementing new curricula and offers advice for school leaders and educators on effective change management.

This practical resource includes sample lesson plans as well as access to videos and teaching materials online, allowing educators to easily adapt ideas to their own context for a more inclusive classroom environment. Designed for pre-service and in-service teachers, end of chapter reflection prompts and activities make this an ideal resource for teacher training and professional development programs.

Timely and important revised edition of a significant, influential classic text which is still peerless in the field.

This new edition builds on Jane Willis's classic textbook to reflect the changing needs and priorities of language teachers in today's classrooms. The book has been revised and expanded to reflect the widespread use of technology and the internet in language classrooms, as well as recent debates and developments in research on language learning.

The book maintains the practical focus that has made the first edition of the book the leading resource on implementing Task-Based Language Teaching (TBLT) for over 30 years. Readers will find practical examples of task-based sequences and form focus activities for all levels, including beginners, that can be used in their own classrooms. It gives an integrated picture of TBLT that addresses the reasons for using this increasingly popular pedagogy, as well as addressing and suggesting solutions for potential difficulties.

This book provides a comprehensive analysis of the historical, cultural, and pedagogical evolution of English language and teacher education in Iran. It addresses critical themes such as curriculum design, teacher effectiveness, and professional identity while examining the profound impacts of globalization and policy. The author introduces the innovative Multidimensional Contextual English Language Education (MCELE) Framework to analyze these complexities and offer practical, globally relevant recommendations. This book is a vital resource for academics, policymakers, and practitioners in applied linguistics, teacher education, and comparative education worldwide.

This book on systemic functional linguistics (SFL) represents a significant contribution to the field, offering a diverse exploration of how SFL can be applied across a variety of contexts. This book as a whole aims to demonstrate the adaptability and depth of SFL, pushing the boundaries of traditional linguistic analysis and highlighting its relevance in contemporary discourse.

This book makes a novel contribution to the literature on systemic functional linguistics by blending theoretical rigor with practical application, offering a multifaceted perspective that may influence future research and practice in the field. Its comprehensive coverage, interdisciplinary perspective, and innovative insights would make it an indispensable resource for anyone engaged in the theory or application of systemic functional linguistics.

Demonstrates the importance of embracing inclusivity and diversity in order to improve the teaching and learning of English.

This book addresses the twin themes of diversity and inclusivity in classrooms where English is taught as a foreign, second, additional or international language. The chapters cover theory, empirical research, and practice in order to support researchers, teacher educators, teachers, policymakers and materials developers who wish to make English language education more effective, inclusive and innovative.

The chapters explore a wide range of international contexts and a variety of educational contexts, and address issues including power structures, learner positionality, decolonised English standards, neurodiversity, marginalised silence, student agency in curriculum reform, task design for all learners, and collaboration drawing on diversity as a resource. The book offers an unusually intricate picture of issues that are at the forefront of the minds of educators around the world.

Genre-Based approaches to Second Language Writing Instruction have become a powerful and popular means of assisting second and multilingual writers in learning to engage in professional, pedagogical and academic genres that are often high-stakes. This book presents a framework for teaching second language and multilingual writing that integrates Concept-Based Language Instruction and Genre-Based Writing Pedagogy. The authors present three large-scale implementations, within a graduate legal writing context, a cross-disciplinary doctoral research writing context and a graduate mechanical engineering context, and demonstrate how the pedagogical and theoretical framework is interdisciplinary, flexible and comprehensive. It provides a means of theorizing, researching, teaching and assessing the development of second language writer genre knowledge from nascency through expertise and equips second language writing instructors with a theoretical and practical toolkit to empower student writers to be more agentive, aware and strategic in their writing.

Equips readers to develop an intelligibility-oriented approach to pronunciation teaching suitable for any second/foreign language or Global Englishes setting.

This book offers principled guidance for practitioners and researchers on developing a feature-based approach to teaching English pronunciation, with a focus on intelligibility within communicative contexts. Using Hong Kong English as a case study, it facilitates teachers and students in critically exploring English intelligibility within their own sociolinguistic and educational contexts and questioning the perceived importance of native speaker pronunciation.

The book examines curricula, assessments, teaching materials, teacher perceptions, pronunciation teaching strategies and corrective feedback practices, and develops a contextualised approach to pronunciation teaching that prioritises key features affecting understanding, particularly in World Englishes and English as a Lingua Franca settings.

Discussion and inquiry tasks in each chapter make this ideal for trainee teachers and teacher educators, while researchers will find valuable tools to explore intelligibility-oriented approaches in diverse contexts.

This book brings together research on second language pragmatics in the underexplored context of EFL primary classrooms. Presenting studies from Croatia, Cyprus, Germany, Norway, Spain and the Netherlands, the book offers a rich exploration of different topics, such as learners' pragmatic performance, awareness and development, learners' and teachers' views on pragmatic instruction, and investigations concerning material use and lesson planning. The studies feature a range of data sources including animated films, arts-based instruction, classroom discourse, narrated picture-based tasks, questionnaires and interviews, introducing the reader to a wealth of opportunities for young learners' engagement with pragmatics. Being the first edited volume to provide an overview of the rapidly growing area of young learner pragmatics, it will be of great interest to researchers, graduate students and language teachers.

This edited book examines three main understandings of the concept of modernity in relation to translation: "modernity as translation" (transformational process where modernity itself is conceptualized through translation), "translation of modernity" (object of transformation; that is, modernity as the object being translated across different contexts), and "modernity in translation" (contrastive modernities existing within ongoing translation processes). With these three axes of reflection in mind, the authors address two main sets of questions regarding modernity.

On one hand, despite the advent of post-modernity, they ask why modernity is still such a prolific concept epitomizing novelty and originality? Why is modernity so attractive in postcolonial and non-western locales, considered synonymous with progress, knowledge advancement and wealth? What are the modern concepts and ideas that have travelled and were exported from the west to different parts of the world and vice versa?

On the other hand, they ask in what capacity is translation an effective concept to represent and problematize the notion of modernity? How does the concept of translation encompass the course of a moving and widely diffused idea such as modernity? What may be the effects of the application of an analytical prism such as translation upon modernity throughout the world and throughout modern history?

This book is primarily focused on translation studies, but it also relates directly to disciplines including intellectual history, political and social philosophy, religious studies, (inter)cultural studies, postcolonial studies, literature, communication, and artificial intelligence, and it will also be of interest to readers in these fields.

Offers support and guidance to tackle the realities of living in a bi-or multilingual family.

This essential guide for parents raising their children multilingually has proved an invaluable source of support and advice in the 20 years since its first publication. An English language teacher, independent researcher and mother of three more-or-less bilingual children, Suzanne Barron-Hauwaert brings her professional and personal experience to this realistic yet inspirational guide to the One-Parent-One-Language approach to childhood bilingualism.

The book also contains the experiences of more than 100 families from around the world, reflecting a wide range of languages and cultures. This second edition has been updated to reflect the latest research on childhood language learning and use, and provides parents with suggestions for up-to-date and accessible resources and further reading.

This book explores the transformative impact of artificial intelligence (AI) on the field of translation. As technology advances, AI-driven tools and methodologies are reshaping traditional translation workflows, redefining the roles of translators, and enhancing both efficiency and accuracy in translation tasks. Through comprehensive analyses and case studies, this book offers valuable insights into how AI is driving innovation in both translation practice and education, fostering a future where human creativity and technological advancements work in tandem to meet the demands of an increasingly globalized world.

This book provides a panoramic view of the latest innovations and scholarly discourse in the dynamic and ever-evolving field of audiovisual translation (AVT), drawing on a diverse array of scholarly contributions. This book brings together the latest theoretical advances, practical strategies, and audience-centric insights, addressing the challenges posed by new technologies, global media consumption, and evolving professional landscapes. It is committed to creating a book that not only reflects the current state of AVT but also maps future trajectories and offers substantial practical insights for both academics and practitioners.

Builds on the profound and challenging legacy of sociolinguist Jan Blommaert, one of the most important thinkers in contemporary sociolinguistics, who dismantled the theoretical and ideological orthodoxies of his time.

This volume honours the influential work of Jan Blommaert, furthering his critical and constructive engagement with power dynamics across numerous domains. It takes Blommaert's work as a starting point to approach the challenges of a changing social world, using his frameworks to explore new contexts and applying new methodologies to established fields of study.

The chapter authors - Jan's colleagues, students and others inspired by his work - explore four themes of his scholarly legacy, expanding on his work and looking to new contexts. They elaborate on the concept of chronotopes, explore ideologies of language diversity and inequality, address normativities in complex online and offline spaces, and analyse voice as agency in time and space.

Spanning a wide range of academic disciplines and contexts, they share a core commitment to analysing language in relation to society and power, arguably the most pressing legacy of Blommaert's work.

This book is open access under a CC BY NC ND licence.

The book aims to deduce stipulative properties of binding conditions by reformulating them through a novel movement theory, under the tenet of the Minimalist Program. Integrating the insights of Abe's (2014) pro-movement theory and Higginbotham's (1983) linking theory, it offers a fresh perspective on bound variable anaphora, Binding Conditions A, B and C. Assuming Abe's (2016) Search and Float approach as a general framework, It offers a way to distinguish bound variable anaphora from coreferential anaphora, and to explain strong crossover cases and locality effects such as those induced by the Specified Subject Condition. The book also investigates binding reconstruction effects in parasitic gap constructions and Japanese scrambling to support the proposed movement theory of anaphora. It also deals with backward binding and copy reflexivization, giving support to the A-movement analysis proposed by Hornstein (2001). It The book is essential for those linguists engaging in syntactic theory, anaphora, and the Minimalist Program in offering innovative solutions to and a fresh perspective on binding phenomena.

This book invites readers to reflect on the impact of languages and create workshops to develop inclusive and responsible societies.

Language plays a crucial role in the creation and reproduction of social inequalities, but it can also be a key factor in their deconstruction and in the creation of a more multilingual and inclusive world. This book guides the reader through an exploration of creative and effective tools for examining the role that languages play in the life trajectories of speakers and how they can shape personal identities and promote social justice. The authors demonstrate the use of personal language family trees, language self-portraits and autobiographical narratives as means to explore sociolinguistic repertoires and language use in various contexts.

Written in an accessible, jargon-free way, with real-life examples from speakers of diverse geographical backgrounds, the book will be of interest both to scholars and students embarking on a study of the intersections between language and social justice, and to language teachers and learners who wish to explore the role that languages play in their lives.

This book will be open access under a CC BY NC ND licence.

Invites readers to question whether language planning and policy can survive decolonialization.

This book represents a vital step forward in the process of decolonizing language policy and planning (LPP). It addresses both theoretical and practical aspects of LPP, while exploring its intersection with domains including security, politics and education. A decolonized LPP invites us to view language as an interconnected phenomenon, with boundaries that are not defined by structural, territorial, ethnic or historical limitations.

The chapters in this book problematize the positivist, instrumental, pragmatic and technical dimensions of LPP, while offering a renewed perspective in dialogue with contemporary struggles and claims. It covers a range of geopolitical contexts, with particular attention to the dialogues and contradictions between the North and the South.

This book contains a collection of chapters that blend theory and practice to share the hows and whys of implementing radical inclusivity in the language and writing classroom. It highlights the experiences and practices of global K-20 teachers and teacher educators and the many ways they promote these radically inclusive practices in their classrooms. The chapter authors outline what radical inclusivity is and how it can be embedded in classroom practice and pedagogy across teacher education, undergraduate classrooms, community engagement contexts and different institutional and programmatic settings. The book views teaching as a radical act of hope, and uses perspectives from Critical Language Awareness to support learners in developing critical perspectives on the intersections of language, identity, power and privilege. Structured as a theory-to-practice resource, the book is designed to provide teachers and graduate students with theoretical backgrounds and practical activities that can be integrated into language teacher education, as well as writing and language classrooms.

The voices in this book raise questions about the relationalities and entanglements of applied linguists in a troubled world. They are the personal stories that are sometimes hidden behind and within more conventional teaching, research and scholarship, however iconoclastic and unconventional the endeavors themselves. Injustice runs through and across the chapters, connecting one with another but also highlighting differences. The stories in this book describe or picture anxieties, fears, veils, exclusion, erasures, microaggressions, racism and patriarchy, together with the painful double-binds and pitfalls experienced in applied linguistic fieldwork and teaching. By sharing their stories, the authors attempt to embody the changes called into being through their applied linguistics teaching and fieldwork.

This book introduces dialogist interpretation as an innovative approach within interpreting studies, offering a critical examination of interpreter-mediated asylum encounters. Based on a case study of a legal consultation in the Netherlands, the book reveals how internal dialogues, linguistic assumptions, institutional constraints and systemic biases influence credibility assessments and shape asylum narratives. Drawing on the author's experience as a researcher, interpreter and former asylum seeker, this study examines the power dynamics between interpreters, legal professionals, asylum seekers and the institutional structures governing legal procedures. Through detailed textual analysis and reflective interviews, it demonstrates the active role interpreters play and offers a new paradigm for understanding and improving asylum procedures. Challenging dominant narratives and calling for systemic reform, this book offers practical recommendations for interpreters, educators, legal professionals and policymakers as well as essential insights for scholars in interpreting studies, law and communication.

Previously, most studies in this area have focused on the reciprocal effects of language teachers' emotions, identity, well-being and agency, with emotions often being portrayed as consequential entities. However, this book advances the field by exploring specifically how language teacher emotions can be used as tools for personal and professional development. The authors provide empirical, theoretical, conceptual and practical contributions which demonstrate how emotional responses provide data that can be analyzed and reflected upon and how emotions can be seen not as occurrences that are suffered, but as actions, judgments, choices, responsibilities and data that can be used to improve personal growth and professional lives. The chapters shed light on the potential of emotions as tools for teachers' personal and professional development, such as, but not limited to, emotional literacy, emotional intelligence, emotional agility and regulation, emotional memory and self-exploratory and self-reflective inquiries.

People all around the world now carry out nearly synchronous conversations using text. This puts a premium on efficient writing, something that is easier in some writing systems than others and for some individuals than for others. Fast production of text, however, is not a new problem, and has its roots in typesetting, stenography and assistive technologies. Some of these areas of technological innovation were hugely successful in the West, but were less successful in other parts of the world, such as Asia, where differences in scripts and writing systems made simple solutions to fast text production elusive. Many of these same problems remain today, but the existence of very large text corpora and the advances in AI that this has enabled now permit the use of natural language technology that makes text production faster and more accurate.

This book presents writing technology past and present with a broad focus, discussing both widely used technology as well as technology serving communities of writers with special needs. For example, text is the principal communication modality for many with severe motor disabilities such as cerebral palsy: How does one type if one cannot easily or reliably point to a specific key on a keyboard? Cross cutting the discussion are several themes: How does one's language and script influence the technology and its use? How does the technology interact with the user's motor abilities? How does text input differ when one is writing in one's own language, writing in several languages, or writing in a second language in which one may not be fully competent? And if one's immediate goal is not efficiency but learning, does technology that aids efficient writing also support efficient learning?

This book is the first treatment of writing technology that considers the process of writing from such a broad range of perspectives.

This book constitutes a holistic study of sociolinguistic development among adult second language (L2) learners in a naturalistic setting. Combining results from a cross-sectional and longitudinal micro-development study, it examines the acquisition of both the productive and interpretive skills necessary to engage with the contextually sensitive use of vernacularity in Austria. The studies focus on issues of inter- and intra-individual variation and aim to shed much-needed light on why L2 learners acquire sociolinguistic variation, which aspects of it they acquire, which factors influence it and when they acquire it. Drawing on methodological and theoretical frameworks from diverse fields such as developmental and cognitive psychology, psycho- and sociolinguistics, as well as second language acquisition, the book connects topics rarely found in the same empirical piece, including the role of cognitive functioning and socioaffective factors, the temporal specificity of L2 sociolinguistic development in production and perception, and the issue of group-to-individual generalizability. The studies showcased in this work provide ample evidence that late starters of a L2 in early adulthood and midlife can acquire the skills necessary to successfully navigate the complex sociolinguistic variation within the target-language community, but the process is certainly not one without hurdles.

This book provides an in-depth exploration of financial and economic translation, bridging theoretical insights and practical strategies to address the dynamic demands of this specialized field. The book covers transformative pedagogies that incorporate interdisciplinary approaches and digital tools, offering innovative teaching models for translation training. It delves into economic translation didactics, presenting strategies to adapt translations for both specialist and lay audiences, ensuring communicative effectiveness. A comprehensive analysis of global financial translation research reveals the convergence and divergence of academic and professional practices, offering insights into the field's development across continents.

This book addresses the critical gap in comprehensive resources for financial and economic translation by integrating theory, pedagogy, and practice. It solves the pressing need for targeted approaches to handle the unique complexities of this field, from the classroom to professional environments. Designed for translation professionals, educators, researchers, and students, this book provides indispensable knowledge and practical insights to navigate the complexities of financial and economic translation with confidence.