言語学 — 全 下位分類

This book promotes greater interest in cognitive linguistics (CL) among English language teaching (ELT) practitioners, while offering researchers a more direct line toward shaping pedagogy. The book presents a collection of CL-informed ready-to-use pedagogical summaries and activities that teachers without background knowledge in CL can take directly to their classrooms. Importantly, the book targets traditionally challenging areas of English instruction by focusing on vocabulary, grammar, and aspects of discourse and pragmatics.

Each chapter tackles a different topic of the English language and includes the following sections: 1) introduction of the challenge(s) with the said English language topic, 2) explanation of the CL approach and how it can mitigate the observed challenge(s), 3) practically-oriented description of the CL-inspired teaching activities, positioned within a specific pedagogical context but easily transferable to other contexts. All chapters include insights that are highly practical and easily implemented in different contexts of ELT. The ultimate goal of the volume is to motivate teachers to try new pedagogical tools and to influence English language pedagogy through the research-documented powers of applied cognitive linguistics.

This book systematically reviews various syntactic and semantic issues in the study of Chinese "Ba" sentences. The book is divided into two parts: the first section summarizes the composition and syntactic structure of "Ba" sentences; the second part to brings together the semantic and pragmatic issues of "Ba" sentences. This scholarly volume discusses the characteristics of each component of "Ba" sentences, the restrictive relationship between components, the syntactic transformation of "Ba" sentences, and the generation method of "Ba" sentences. This book also empathizes the volition of the subject, the definiteness of the object, the result of the action, the dispositional meaning of the sentence pattern, and the pragmatic characteristics of "Ba" sentences. It will be served as a valuable resource for scholars in the field of Mandarin Chinese.

This book presents the current status of the Higher Education (HE) institutes, students' learning, teachers' professional development, and classroom practices under the Bilingual Policy in Taiwan. It showcases how universities and instructors have reacted to the change and what has been done to support students' learning.

In 2021, Taiwan implemented the 'Blueprint for Developing Taiwan into a Bilingual Nation by 2030,' aimed at improving the competitiveness of local talents and industries in Taiwan on the global stage. As indicated in the Policy, English as a medium of instruction (EMI) is a requirement in some classrooms in bilingual universities. Instructors and students in those classrooms need to teach and learn in English, which is not the first language for most of them.

For students and instructors in HE institutes, EMI is not only a challenge, but also an opportunity to improve current teaching and learning processes. To some extent, EMI forces university students and instructors to reflect on their learning and teaching. This book discusses case studies from universities in Taiwan and conducts a comparative study of EMI across several Asian countries.

Colleen Elizabeth Kelley and Michael J. Miller explore how democracy both functions and falters when media, politics, and rhetorical discourses collide.

Democracy thrives on information and public engagement. Digital spaces and technologies, while significantly enriching our cyberculture and playing a crucial role in our interconnected global system, have introduced significant threats to our democracy including misinformation, privacy concerns, and public polarization as platforms emerge as increasingly powerful intermediaries. Examining discursive manifestations of these problematic intersections during the 2024 presidential election cycle, Kelley and Miller demonstrate the impact of digital media and a digitally disrupted political ecosystem on democracy in the United States.

Kelley and Miller provide a salient reminder that political frameworks - especially democracy - are mediated systems constituted and agreed upon through communication behaviors. Our political future, they contend, can still be shaped by the people.

This book investigates the relationship that exists between migration, language and emotion in the personal correspondence exchanged between Irish emigrants, who travelled overseas during the nineteenth and early twentieth centuries, and their loved ones back in Ireland. Based on data from the Corpus of Irish English Correspondence (CORIECOR) and involving innovative analytic techniques in the field of corpus pragmatics and discourse analysis, the book will shed new light on three main thematic strands: identity nouns, emotion adjectives and the conceptualisation of emotions through mental verbs. The findings will be of interest to students and scholars of corpus pragmatics, historical sociolinguistics, discourse analysis, emotion studies, Irish migration and postcolonial studies.

This book examines teachers' beliefs, attitudes, and knowledge regarding multilingualism and linguistic diversity in Dutch primary education. Drawing on extensive empirical research, it analyses how teachers interpret and justify their everyday classroom practices within broader institutional and ideological contexts.

Moving beyond individual-level explanations, the book conceptualises teachers as institutional actors whose professional judgments are shaped by accountability systems, dominant language ideologies, and enduring assumptions about language, learning, and social integration. While many teachers express inclusive values and a strong commitment to students' well-being, the findings demonstrate how multilingualism is often positioned as educationally irrelevant or potentially problematic within monolingual norms.

The analysis shows that minority languages are not explicitly rejected but are systematically marginalised by routine pedagogical reasoning, thereby contributing to the persistence of deficit perspectives in education. By identifying the structural conditions underpinning these patterns, the book advances current debates on multilingual education and language policy.

This volume will be of interest to educators, researchers, graduate students, and policymakers working in the fields of multilingual education, sociolinguistics, teacher education, and educational policy.

This book provides a comprehensive overview of the innovative technologies in Chinese language education. It showcases innovations such as virtual reality, augmented reality, artificial intelligence, and neuroscience applications through case studies of pioneering programs, research centers, and products designed specifically for Chinese language learners. This book also features insider perspectives from exclusive interviews with over 20 leading developers, researchers, and educators who are driving these innovative technologies and integrating them into quality instruction. These firsthand accounts offer deep insights into the process of designing, validating, and applying new technologies to transform Chinese language learning. It serves as an essential guide for Chinese as a second language (CFL) teachers, teacher training providers, and Edtech companies specializing in solutions for Chinese learning.

This fascinating open access study explains and describes the process by which young children can acquire a second language incidentally, via joyful and regular exposure to animated cartoons. This multi-year activity can replicate some aspects of the mother-tongue acquisition process, especially when supported by a co-viewing caregiver.

Rosalia Di Nisio emphasises two important elements in the acquisition process: the mediation of co-viewing adults as a motivating factor, and the multimodal nature of cartoons as a facilitator of extensive comprehension through sounds and images. She gives evidence to this multimodality by first focusing on the 'dual coding' interaction between cartoons' verbal and non-verbal dimensions, then broadening her analysis to a more complex meaning-making discourse. Combining cognitive, relational and language perspectives, Di Nisio also demonstrates the near-native language acquisition phases: singing and acting out, which mark the baby's involvement accompanied by a caregiver; the silent, but fertile phase, during which listening skills reach surprising levels; speech development, which is prompted by opportunities to interact with a native speaker.

Underpinned by foundational theory from cognitive psychology, multimodality and applied linguistics, this is an essential study of a fertile but overlooked mode of language acquisition.

The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com

This Open Access book explores the intersection of multilingualism and dementia, bringing together previous research on language, aging and cognitive change. It offers an accessible guide to studying multilingualism and dementia, with a focus on interaction, ethics, and real-world research design. It also provides a critical overview of existing research, highlighting key questions addressed so far, identifying persistent gaps, and outlining what is needed to move the field forward.

Across five chapters, it discusses the major ethical and practical challenges researchers are facing in this field and explores the complexity of managing variables in research involving older, multilingual individuals living with dementia. It then guides readers through practical methodological decisions and concludes with future directions for research, policy, and practice.

This book will be of interest to academics, students and practitioners working in applied linguistics and pragmatics, particularly those with a focus on multilingualism, and health communication, especially discourses relating to dementia.

How can teachers and teacher educators enact positive change in their working environments? How can they develop professional learning communities? How can they support educational policies on intercultural competence, multilingualism and plurilingualism while improving students' language skills? This inspiring collection gives clear and practical advice on how action research can help achieve all of those goals, from primary through secondary, higher and adult education settings.

Action Research Communities for Language Teachers, funded by the European Centre for Modern Languages of the Council of Europe, collects practical first-hand accounts of action research projects, with a shared focus on practical, replicable advice and achievable results. Readers can use these examples to develop small, evidence-based interventions that address their own common challenges and concerns. Spanning fourteen European countries and a similar range of taught languages, these real-life examples of shared problem-solving and collaboration are a crucial contribution to the theory and practice of language teaching and teacher education.

This book explores what is required to adopt an inclusive approach to emergency communications in multilingual and multicultural societies. The increased frequency and severity of emergencies such as floods, fires and heatwaves is occurring at the same time that complex migration patterns are producing diverse multilingual and multicultural populations. This convergence raises two crucial questions: What does best practice now look like in emergency communications? And what are the barriers to doing this well?

Drawing on multidisciplinary expertise and reflecting on interviews with people from migrant and refugee backgrounds, the arguments engage with the role and limitations of new technologies in emergency communication, as well as the challenges of social inclusion of vulnerable populations during emergency situations. This research offers important conceptual insights as well as practical guidance for leaders involved in emergency planning and disaster risk reduction.

This book examines the hypothesis that pragmatic communication is supported by a specialized cognitive module for inferring communicative intentions, closely linked to the mindreading capacity to attribute mental states. Drawing on research in linguistic pragmatics, philosophy, evolutionary and developmental psychology, the book evaluates the psychological plausibility of this hypothesis in light of findings from experimental pragmatics, while also addressing its main theoretical and empirical challenges.

The book proposes a novel cognitive framework to articulate the pragmatics module hypothesis from a developmental perspective and offers a comprehensive, up-to-date account of the ontogeny of ostensive communication in early childhood. By engaging with current debates and reviewing key empirical evidence, the book sheds light on foundational questions about the development of social cognition, communicative intentions, and the early foundations of human pragmatic competence.

This book shows how societal and cultural features may manifest themselves through translation practice across English-Greek-Russian, verbally and multimodally. It is a collection of papers which tackles how messages shift in contexts with a gradually diminishing participation of image and sound to construct intended social identities. It sheds light on how remakes perform transfer, how messages are transferred in dubbed and fan-subbed TV series, and how covers, in print translated versions of novels, manifest a shifting societal context in their attempt to establish contact with a new audience. Transfer is examined both cross-culturally and intra-culturally through translation practice. This book is relevant to academics, translation practitioners and students who are interested in pragmatic meaning transfer, in varied language contexts. It will also enlighten foreign language teachers as to what pragmatic aspects of transfer they should draw learners' attention to, to improve communicative competence.

At a time when translation has become a central concern across the humanities, this book offers a distinctive philosophical intervention, approaching translation through classical philosophical concepts while also rethinking those very concepts through the lens of translation. Organized around three major themes - universality, negativity, and temporality - it argues that these are not only fundamental dimensions of a concept of translation, but also the basis for what it defines as "translation as concept": a framework that captures both the reflective and transformative character of language. At the heart of the book lies the claim that philosophy of translation necessarily calls into question the foundations and conditions of philosophical practice itself. The author revisits major figures in German philosophy, including Humboldt, Schleiermacher, Benjamin, and Hegel, while also addressing contemporary discussions of translation and language. Originally written in Italian and translated for this new edition, the book also contains an additional section composed in English, enacting a multilingual, multilayered practice in which translation converges with the experience of self-translation and exophonic writing. Intended mainly for scholars and students of continental philosophy of language, hermeneutics, and classical German philosophy, this volume will also be of interest to readers in translation studies, linguistics, and cultural studies, as well as translators engaged with the theory of translation.

This handbook offers a comprehensive and accessible guide to critical applied linguistics and language education, exploring how power, inequality, and social change shape linguistic issues, educational practices, and research agendas. Bringing together leading scholars and emerging voices from around the world, it equips researchers, educators, students, and policymakers with critical frameworks and perspectives for building more equitable and socially responsible approaches to language and language education. The volume is organized into two parts. The first, Critical Projects in Applied Linguistics and Language Education, highlights established domains operating under explicit critical labels, demonstrating how criticality shapes research, pedagogy, and policy. The second, Critical Perspectives in Applied Linguistics and Language Education, examines contemporary social, political, environmental, and educational issues through a critical lens. Together, the handbook positions criticality as a reorienting force in applied linguistics and language education that confronts inequality, deepens inquiry, and sustains hope for transforming an uneven world.

This edited volume highlights the growing recognition of the need for a more comprehensive understanding of language shaped by local contexts. It seeks to further conceptualise Global English(es) as localised language practices. Such practices illustrate how the English language is transformed to meet the needs of diverse communities, reflecting their social, cultural, and political values. Recognising that 'glocality' is a unique characteristic of today's world, this volume expands upon the previously proposed conceptualisation of English as a Glocal Language (EGL)-one that is simultaneously global and local-to capture and accommodate the whole spectrum of cultural meanings and interpretations it is capable of conveying. This book is a useful resource for researchers, applied linguists, ELT professionals and practitioners, among others.

Testimonial for The Rise of English as a Glocal Language

Jennifer Jenkins, Emeritus Professor, University of Southampton UK

It is only rarely that a truly original and exciting publication appears within the broad field of the spread of English, but this edited volume is one such book. The editors and their contributors position the field not, as conventionally done, within global Englishes but within a 'deglobalised' glocal framework. As they demonstrate throughout, this is a far more appropriate perspective within which to explore the teaching of English around the world. The book's raison d'etre having been established in the introduction, the chapters that follow, based on new empirical research, range far across geographical contexts, and include rarely researched regions such as Pakistan and Israel/Palestine as well as original focuses, for example, composers in Latin America. Highly recommended for anyone interested in World Englishes, ELF, or ELT more widely.

This book explores principled approaches to integrating Generative Artificial Intelligence (GenAI) into language learning and teaching.

It examines the features of learner-AI interaction, the affordances of GenAI, and key principles that guide its use in language education. Drawing on second language acquisition theories and teaching methodologies, the book investigates how GenAI can support the development of listening, speaking, reading, and writing, as well as task-based language teaching.

Illustrated through concrete prompting activities, Using Artificial Intelligence in Language Education translates theory and research into practical pedagogy for meaningful AI-mediated language learning. It empowers teachers to use GenAI confidently and to help learners engage in purposeful learning experiences.

Filling a critical gap by offering language learners and teachers principled guidance and practical examples, this is also an indispensable source of ideas for learners and teachers to develop their own applications.