言語学 — 全 下位分類

This is an Open access book which provides insights into innovative approaches in designing, implementing, and evaluating professional development programs for English-Medium Instruction (EMI) faculty. It offers empirically-grounded solutions to the pressing challenge of supporting faculty who teach disciplinary content through English in non-Anglophone contexts, addressing the current lack of an established paradigm for effective EMI faculty development practices. As EMI expands globally across higher education institutions, faculty face complex linguistic, pedagogical, and disciplinary demands that call for targeted professional support. However, limited research exists exploring specific design and implementation features of faculty development programs and their impact on teaching practices and student outcomes. The volume bridges these crucial gaps by showcasing original empirical studies that demonstrate clear connections across program design choices, implementation strategies, and resulting effects on faculty instructional practices and decision-making. Featuring in-depth case studies from diverse institutional and sociocultural settings in Asia, Europe, and Latin America, the collection offers unique perspectives on how faculty developers have addressed the shared challenge of supporting EMI faculty professional development. The book features diverse methodological approaches - including qualitative, quantitative, and mixed-methods studies - that foreground multiple aspects of EMI faculty development: collaborative practices within professional development initiatives, innovative approaches to pedagogy integrating language and content support, institutional frameworks for sustainable implementation, and longitudinal analysis of program impact on teaching and learning. The contributing authors expand the conceptual and disciplinary foundations of EMI faculty development research by drawing on their diverse scholarly perspectives from educational psychology, applied linguistics, second language studies, STEM education, and educational policy and leadership, as well as their lived experiences in developing, implementing, and assessing professional development initiatives. The volume aims to provide evidence-based guidance for creating sustainable and effective support for EMI faculty development and contribute to paradigm-building in EMI. It is poised to be essential reading for multiple audiences in global higher education, including EMI researchers, faculty developers, language educators, higher education administrators, and graduate student researchers.

This book explores how translation technologies, such as Computer-Assisted Translation (CAT) tools and machine translation to large language models (LLM), are reshaping the translation profession and society at large. Drawing on case studies from the Americas, Europe, and Middle East, the book examines how translators, educators, agencies, and clients adapt to evolving workflows, ethical dilemmas, and cultural challenges. It highlights generational divides, the political role of translators, and the preservation of endangered languages. It offers a global perspective on the benefits and limitations of digital tools. With contributions from leading scholars and practitioners, this book bridges professional practice with broader societal implications, making it essential reading for translation professionals, researchers, educators, and anyone interested in the social impact of AI and digitalization. Whether readers navigating the future of translation or studying its cultural consequences, this book offers critical insights into a rapidly transforming field.

This book examines American cultural values and their expressions in everyday speech, particularly an American discourse strategy which the author coins as a metaphoric comparison'. The book argues that culture not only conditions perceptions of reality but also shapes language patterns. Through comparisons with Polish, it shows how idiosyncratic and culture-bound American English is and how, in view of its global popularity, adopting it as mode of communication can alter the lens through which we see the world in both clearly discernible and subtle ways. This book will be of interest to a broad audience including linguists, American Studies scholars, non-native speakers of English, and Slavists.

The comprehensive volume brings together cutting-edge research and practical insights on language testing, assessment, and evaluation across West and South Asia. Featuring voices in India, Iran, Nepal, Pakistan, and Sri Lanka, the book offers a rich blend of theory, case studies, and classroom-based evidence-highlighting innovative practices that shape one of the world's most linguistically and culturally diverse regions. The book is structured into five thematic sections and provides logical progression from foundational concepts to innovative applications. It explores vital themes ranging from assessment policy and teacher training to digital innovations and AI-enhanced assessment frameworks.

An essential resource for researchers, educators, administrators, and policymakers, this volume provides actionable strategies for improving English language testing in West and South Asia's multilingual and evolving educational landscape.

The book argues that, in line with the latest research results and the author's educational experience, the existing, positive image of a second and foreign language (L2) teacher seems to be no longer valid. There is a strong need to dispel some of the commonly existing beliefs concerning the teaching profession by providing a thorough and multi-faceted account of issues connected with this field. This is in line with the assumption that shedding more light onto L2 educators' actual status is a great significance for creating a more realistic image of these educators who have to constantly cope with new and old challenges. Modern education systems in many countries are constantly evolving in the face of growing teacher shortages and low attractiveness of the profession. Therefore, there seems to be an urgent need to develop a better understanding of the well-being of teachers and its implications for L2 teaching and learning. This book presents a comprehensive conceptual framework to analyze teachers' well-being and its influence on the quality of their professional performance. The book is of significance and relevance not only to L2 educators and L2 teacher trainers, but also to students and university graduates who are considering becoming teachers in the future. The content of the book is a valuable asset for policy makers who are interested in creating meaningful and efficient working conditions for those who are teachers and those who plan to become satisfied and motivated educators in the future.

This research monograph investigates the immediate effects of peer feedback on text revisions and the long-term effects of peer feedback on writing performance. It also examines students' processing of peer feedback in revision and explores their perceptions of peer feedback. Peer feedback, an activity in which learners read others' drafts and make comments on them orally and/or in written mode, is widely employed in English as a foreign/second language (L2) writing instruction. Extensive studies investigating its effects have been conducted, and yet very few studies have examined how the effects take place and whether the effects sustain. To address the research gaps, this book reports a rigorous peer feedback intervention conducted during a semester-long College English course at a Chinese university. This research yields a deep understanding of the effects of peer feedback and provides an example of how a mixed methods approach can be employed in second language writing research. This book is a valuable research resource for researchers, practitioners and policymakers on an international scale.

This book contributes to the current research area by achieving an understanding of the organization of our academic activities and by finding evidence for the generic conditioning of texts on the linguistic strata. Drawing on a functional theory, the current study selects naturally occurring abstracts in journal articles from a variety of academic disciplines, viz. linguistics, economics, science, management, and geography. The aim is to find out how the linguistic realizations of a text enact the purpose of a discourse in certain institutionalized academic settings. The result of the study could be incorporated into the language learning classroom and benefit especially those students who are learning to write academic papers. Through reading this proposed book, target readers may be better informed of the "generic expectations" of research paper abstracts.

This monograph demonstrates how a teacher continuing professional development (CPD) programme effectively enhances English language teachers' knowledge, beliefs, and classroom practices in formative assessment (FA). It introduces the "Pathway for Teacher CPD of AL", a practical framework offering direct guidance for teacher educators, researchers, and practitioners seeking to advance FA practice and literacy. The book makes distinctive empirical and theoretical contributions to FA research in language education, examining FA as an integrated process rather than isolated techniques. The study explores the full FA cycle-clarifying learning goals, eliciting and interpreting evidence, providing feedback and acting on it-providing a comprehensive account of effective implementation. It offers much-needed evidence on how enhanced teacher FA literacy improves student English achievement and supports self-regulated learning, clarifying the link between teacher development and student outcomes. Overall, the book advances a more nuanced and context-sensitive understanding of FA in real classroom environments. It is a valuable resource for researchers, teachers, teacher educators, and graduate students in applied linguistics, second language education and teacher education, among other disciplines.

The Syntax of Dutch presents a synthesis of current thinking on Dutch syntax. Its principal focus is on describing the Dutch language; technical issues related to linguistic theory are addressed only if new light is shed on the subject.

The work is organized around the four lexical categories verbs (volumes 1-3),nouns (volumes 4-5), adjectives (volume 6), and adpositions (volume 7). It includes a general introduction to the semantic, morphological, and syntactic properties of these categories, their argument structure, their modification possibilities, and issues related to word order. The functional categories (determiners, complementizers, etc.) are discussed in relation to the lexical categories with which they occur. Volume 8 concludes the work by considering a number of issues that extend beyond proper sentence grammar: main-clause external elements, coordination, and ellipsis.

The Syntax of Dutch will be an indispensable resource for researchers and advanced students of languages and linguistics interested in the Dutch language.

This book provides a new take on the longstanding puzzle of intervention effects in questions, whereby specific scopal expressions block the interpretation of wh-elements when they occupy a particular position in the semantic representation.

Its central argument is that intervention effects are not a homogeneous phenomenon with a uniform underlying structure mapped to a single interpretive mechanism. Rather, they have distinct sources-a distinction that, to date, has not been systematically made in the study of intervention. The work distinguishes two types of intervention: one stemming from focus-based interpretation failure and another rooted in topicality constraints. Consequently, it proposes a new typology that clarifies the field and paves the way for future cross-linguistic research.

Semanticists, syntacticians, pragmatics researchers, and experts in logic and the philosophy of language will find this book illuminating.

An Introduction to Foreign Language Learning and Teaching provides an engaging, student-friendly, up-to-date guide to the field of foreign language learning and teaching.

Aimed at students with no background in the area and taking a task-based approach, this thoroughly revised fourth edition:

• introduces the theoretical and practical aspects of both learning and teaching, and provides discussion and workshop activities throughout each chapter of the book, along with further reading and reflection tasks;
• deals with classroom- and task-based teaching, including content-based instruction, and content- and language-integrated learning. It also covers lesson planning and testing, making the book suitable for use on practical training courses;
• analyses different learning styles and suggests strategies to improve language acquisition;
• introduces discussions about technology-supported (GenAI) foreign language teaching and learning;
• includes examples from foreign language learning in Russian, French, Danish, and German, as well as English.

Written by experienced teachers and authors, An Introduction to Foreign Language Learning and Teaching is essential reading for students beginning their study in the area, as well as teachers in training and those already working in the field.

This book is accompanied by online support materials at www.routledge.com/9781032747958, which contain additional information, exercises, and weblinks.

In an era of increasing global polarization, the ability to engage in meaningful talk across different languages and cultures has never been more urgent. L2 educators and learners play pivotal roles in facilitating this. However, this challenge requires more than mere fluency; it demands a pedagogical shift that encourages L2 learners to uncover and question hidden assumptions while seeking solutions to problems they may identify.

Towards Critical Dialogue in the Language Classroom offers a timely response, viewing the L2 classroom not only as a site for language acquisition but also as a space for critique, inquiry, and analysis supported by respectful mutual engagement and dialogue in the L2. This book bridges the gap between foundational theory and classroom practice. The first part provides a deep historical and philosophical exposition of dialogue, from manifold sources, through the transformative problem-posing pedagogy of Paulo Freire to contemporary thinkers and educators. The second part translates these ideas into a documentation of classroom practice, detailing activities implemented in an actual L2 context. The book illustrates how to support L2 learners as they move towards critical dialogue. They engage with linguistic functions, use interactive tasks relating to potentially controversial themes, and uncover and question gender socialization embedded in everyday life.

What sets this work apart is its combination of rigorous theoretical grounding and a lived pedagogical narrative. Documenting incremental steps of classroom practice towards critical dialogue, this book serves as encouragement for L2 educators, researchers, and curriculum designers who seek to honor student voices and prepare L2 learners to thoughtfully reshape the world around them.

How do young children comprehend complex sentences when intervening elements disrupt understanding? This book explores a key puzzle: children often struggle to link phrases across distance when similar phrases intervene - an "intervention effect" that sheds light on how the mind constructs grammatical structure.

Using Mandarin Chinese passive sentences as a uniquely clear test case, the author integrates naturalistic speech data with carefully designed comprehension experiments involving Mandarin-speaking preschoolers. The findings reveal that children's difficulties are not merely due to memory constraints or unfamiliarity with the construction. Instead, they stem from a stricter application of a grammatical principle that also governs adult language. Importantly, only mismatches in features that are actively involved in a language's grammar - rather than any perceptible differences between phrases - help children to overcome these challenges.

Drawing on evidence from languages such as Hebrew, Italian, Greek, English, and Mandarin, this study offers fresh perspectives on the universal architecture of grammar and its development in early childhood. It is an essential resource for scholars and students in Linguistics, Chinese Language Studies, and Developmental Psychology.

The Syntax of Dutch presents a synthesis of current thinking on Dutch syntax. Its principal focus is on describing the Dutch language; technical issues related to linguistic theory are addressed only if new light is shed on the subject.

The work is organized around the four lexical categories verbs (volumes 1-3),nouns (volumes 4-5), adjectives (volume 6), and adpositions (volume 7). It includes a general introduction to the semantic, morphological, and syntactic properties of these categories, their argument structure, their modification possibilities, and issues related to word order. The functional categories (determiners, complementizers, etc.) are discussed in relation to the lexical categories with which they occur. Volume 8 concludes the work by considering a number of issues that extend beyond proper sentence grammar: main-clause external elements, coordination, and ellipsis.

The Syntax of Dutch will be an indispensable resource for researchers and advanced students of languages and linguistics interested in the Dutch language.

With almost six hundred languages and dialects and around three and a half billion speakers, the Indo-European language family is the largest language family in the world, encompassing most languages in Europe (nowadays also widely spoken in many former European colonies), the Iranian plateau, and the northern Indian subcontinent.

Written by an international team of experts, The Indo-European Languages offers in-depth discussions of the historical development and linguistic features of all major branches of the Indo-European languages in a comprehensive, single-volume tome. This third edition has been thoroughly updated and revised to reflect the latest research, ensuring accuracy and relevance throughout.

This unique resource remains the ideal reference for advanced undergraduate and postgraduate students of Indo-European linguistics and languages, as well as for experienced researchers seeking an up-to-date survey of separate Indo-European branches and Proto-Indo-European reconstruction. It will appeal both to scholars and enthusiasts of historical linguistics, language variation, language typology and classical Indo-European languages.

Thinking Spanish Translation is a comprehensive Spanish-English translation course for advanced students. This third edition offers learners a more focused and practical approach to developing their translation skills.

With clear explanations of key concepts and theoretical principles, the course develops students' ability to analyze source texts critically, formulate effective translation strategies, implement those strategies with precision and creativity and evaluate translation outputs rigorously. It provides extensive practice and space for discussion, integrating real-world translation tasks with an increased emphasis on practical techniques.

Key updates in this new edition include:

• Extensively rewritten introductory material
• Reduced emphasis on literary translation
• Increased focus on professional translation techniques and working methods, including audiovisual translation, localization and transcreation
• Integration of use of machine translation (MT) and AI tools throughout, including access to online exercises using industry-standard software
• Expanded representation of Latin American texts
• More explicit theoretical discussions and methodological clarity, with recommended further reading at the end of each chapter
• Greater variety of types of practical exercise
• New resources to support teachers

Thinking Spanish Translation is essential reading for advanced undergraduate students of Spanish and translation studies, and a useful additional resource for postgraduate students of translation studies.
Free downloadable Teachers' Notes, authentic audio and supplementary interactive activities for students are available from www.routledge.com/ 9781032976358.

This volume addresses language education through the lens of noncoloniality.

The three parts of this volume comprise a discussion of noncolonial perspectives on the language classroom, an examination of noncolonial pedagogical proposals, and a critical analysis of teaching materials and normative documents regulating teaching practice. This volume underscores the need to move beyond critique and embrace creation and a pedagogy of hope in education, in the Freirean sense.

It provides useful insights for researchers in applied linguistics, sociology, and related fields and for educators (critical pedagogues) in higher education, secondary schools, and alternative school forms.

Teaching Second Languages through Dialogue and Interaction: Action, Turns, and Sequences advances an interaction-focused approach to second language teaching by placing social actions, turns, and sequences as central objects of instruction. Drawing on interactional linguistics, conversation analysis, and second language acquisition research, the book demonstrates how dialogue and social interaction can be taught systematically rather than left to incidental exposure or communicative practice alone.

While learning to say "what's next" in interaction is a critical competence for language learners, such interactional abilities are rarely addressed explicitly or coherently in instructional materials. This book shows how teachers can design and integrate materials that target the organization of talk itself, linking words, grammar, and multimodal resources to the social actions they accomplish. Presenting foundational research alongside empirically grounded teaching units across several languages, Huth illustrates how learners can be guided to recognize, produce, and respond to actions such as openings and closings, requests, complaints, stance-taking through so-called "little words," and other recurrent interactional practices. Additional teaching resources freely available to download complement this volume, encouraging practical applications and flexible personalization.

Research-based and classroom-tested, this book offers practical resources for designing lessons, developing assessments, and supporting curricular change. It will be of interest to current and future language teachers, as well as to students and researchers in second language teaching, second language acquisition, applied linguistics, and related fields focusing on language use as social action.

Feminist Subversion of Linguistic Sexism in Contemporary China: Discursive Warfare provides an in-depth investigation of gender discourse with a focus on social labeling in post-reform China.

The book delves into society's tendency to perceive women in categories, explores the social and historical context of mainstream media's role in perpetuating sexism, demonstrates feminist discursive empowerment in cyberspace, and sheds light on the complexities of a feminist awakening in today's China. Using corpus linguistics analysis, critical discourse analysis, and sociolinguistics analysis, the book highlights feminist subversion of linguistic sexism in public gender discourse, illustrating shifting roles for women from being passive targets of gender labeling to proactive agents rebuking the biased gender order. It offers a fresh perspective that encourages readers to view language as a conduit for belief systems, often operating beneath the surface, and to recognize its role in constructing and challenging gender norms. It also provides readers with a deeper understanding of contemporary Chinese women's aspirations for agency and their determined resistance against the masculinist nature of state order.

This is a key resource for scholars and postgraduate students of Chinese language and linguistics with a particular interest in media, political, and gender discourse.

The volume explores the transformative impact of English as a medium of instruction in higher education across Eastern Europe. It delves into the motivations, challenges, and strategies of institutions adopting EMI, highlighting its role in fostering internationalisation, enhancing academic mobility, and promoting global competitiveness.

Drawing from diverse range of perspectives, the book presents voices from educators and administrators, providing a comprehensive understanding of EMI's implications on teaching practices, curriculum design and student outcomes. It addresses critical issues, such as linguistic diversity, cultural identity and the balancing act between local languages and English, ensuring a nuanced discussion of the benefits and drawbacks of this educational shift. It illustrates the unique context of Eastern European institutions, as well as offering valuable insights applicable worldwide.

With its clear structure and engaging narrative, it appeals students and scholars interested in English as a medium of instruction, language education, multilingualism, sociolinguistics, and applied linguistics.

The Syntax of Dutch presents a synthesis of current thinking on Dutch syntax. Its principal focus is on describing the Dutch language; technical issues related to linguistic theory are addressed only if new light is shed on the subject.

The work is organized around the four lexical categories verbs (volumes 1-3),nouns (volumes 4-5), adjectives (volume 6), and adpositions (volume 7). It includes a general introduction to the semantic, morphological, and syntactic properties of these categories, their argument structure, their modification possibilities, and issues related to word order. The functional categories (determiners, complementizers, etc.) are discussed in relation to the lexical categories with which they occur. Volume 8 concludes the work by considering a number of issues that extend beyond proper sentence grammar: main-clause external elements, coordination, and ellipsis.

The Syntax of Dutch will be an indispensable resource for researchers and advanced students of languages and linguistics interested in the Dutch language.