言語学 — 全 下位分類

This completely revised and updated new edition of The Routledge Handbook of Language and Health Communication examines how linguistic and multimodal practices organize health communication in systems reshaped by digital media and Covid-19. Leading international scholars from anthropology, applied linguistics, media studies, health informatics, and social psychology explore how health and illness accounts are produced across clinical, policy, and everyday contexts.

Organized into three sections-individuals' everyday health communication, health professionals' practices, and patient-provider interaction-the handbook analyzes encounters between patients and professionals, health discourse circulation on social media, and multimodal care construction. Case studies include online health communities, Covid-19 memes, digital crowdfunding, and public health communication across diverse cultural settings.

This fully revised edition features a new editorial team, introduction, and ten new chapters covering multimodal discourse analysis, digital discourse analysis, metaphor analysis, and pandemic risk communication. All chapters reflect emerging debates, new technologies, and innovative methodologies transforming the field.The volume combines conversation analysis, ethnography, corpus linguistics, social network analysis, and multimodal discourse analysis, emphasizing technology's role in health communication and authentic communicative contexts. By positioning language as central to understanding health and illness, this handbook provides essential insights into how evolving communication reshapes health and care meanings. An indispensable reference for researchers and practitioners in the field of applied linguistics, addressing healthcare access, inequality, and the ethical dimensions of health communication.

Translating Chinese Internet Literature: Global Dissemination and Adaptation provides a systematic examination of how Chinese Internet literature (CIL) is translated, adapted, and disseminated worldwide, offering critical insights into its theoretical frameworks, industrial dynamics, and cross-cultural reception.

Readers will gain a nuanced understanding of the translation processes and challenges specific to CIL, supported by interdisciplinary perspectives from translation studies, media studies, fan studies, cultural studies, and other relevant fields. This volume features in-depth case studies that trace CIL's global dissemination and unpack the socio-economic factors influencing its international reception. It also includes updated analyses of emerging subgenres and their terminologies, ensuring relevance to contemporary scholarly and industry discussions.

This book will appeal to scholars and students in translation studies, media studies, and cultural studies, as well as industry professionals interested in the globalisation of digital literature. Its interdisciplinary underpinning makes it particularly useful for instructors seeking to incorporate CIL into curricula, while its diverse focuses appeal to researchers analysing cultural production across linguistic, cultural, and medial boundaries. It serves as a key reference for engaging with contemporary Chinese literature and literary translation in digital environments.

This book offers a localised cultural approach to understanding (im)politeness behaviour in Mexico, thereby making a meaningful contribution to the study of pragmatics. It combines theory and practice to examine contextualised relational conduct, with the aim of moving away from essentialist approaches that stem from national perceptions. Taking Guadalajara, Mexico as its example, the book underscores the extent to which localised practices align with, or diverge from, broader patterns of (im)politeness, also serving as a case study for extrapolation to other locations. It critically examines the concepts of conventional and nonconventional politeness, how politeness changes according to societal and generational norms, and forms of resistance or opposition to politeness. It will be of interest to researchers and scholars in the fields of Mexican Spanish-language education and linguistics, specifically applied linguistics, including pragmatics, sociolinguistics, and second language acquisition.

This book proposes a shift in early higher education instruction, examining why novice ESP students in EFL contexts benefit from focused attention to recurrent academic language functions, rather than being expected to grasp complex, discipline-specific genres from the outset. Motivated by challenges such as the Bologna reform, the spread of English-Medium Instruction (EMI), and increasingly diverse student profiles, the authors draw on Cognitive Discourse Functions (CDFs), taking the position that attention to these cognitive operations and their linguistic realisations can help make academic expectations more accessible to learners who are still developing both disciplinary knowledge and academic language, while scaffolding rhetorical flexibility and genre awareness.

The book provides an empirical exploration of the emergence and realisation of CDFs in undergraduate writing across a range of disciplines. It will be of particular interest to researchers in applied linguistics and language education, especially those working in ESP and EMI contexts.

This book offers a multidimensional analysis of task engagement in second language (L2) teaching and learning, with a particular focus on task-based language teaching (TBLT). It revisits key task-based theories and critically reviews the literature through the lens of task engagement, before presenting empirical findings on the factors that shape learners' engagement during task performance. The book offers theoretical and methodological insights into researching task engagement and links these insights to pedagogical implications for task design and implementation, as well as suggestions for teacher training and professional development. Bridging theory, research, and practice, this book helps researchers, language teaching practitioners, and postgraduate students develop a nuanced understanding of the nature and dynamics of task engagement in TBLT. It also provides practical guidance on how to design and implement L2 tasks that effectively engage learners in both face-to-face and virtual learning environments.

This book presents the findings from an original research study on court interpreting in the disciplines of humanities and social sciences. It argues that the interpretations of the manner of speech in court can have implications on the accuracy of court interpreting and thus, on procedural justice. The right to a fair representation in one's language of choice is a crucial aspect of linguistic equity and procedural justice. However, little has been researched about how lawyer questions and the defendant's responses are interpreted in courtroom examinations. Drawing on questionnaires and interpreting performance data, this book presents the results of a mixed-methods study which adopted a practice-informed and evidence-based approach to showcase how linguistic evidence can be altered and under-represented through an interpreter in court. This book increases the awareness of interpreting accuracy through the manner of speech, linguistic equity, and procedural justice through a court interpreter, promotes effective multilingual legal communication through interprofessional understanding and researcher-practitioner collaboration, and proposes future pedagogies on the interpreting accuracy of the manner of speech in court interpreter training.

This book offers a innovative exploration of the intricate interplay between causality and modality through a comprehensive formal semantics analysis of causal relations encoded in causative constructions. It addresses foundational questions about causation within theoretical linguistics, philosophy, and cognitive science. By integrating Modal Semantics and Event Semantics, it illuminates how language encodes complex causal relations with remarkable precision, revealing the subtle ways in which diverse causal dimensions reflect human cognition.

Drawing on data from periphrastic causatives in Teochew-an understudied Southern Min language, this volume presents innovative analyses of four dimensions of causality: direct vs. indirect, deterministic vs. probabilistic, attitude-bearing vs. attitude-neutral, and permissive vs. non-permissive. It also proposes a causal ontology intended as a blueprint for future cross-linguistic studies. The book bridges theoretical insights with rich empirical evidence, while engaging with classic philosophical discussions.

This volume is essential for scholars and graduate students in linguistics, philosophy, and cognitive science, offering interdisciplinary perspectives on the nature of causation.

This book explores the enhancement of motivation and proficiency in language teaching and learning by integrating ChatGPT into a project-based learning (PBL) method. It presents empirical evidence and case studies that demonstrate the benefits of, and challenges in, using ChatGPT in PBL methods in language education. This book serves as a valuable reference which provides educators, researchers, and policymakers with comprehensive insights into how integrating ChatGPT, an artificial intelligence (AI) language model, into project-based learning (PBL) teaching methodologies can enhance language education.

To be completed before submission. Third edition of highly successful book on presentations for non-native speakers.

This book explores the complex interplay between test-takers' strategic competence, task complexity, and performance, focusing on Chinese learners of English as a foreign language (EFL). It introduces and empirically validates the Strategic Competence Model of L2 Speaking (SCMLS), the first framework in second language research to clearly conceptualise strategic competence in speaking, designed primarily for Chinese EFL learners. It also provides a feasible solution to the long-standing challenge of designing and assessing task complexity and multimodality in L2 testing by using Robinson's (2015) Triadic Componential Framework. Methodologically, the employment of quantitative hierarchical linear modelling and qualitative, ChatGPT-assisted coding to investigate these relationships offers rigorous and efficient approaches to data analysis for future studies. The book provides pedagogical implications for metacognitive scaffolding and task development for EFL speaking instruction. This book serves as a useful reference for language assessment researchers, applied linguists, teacher educators, test developers, and graduate students interested in second language speaking performance and strategy use in assessment contexts.

This book brings together research-practice partnerships that aim to improve language teaching and learning across varied educational contexts. This book examines how teachers, researchers, school leaders, policymakers and communities collaborate to create evidence-informed language education, and why some partnership efforts succeed while others face challenges.

The chapters present projects from local schools to international networks, showing how sustained dialogue and shared goals can strengthen language learning. Key themes include how partnerships are established, what motivates stakeholders, and how research can be translated into accessible and practical classroom approaches.

By highlighting real examples of collaborative work, the book shows how a more inclusive and balanced approach to research can benefit everyone involved in language education. It offers clear insights and lessons for creating effective, long-term partnerships that support practitioner research, make evidence more usable, and foster meaningful change in how languages are taught and learned.

This book is Volume 1 of The Linguistic Landscape of Higher Education Internationalisation, a project examining the role of English as a Language of Globalisation and Internationalisation (ELGI), a term first introduced in this work, to describe the use of English as a key driver of internationalisation in higher education. The volume focuses on contexts in Kachru's outer and expanding circles, particularly in Asia, Latin America, and the Middle East, where English is neither a heritage nor an official language.

Adopting a critical perspective, the contributors explore how ELGI reshapes identities, local languages, and cultures, alongside institutional practices of Englishisation in HE. Attention is given to multilingualism, language hegemony, resistance to Englishisation, and stakeholder voices at the grassroots level. The volume also foregrounds language policy, ethical considerations, and the impact of digitalisation, including online education and linguistic landscapes.

This book will be a valuable resource for practitioners in international education, language policy, applied linguistics, and higher education studies.

This edited volume is a collation of evidence-based test provider and institutional accounts of the remote online delivery and administration of tests originally developed for in-centre delivery. Until recently empirical investigations of remote online language testing were limited and the various types of validation evidence had not been specified. This led to a degree of opacity regarding remote online test administration and delivery. The first-hand accounts of remote testing solutions presented here span a diverse range of languages, countries, contexts and intended purposes. The editors have drawn on these experiences to propose a framework (the Process Framework for Online Test Validation) to support remote online testing as an established mode of delivery. They argue that test providers should be accountable to test users, supporting their choices and assertions with empirical evidence and communicating transparently. Suggestions are based on empirical validation research involving key stakeholders and conducted by language testers delivering remote online tests in various high-stakes contexts. This book will be of interest to both researchers and practitioners in the language assessment field, including but not limited to language testing for admissions purposes, second language assessment and academic literacy.

This edited book explores recent developments in community translation and interpreting, offering fresh insights into research, practice, and teaching around linguistic access and inclusion. Bringing together international perspectives, it examines how these fields evolve across diverse social, cultural, and ethical contexts.

Drawing on discussions from the 3rd International Conference on Community Translation (Warsaw, 2023) and new global contributions, the chapters address translation technology in non-profit organizations, inclusive language projects, health communication, and the use of artificial and machine translation in public services. Case studies from Canada, Europe, Asia, and Australia highlight how community translation and interpreting promote equity, access to information, and social integration for multilingual and vulnerable populations.

This volume will appeal to students, researchers, practitioners, educators, language service providers, and professionals in healthcare, law and social services seeking to advance inclusion through language access.

This edited book is a rich and diverse collection of chapters examining the educational transitions of marginalized and multilingual migrant youth across six countries in Northern Europe. Contributions analyze and discuss the transitions from intersectional perspectives such as religion, nationality, socio-economic condition, gender, and language. This intersection of background, personal, societal, cultural, and educational variables emphasize the need to remove barriers and adapt educational spaces to be more inclusive and socially just. The book will be of interest to students and academics in education, child and youth studies, migration studies, sociology and sociolinguistics.

This book offers a timely and original exploration of how queer humour shapes cultural identity within Taiwan's digital media landscape. Focusing on language, sexuality and performance, it examines humour as a form of resistance, connection and creativity across online queer spaces. Drawing on data from YouTube, Grindr and X/Twitter, it investigates how gay Taiwanese men use humour to negotiate visibility, articulate desire and respond to exclusion. Through drag queens' mediatised interactions, YouTubers' everyday expertise in sex and sexuality, dating app profiles and X/Twitter posts by erotic content creators, humour emerges not merely as entertainment but as a vital sociolinguistic strategy. These playful performances are deeply rooted in local language varieties and actively challenge dominant gender norms and heteronormative expectations. While humour serves as the book's central analytical lens, it also engages a wide range of sociolinguistic phenomena, including narrative construction, indexicality, register variation, metaphor, indirectness, punning, code-mixing, self-deprecation, ironic politeness and stylised registers such as wulitou "nonsense." These strategies are analysed to show how gay Taiwanese men craft voice, negotiate authenticity and build digital intimacy across genres and platforms. In doing so, the book draws on insights from fields including queer linguistics, humour studies, digital discourse analysis and East Asian cultural studies.

This book explores the cultural identity of second language (L2) teachers based on a range of diverse methodologies and perspectives, including biological, sociocultural, and ecological dimensions. By critically examining the intricate relationship between language and identity, consideration is given to the factors that contribute to the formation and development of this identity, and how that manifests in the group context and in teaching practice. The book tries to highlight a fractal tapestry perspective to depict the theoretical and practical aspects of L2 teachers' cultural identity. Alongside practical insights into the integration of cultural identity theory in the teaching environment, this book offers a comprehensive toolkit for conducting insightful and meaningful research in this area. It will be of interest to L2 educators and researchers who are active in the area of teacher development and professionalism, as well as postgraduate researchers in applied linguistics and cultural identity.

The book approaches the grammar of English through a more meaning-focused approach. Inspired by the theories of cognitive semantics (CS), it examines English more holistically in usage contexts. Adopting a functional approach, the book (i) discusses language phenomena that are usually ignored in pedagogical grammar books (e.g., the order of adjectives in the determiner phrase); (ii) presents grammar as a set of meaningful choices in a particular usage context (e.g., intelligence vs multiple intelligences); (iii) establishes connections across word categories and structures (e.g., between prepositions and phrasal verbs); (iv) attempts to offer explanations for complex areas of English by drawing on tools of CS analysis (e.g., examining articles, quantifiers, no article use, demonstratives, and possessive pronouns as part of a larger reference system); and (v) creates meaningful contexts for practice through communicative tasks.
It adopts a pedagogical approach with more easily accessible explanations and also contains communicative practice activities that are extremely useful to students, teachers, and teacher educators in English as a Second Language/ Foreign Language (ESL/ EFL) contexts to understand usage patterns, develop language awareness, and ultimately become proficient users.

This book is Volume 2 of The Linguistic Landscape of Higher Education Internationalisation, a project examining the implementation of English as a Language of Globalization and Internationalization (ELGI), a term introduced here to describe countries in Asia, Latin America, and the Middle East where English is neither a heritage nor official language. The volumes explore Englishisation through the lenses of identity, local languages, and culture, while also highlighting stakeholder resistance and grassroots experiences of students and teachers. Attention is given to language policy, emphasizing legal and ethical dimensions, alongside the impact of digitalization, online learning, and technology on language use.

Volume 2 focuses on pedagogical and professional applications of English in higher education, with emphasis on EMI, CLIL, and skills development for teachers and students. Volume 1 addresses linguistic landscapes, language policy, and English's interaction with local languages. This book will be relevant to researchers, academics, students, and educators in international education, language policy, Englishisation, and applied linguistics.