In Defence of Plain English: The Decline and Fall of Literacy in Canada
By Victoria Branden
* Publisher:Hounslow Press
* Number Of Pages:200
* Publication Date:1992-01-01
* ISBN-10 / ASIN:0888821433
* ISBN-13 / EAN:9780888821430
Product Description:
This indispensable guide to the English language clearly defines bad English and explains in a straightforward manner how to use and write good English.
The Development of Prosodic Structure in Early Words: Continuity, Divergence and Change (Language Acquisition & Language Disorders)
By Mitsuhiko Ota
* Publisher:B.R. Gruener
* Number Of Pages:224
* Publication Date:2004-02
* ISBN-10 / ASIN:9027252939
* ISBN-13 / EAN:9789027252937
Contexts in Translating (Benjamins Translation Library)
By Eugene A. Nida
* Publisher:John Benjamins Publishing Co
* Number Of Pages:129
* Publication Date:2001-10
* ISBN-10 / ASIN:9027216479
* ISBN-13 / EAN:9789027216472
Language and Reality - 2nd Edition: An Introduction to the Philosophy of Language
By Michael Devitt, Kim Sterelny
* Publisher:WileyBlackwell
* Number Of Pages:360
* Publication Date:1999-01-17
* ISBN-10 / ASIN:0631214046
* ISBN-13 / EAN:9780631214045
* Publisher:The MIT Press
* Number Of Pages:325
* Publication Date:1999-03-05
* ISBN-10 / ASIN:0262041731
* ISBN-13 / EAN:9780262041737
"What is language? How does it relate to the world? How does it relate to the mind? Should our view of language influence our view of the world? These are among the central issues covered in this spirited and unusually clear introduction to the philosophy of language.
Making no pretense of neutrality, Michael Devitt and Kim Sterelny take a definite theoretical stance. Central to that stance is naturalism—that is, they treat a philosophical theory of language as an empirical theory like any other and see people as nothing but complex parts of the physical world. This leads them, controversially, to a deflationary view of the significance of the study of language: they dismiss the idea that the philosophy of language should be preeminent in philosophy.
This highly successful textbook has been extensively rewritten for the second edition to reflect recent developments in the field."
This version is the 2nd edition, publisher Blackwell, ISBN-10
0631214046 (hardback) 0631196897 (paperback)
another publisher other idbns:
Language and Reality: An Introduction to the Philosophy of Language
By Michael Devitt, Kim Sterelny
Edition: 2, illustrated
Published by MIT Press, 1999
ISBN 0262540991, 9780262540995
342 pages
Product Description:
"Their attacks are frequently potent and their defenses always able." -- Kenneth Taylor, Philosophical Review
What is language? How does it relate to the world? How does it relate to the mind? Should our view of language influence our view of the world? These are among the central issues covered in this spirited and unusually clear introduction to the philosophy of language.
Making no pretense of neutrality, Michael Devitt and Kim Sterelny take a definite theoretical stance. Central to that stance is naturalism--that is, they treat a philosophical theory of language as an empirical theory like any other and see people as nothing but complex parts of the physical world. This leads them, controversially, to a deflationary view of the significance of the study of language: they dismiss the idea that the philosophy of language should be preeminent in philosophy.
This highly successful textbook has been extensively rewritten for the second edition to reflect recent developments in the field.
Summary: Really? Really?!
Rating: 1
Don't be fooled by the fancy name to this textbook. It is about neither language nor reality. It is about selling the mediocrity of a few philosophy professors who are smart enough paraphrase seminal articles on linguistic philosophy but not smart enough to actually use source text or say anything of substance. Instead of a survey or anthology of the great works on language and reality in the history of philosophy (as one would expect from an Introduction), you are forced to listen to the author's weak arguments for obscure viewpoints derived from slightly tweaking the work of others.
This book will provide you with some understanding about why philosophy, as an academic discipline, is in the tank, and not much else. Scr*w your mom, Sorenson.
Summary: Very interesting and comprehensive philosophy of language book -not for begginners
Rating: 4
Without being too technical (we can always skip the hardest stuff), this book is a great introduction to further eventual philosophical inquiry. The authors' view on philosophy of language, being quite critical, is pretty interesting and sometimes surprising. Philosophy, according to them, should be empirical. Their arguments are pretty compeling, and the prose ok to understand or grasp most of it. However, if anyone would want to buy it just to read randomly pages or chapters inside, this book would not be the best choice. References to previous chapters can be find everywhere. This book is full of useful data, and needs to be read preferably in a logical way (i.e. from the beggining to the end): this book is not a text-book with articles that can be read independently.
"Language and Reality" is pretty comprehensive; therefore it adresses certain things (theories) in a broad way to, most of the time, criticize them. The part talking about Wittgenstien (2pages) is disappointing. Even though we still can "grasp" the spirit of what he's done, it's not enough too me...
Overall, this book is really good, and I mostly agree with the authors, especially about their theory of meaning that is not based on any picture or strict description.
Summary: A superb introduction
Rating: 5
As an English professor strongly interested in philosophy but still an amateur, I have read quite a number of philosophical introductions, and this is one of the best. Some introductions proceed by giving you a ground-up account of the basic issues and arguments. The effect can be rather dull. Others proceed philosopher by philosopher, giving accounts of important positions that have actually been taken. The effect can be confusing. This book combines both strategies quite successfully, avoiding the pitfalls of each. It provides clear, well-considered accounts of the basic issues but also introduces real philosophical interlocutors. The order of the chapters is cleverly devised so that one has the experience of a coherent exploration, becoming both wider and deeper as it goes. That the authors take a general position of their own is very helpful to beginners in orienting themselves within the discipline. Also, in the later sections of the book, the authors show the influence that certain positions in language philosophy have exercized in fields beyond--in the history of science, linguistics, literary criticism, and discussions of "culture." The reader comes away not only enlightened about the basic issues of the philosophy of language but convinced of their importance.
Summary: An excellent introduction from a naturalistic point of view.
Rating: 5
Devitt and Sterelny's "Language and Reality" (along with A. P. Martinich's "Philosophy of Language," 4th ed.) was the required text for a graduate philosophy of language class I recently took. I found the book both challenging and enlightening.
By reading the Table of Contents in Amazon.com's nifty "Look Inside" feature, you can see pretty much everything that is covered in the book. Therefore, I shall just describe a couple of things that might be difficult to detect without having the book in your hands.
First, a word about writing style: Still active in their careers, Devitt and Sterelny (hereafter 'D&S') make no attempt to hide their positions on the issues they address in this book. In my experience, two felicitous things came from this. Regarding the text, on the one hand, such an approach gave a liveliness and immediacy to the prose. In the classroom, on the other hand, D&S's lack of neutrality provided my professor, who does not agree with them on all points, an excellent backdrop against which he detailed competing arguments.
Second, each chapter ends with a concise list of recommended readings. In light of the above point, if you're reading this book without a professor describing counterarguments to D&S's positions, then these recommended readings might prove quite helpful.
Third, the arguments and theories in this book are themselves very well laid out and with considerable detail, especially for an introduction. Moreover, the progession from one argument or theory to the next is quite smooth.
Finally, I should say that if you're very new to analytical philosophy, then this book, because of the amount of detail, might be a bit rough going, in which case I would highly recommend William Lycan's "Philosophy of Language."
Bottom Line: If you want a solid introduction to the philosophy of language and you feel comfortable with moderately dense analytical argumentation, then this book is for you.
Longman Advanced Grammar: Reference and Practice (Grammar Practice)
By L. G. Alexander
* Publisher:Longman Publishing Group
* Number Of Pages:304
* Publication Date:1993-01
* ISBN-10 / ASIN:0582079780
* ISBN-13 / EAN:9780582079786
Product Description:
*Gives learners access to real language through a rich mixture of highly readable authentic texts selected from recently published sources, both British and American. *Reflects the stylistic variety that advanced learners have to be able to deal with. *Gives practice in specific points of grammar to consolidate and extend learners' existing knowledge. *Analysis of syntax helps learners to develop their reading and comprehension skills. *Grammar notes give explanations of points of grammar and syntax and include answers. *Reference section includes a glossary of grammar terms and concepts, background information on the texts, and a detailed structural index for quick and easy reference.
Learner and Teacher Autonomy: Concepts, realities, and responses (Aila Applied Linguistics Series)
By Terry Lamb, Hayo Reinders
* Publisher:John Benjamins Publishing Company
* Number Of Pages:286
* Publication Date:2008-02-06
* ISBN-10 / ASIN:9027205175
* ISBN-13 / EAN:9789027205179
This edited volume offers a cohesive account of recent developments across the world in the field of learner and teacher autonomy in languages education. Drawing on the work of eminent researchers of language learning and teaching, it explores at both conceptual and practical levels issues related to current pedagogical developments in a wide range of contexts. Global shifts have led to an increase in autonomous and independent learning both in policy and practice (including self-access and distance learning).
The book’s scope and focus will therefore be beneficial to language teachers as well as to students and researchers in applied linguistics and those involved in pre- and in-service teacher education. The book concludes with an overview of the state of research in this field, focusing on the (inter)relationships between the concepts of learner and teacher autonomy.
“[...] a treasure trove both of good practice descriptions and of new directions in present-day thinking about the autonomy approach in language learning.”
Henri Holec
Table of contents
Preface
vii
Part 1. Introduction
1
Foreword
Henri Holec
3–4
Introduction to this volume
Terry Lamb
5–11
Part 2. Concepts
13
Teachers' and learners' perspectives on autonomy
Phil Benson
15–32
Freedom - a prerequisite for learner autonomy? Classroom innovation and language teacher education
Turid Trebbi
33–46
The shifting dimensions of language learner autonomy
Ernesto Macaro
47–62
Learner autonomy – teacher autonomy: Interrelating and the will to empower
William La Ganza
63–79
Part 3. Realities
81
Teacher-learner autonomy: Programme goals and student-teacher constructs
Richard Smith and Sultan Erdoğan
83–102
The subjective theories of student teachers: Implications for teacher education and research on learner autonomy
Hélène Martinez
103–124
Learners talking: From problem to solution
Sara Cotterall and David Crabbe
125–140
Roles learners believe they have in the development of their language learning – autonomy included?
Christine Siqueira Nicolaides
141–160
Autonomous teachers, autonomous cognition: Developing personal theories through reflection in language teacher education
Penny Hacker and Gary Barkhuizen
161–183
Part 4. Responses
185
Teachers working together: What do we talk about when we talk about autonomy?
Jonathan Shaw
187–203
Materials evaluation and teacher autonomy
Hayo Reinders and Marilyn Lewis
205–215
Teacher education towards teacher (and learner) autonomy: What can be learnt from teacher development practices?
Flávia Vieira, Isabel Barbosa, Madalena Paiva and Isabel Sandra Fernandes
217–235
Multiple voices: Negotiating pathways towards teacher and learner autonomy
Barbara Sinclair
237–266
Part 5. Epilogue
267
Learner autonomy and teacher autonomy: Synthesising an agenda
Terry Lamb
269–284
Index
285–286
From Linguistic Areas to Areal Linguistics (Studies in Language Companion Series)
By Pieter Muysken
* Publisher:John Benjamins Publishing Company
* Number Of Pages:293
* Publication Date:2008-02-06
* ISBN-10 / ASIN:9027231001
* ISBN-13 / EAN:9789027231000
From linguistic areas to areal linguistics explores language description and typology in terms of areal background, presenting case studies in areal linguistics. Some concern well-established linguistic areas such as the Balkan, other regions such as East Nusantara (Indonesia) and the Guapore-Mamore (Amazon) regions have never before been studied in an areal perspective, and yet other areas are involved in current debates. The insight has gained ground that languages owe many of their characteristics to the languages they are in contact with over time. Yet the nature of these areal influences remains a matter of debate. Furthermore, areas are often hard to define. Hence the title: a shift from linguistic areas as concrete and circumscribed objects to a new way of doing linguistics: areally. New findings include the observation that there may be many more language areas than previously recognized. The book is primarily directed at linguists working in descriptive, comparative, historical and typological linguistics. Since it covers linguistic areas from four continents, it will have a wide appeal.
Table of contents
Editor and contributing authors
vii
1. Introduction: Conceptual and methodological issues in areal linguistics
Pieter Muysken
1–23
2. The problem of the Caucasian Sprachbund.
Viacheslav Chirikba
25–93
3. East Nusantara as a linguistic area
Marian Klamer, Ger Reesink and Mirjam van Staden
95–149
4. The Guaporé-Mamoré region as a linguistic area
Mily Crevels and Hein van der Voort
151–179
5. An integrated areal-typological approach: Local convergence and morphosyntactic features in the Balkan Sprachbund
Olga Mišeska Tomić
181–219
6. Zhuang: A Tai language with some Sinitic characteristics. Postverbal 'can' in Zhuang, Cantonese, Vietnamese and Lao
Rint Sybesma
221–274
Language index
275–280
Author index
281–284
Subject index
285–289
Place index
291–293
Children & Language: Development, Impairment & Training
By Michael A. Reed
* Publisher:Nova Science Publishers
* Number Of Pages:
* Publication Date:2009-03
* ISBN-10 / ASIN:1606923951
* ISBN-13 / EAN:9781606923955
Product Description:
The theory of mind (ToM) is the ability to perceive, interpret and predict behaviours or actions of others based on their underlying mental states. The linguistic influence on the developmental neural basis of ToM is described in this book. Furthermore, the deferential effects of context and isolated word training on reading fluency is explained. Using children's literature to assist in science inquiry and in building knowledge in other subject areas has been on the rise, due to the benefits of supporting children's language and literacy learning. Such developments are explored. In addition, the authors give an overview of the electrophysiological correlates of developmental dyslexia, a reading impairment in childhood. This book describes the impact of various cognitive functions on language acquisition and language processing in different groups of children.In addition, the effects of bilingual teaching on the development of children's literacy skills during the first six years of school are explored. Furthermore, selective mutism, a disorder characterised by a lack of speech in specific unfamiliar situations or around unfamiliar people, is described. Crying represents the very first communicative channel infants can use to communicate with their environment and thus, it plays an important role in child development. Studies that have investigated expressions of distress, specifically crying, during early stages of infancy development are reviewed. In addition, studies done to test whether language input strongly influences the development of vocabulary and syntax in children are described. Children with developmental dysphasia were also studied and the outcomes of this study are reviewed.This book looks at the connection between middle ear effusion (MEE) in the first years of life compared to central auditory processing at age seven. Furthermore, problems and questions with regard to diagnosis and intervention of multilingual specific language impairment (SLI) is examined. Future areas of research in this field are also addressed. Finally, the results from a longitudinal study between apparent pain insensibility and non-verbal communication and symbolisation disorders in autism is explored.
Language Minority Student in the Mainstream Classroom (Bilingual Education and Bilingualism, 33)
By Angela L. Carrasquillo, Vivian Rodriguez
* Publisher:Multilingual Matters Limited
* Number Of Pages:201
* Publication Date:2001-12
* ISBN-10 / ASIN:1853595659
* ISBN-13 / EAN:9781853595653
Product Description:
This is the second edition of an easily readable text that provides first-hand information on culturally and linguistically diverse students as well as instructional strategies in the content areas of reading, writing, science, social studies and maths, using simple and direct language. It provides theory and practical strategies to make content of lesson relevant and understandable to students. This new edition includes updated information on education programmes and local and national standards for English learners in the United States. The book should be of interest to researchers, professionals, under- and post-graduate students interested in the teaching of ethnic minorities.
Summary: Runon Paradise
Rating: 1
I agree completely with the previous reviewer. If I did not have to read this book for a course I am taking I would not have bought it. Sentences are obsqure, incomprehensible, internally contradictory, tend to be at least three lines or longer and may not contain verbs.
I think there may be some useful information in the book but gleaning it requires multiple readings of sentences and leaps of faith.
There is considerable irony here because of the book's title.
Summary: Poor writing = poor book
Rating: 1
This book is a very difficult read, much like Carrasquillo's other books. It is not because the material is challenging or because Carrasquillo asks us to think at a high level. It is beause Carrsquillo's writing style is poor, and her ideas only halfway conceived. In this way, it continues in the tradition of her earlier works. (I have been unfortunate to read her books because I have worked closely with her.) Carrasquillo is simply unintelligible at times, complicating what are in essence simple obvious statements, unworthy of passing off as academic work. Definitely a book only for those who enjoy readin (or are forced to read) the flawed essays and poor writing ithat characterize Carrasquillo's work.
Early Learning of Modern Foreign Languages: Processes and Outcomes (Second Language Acquisition)
By Marianne Nikolov
* Publisher:Multilingual Matters
* Number Of Pages:240
* Publication Date:2009-03-15
* ISBN-10 / ASIN:1847691455
* ISBN-13 / EAN:9781847691453
Review
Teaching foreign languages to young learners is currently one of the most exciting challenges for the profession. This volume gathers sixteen papers which span a wide range of topics, including the learners' cognitive and affective characteristics, their learning processes and outcomes, and the learning conditions inside and outside the classroom. Reporting on a variety of settings and concerns, the papers in this volume will broaden perspectives and give new insights to researchers and teachers in early foreign language programmes. --Professor Carmen Munoz, University of Barcelona, Spain.
Product Description
Modern languages are offered to young learners at an increasingly early age in many countries; yet few publications have focused on what is available to children in different contexts. This volume fills this gap by documenting the state-of-the-art in researching young language learners using a variety of research methods. It demonstrates how young children progress and benefit from an early exposure to modern languages in different educational contexts, and how affective, cognitive, social, linguistic and classroom-related factors interact in the processes. A special strength is the range of languages: although English is the most widely learnt language, chapters focus on various target languages: Croatian, French, English, German, Italian, Spanish and Ukrainian and the contexts include China, Croatia, Greece, Hungary, Ireland, Norway, Poland, the Ukraine, and the United Kingdom.
Applied Cultural Linguistics: Implications for second language learning and intercultural communication (Converging Evidence in Language and Communication Research)
By Farzad Sharifian, Gary B. Palmer
* Publisher:John Benjamins Publishing Co
* Number Of Pages:170
* Publication Date:2007-04-11
* ISBN-10 / ASIN:9027238944
* ISBN-13 / EAN:9789027238948
Research in the relatively new field of cultural linguistics has implications for second language learning and intercultural communication. This volume is the first of its kind to bring together studies that examine the implications for applied programs of research in these domains. Collectively, the contributions explore the interrelationship between language, culture, and conceptualisations. Each study focuses on a different language-and-culture. The languages-cultures studied include Japanese, Chinese, Arabic, Persian, English, Aboriginal English and African English. The particular conceptual bases of the contributions range from theories of embodiment and conceptual metaphors to theories of schemas and cultural scripts. Several authors directly address the application of their observations to the fields of second language/dialect learning and intercultural communication, while others first present a theoretical analysis and then explore its practical implications. Collectively, the contributions establish a novel direction for research in applied linguistics.
“Based on solid theoretical foundations in cognitive and cultural linguistics, this volume opens up new applied vistas on the teaching and learning of language in its richly cultural context. Sharifian and Palmer's volume is sure to contribute to the active and sometimes acrimonious literature on language and culture, and to chart new directions for research in applied linguistics. I highly recommend this book.”
Dwight Atkinson, Temple University
“This collection of essays establishes a new direction for research in applied linguistics. The question of the relationship between language, culture, and conceptualization, which is the uniting theme in this volume, is of central importance to studies of second language learning and intercultural communication. Based on strong theoretical backgrounds, the studies in this volume make a significant and innovative contribution to the field. I highly recommend this volume.”
Roslyn M. Frank, Professor Emeritus, The University of Iowa
“[...] students, researchers and teachers of L2 should find this book a welcome addition for identifying specific and general cultural constraints in the SLA classrooms.”
Jyh Wee Sew, National University of Singapore, in Pragmatics & Cognition, Vol. 16:1 (2008)
Table of contents
Acknowledgements
1. Applied cultural linguistics: An emerging paradigm
Gary B. Palmer and Farzad Sharifian
2. Using cultural linguistics to teach English language inferential schemas used in archaeology to Japanese university students
Debra J. Occhi
15–31
3. L1 cultural conceptualisations in L2 learning: The case of Persian-speaking learners of English
Farzad Sharifian
33–51
4. Cultural linguistics and bidialectal education
Ian G. Malcolm
53–63
5. The Chinese conceptualization of the heart and its cultural context: Implications for second language learning
Ning Yu
65–85
6. The embodiment of fear expressions in Tunisian Arabic: Theoretical and practical implications
Zouhair Maalej
87–104
7. Semantic primes and cultural scripts in language learning and intercultural communication
Cliff Goddard and Anna Wierzbicka
105–124
8. Culture-specific conceptualisations of corruption in African English: Linguistic analyses and pragmatic applications
Frank Polzenhagen and Hans-Georg Wolf
125–168
Index
169–170
Stancetaking in Discourse: Subjectivity, evaluation, interaction (Pragmatics & Beyond New Series)
By Robert Englebretson
* Publisher:John Benjamins Publishing Co
* Number Of Pages:323
* Publication Date:2007-10-25
* ISBN-10 / ASIN:9027254087
* ISBN-13 / EAN:9789027254085
This volume contributes to the burgeoning field of research on stance by offering a variety of studies based in natural discourse. These collected papers explore the situated, pragmatic, and interactional character of stancetaking, and present new models and conceptions of stance to spark future research. Central to the volume is the claim that stancetaking encompasses five general principles: it involves physical, attitudinal and/or moral positioning; it is a public action; it is inherently dialogic, interactional, and sequential; it indexes broader sociocultural contexts; and it is consequential to the interactants. Each paper explores one or more of these dimensions of stance from perspectives including interactional linguistics and conversation analysis, corpus linguistics, language description, discourse analysis, and sociocultural linguistics. Research languages include conversational American English, colloquial Indonesian, and Finnish. The understanding of stance that emerges is heterogeneous and variegated, and always intertwined with the pragmatic and social aspects of human conduct.
Table of contents
Acknowledgements
vii
Stancetaking in discourse: An introduction
Robert Englebretson
1–25
Using a corpus to investigate stance quantitatively and qualitatively
Susan Hunston
27–48
Linking identity and dialect through stancetaking
Barbara Johnstone
49–68
Grammatical resources for social purposes: Some aspects of stancetaking in colloquial Indonesian conversation
Robert Englebretson
69–110
Subjective and intersubjective uses of generalizations in English conversations
Joanne Scheibman
111–138
The stance triangle
John W. Du Bois
139–182
The role of I guess in conversational stancetaking
Elise K鋜kk鋓nen
183–219
Stance markers in spoken Finnish: Minun mielest
Silence in Intercultural Communication: Perceptions and performance (Pragmatics and Beyond New Series)
By Ikuko Nakane
* Publisher:John Benjamins Publishing Co
* Number Of Pages:240
* Publication Date:2007-11-14
* ISBN-10 / ASIN:9027254109
* ISBN-13 / EAN:9789027254108
How and why is silence used interculturally? Approaching the phenomenon of silence from multiple perspectives, this book shows how silence is used, perceived and at times misinterpreted in intercultural communication. Using a model of key aspects of silence in communication – linguistic, cognitive and sociopsychological – and fundamental levels of social organization – individual, situational and sociocultural - the book explores the intricate relationship between perceptions and performance of silence in interaction involving Japanese and Australian participants. Through a combination of macro- and micro- ethnographic analyses of university seminar interactions, the stereotypes of the ‘silent East’ is reconsidered, and the tension between local and sociocultural perspectives of intercultural communication is addressed. The book has relevance to researchers and students in intercultural pragmatics, discourse analysis and applied linguistics.
Table of contents
Acknowledgements
ix
Transcription conventions
xi–xii
Chapter 1. Introduction
1–4
Chapter 2. A review of silence in intercultural communication
5–39
2.1 Overview
5
2.2 Preliminaries: Silence in communication
5
2.3 Silence in intercultural communication
12
2.4 Silence in multicultural classroom contexts
16
2.5 Silence of overseas students from Asia in the Anglo-mainstream classroom
18
2.6 Silence in Japanese communication
22
2.7 Summary: An overview of silence in intercultural communication
30
2.8 Interpreting silence
31
Chapter 3. The sociocultural context: Silence and talk in Japanese classrooms
41–67
3.1 Japanese high school classroom study
41
3.2 Linguistic domain
43
3.3. Socio-psychological domain
52
3.4 Cognitive domain
60
3.5 Summary: Japanese classroom practice and silence
66
Chapter 4. Perceptions of silence: From a macro-perspective
69–99
4.1 Introduction
69
4.2 Linguistic factors contributing to silence
72
4.3 Socio-psychological factors contributing to silence: Politeness orientations
84
4.4 Cognitive factors contributing to silence
91
4.5 Intentional and unintentional silence
97
4.6 Summary: Perceptions of silence in intercultural communication
98
Chapter 5. Performance and perceptions of silence: An empirical view
101–195
5.1 Introduction
101
5.2. Methodology of the case studies
103
5.3 Talk and silence in the case studies: Comparison of performance and perceptions
107
5.4 Linguistic factors contributing to silence
115
5.5 Socio-psychological factors contributing to silence
154
5.6 Cognitive factors contributing to silence
171
5.7. Summary of the chapter
193
Chapter 6. Re-interpreting silence in intercultural communication
197–208
6.1 Introduction
197
6.2 What is 'silence'?
197
6.3 The roles of factors affecting silence at different levels of social organisation
199
6.4 Rethinking 'the silent East': Perceptions and performance
203
References
209–219
Appendix 1
221
Appendix 2
223–224
Appendix 3
225
Appendix 4
227–228
Appendix 5
229–231
Appendix 6
233
Author index
235–236
Subject index
237–239
Insistent Images (Iconicity in Language and Literature)
By Elzbieta Tabakowska, Christina Ljungberg, Olga Fischer
* Publisher:John Benjamins Publishing Co
* Number Of Pages:360
* Publication Date:2007-03-14
* ISBN-10 / ASIN:9027243417
* ISBN-13 / EAN:9789027243416
Insistent Images presents a number of new departures dealing with iconicity on the conceptual and the structural levels. On the level of structure, the interface between different aspects of iconicity, lexical meaning and grammar is discussed in reference to both spoken and signed languages. Novel approaches to aural iconicity investigate a wide range of phenomena from phonological iconicity to the role of iconic features in discourse, in the nineteenth century practice of reading aloud, in the almost magic incantations of fin de siècle poetry and in Tolkien’s invented languages. Several papers examine the function of iconicity in visual and avant-garde poetry, where iconic features allow a reduction of means, which, paradoxically, generates textual diversification and complexity. A discussion of iconic text strategies shows how texts are comprehended through iconic holistic transfer from complex natural and action patterns. ‘Liberature’, which integrates text, image and physical space, is another novel area of study, as are the investigations into the iconic properties of film and of multimedia performance. Film is intrinsically iconic, while at the same time being, like photography, indexical; in multimedia performance, on the other hand, iconicity functions intermedially by both integrating and reflecting processes of perception and conceptualization. These last two new fields of inquiry further enhance this truly interdisciplinary volume’s explorations of icons as ‘insistent images’.
Table of contents
Preface and acknowledgements
vii
List of Contributors
ix–xiii
Introduction: Insistent Images
Christina Ljungberg and Elżbieta Tabakowska
1–14
PART I. Iconicity and grammaticalization
15
Putting grammaticalization to the iconicity test: A cognitivist perspective
Paul Bouissac
17–35
Iconic thumbs, pinkies and pointers:
The grammaticalization of animate-entity handshapes in Japan sign language
William J. Herlofsky
37–53
PART II. Iconicity and the aural
55
The physical basis for phonological iconicity
Keiko Masuda
57–71
Reading aloud and Charles Dickens’ aural iconic prose style
Tammy Ho Lai Ming
73–89
Iconicity and the divine in the fin de siècle poetry of W.B. Yeats
Sean Pryor
91–102
Is lámatyáve a linguistic heresy? Iconicity in J.R.R. Tolkien’s invented languages
Joanna Podhorodecka
103–110
PART III. Iconicity and the visual
111
The beauty of life and the variety of signs: Guillaume Apollinaire’s ‘lyrical ideogram’ La Cravate et la montre
Peter Gahl
113–127
Forms of restricted iconicity in modern avant-garde poetry
John J. White
129–154
Eco-Iconicity in the poetry and poem-groups of E.E. Cummings
Etienne Terblanche and Michael Webster
155–172
The language of film is a matrix of icons
Strother Purdy
173–189
Liberature: A new literary genre?
Katarzyna Bazarnik
191–208
PART IV. Iconicity and conceptualization
209
Meaning on the one and on the other hand: Iconicity in native vs. foreign signed languages
Meike Adam, Wiebke Iversen, Erin Willkinson and Jill P. Morford
211–227
Iconic text strategies: Path, sorting & weighting, kaleidoscope
Friedrich Ungerer
229–245
‘Damn mad’: Palindromic figurations in literary narratives
Christina Ljungberg
247–265
PART V. Iconicity and structure
267
Iconicity and the grammar–lexis interface
Dylan Glynn
269–288
Iconicity in the coding of pragmatic functions: The case of disclaimers in argumentative discourse
Angelika Bergien
289–300
Double negation and iconicity
Ludovic De Cuypere, Johan van der Auwera and Klaas Willems
301–320
PART VI. Iconicity and multimedia / intertextuality
321
Iconicity in multimedia performance: Laurie Anderson’s White Lily
Sibylle Moser
323–345
Author index
347–352
Subject index
353–360
Request Sequences: The Intersection of Grammar, Interaction And Social Context (Studies in Discourse and Grammar)
By Carmen Taleghani-nikazm
* Publisher:John Benjamins Publishing Co
* Number Of Pages:125
* Publication Date:2006-05-26
* ISBN-10 / ASIN:9027226296
* ISBN-13 / EAN:9789027226297
This monograph provides a micro-analytic description of instances of requests in everyday German conversation. Using the framework of CA, the study systematically analyzes the grammatical and syntactical structure of the request-turn and its response and of the conversational exchanges before and within the request base sequence, and the placement of the request sequence within the larger social interaction. Through an empirical analysis of individual cases of request sequences in German, the monograph describes in detail: (a) how speakers employ grammar and syntax as resources to construct turns at talk and accomplish the social action of request; (b) how speakers use grammatical and syntactical forms of the language to coordinate the production of the social action of requests; (c) how speakers use grammar and syntax as interactional resources to manage affiliative and remedial work (i.e., face work) when performing delicate social actions such as requests; and (d) how the context of the request activity impacts the grammatical and syntactical constructions of speakers’ utterances. Additionally, the monograph demonstrates that both the grammatical construction of turns and their placement within the talk are oriented to the sequential context of the interaction.
Table of contents
Acknowledgments
ix
1. Preliminaries
1–10
2. Overview of the methodology and corpus
11–17
3. Pre-request and request sequences: Their design, interactional relationship and sequential placement
18–45
4. Accounts in request turns: Their placement and interactional function
46–82
5. Initiating request sequences: The design of request sequence turn beginnings
83–101
6. Conclusion
102–110
References
111–118
Appendix
119
Names index
121–122
Subject index
123–125
Computer-Mediated Communication for Linguistics and Literacy: Technology and Natural Language Education (Premier Reference Source)
By Adams B. Bodomo
* Publisher:Information Science Reference
* Number Of Pages:394
* Publication Date:2009-07-03
* ISBN-10 / ASIN:1605668680
* ISBN-13 / EAN:9781605668680
Table of Contents:
Foreword
Chapter I: Definitions and Basic Conceptual Notions
Chapter II: Is Technology Changing the Way We Communicate?
Chapter III: Digital Literacy: Reading in the Age of ICT
Chapter IV: TeLCU: A Model for Technology-Conditioned Language and Literacy Change
Chapter V: Insights from an MSN Corpus
Chapter VI: Insights from Mobile Phone Voice Communication
Chapter VII: The Grammar of Mobile Phone Written Language
Chapter VIII: New Forms of Reading and Writing: Cell Phone Novels
Chapter IX: New Languages, New Literacies and the School Curriculum
Chapter X: Educational Technologies (WebCT): Creating Constructivist and Interactive Learning Communities
Chapter XI: Evaluating Learning Technologies
Chapter XII: Computer-Mediated Communication: Emerging Media and Themes
English General Nouns: A Corpus Theoretical Approach (Studies in Corpus Linguistics)
By Michaela Mahlberg
* Publisher:John Benjamins Publishing Co
* Number Of Pages:206
* Publication Date:2005-12-30
* ISBN-10 / ASIN:9027222916
* ISBN-13 / EAN:9789027222916
This book proposes an innovative approach to general nouns. General nouns are defined as high-frequency nouns that are characterised by their textual functions. Although the concept is motivated by Halliday & Hasan (1976), the corpus theoretical approach adopted in the present study is fundamentally different and set in a linguistic framework that prioritises lexis. The study investigates 20 nouns that are very frequent in mainstream English, as represented by the Bank of English Corpus. The corpus-driven approach to the data involves a critical discussion of descriptive tools, such as patterns, semantic prosodies, and primings of lexical items, and the concept of 'local textual functions' is put forward to characterise the functions of the nouns in texts. The study not only suggests a characterisation of general nouns, but also stresses that functions of lexical items and properties of texts are closely linked. This link requires new ways of describing language.
Table of contents
Acknowledgements
ix
Introduction
1–3
1. The attention they have been getting
5–11
2. The corpus linguistic point of view
13–39
3. Minimal assumptions in practice: interpreting corpus data
41–61
4. Time nouns
63–98
5. People Nouns
99–139
6. World nouns
141–159
7. Re-examining the minimal assumptions
161–178
8. Developing the corpus linguistic theory
179–194
Appendix 1: Pattern codes
195
Appendix 2: `Longer examples in Chapter 5'
196
References
197–203
Index
205–206
“EGN is a must for anyone who is interested in how general nouns in English are used and/or in linguistic theorising in the light of corpus data. At the descriptive level, Mahlberg has produced an extremely useful book on three particularly important sub-groups of general nouns, i.e. ‘time nouns’, ‘people nouns’ and ‘world nouns’, and she shows by way of exemplification how the corpus-driven approach can be applied to the quantitative and qualitative analysis of corpus data. At the theoretical and methodological level, EGN is both a reflection of and a contribution to general and fundamental points of discussion in corpus-linguistic research, including the status of frequency in corpus research, the understanding of text and context in corpus linguistics, the role of corpus findings in analyses of word classes as prototypical categories and the shared interest of corpus linguistics and cognitive linguistics. I hope to have shown that with regard to these four general issues, English general nouns are a very relevant and useful research area. Mahlberg’s book thus comes as a timely and welcome study and it is a good and valuable read.”
Joybrato Mukherjee, Justus Liebig University, Giessen in International Journal of Corpus Linguistics Vol. 12:1, (2007)
“English General Nouns is a far from simple book, that contains a great deal more than the description of 20 frequently-occurring words. Its sometimes almost cryptic style opens the door to a complexity of thought that demands, but repays, work from its reader. Its topic is no less than how we investigate language in use and the relation between such investigate language in use and the relation between such investigation and language theory.”
Susan Hunston, University of Birmingham, in Functions of Language Vol. 15:1 (2008)
Language Competence Across Populations: Toward a Definition of Specific Language Impairment
By Yonata Levy, Jeannette C. Schaeffer
* Publisher:Lawrence Erlbaum
* Number Of Pages:480
* Publication Date:2002-11-01
* ISBN-10 / ASIN:0805839992
* ISBN-13 / EAN:9780805839999
Product Description:
The Hebrew Univ., Jerusalem, Israel. Text presents an attempt to define Specific Language Impairment, relating it to children of normal and disordered language capabilities. Examines language development, methodological concerns, dialects, signed languages, and linguistic approaches. Includes charts, graphs, and halftone illustrations.
Metaphor and Corpus Linguistics (Converging Evidence in Language & Communication Research)
By Alice Deignan
* Publisher:John Benjamins Publishing Co
* Number Of Pages:242
* Publication Date:2005-07
* ISBN-10 / ASIN:9027238928
* ISBN-13 / EAN:9789027238924
Metaphor is a topical issue across a number of disciplines, wherever researchers are concerned with how speakers and writers package and process messages. This book is addressed at readers from diverse academic backgrounds who are interested in ways of researching metaphor from different perspectives, and especially through corpus linguistics. A number of approaches to and exploitations of metaphor, including conceptual metaphor theory and cognitive approaches more generally, text and spoken discourse analysis, and CDA, are discussed, explored and critiqued using corpus data. The book also includes corpus linguistic studies of different aspects of metaphor, which investigate its linguistic and semantic properties and relate them to current theoretical views. The book demonstrates the need for naturally-occurring language data to be used in the development of metaphor theory, and shows the value of corpus data and techniques in this work.
Table of contents
Acknowledgements
ix
Introduction
1–9
Part I.: Current models of metaphor and metonymy
1. Conceptual Metaphor Theory and language
13–32
2. Defining metaphor
33–52
3. Metaphor and metonymy
53–71
Part II: Current research into metaphor
4. Corpus research into metaphor
75–102
5. Cognitive and psycholinguistic approaches to metaphor research
103–122
6. Discourse approaches to metaphor research
123–142
Part III. The examination of corpus data
7. The grammar of metaphor
145–167
8. Semantic relations in source and target domains
169–192
9. Metaphor and collocation
193–213
10. Conclusion
215–224
References
225–231
Index
233–235
“The book proves to be an interesting contribution to the existing literature on metaphor, as well as a guidance for future research.”
Enrico Monti, University of Bologna, Italy, in ICLA-review, February 2008
Linguistic Informatics - State of the Art and the Future
By Yuji Kawaguchi, Susumu Zaima, Toshihiro Takagaki, Kohji Shibano, Mayumi Usami
* Publisher: John Benjamins Publishing Company
* Number Of Pages:371
* Publication Date:2005
* ISBN-10 / ASIN:9027233136
* ISBN-13 / EAN:9789027233134
It is widely believed that linguistic theories and information technology have considerably influenced foreign language education. However, the collaboration of these three domains has not brought about new scientific results. It it thus, our attempt to realize an integration of theoretical and applied linguistics on the basis of computer sciences, and establish a new synthetic field called "Linguistic Informatics." The present volume constitutes the Proceedings of the First International Conference on Linguistic Informatics held at Tokyo University of Foreign Studies (TUFS) in December 2003. The volume is comprised of five chapters. 1. Computer-Assisted Linguistics: Potential for collaboration between linguistics and informatics. 2. Corpus Linguistics : Status report on corpus-based linguistic research. 3. Applied Linguistics : Relationship between second language acquisition and linguistic theory. 4. Discourse Analysis and Language Teaching : Current status of natural dialogue-based discourse analysis. 5. TUFS Language Modules : Development of multilingual e-learning materials covering 17 different languages.
Table of contents
Opening Address
Setsuho Ikehata
1–2
Center of Usage-Based Linguistic Informatics (UBLI)
Yuji Kawaguchi
3–8
1. Computer-Assisted Linguistics
One or Two Phonemes: /