First published in 1982, this book looks at a wide variety of issues concerning the vast field of study that is 'semiotics. It begins by tracing the beginnings of modern semiotics in the works two pioneering figures - Saussure and Peirce - in order to present fundamental assumptions, notions and distinctions which provide an essential background to the more recent developments. The author then goes on to look at Behavioural Semiotics, Luis Prieto's idea of "l'Acte Semique", Austin's theory of 'Speech Acts' and Searle's elaborations, Barthes' move away from philosophical and scientific approaches in his ideology of Socio-Cultural Signification, Functionalism and Axiomatic Functionalism, style as a form of communication, semiotics of the cinema, and communicative behaviour in non-human species.

First published in 2000, this book is about sentences containing the word or, dealing primarily with sentences in which or conjoins clauses, but also some cases in which it conjoins expressions of other categories. The author aims to give an account of the discourse properties and felicity conditions of disjunction, and to use this account in explaining the behaviour of presupposition projection and of anaphora in disjunctive sentences. The author begins by giving an account of the discourse properties and felicity conditions of disjunction before turning to the presupposition projection problem. The final two chapters discuss anaphora and its interactions with disjunction.

First published in 1959, this book aims to provide a practical introduction to semantics, relating the critical study of language to real-life situation, with a wealth of anecdotes and numerous illustrations drawn from everyday personal predicaments. This book provides much information and much material for profitable discussion, helping to make accessible what can be a highly academic subject comprehensible only to a minority. This book provides a highly valuable foundation for students of linguistics and will provide preparation for further study.

First published in 1987, this book is an attempt to re-establish semiotic on the basis of principles consistent with its past history, rather than the 'cultural semiotics' of the European tradition, and especially with the guiding ideas of Peirce and Morris. The book is divided into two parts, with the first two chapters providing the background for the more systematic discussions of signs at different levels taken up in the last three. In the final chapter issues that have become the focus of recent philosophy of language regarding the reference, meaning, and truth of sentences are discussed in light of the analogies to more primitive signs developed in the preceding two chapters.

First published in 1997, this book focuses on the semantics of definite and indefinite descriptions - taking the presuppositional theory of definiteness and indefiniteness proposed by Heim as a starting point. It seeks to show that there exists a special type of indefinites that have an interpretation commonly associated with definites. It further argues that the felicity conditions associated with indefinite NP's can vary and develops a more fine-grained theory of novelty within the framework of File Change Semantics. More generally, this work can be seen as providing an empirical argument in favour of a dynamic theory of meaning and against the more traditional truth-conditional theory.

This handbook brings together 26 ethnographic research reports from around the world about communication. The studies explore 13 languages from 17 countries across 6 continents. Together, the studies examine, through cultural analyses, communication practices in cross-cultural perspective. In doing so, and as a global community of scholars, the studies explore the diversity in ways communication is understood around the world, examine specific cultural traditions in the study of communication, and thus inform readers about the range of ways communication is understood around the world. Some of the communication practices explored include complaining, hate speech, irreverence, respect, and uses of the mobile phone. The focus of the handbook, however, is dual in that it brings into view both communication as an academic discipline and its use to unveil culturally situated practices. By attending to communication in these ways, as a discipline and a specific practice, the handbook is focused on, and will be an authoritative resource for understanding communication in cross-cultural perspective. Designed at the nexus of various intellectual traditions such as the ethnography of communication, linguistic ethnography, and cultural approaches to discourse, the handbook employs, then, a general approach which, when used, understands communication in its particular cultural scenes and communities.

Language, both spoken and written, is key to understanding learning processes in the classroom. Research Methods for Classroom Discourse is for those who want to investigate spoken interaction or other discourse in the classroom. It lays out clearly the different approaches which are possible, identifying the key principles of each. It addresses the differences between them and the consequences these differences might have for teachers and researchers. Each approach is outlined in terms of practical methods advice, reasons for use, and case studies in which the approach has been used in classroom discourse. Common approaches such as conversation analysis, positioning theory, and critical discourse analysis are included alongside more specialised approaches such as discursive psychology and corpus linguistics. The context of classroom research is used to frame all discussions, with connections to other uses and applications where it can enhance the research being undertaken. The authors demonstrate the relationship between these different theoretical approaches through considering particular applications to common topics within classroom research, such as multilingual learners, knowledge/ knowing and identity. The authors assume no prior knowledge of technical terms and a glossary of key term terms is included. Practical issues such as ethics, data collection and transcription are an integral part of the discussion throughout, providing students with all the knowledge needed to embark upon a successful research project in this area.

Originally published in 1980, this title began as a set of questions posed by faculty on the campus of Carnegie-Mellon University: What do we know about how people write? What do we need to know to help people write better? This resulted in an interdisciplinary symposium on "Cognitive Processes in Writing" and subsequently this book, which includes the papers from the symposium as well as further contributions from several of the attendees. It presents a good picture of what research had shown about how people write, of what people were trying to find out at the time and what needed to be done.

This book takes the following question as its starting point: What are some of the crucial things the reader must do in order to make sense of a literary narrative? The book is a study of the texture of narrative fiction, using stylistics, corpus linguistic principles (especially Hoey's work on lexical patterning), narratological ideas, and cognitive stylistic work by Werth, Emmott, and others. Michael Toolan explores the textual/grammatical nature of fictional narratives, critically re-examining foundational ideas about the role of lexical patterning in narrative texts, and also engages the cognitive or psychological processes at play in literary reading. The study grows out of the theoretical questions that stylistic analyses of extended fictional texts raise, concerning the nature of narrative comprehension and the reader's experience in the course of reading narratives, and particularly concerning the role of language in that comprehension and experience. The ideas of situation, repetition and picturing are all central to the book's argument about how readers process story, and Toolan also considers the ethical and emotional involvement of the reader, developing hypotheses about the text-linguistic characteristics of the most ethically and emotionally involving portions of the stories examined. This book makes an important contribution to the study of narrative text and is in dialogue with recent work in corpus stylistics, cognitive stylistics, and literary text and texture.

In this book, Andrew Brindle analyzes a corpus of texts taken from a white supremacist web forum which refer to the subject of homosexuality, drawing conclusions about the discourses of extremism and the dissemination of far-right hate speech online. The website from which Brindle's corpus is drawn, Stormfront, has been described as the most powerful active influence in the White Nationalist movement (Kim 2005). Through a linguistic analysis of the data combining corpus linguistic methodologies and a critical discourse analysis approach, Brindle examines the language used to construct heterosexual, white masculinities, as well as posters' representations of gay men, racial minorities and other out-groups, and how such groups are associated by the in-group. Brindle applies three types of analysis to the corpus: a corpus-driven approach centered on the study of frequency, keywords, collocation and concordance analyses; a detailed qualitative study of posts from the forum and the threads in which they are located; and a corpus-based approach which combines the corpus linguistic and qualitative analyses. The analysis of the data demonstrates a convergence of reactionary responses to not only women, gay men and lesbians, but also to racial minorities. Brindle's findings suggest that due to the forum format of the data, topics are discussed and negotiated rather than dictated unilaterally as would be the case in a hierarchical organization. This research-based study of white supremacist discourse on the Internet facilitates understanding of hate speech and the behavior of extremist groups, with the aim of providing tools to combat elements of extremism and intolerance in society.

The centrality of narrative analysis in the investigation of social processes and practices has become an established fact in the human sciences. The focus on narrative and displacement in this volume provides a starting point for a reflection on current issues in narrative theory as well as a timely interrogation of the role of narrative in illuminating social phenomena that are central to modernity such as migration and displacement. At the centre of the analyses presented in the book are stories that are ignored, silenced and othered by contemporary public discourses on displacement, migration and settlement. Drawing on insights from narrative theory, linguistic ethnography, sociolinguistics and cultural studies, contributors to the volume examine both how migrants, refugees, asylum seekers and marginalized minorities position themselves through narrative practices and how they are positioned in institutional and official narratives.

This book is based on a close study of modern drama texts. In the first section - Dialogue - it studies specific drama texts. Drama has been neglected by linguistic studies of literature, and this book develops a new area of literary-linguistic stylistics. It demonstrates how recent advances in the sociolinguistic analysis of conversation (discourse analysis) can account for readers' and audiences' intuitions about dramatic dialogue. The second section - Discourse - uses these studies to develop a powerful and general model of spoken discourse. As well as accounting for the utterance-by-utterance organization of dramatic texts, it provides a descriptive model for the analysis of naturally occurring conversation. Literary texts and natural conversation are used to illustrate each other.

First published 1984. In a provocative study, this book argues that the problems posed by Shelley's notoriously difficult style must be understood in relation to his ambivalence towards language itself as an artistic medium - the tension between the potential of language to mirror emotional experience and the recognition of it's inevitable limitations. Through an exposition of Shelley's idea of language, as reflected in his theoretical writings and individual poems, this book makes a strong case for his artistic worth. A definitive introduction to Shelley, useful for both scholars and newcomers, this book will be interest to students of literature.

How to Analyse Texts is the essential introductory textbook and toolkit for language analysis. This book shows the reader how to undertake detailed, language-focussed, contextually sensitive analyses of a wide range of texts - spoken, written and multimodal. The book constitutes a flexible resource which can be used in different ways across a range of courses and at different levels. This textbook includes: three parts covering research and study skills, language structure and use, and how texts operate in sociocultural contexts a wide range of international real-life texts, including items from South China Morning Post, art'otel Berlin and Metro Sweden, which cover digital and print media, advertising, recipes and much more objectives and skill review for each section, activities, commentaries, suggestions for independent assignments, and an analysis checklist for students to follow a combined glossary and index and a comprehensive further reading section a companion website at www.routledge.com/cw/goddard with further links and exercises for students. Written by two experienced teachers of English Language, How to Analyse Texts is key reading for all students of English language and linguistics.

In our everyday speech we represent events and situations, but we also provide commentary on these representations, situating ourselves and others relative to what we have to say and situating what we say in larger contexts. The present volume examines this activity of discourse marking from an enunciative perspective, providing the first English-language study of the highly influential Theory of Enunciative and Predicative Operations. This semantic/pragmatic theory is popular among academics who specialize in linguistics, discourse analysis, translation studies and didactics in France, but has not yet been widely adopted elsewhere. The tools of this theory are applied to a variety of specific discourse markers in contemporary English and semantic hypotheses are tested using the data-based approach of corpus linguistics. This book therefore provides an English-speaking readership with the keys to understand the theory underlying the author's analysis of a selection of markers ('anyway', 'indeed', 'in fact', 'yet', 'still', 'like' and 'I think'). This book will provide a valuable resource for students and researchers in linguistics with an interest in discourse markers, natural language argumentation, formal semantics, the interfaces between syntax, semantics and pragmatics, linguistic theorisation and French - or "poststructural" - models of discourse analysis.

First published in 1989, this collection of essays brings into focus the history of a specific form of violence - that of representation. The contributors identify representations of self and other that empower a particular class, gender, nation, or race, constructing a history of the west as the history of changing modes of subjugation. The essays bring together a wide range of literary and historical work to show how writing became an increasingly important mode of domination during the modern period as ruling ideas became a form of violence in their own right. This reissue will be of particular value to literature students with an interest in the concept of violence, and the boundaries and capacity of discourse.

Systemic Functional Linguistics is a functional model of language inspired by the work of Saussure, Hjelmslev, Whorf, and Firth. SFL was developed by Michael Halliday and his colleagues in the 1960s and has grown into a widely studied and research field, with growing interest in China, Latin America, and North America. This new five-volume collection from Routledge focuses on the foundational papers underlying SFL theory and practice and illustrative papers that have inspired succeeding work.

In recent decades, there has been a substantial turn towards narrative and life history study. The embrace of narrative and life history work has accompanied the move to postmodernism and post-structuralism across a wide range of disciplines: sociological studies, gender studies, cultural studies, social history; literary theory; and, most recently, psychology. Written by leading international scholars from the main contributing perspectives and disciplines, The Routledge International Handbook on Narrative and Life History seeks to capture the range and scope as well as the considerable complexity of the field of narrative study and life history work by situating these fields of study within the historical and contemporary context. Topics covered include: * The historical emergences of life history and narrative study * Techniques for conducting life history and narrative study * Identity and politics * Generational history * Social and psycho-social approaches to narrative history With chapters from expert contributors, this volume will prove a comprehensive and authoritative resource to students, researchers and educators interested in narrative theory, analysis and interpretation.

This volume looks at spatialization of abstract concepts in verbo-pictorial aphorisms at work in the cartoons of a single artist. While extensive work has been done in studying spatialization of abstract concepts in grammar and lexicon within cognitive linguistics, this book is the first of its kind to provide a detailed account of such phenomena in multimodal discourse. The volume integrates a range of approaches from cognitive linguistics, including image schema theory, conceptual theory of metaphor, multimodal metaphor theory, the dynamic approach to metaphor, and a multimodal approach to metonymy, and applies this multi-faceted framework to a selection of cartoons from the work of Polish artist Janusz Kapusta. Taken together, these cartoons form the basis of two comprehensive case studies which explore the abstract concepts of "emotions" and "life," highlighting the ways in which cartoons can illustrate the important relationship between space, situated cognition, and language and in turn, a clear and systematic framework for establishing cohesive ties between the verbal and pictorial modes in multimodal cognitive linguistic research. The volume sheds new light on visual thinking and multimodal rendition of creative abstract thought.

"Feminism" and "rhetoric" have not always been overlapping terms. While neglected as subjects of scholarly interest for many years, women were nonetheless developing rhetorical practices and traditions all along. In recent decades women writers, speakers, and feminist scholars have forged new theories of and practices for feminist rhetoric. These women have struggled to see, re-shape, and re-deploy the rhetorical tradition in ways that not only admit but embrace and celebrate women and feminist understandings to the benefit of all people. This volume is the culmination of much of the work done by those scholars. Edited by the leading experts in field, Cheryl Glenn and Andrea A. Lunsford, Landmark Essays on Rhetoric and Feminism earns its significance in several key ways: it includes work done by scholars from departments of communication, English, and writing studies as well as a variety of public intellectuals; it traces a series of encounters between rhetoric and feminism during the last three decades; and it highlights five themes that represent the history of encounters between rhetoric and feminism including (1) recovery and recuperation, (2) methods and methodologies, (3) practices and performances, (4) pedagogical applications and implications, and (5) new theories and histories.

This book explores attitudes towards migrants and refugees from North Africa and the Middle East during the so-called migration crisis in 2015-2016 in Poland. Beginning with an examination of Polish government policy and the discursive construction of refugees in the media, politics and popular culture, it argues that they identified refugees with Muslims, who were deemed to pose a threat to the Polish nation. This analysis establishes the Islamophobic public discourse which is shown to be variously reproduced, negotiated and contested in the nuanced study of Polish attitudes which follows. Drawing on original qualitative research and constructivist theory, the book examines differing stances towards refugees in the context of the lay understanding of the Polish nation and its boundaries. In doing so it demonstrates the influence of discourses that draw on an exclusionary concept of national identity and the potential for them to be mobilised against immigrants. This timely, theory-based case study will provide a valuable resource for students and scholars of Central and Eastern European politics, nationalism, race, migration and refugee studies.

This book offers unique insight into the role that English as a Foreign Language (EFL) discourse plays in shaping the ideological terrain of contemporary Israel/Palestine through constructing the subjectivities of those who plan, teach, and learn it. While the EFL curriculum is uniform across Hebrew and Arabic-speaking educational contexts, this book traces how its cultural content reproduces dominant hegemonic ideologies, and perpetuates the social misrepresentations of the Other that underlie inequality. The language of English teaching textbooks, the way that students understand their content, and the official policy documents that guide both EFL materials and teaching practices, are all thoroughly examined through Critical Discourse Analysis. The theoretical and methodological foundation for further cross-cultural studies of Anglo-centric and other forms of hegemonic EFL discourses within local/global contexts, and for contesting their ideological effects, are also laid down. Through promoting a transformative EFL cultural discourse which hopes to position EFL teaching as a possible arena for effecting social change, this book offers a unique context for students, scholars, and educators interested in linguistics, CDA, cultural discourse studies, English in local/global contexts, and EFL education.

This book is the first comprehensive and systematic introduction to the linguistics of humor. Salvatore Attardo takes a broad approach to the topic, exploring not only theoretical linguistic analyses, but also pragmatic and semantic aspects, conversation and discourse analysis, ethnomethodology, and interactionist and variationist sociolinguistics. The volume begins with chapters that introduce the terminology and conceptual and methodological apparatus, as well as outlining the major theories in the field and examining incongruity and resolution and the semiotics of humor. The second part of the book explores humor competence, with chapters that cover semantic and pragmatic topics, the General Theory of Verbal Humor, and puns and their interpretation. The third part provides an in-depth discussion of the applied linguistics of humor, and examines social context, discourse and conversation analysis, and sociolinguistic aspects. In the final part of the book, the discussion is extended beyond the central field of linguistics, with chapters discussing humor in literature, in translation, and in the classroom. The volume brings together the multiple strands of current knowledge about humor and linguistics, both theoretical and applied; it assumes no prior background in humor studies, and will be a valuable resource for students from advanced undergraduate level upwards, particularly those coming to linguistics from related disciplines.

This edited volume represents the best of the scholarship presented at the 18th National Communication Association/American Forensic Association Conference on Argumentation. This biennial conference brings together a lively group of argumentation scholars from a range of disciplinary approaches and a variety of countries. Disturbing Argument contains selected works that speak both to the disturbing prevalence of violence in the contemporary world and to the potential of argument itself, to disturb the very relations of power that enable that violence. Scholars' essays analyze a range of argument forms, including body and visual argument, interpersonal and group argument, argument in electoral politics, public argument, argument in social protest, scientific and technical argument, and argument and debate pedagogy. Contributors study argument using a range of methodological approaches, from social scientifically informed studies of interpersonal, group, and political argument to humanistic examinations of argument theory, political discourse, and social protest, to creatively informed considerations of argument practices that truly disturb the boundaries of what we consider argument.

"Feminism" and "rhetoric" have not always been overlapping terms. While neglected as subjects of scholarly interest for many years, women were nonetheless developing rhetorical practices and traditions all along. In recent decades women writers, speakers, and feminist scholars have forged new theories of and practices for feminist rhetoric. These women have struggled to see, re-shape, and re-deploy the rhetorical tradition in ways that not only admit but embrace and celebrate women and feminist understandings to the benefit of all people. This volume is the culmination of much of the work done by those scholars. Edited by the leading experts in field, Cheryl Glenn and Andrea A. Lunsford, Landmark Essays on Rhetoric and Feminism earns its significance in several key ways: it includes work done by scholars from departments of communication, English, and writing studies as well as a variety of public intellectuals; it traces a series of encounters between rhetoric and feminism during the last three decades; and it highlights five themes that represent the history of encounters between rhetoric and feminism including (1) recovery and recuperation, (2) methods and methodologies, (3) practices and performances, (4) pedagogical applications and implications, and (5) new theories and histories.