Korean Business Communication demonstrates the heuristic value of the research on Korean business communication. It is composed of two parts: theory and practice. First, alongside the review of the major research trend of Asian business communication, it explores the contemporary teaching trend of business communication in Korean higher education to define business communication from the local perspective. It also shows how Korean business professionals manage facework within the communication rules or cultural values. Second, Korean business communication data are analyzed with the main sources of three competences, discourse competence, sociolinguistic competence, and strategic competence. Emphasis is on stakeholder communication genres, Korean service encounters, Korean business apology, and Korean CEO's online greetings. By examining how business communication and Korean communication are projected to Korean business, Korean Business Communication provides the audience knowledge far beyond cultural stereotypes in Korean business communication illustrated in classical textbooks on Korean business communication. A useful book for researchers and students in Asian business communication; intercultural communication and global communication.

The first book to address translation processes from the perspective of a number of so-far unexplored sub-fields of Psychology, providing the whole picture in terms of how psychology can shed light on translator behaviour. Translation and psychology is a significantly growing area of research but has so far focussed on cognitive science and translation. This book has a broader perspective and will thus be able to encourage new research and training programs. co-edited by leading authorities in the field , this timely and innovative volume demonstrates the benefits of adopting new psychological perspectives for translation research, showing the potential to strengthen and diversify how translatorial decision-making and problem-solving behaviours are understood.

In this original and innovative work, Yu boldly tackles the increasingly influential collaborative translation phenomenon, with special reference to China. She employs the unique perspective of an ethnographer to explore how citizen translators work together as they select, translate, edit and polish translations. Her area of particular interest is the burgeoning yet notably distinctive world of the Chinese internet, where the digital media ecology is with Chinese characteristics. Through her longitudinal digital ethnographic fieldwork in Yeeyan, Cenci and other online translation platforms where the source materials usually come from outside China, Yu draws out lessons for the various actors in the collaborative translation space, focusing on their communities, working practices and identities, for nothing is quite as it seems. She also theorises relationships between the actors, their work and their places of work, offering us a rich and insightful perspective into the often-hidden world of collaborative translation in China. The contribution of Yu's work also lies in her effort in looking beyond China, providing us with a landscape of collaborative translation in practice, in training, and in theory across geographic contexts. This volume will be of particular interest to scholars and postgraduate students in translation studies and digital media.

This book explores crosslinguistic influence in third language acquisition, drawing insights from a study of young bilingual secondary school students in Germany to unpack the importance of different variables in the acquisition and use of English as an additional language. Lorenz draws on data from a learner corpus of written and spoken picture descriptions toward analyzing sources of crosslinguistic influence in L3 acquisition in bilingual heritage speakers with unbalanced proficiency in heritage versus majority languages as compared with their monolingual German peers. This unique approach allows for a clearer understanding of the extent of influence of access to heritage languages, the impact of being a "balanced" vs "unbalanced" bilingual speaker, and the importance of extra-linguistic variables, such as age, gender, socio-economic status, and type of school. The final two chapters highlight practical considerations for the English language classroom and the implications of the study for future directions for research on third language acquisition. With its detailed overview of L2 and L3 acquisition and contribution toward ongoing debates on the advantages of being bilingual and multilingual, this book will be of interest to students and scholars in applied linguistics, foreign language acquisition, foreign language teaching, and learner corpus research.

*Combines the author's own cutting edge research in writing development with a 'how to' guidebook approach, making it the complete package for students starting out in this area of research. *Cross-disciplinary market of students of both Education and Applied Linguistics in areas of Language Acquisition and Language and Literacy. Requires no background in Corpus Linguistics as it walks students through the basics. *The first book to combine research in this area with an activity-based approach- none of the competition demonstrates how to put theories and methods into practice like ours does.

Using the socio-political discourse of Kwame Nkrumah, a pioneering Pan-Africanist and Ghana's independence leader, Nartey investigates the notion of political myth-making in a context underexplored in the literature. He examines Nkrumah's construction of a myth described in the book as the Unite or Perish myth (i.e., the idea of a 'United States of Africa' being a prerequisite for the survival of Africa in the post-independence period), exploring the rhetorical resources he deployed, categorizing and analyzing key tropes and metaphors, and setting out the myth's basic components. This book focuses on three areas: an investigation of political myth-making as a social and discursive practice in order to identify particular semiotic practices and linguistic patterns deployed in the construction of mythic discourse; the unpacking of the discursive manifestation, representation, features, and functions of political mythic themes; and finally to propose and implement an integrated discourse analytical framework to account for the complexities of mythic discourse and political narratives in general. It analyzes how Nkrumah deployed his discourse to concurrently construct heroes and villains, protagonists and antagonists, as part of an ideological mechanism aimed at galvanizing support for and instigating action on the part of the masses towards his lifelong African dream. Nartey's book steps out from the conventional domain of critical discourse studies to focus on myth as a form of populist performance. It will be of interest to postgraduate students and academics in (critical) discourse studies, rhetorical discourse analysis, African and Diaspora studies, and African history, as well as non-academics such as journalists, political commentators, and people who consider themselves to be Nkrumaists and Pan-Africanists.

Responding to urgent calls to de-westernise Media and Journalism Studies and shed light on local agencies, this book examines digital journalistic practices in the Arab region, exploring how Arab journalists understand their roles and how digital technologies in Arab newsrooms are used to influence public opinion. Drawing on dozens of articles penned by Arab media professionals and scholars, supplemented with informal conversations with journalists, this book reviews the historical development of digital journalism in the region and individual journalists' perceptions of this development. While technology has provided a new platform for citizens and powerful agents to exchange views, this text examines how it has simultaneously allowed Arab states and authorities to conduct surveillance on journalists, curtail the rise of citizen journalism, and maintain offline hierarchal forms of political, economic, and cultural powers. Mellor also explores how digital technology serves to cement Western hegemony of the information world order, with Arab media organisations and audiences judged to be mere recipients, rather than producers, of such information. Arab Digital Journalism offers an important contribution to the emerging field of digital journalism in the Global South and is a valuable resource for students and researchers interested in media, journalism, communication, and development studies.

This volume brings together academics, activists, social work practitioners, poets, and artists from different parts of the world during the Covid-19 pandemic. It sheds light on how the pandemic has exposed the inequities in society and is shaping social institutions, affecting human relationships, and creating new norms with each passing day. It examines how people from diverse societies and fields of work have come to conceptualise and imagine a new world order based on the principles of social and ecological justice, care, and human dignity. It prioritises the realm of imagination, creativity, and affect in understanding social formations and in shaping societies beyond the positivist approaches. Documenting the myriad experiences and responses to the pandemic, the volume foregrounds varied processes of making meaning; understanding impulses, resistances, and coping mechanisms; and building solidarities. Further, it also acts as a tool of memory for future generations, and articulations- artistic, political, socio-cultural, scientific- of hope and perseverance. This spectrum of expressions intends to value visceral experiences, build solidarities, and find solace in art. Its uniqueness lies in the way it brings together a much-needed interface between science, social sciences, and humanities. A compelling account on our contemporary lives, the volume will be of great interest to scholars of sociology and social anthropology, politics, art and aesthetics, psychology, social work, literature, health, and medical sciences.

Designing Learning for Multimodal Literacy addresses the need to design learning for multimodal literacy in a world that is increasingly saturated with print and digital media. In the current age, communication and interactions on social media are seldom made with language alone but are often accompanied with emojis, images, and videos, making meanings multimodally. Young people, including children, are also increasingly active in making videos of themselves, their ideas, and their experiences as part of their out-of-school literacy activities. In particular, for language teachers, the present shifts in our world require that teachers re-examine what they teach and how they can meaningfully and effectively teach the students in their classes today. At 8 years old, Alden created his own rap music video and shared it with the world. He wrote his own lyrics and set it against the music he remixed and meshed from a music download site. Alden is in your classroom today. As his teacher, what would you teach him? How would you engage him? Alden, and children like him, is the inspiration for why the authors have written this book. The changing times and changing learners place a demand on educators to continually reflect on what and how teachers are teaching their students - to ensure that learning in school remains relevant, relatable, and prepares them for the world of the future. Lim's book outlines how teachers can design learning for multimodal literacy. It is a result of a collaboration between an educational researcher and a curriculum developer, and offers practical resources for practitioners but also design principles and considerations based on practice with a range of students to inform and inspire academics and postgraduate students. It is poised to contribute to the global conversation and interest on how educators can reflect on the zeitgeist of the digital age and design learning for multimodal literacy.

Designing Learning for Multimodal Literacy addresses the need to design learning for multimodal literacy in a world that is increasingly saturated with print and digital media. In the current age, communication and interactions on social media are seldom made with language alone but are often accompanied with emojis, images, and videos, making meanings multimodally. Young people, including children, are also increasingly active in making videos of themselves, their ideas, and their experiences as part of their out-of-school literacy activities. In particular, for language teachers, the present shifts in our world require that teachers re-examine what they teach and how they can meaningfully and effectively teach the students in their classes today. At 8 years old, Alden created his own rap music video and shared it with the world. He wrote his own lyrics and set it against the music he remixed and meshed from a music download site. Alden is in your classroom today. As his teacher, what would you teach him? How would you engage him? Alden, and children like him, is the inspiration for why the authors have written this book. The changing times and changing learners place a demand on educators to continually reflect on what and how teachers are teaching their students - to ensure that learning in school remains relevant, relatable, and prepares them for the world of the future. Lim's book outlines how teachers can design learning for multimodal literacy. It is a result of a collaboration between an educational researcher and a curriculum developer, and offers practical resources for practitioners but also design principles and considerations based on practice with a range of students to inform and inspire academics and postgraduate students. It is poised to contribute to the global conversation and interest on how educators can reflect on the zeitgeist of the digital age and design learning for multimodal literacy.

This edited volume showcases state-of-the-art research in technological applications in second language writing. It examines multimodal composing, digital feedback, data-driven learning, machine translation, and technological applications in writing pedagogy. Technology in Second Language Writing reflects the rapidly changing field of technology in second language learning and highlights technological advances across different areas relevant to L2 writing. Composed of empirical studies, reviews, and descriptive essays, this book covers a variety of topics across the areas of composing, pedagogy, and writing research. It includes discussion of computer-mediated communication, language learners' perceptions about using technology in their writing, the use of social media in writing, corpus learning, translation software, and the use of electronic feedback in language classrooms. Offering a multifaceted approach to technology in a wide variety of second language writing contexts, this cutting-edge book serves as essential reading for scholars and postgraduate students in the field of language teaching, applied linguistics, and TESOL.

A systematic examination of Chinese complex sentences Compares the syntactical differences between Chinese and English Gives insights into Chinese langauge information processing

A groundbreaking work on Chinese linguistics by a distinguised linguist A full picture of phonetical system from old Chinese to modern Chinese Illustrated with concrete examples

This new edition is thoroughly updated to reflect developments in the field and with recent example studies that focus on considerations, challenges, and opportunities raised at all stages of the research process by online questionnaires. There is also expanded, detailed guidance on how to use the IRIS database and how to clean, process, and analyze questionnaire data prior to determining and reporting findings.

Originally published in 1980 The Verbal Games of Pre-school Children states that in the course of acquiring language, every child recognizes that verbal interaction is a powerful tool which can be used to interpret and manipulate the world. During the last previous two decades developments in the study of both language acquisition and linguistic theory had begun to illustrate that the acquisition of a first language involves considerably more than the mere learning of grammatical structure. This view of learning had led researchers gradually to see children as more than grammarians devising grammatical constructs. The tendency at the time was to see the child as an active partner in what are essentially games of communication and invention during which the rules of usage as well as the rules of grammar are discovered. This study is based on extensive and detailed observation of the verbal interaction of two pre-school children, and as such offers far-reaching ideas and conclusions concerning the manner in which all children determine the role of language in their lives, whilst simultaneously learning how to piece it together.

This new edition is thoroughly updated to reflect developments in the field and with recent example studies that focus on considerations, challenges, and opportunities raised at all stages of the research process by online questionnaires. There is also expanded, detailed guidance on how to use the IRIS database and how to clean, process, and analyze questionnaire data prior to determining and reporting findings.

The ageing of the world's populations, particularly in Western developed countries, is a well-documented phenomenon; and despite many positive images of later life, in the media and public discourse later life is frequently depicted as a time of inevitable physical and cognitive decline. Against this background, Heinrichsmeier presents the results of her two-year sociolinguistic study examining how a group of older women of different ages negotiated their way through their own and others' expectations of ageing and constructed different kinds of older - and other - identities for themselves. Through vivid and nuanced analysis of their chat and practices in a small village hair salon, Heinrichsmeier reveals these women's subtle and skilful manipulation of stereotypes of ageing and the impact of the evolving talk on their identity constructions. Her study, which provides numerous short extracts of talk in both the hair salon and interview along with more detailed case studies, highlights the importance of such apparently 'trivial' sites - for both studying older people's identity work and as loci for positive identity constructions and well-being in later life. This book will be of particular interest to graduate students and scholars working in sociolinguistics, discourse analysis, conversation analysis, and gerontological studies, as well as those interested in approaches integrating ethnography and language.

What form did the portrayal of business owners, entrepreneurs, peasants, craftspeople and similar 'protagonists of production' take before it became the subject of negative assessments in the epoch of industrialization? Focusing on the European Enlightenment movement with a special emphasis on Spain, this volume sheds light on how both male and female figures working in production are represented by novels, plays, economic tracts and in the press. Literary scholars, historians, and economists analyse how those portrayals are related to the history of economic thought, 18th-century economic discourse, and enlightened Political Economy. With an epilogue by Deirdre McCloskey.

El libro investiga el funcionamiento dramatico del exilio exterior e interior en una seleccion de diecisiete obras teatrales de Jorge Diaz. Se establecen vinculos entre el contenido y la estructura de cuatro elementos que constituyen el microcosmos de una obra teatral: accion, personaje, tiempo y espacio. Cabe destacar que estas categorias mantienen una serie de relaciones sintagmaticas y paradigmaticas, asi como presentan diferentes grados de semantizacion que, en casos extremos, llegan incluso a la tematizacion. Ademas, la estructura espaciotemporal presenta una construccion dialectica que remite a las consecuencias sociologicas y psicoanaliticas del exilio o insilio, tales como la marginalizacion, provisionalidad, falta de pertenencia, perdida masiva de objetos, entre otros.

"Some publishers tell you what to believe. Other publishers tell you what you already believe. But InterVarsity Press helps you believe." J. I. Packer The history of evangelicalism cannot be understood apart from the authors and books that shaped it. Over the past century, leading figures such as pastor-scholar John Stott, apologist James W. Sire, evangelist Rebecca Manley Pippert and spiritual formation writer Eugene Peterson helped generations of readers to think more biblically and engage the world around them. For many who take their Christianity seriously, books that equip them for a life of faith have frequently come from one influential publisher: InterVarsity Press. Andy Le Peau and Linda Doll provide a narrative history of InterVarsity Press, from its origins as the literature division of a campus ministry to its place as a prominent Christian publishing house. Here is a behind-the-scenes look at the stories, people, and events that made IVP what it is today. Recording good times and bad, celebrations and challenges, they place IVP in its historical context and demonstrate its contribution to the academy, church and world. In honor of IVP's seventy-fifth anniversary, senior editor Al Hsu has updated this edition with new content, bringing the story up to 2022 and including stories about contemporary authors such as Esau McCaulley and Tish Harrison Warren. As IVP continues to adapt to changes in publishing and the global context, the mission of publishing thoughtful Christian books has not changed. IVP stands as a model of integrative Christianity for the whole person-heart, soul, mind and strength.

This Handbook introduces neurosemiotics, a pluralistic framework to reconsider semiosis as an emergent phenomenon at the interface of biology and culture. Across individual and interpersonal settings, meaning is influenced by external and internal processes bridging phenomenological and biological dimensions. Yet, each of these dyads has been segregated into discipline-specific topics, with attempts to chart their intersections proving preliminary at best. Bringing together perspectives from world-leading experts, this volume seeks to overcome these disciplinary divides between the social and the natural sciences at both the empirical and theoretical levels. Its various chapters chart the foundations of neurosemiotics; characterize linguistic and interpersonal dynamics as shaped by neurocognitive, bodily, situational, and societal factors; and examine other daily neurosemiotic occurrences driven by faces, music, tools, and even visceral signals. This comprehensive volume is a state-of the-art resource for students and researchers interested in how humans and other animals construe experience in such fields as cognitive neuroscience, biosemiotics, philosophy of mind, neuropsychology, neurolinguistics, and evolutionary biology.

Leading scholar Albert Russell Ascoli traces the metamorphosis of Dante Alighieri - minor Florentine aristocrat, political activist and exile, amateur philosopher and theologian, and daring experimental poet - into Dante, author of the Divine Comedy and perhaps the most self-consciously 'authoritative' cultural figure in the Western canon. The text offers a comprehensive introduction to Dante's evolving, transformative relationship to medieval ideas of authorship and authority from the early Vita Nuova through the unfinished treatises, The Banquet and On Vernacular Eloquence, to the works of his maturity, Monarchy and the Divine Comedy. Ascoli reveals how Dante anticipates modern notions of personalized, creative authorship and the phenomenon of 'Renaissance self-fashioning'. Unusually, the book examines Dante's career as a whole offering an important point of access not only to the Dantean oeuvre, but also to the history and theory of authorship in the larger Italian and European tradition.

*Provides a foundational understanding of linguistics as it applies to spoken and signed languages. *Covers numerous linguistic disciplines such as phonetics, semantics and sociolinguistics. *Makes linguistic theory accessible to speech-language pathologists. *Highlights the importance of integrating linguistic frameworks into clinical decision-making.

An introduction to the rapidly growing category of New Adult (NA) literature, this text provides a roadmap to understanding and introducing NA books to young people in high school, college, libraries, and other settings. As a window into the experiences and unique challenges that young and new adults encounter, New Adult literature intersects with but is distinct from Young Adult literature. This rich resource provides a framework, methods, and plentiful reading recommendations by genre, theme, and discipline on New Adult literature. Starting with a definition of New Adult literature, Kane demonstrates how the inclusion of NA literature helps support and encourage a love of reading. Chapters address important topics that are relevant to young people, including post-high school life, early careers, relationships, activism, and social change. Each chapter features text sets, instructional strategies, writing prompts, and activities to invite and encourage young people to be reflective and engaged in responding to thought-provoking texts. A welcome text for professors of literacy and literature instruction, first-year college instructors, researchers, librarians, and educators, this book provides new ways to assist students as they embark upon the next stage of their lives and is essential reading for courses on teaching literature.

This innovative collection offers a pan-Southern rejoinder to hegemonies of Northern sociolinguistics. It showcases voices from the Global South that substitute alternative and complementary narrations of the link between language and society for canonical renditions of the field. Drawing on Southern epistemologies, the volume critically explores the entangled histories of racial colonialism, capitalism, and patriarchy in perpetuating prejudice in and around language as a means of encouraging the conceptualization of alternative epistemological futures for sociolinguistics. The book features work by both established and emerging scholars, and is organized around four parts: The politics of the constitution of language, and its metalanguage, in the Global South; Who gets published in sociolinguistics? Language in the Global South and the social inscription of difference; and Learning and the quotidian experience of language in the Global South. This book will be of interest to scholars in sociolinguistics, applied linguistics, critical race and ethnic studies, and philosophy of knowledge.