The book presents a study into the trainee interpreters' and certified interpreters' subjective experience of psycho-affective factors in consecutive interpreting. In the form of four case studies, the book offers an insight in how the subjective experience of anxiety, fear, language ego/language inhibition/language boundaries, extroversion/introversion, self-esteem, motivation and stress conditions and affects consecutive interpreting performance. What emerges from the study is that the interpreter's psycho-affectivity is a continually operating and intricate mechanism which may impact on nearly all constituents of the consecutive interpreting process and that its potential causes may lie in virtually all - even the seemingly unimportant - aspects of the interpreting process.

As cognitive scientists continue to probe into the nature of the human mind, it is increasingly clear that research into cognition cannot be dissociated from the context in which our mental activity occurs. The papers collected in this book testify to the growing interest in adopting a broad characterisation of what counts as relevant context. The vices of seeking essences behind complex phenomena should not go unnoticed, the primary, and possibly the most crucial, downside of this approach being a reductionist treatment of the human mind. With this book, the authors want to show that humans are not merely brains, minds, speakers, learners, readers, etc., but, first and foremost, complex beings who communicate within and beyond the contexts of their own cultures.

"The rhetorical practices involved with the dissemination of scientific discourse are shifting. Addressing these changes, this book places the discourse of science in an increasingly multilingual and multicultural academic area. It contests monolingual assumptions informing scientific discourse, calling attention to emerging glocal discourses that make hybrids of the standard globalized and local academic English norms. English clearly has a hegemonic role as the lingua franca of global academia; this book conducts an intercultural rhetorical and textographic analysis to compare how Anglophone and non-Anglophone academics utilise the standardized rhetorical conventions for scientific writing. It takes an academic literacies approach, providing a rhetorically and pedagogically informed discussion. It enquires into the process of linguistic and rhetorical acculturation of both monolingual and multilingual scholars, and in doing so redefines the contemporary rhetoric of science. "

Speech practices as discursive practices for meaning-making across domains, genres, and social groups is an under-researched, highly complex field of sociolinguistics. This field has gained momentum after innovative studies of adolescents and young adults with mixed ethnic and language backgrounds revealed that they "cross" language and dialectal or vernacular borders to construct their own hybrid discursive identities. The focus in this volume is on the diversity of emerging hybridizing speech practices through contact with English, predominantly in Europe. Contributions to this collected volume originate from the DFG funded conference on language contact in times of globalization (LCTG4) and from members of the editor's funded research group "Discursive Multilingualism".

Writing for College and Beyond: Life Lessons from the College Composition Classroom explains how the many skills taught in the Freshman Composition course apply at work and in life. The composition class is a pre-requisite and General Education course for most colleges and universities in the United States. It reaches students in every area of study. As people wonder about the value of a liberal arts education and question whether colleges and universities are truly preparing students for the workforce, Writing for College and Beyond challenges those arguments by pointing out exactly how classroom policies and writing assignments apply beyond school walls. Professors, lecturers, and graduate students teaching Freshman Composition courses will find this book helpful. Administrators who service the Freshman Composition population, such as Writing Center Directors, will also find Writing for College and Beyond: Life Lessons from the College Composition Classroom a wonderful aid.

Semantics of Chinese Questions is the first major study of Chinese questions, especially wh-questions, within the framework of Alternative Semantics. It takes an interface approach to study the syntax, semantics, and phonology of questions and proposes a phonological scope-marking strategy in Chinese questions, based upon experimental data. It also incorporates historical linguistic data regarding the grammaticalization of sentence-final particles such as -ne and -ma to study the formal diachronic semantics of questions. Primarily suitable for scholars in the field of Chinese linguistics, this book makes new theoretical contributions to the study of questions.

This book provides a comprehensive view of intercultural specifics resulting from the translation and reception process of precedent phenomena (precedent names, texts, statements, situations) in different linguistic and socio-cultural spaces - Russian, Slovak and German. The author analyses language and translation itself as a phenomenon of culture in form of interdisciplinary research and thus links translation studies with philosophy, literary science, culture, and intercultural psychology. His comparative research provides a detailed analysis of precedent phenomena in the work Moscow to the End of the Line by V. Erofeev (Russian-Slovak-German comparative aspect). His conclusions and commentaries enrich the sphere of translation and reception of intercultural units.

Originally published in 1985, The Semantic Theory of Evolution addresses the notion that life is not shaped by the single law of natural selection, but instead by a plurality of laws that resemble grammatical rules in language. This remarkable work presents a semantic theory centering on the concept of the ribotype. Supported by both sound facts and logical arguments, this analysis reaches beyond the established cadre of biological thought to unravel many of life's mysteries and paradoxes, including the origin of the cell and the nucleus and the evolution of ribosomes.

Over ten years after the original edition of Teacher Identity Discourses, Janet Alsup revisits her work with a new research study examining the characteristics of the millennial teachers now beginning to populate K-12 classrooms. Building off the first edition, this text is based on a qualitative, interview-based research study, and provides a contemporary look at how millennial teachers experience professional identity growth through language use. This innovative research investigates how formation of a professional identity is central in the process of becoming an effective teacher. Updated with new analyses of teacher identity discourses, the second edition covers themes that still resonate today and provides practical suggestions and sample assignments for teacher educators to use or adapt in methods courses.

This book explores two strands of Audiovisual Translation referred to as "research" and "use". As their points of convergence as well as divergence are brought to light, the contributors show that the two tend to overlap and cross-pollinate. The volume's inquiries of linguistic, cultural, sociological, computational, educational and historical nature give a comprehensive up-to-date account of AVT as an expanding and heterogeneous, yet internally coherent, field of scientific and professional endeavour. "The book offers a good balance of chapters dealing with new topics and chapters dealing with more established AVT topics from new angles. It is a must read for TS students and academics but also for practitioners and for translators from other domains, given the increased prominence and diversity of AVT modes both in TS research and translation practice." (Professor Aline Remael University of Antwerp Chair of the Department of Applied Linguistics, Translators and Interpreters)

A collection of multilingual case studies drawn from the international media, which uses various methodologies to examine the reporting of conflict around the world.."Communicating Conflict" brings together a collection of multilingual case studies drawn from the international media. The contributors use methodologies drawn from "Critical Discourse Analysis" and "Systemic Functional Linguistics" to explore how these texts overtly or covertly advance particular value positions and world views. They pay particular attention to how the reader is positioned with respect to the events being described, and, using appraisal theory, the various voices which are referenced by the text.This book is a timely examination of the reporting of conflict around the world. It will be of interest to researchers in sociolinguistics, discourse analysis and media studies.

Over ten years after the original edition of Teacher Identity Discourses, Janet Alsup revisits her work with a new research study examining the characteristics of the millennial teachers now beginning to populate K-12 classrooms. Building off the first edition, this text is based on a qualitative, interview-based research study, and provides a contemporary look at how millennial teachers experience professional identity growth through language use. This innovative research investigates how formation of a professional identity is central in the process of becoming an effective teacher. Updated with new analyses of teacher identity discourses, the second edition covers themes that still resonate today and provides practical suggestions and sample assignments for teacher educators to use or adapt in methods courses.

This important new text invites readers to step back from their busy professional lives and look at technical communication philosophically, to ask fundamental questions such as what does it mean to communicate? and how do language and graphics - the ""signs"" or ""tools"" of the technical communicator - relate to action in a technological world? Through this excursion in the theory of technical discourse, you will discover a fresh approach to reports, manuals, and proposals produced and consumed daily in business, government, and research organizations around the world. The authors examine familiar genres in two relatively new ways.

Semantics: A Cognitive Account of Linguistic Meaning is a comprehensive introduction to the study of the meaning of linguistic expressions in English: words and sentences. In conducting the analysis, it draws on two sources. First, it relies on the assumptions of Cognitive Linguistics, which describes language as being non-modular, symbolic, usage-based, meaningful and creative. Second, it hinges on the assumptions of Cognitive Semantics, which describes meaning as being embodied, motivated, dynamic, encyclopaedic and conceptualised. It explicates these assumptions clearly and applies them to diverse areas of language. Ultimately, it enables students to recognise the complexity of the English linguistic system, and trains them to solve the intricate puzzles characterising its nature.

Nach der internationalen Tagung, die an der Universitat zu Creteil am 10. Marz 2017 zu Ehren Jean-Marie Zembs abgehalten wurde, ist diesem nun der vorliegende Band ausgewahlter Beitrage gewidmet. Die ForscherInnen aus unterschiedlichen Landern heben Jean-Marie Zembs wichtigen Beitrag zur Sprachwissenschaft und Didaktik des Deutschen und Franzoesischen sowie dessen Modernitat hervor. Jean-Marie Zemb (1928-2007) hatte am College de France den fur ihn eingerichteten Lehrstuhl "Grammaire et pensee allemandes" inne (1986-1998). Danach wurde er zum Mitglied der "Academie des sciences morales et politiques", Abteilung Philosophie. Als geburtiger Elsasser hat er sich sein Leben lang fur das Deutsche und Franzoesische engagiert. Apres la journee d'etude internationale du 10 mars 2017, a l'UPEC, en l'honneur de Jean-Marie Zemb, voici un volume de contributions choisies dedie a Jean-Marie Zemb. Les chercheuses et chercheurs de divers pays ont mis en lumiere les apports linguistiques et didactiques de la pensee de Jean-Marie Zemb (1928-2007). Il s'agit, par cette publication, de faire apparaitre la richesse et la modernite de cet eminent linguiste et philosophe, entre le francais et l'allemand, pour qui fut creee en 1986 au College de France la Chaire " Grammaire et pensee allemandes ", (1986-1998) et qui fut ensuite elu a l'Academie des sciences morales et politiques, dans la section philosophie.

This timely volume, inspired by the work of Umberto Eco, features applications of semiotic theories and methodological frameworks to a vast array of texts, genres and practices within contemporary semiosphere. Exploring the interplay of language, image and sound, contributors discuss the structural and functional properties of signs, along with motivations behind them and implications they have for the meaning-making process, identity, ideology, and the politics of representation. The volume is an outcome of the SIVO "Signum-Idea-Verbum-Opus" project initiated by Umberto Eco's keynote address during his visit at the University of Lodz in 2015. It is also a continuation of theoretical explorations which can be found in "Current Perspectives in Semiotics: Signs, Signification, and Communication", published simultaneously by Peter Lang.

"Discourse and Politeness" examines Japanese institutional discourse and attempts to clarify the relationship between politeness, facework and speaker identity. The book seeks to establish an empirically grounded analysis of facework as the basis for evaluating politeness, and describes facework in delicate situations such as disagreement, teasing and talking about troubles, which have rarely been discussed in politeness studies.Insightful and cutting-edge, this research monograph will be of interest to researchers in discourse analysis, sociolinguistics and Japanese language.

This book consists of scientific chapters devoted to innovative approaches to examination of anthropocentrism. It depicts human beings as physical, spiritual, social and cultural creatures perceived through the lingual and literary lens. The publication has an intercultural foundation, as it examines Slovak, Russian, German, English and Romanian languages. The authors of the book discuss issues which transcend the boundaries of philological research. They apply knowledge from various fields, such as psychology, communication theory, aesthetics, mass media and other social sciences in order to obtain relevant scientific results. The authors present critical analyses and interpretations of contemporary theoretical and practical problems occurring in the selected areas of expertise, and outline the perspective research possibilities.

Reading, like any human activity, has a history. Modern reading is a silent and solitary activity. Ancient reading was usually oral, either aloud, in groups, or individually, in a muffled voice. The text format in which thought has been presented to readers has undergone many changes in order to reach the form that the modern Western reader now views as immutable and nearly universal. This book explains how a change in writing--the introduction of word separation--led to the development of silent reading during the period from late antiquity to the fifteenth century.
Over the course of the nine centuries following Rome's fall, the task of separating the words in continuous written text, which for half a millennium had been a function of the individual reader's mind and voice, became instead a labor of professional readers and scribes. The separation of words (and thus silent reading) originated in manuscripts copied by Irish scribes in the seventh and eighth centuries but spread to the European continent only in the late tenth century when scholars first attempted to master a newly recovered corpus of technical, philosophical, and scientific classical texts.
Why was word separation so long in coming? The author finds the answer in ancient reading habits with their oral basis, and in the social context where reading and writing took place. The ancient world had no desire to make reading easier and swifter. For various reasons, what modern readers view as advantages--retrieval of reference information, increased ability to read "difficult" texts, greater diffusion of literacy--were not seen as advantages in the ancient world. The notion that a larger portion of the population should be autonomous and self-motivated readers was entirely foreign to the ancient world's elitist mentality.
The greater part of this book describes in detail how the new format of word separation, in conjunction with silent reading, spread from the British Isles and took gradual hold in France, Germany, Italy, and Spain. The book concludes with the triumph of silent reading in the scholasticism and devotional practices of the late Middle Ages.

This volume integrates new studies by leading researchers in sociolinguistics, sociology, social psychology, and cultural theory. It explores the many interfaces of body and discourse, organized under three main themes: the body as an interactional resource, ideological representations of the body, and discursive constructions of the body in normal and pathological contexts.

This book presents a wide range of topics and approaches in the nowadays Translation Studies, which includes popular, trendy issues as well as niche subjects that are rarely taken up in research. The chapters can be grouped into four thematic divisions that capture some major interests of translation scholars. They discuss the nature of the discipline as such and its dimensions, its development and tendencies in some countries, the process of translation from the perspective of translation practice as well as culture-specific elements in translation.

This book offers an overview of research regarding L2 writing and L2 writing assessment with the secondary aim of making L2 writing a central topic within the field of Second Language Acquisition. This monographic volume collects and summarises the different research trends in L2 writing and explores key concepts in L2 writing assessment. It provides a compendium of the research carried out from the 1980s onwards into the assessment of writing in a foreign/second language classroom across different educational levels, outlining the major tenets of research in the field. The assessment of language learners has had a growing impact in English language teaching and applied linguistics in the last thirty years. This field is in great need of work on the assessment of writing abilities in a foreign or second language and their implications for language teaching practitioners wishing to improve their students writing. This book addresses this issue from a theoretical, empirical and pedagogical perspective.

The Sociolinguistics Reader presents a state-of-the-art account of the discipline in the closing years of the twentieth century. Volume 2: Gender and Discourse in the first section looks at patterns of language variation, examining how gender identities are accomplished through language, and the importance of gender in accounting for language behaviour. Section II, meanwhile, examines the sociolinguistic issues surrounding discourse, with reference to the communication of affective meaning, conversational routines, grammaticalisation and language change, intertextuality, cross-cultural discourse patterns and their social implications.