Corpora are well-established as a resource for language research; they are now also increasingly being used for teaching purposes. This book is the first of its kind to deal explicitly and in a wide-ranging way with the use of corpora in teaching. It contains an extensive collection of articles by corpus linguists and practising teachers, covering not only the use of data to inform and create teaching materials but also the direct exploitation of corpora by students, both in the study of linguistics in general and in the acquisition of proficiency in individual languages, including English, Welsh, German, French and Italian. In addition, the book offers practical information on the sources of corpora and concordances, including those suitable for work on non-roman scripts such as Greek and Cyrillic.

This title, first published in 1979, is a glossary of the bawdy vocabulary that was used in Renaissance Drama. One of the primary functions of this gloss of literary bawdy is to interpret imaginative uses of the language rather than simply record the generally accepted uses and meanings, with its principal task to make the dialogue of the plays more intelligible to the reader. With examples of bawdy language used in the works of Shakespeare, Ben Jonson and John Webster amongst many others, this title will be of great interest to students of literature and performance studies.

The Routledge Handbook of Systemic Functional Linguistics brings together internationally renowned scholars of systemic functional linguistics (SFL) to provide a space for critical examination of the key tenets underpinning SFL theory. Uniquely, it includes description of the three main strands within contemporary SFL scholarship: Halliday's Introduction to Functional Grammar, Martin's discourse semantics and Fawcett's Cardiff Grammar.In five sections and thirty-eight interdisciplinary chapters, this is the first handbook to cover the whole architecture of SFL theory, comprising: the ontology and epistemology of SFL; SFL as a clause grammar; lexicogrammar below the clause, and SFL's approach to constituency; SFL's vibrant theory of language above the clause; and SFL as a theory of praxis with real-world applications. With a wide range of language examples, a comprehensive editors' introduction and a section on further reading, The Routledge Handbook of Systemic Functional Linguistics is an essential resource for all those studying and researching SFL or functional grammar.

In Linguistic Theory, Robert de Beaugrande analyses linguistic theories not as abstract ideas or theses, but as the process and product of theoretical discourse. He argues that the best documentation of this discourse can be found in the 'fundamental' works of major linguists from Ferdinand de Saussure to Teun van Dijk and Walter Kintsch. He therefore employs the highly unusual strategy of a close reading of these works as discourse performances and strives to uncover their main points and characteristic moves in the linguist's own words. Through this approach, the reader is able to appreciate and understand the variety and controversy among linguistic theories as they have emerged and developed in interaction with each other. Special scrutiny is allocated to the issue of how far the active practice of the linguists followed their own theories and proposals, and why. The author concludes by assessing the prospects for linguistics to be drawn from the retrospect in the previous chapters.

The first book of its kind, Learner English on Computer is intended to provide linguists, students of linguistics and modern languages, and ELT professionals with a highly accessible and comprehensive introduction to the new and rapidly-expanding field of corpus-based research into learner language. Edited by the founder and co-ordinator of the International Corpus of Learner English (ICLE), the book contains articles on all aspects of corpus compilation, design and analysis. The book is divided into three main sections; in Part I, the first chapter provides the reader with an overview of the field, explaining links with corpus and applied linguistics, second language acquisition and ELT. The second chapter reviews the software tools which are currently available for analysing learner language and contains useful examples of how they can be used. Part 2 contains eight case studies in which computer learner corpora are analysed for various lexical, discourse and grammatical features. The articles contain a wide range of methodologies with broad general application. The chapters in Part 3 look at how Computer Learner Corpus (CLC) based studies can help improve pedagogical tools: EFL grammars, dictionaries, writing textbooks and electronic tools. Implications for classroom methodology are also discussed. The comprehensive scope of this volume should be invaluable to applied linguists and corpus linguists as well as to would-be learner corpus builders and analysts who wish to discover more about a new, exciting and fast-growing field of research.

Research into Natural Language Processing - the use of computers to process language - has developed over the last couple of decades into one of the most vigorous and interesting areas of current work on language and communication. This book introduces the subject through the discussion and development of various computer programs which illustrate some of the basic concepts and techniques in the field. The programming language used is Prolog, which is especially well-suited for Natural Language Processing and those with little or no background in computing. Following the general introduction, the first section of the book presents Prolog, and the following chapters illustrate how various Natural Language Processing programs may be written using this programming language. Since it is assumed that the reader has no previous experience in programming, great care is taken to provide a simple yet comprehensive introduction to Prolog. Due to the 'user friendly' nature of Prolog, simple yet effective programs may be written from an early stage. The reader is gradually introduced to various techniques for syntactic processing, ranging from Finite State Network recognisors to Chart parsers. An integral element of the book is the comprehensive set of exercises included in each chapter as a means of cementing the reader's understanding of each topic. Suggested answers are also provided. An Introduction to Natural Language Processing Through Prolog is an excellent introduction to the subject for students of linguistics and computer science, and will be especially useful for those with no background in the subject.

Explains and describes the ways that language use in the legal system can create inequality and disadvantage. It examines the three main areas where the two intersect: the central issue of the language of the law; the disadvantage which language can impose before the law, and forensic linguistics - the use of linguistic evidence in legal processes. Each section of the book is preceded by an introduction by the editor which sets the paper within a conceptual framework. Lawyer's opinions are not neglected even though the collection is written mainly by linguists. The section concludes with a lawyer's response, in which a prominent lawyer with a particular interest in the content of the section responds to the papers.

Provides a unique, up-to-date survey of twelve Germanic languages from English and German to Faroese and Yiddish.

This book looks at the various ways in which time is reflected in natural language. All natural languages have developed a rich repetoire of devices to express time, but linguists have tended to concentrate on tense and aspect, rather than discourse principles. Klein considers the four main ways in which language expresses time - the verbal categories of tense and aspect; inherent lexical features of the verb; and various types of temporal adverbs. Klein looks at the interaction of these four devices and suggests new or partly new treatments of these devices to express temporality.

Explains and describes the ways that language use in the legal system can create inequality and disadvantage. It examines the three main areas where the two intersect: the central issue of the language of the law; the disadvantage which language can impose before the law, and forensic linguistics - the use of linguistic evidence in legal processes. Each section of the book is preceded by an introduction by the editor which sets the paper within a conceptual framework. Lawyer's opinions are not neglected even though the collection is written mainly by linguists. The section concludes with a lawyer's response, in which a prominent lawyer with a particular interest in the content of the section responds to the papers.

This comprehensive history of linguistics is part of a 5 volume set. Together, the volumes examine the social, cultural and religious functions of language, its place in education, the prestige attached to different varieties of language, and the presentation of lexical and grammatical descriptions. They explore the linguistic interests and assumptions of individual cultures in their own terms, without trying to transpose and reshape them into the context of contemporary ideas of what the scientific study of language ought to be. The authors of individual chapters are all specialists who have been able to analyse the primary sources, and so produce original syntheses which offer an authoritative view of the different traditions and periods. Volime One examines the developments of Chinese linguistics, Indian grammatical tradition, the linguistic interests of the Near East, the Hebrew tradition, and the Arabic grammatical system of the Middle Ages.

This comprehensive history of linguistics is part of a 5 volume set. Together, the volumes examine the social, cultural and religious functions of language, its place in education, the prestige attached to different varieties of language, and the presentation of lexical and grammatical descriptions. They explore the linguistic interests and assumptions of individual cultures in their own terms, without trying to transpose and reshape them into the context of contemporary ideas of what the scientific study of language ought to be. The authors of individual chapters are all specialists who have been able to analyse the primary sources, and so produce original syntheses which offer an authoritative view of the different traditions and periods. Volume Two examines the Greek, Roman and Medieval European traditions, which between them developed the grammatical and syntactical models which form the basis of our inherited linguistic assumptions.

First published in 1961, this book explores the form of the comic alphabet. Whether through poems, prose or phonetics, the alphabet has become a way in which mankind has taken pleasure in playing with words and phrases. Indeed, approaches can vary significantly from the almost moronically humorous to the ingenious and genuinely witty and this book looks at the reasons how and why the comic alphabet came to possess the arguably sophisticated form in which people know it today.

Aimed at professional tutors, this text explains the role of managing student teachers in secondary school settings. It describes how to organize school-based teacher training, how to ensure proper communication between teaching staff and how to measure the effectiveness of mentoring.

In Roman Jakobson Richard Bradford reasserts the value of Jakobson's work, arguing that he has a great deal to offer contemporary critical theory and providing a critical appraisal the sweep of Jakobson's career.
Bradford re-establishes Jakobson's work as vital to our understanding of the relationship between language and poetry. By exploring Jakobson's thesis that poetry is the primary object language, Roman Jakobson: Life, Language, Art offers a new reading of his work which includes the most radical elements of modernism. This book will be invaluable to students of Jakobson and to anyone interested in the development of critical theory, linguistics and stylistics.

In Roman Jakobson Richard Bradford reasserts the value of Jakobson's work, arguing that he has a great deal to offer contemporary critical theory and providing a critical appraisal the sweep of Jakobson's career.
Bradford re-establishes Jakobson's work as vital to our understanding of the relationship between language and poetry. By exploring Jakobson's thesis that poetry is the primary object language, Roman Jakobson: Life, Language, Art offers a new reading of his work which includes the most radical elements of modernism. This book will be invaluable to students of Jakobson and to anyone interested in the development of critical theory, linguistics and stylistics.

For two decades, Speech to Print has been a bestselling, widely adopted textbook on explicit, high-quality literacy instruction. Now the anticipated third edition is here, fully updated with ten years of new research, a complete package of supporting materials, and expanded guidance on the how of assessment and instruction in today's classrooms. Filling a critical gap in teacher preparation courses, Speech to Print supplies K-12 educators with in-depth knowledge of the structure and function of language—fundamentals they need to deliver successful structured literacy instruction. Renowned literacy expert Louisa Cook Moats gives current and future teachers comprehensive, accurate, and accessible information on the underpinnings of language instruction, including: - the history of the English language and its effect on spelling - English phonology, including speech sounds and their distinctive features - how print represents speech in English - the morphological aspects of words - syntax and its instruction - how meaning is conveyed with language Through case studies, activities, recommended teaching principles, and close analysis of real-world student work samples, teachers will also receive invaluable insight into how their students should be taught. Ideal for use in pre-service courses and in-service professional development sessions, this essential textbook will give educators the strong foundation they need to teach language and reading skills to students with and without disabilities. WHAT'S NEW: - New and expanded practical content on the how of language and reading instruction - New and updated chapter exercises - New faculty support materials - More on key topics like program and curricula selection, frameworks for instructional planning, and problem solving when students are slow to respond to intervention - More accessible, undergraduate-friendly tone and structure - Additional graphics to illustrate key concepts

Process and Experience in the Language Classroom argues the case for communicative language teaching as an experiential and task driven learning process. The authors raise important questions regarding the theoretical discussion of communicative competence and current classroom practice. They propose ways in which Communicative Language Teaching should develop within an educational model of theory and practice, incorporating traditions of experimental and practical learning and illustrated from a wide range of international sources. Building on a critical review of recent language teaching principles and practice, they provide selection criteria for classroom activities based on a typology of communicative tasks drawn from classroom experience. The authors also discuss practical attempts to utilise project tasks both as a means of realising task based language learning and of redefining the roles of teacher and learner within a jointly constructed curriculum.

Provides a framework for teaching undergraduate writing courses with an interdisciplinary focus on health literacy Valuable text for writing instructors across composition, technical communication, health humanities, and writing in the health professions programs, and assignable as a text for pedagogy courses or health-focused courses in these areas Chapters feature research and case studies on the implementation of health literacy approaches in a variety of contexts including specific assignments, full programs, and online teaching

This book has evolved from a Workshop on Computerized Speech Corpora, held at Lancaster University in 1993. It brings together the findings presented in a clear and coherent manner, focussing on the advantages and disadvantages of particular transcription or mark-up practice.

Doing Research in Applied Linguistics: Realities, dilemmas, and solutions provides insight and guidance for those undertaking research, and shows the reader how to deal with the challenges of this research involving real people in real settings. Featuring over twenty chapters by experienced and up-and-coming researchers from around the world, this book: outlines the steps involved in solving the problem and completing a successful, and publishable, project; provides case studies of obstacles faced at each stage of research, from preliminary planning to report writing; addresses issues of validity and reliability during data collection and analysis; discusses ethical issues in research dealing with vulnerable groups including children, refugees, and students; includes examples from longitudinal studies, and both qualitative and quantitative research. Doing Research in Applied Linguistics is essential reading for students studying research methods, or for those embarking on their first research project in applied linguistics or language education.

Language Awareness in the Classroom addresses the central educational question of the impact that explicit language knowledge has on learning and language learning. A substantial Introduction defines the issues and key concepts and relates them to contemporary educational policy and practice in Europe and internationally. The papers are organised into four thematic sections: the extent and nature of language awareness in teacher education; school-based language awareness programmes; tertiary education initiatives and modes of evaluation of language awareness programmes.

This book provides an account of classroom observation in a historical and educational perspective. Drawing on extracts from classic studies in this field, Dick Allwright reviews the development of research and experiment since the 1970's. The book thus not only provides a background to recent research, but also identifies areas for future development. Stress is laid on the link to be made between practice and research and it is argued that policy-making. either at classroom or institutional level, is heavily dependent on descriptive accounts of classroom reality.

Mediated Discourse as Social Interaction makes an explicit link between media studies and social interactionalist discursive research where previously the two fields of study have been treated as separate disciplines. This text presents an integrated theory illustrated by ample concrete examples, bringing together the latest research in these two fields. It offers a critique to the sender-receiver model implicit in media studies, and argues for an analysis of media discourse as social interaction, on the one hand among journalists and newsmakers as a community of practice, and among readers and viewers as a spectating community of practice on the other. The book also argues for a coherent and interdiscursive methodology for the ethnographic study of the role of the news media in the social construction of identity and is based on a considerable body of ethnographic and textual analysis of both print and television news media. The theory of mediated discourse presented in this volume will be of great interest to advanced undergraduates and postgraduates studying media studies, sociology of language, discourse analysis, interactional sociolinguistics, ethnography of communication and applied linguistics. It will also be welcomed by scholars and professionals involved in research in these areas.

Contents:
Introduction Part 1: An historical perspective 1. Shaping the image of the English teacher 2. English our English: the new orthodoxy examined 3. The National Curriculum in English Part 2: Speaking and Listening 4. The National oracy project 5. Perspectives on oracy 6. Planning for learning through talk 7. Talking and assessment in secondary English 8. Bilingualism and oracy 9. Standard English: the debate Part 3: 10. Reading 11. Making sense of media: from reading to culture 12. Information skills 13. Working within a new literacy 14. The centrality of literature 15. Teaching black literature 16. Teaching Shakespeare in schools 17. Balancing the books: modes of assessment in A level English 18. How do they know its worth it? The untaught reading lessons Part 4: Writing 19. Writing 20. The national writing project 21. Teaching writing: process or genre? 22. School students' writing: some principles 23. Writing in imagined contexts 24. Teaching poetry in the secondary school 25. Getting into grammar