As the fifth volume of a multi-volume set on the Chinese language, this book studies the development of monosyllables and polysyllables in Middle Chinese and the overall evolution of lexical meanings during the period. Focusing on lexicons in Middle Chinese, the Chinese language used between the 4th century AD and the 12th century AD, the book first introduces the monosyllabic neologisms of Middle Chinese, including characters and words derived from Old Chinese lexicons and those newly created. It then examines the development of polysyllabic words in Middle Chinese, ranging from single morpheme words, tautologies and compound words. The final chapter discusses the changes and extension of word meanings in medieval Chinese. Illustrated with abundant examples, this comprehensive groundwork on Chinese lexical history will be a must read for scholars and students studying ancient Chinese language, linguistics and especially for beginning learners of the Middle Chinese lexicon.

As the sixth volume of a multi-volume set on the Chinese language, this book studies the influence of foreign culture on Middle Chinese lexicon and the development of synonyms, idioms and proverbs during the period. Focusing on lexicons in Middle Chinese, the middle form of the Chinese language used between the 4th century AD and the 12th century AD, this book first analyzes loanwords in Middle Chinese, a product of cultural exchange with western regions on the silk road and the impact of Buddhism. It then discusses the differences in meaning between monosyllables and polysyllables. The final chapter describes enriching idioms and proverbs and the major sources of words, including classical works, Buddhist texts and the spoken language. Illustrated with abundant examples, this comprehensive groundwork on Chinese lexical history will be a must read for scholars and students studying ancient Chinese language, linguistics and especially for beginning learners of the Middle Chinese lexicon.

As the seventh volume of a multi-volume set on the Chinese language, this book studies the Mongolian influence on neologisms in Modern Chinese and innovations in word formation and lexical meanings during the period. Focusing on lexicons in Modern Chinese, the Chinese language used since the 13th century AD, this book first introduces new monosyllables and the entry of spoken idioms and dialects into the written language as well as the mingling of the Chinese language with the Mongolian and Manchu languages. It then focuses on the development and features of polysyllabic words in Modern Chinese, covering alliterative and rhyming compounds, trisyllabic and four-syllable words. The final chapter discusses the change of lexical meaning systems in Modern Chinese based on an analysis of monosyllables, disyllables and polysyllables. Illustrated with abundant examples, this comprehensive groundwork on Chinese lexical history will be a must read for scholars and students studying modern Chinese language, linguistics and especially for beginning learners of the modern Chinese lexicon.

As the final volume of a multi-volume set on the Chinese language, this book studies the Western and Japanese influence on the lexicon of Modern Chinese, lexical developments in synonyms, idioms and proverbs in modern times, and lexical developments in contemporary times. This volume first introduces the influence of foreign cultures on the modern Chinese lexicon with an emphasis on loanwords from Japanese and Indo-European languages. It then discusses the synonyms, idioms and proverbs of Modern Chinese, elucidating their evolution, sources and composition. The final part centers on the development of the Chinese lexicon after the May 4 Movement in 1919, marking the beginning of the contemporary phase of the Chinese language. The author analyses trends and types of neologisms and loanwords and analyzes the blend of Mandarin and dialect words as well as the necessity of lexical standardization. Illustrated with abundant examples, this comprehensive groundwork on Chinese lexical history will be a must read for scholars and students studying modern Chinese language, linguistics and especially for beginning learners of modern and contemporary Chinese lexicon.

This book is the third volume of a four-volume set on modern Chinese complex sentences, with a focus on adversative complex sentences and relevant forms. Complex sentences in modern Chinese are unique in formation and meaning. The author proposes a tripartite classification of Chinese complex sentences according to the semantic relationships between the clauses, i.e., coordinate, causal, and adversative. This volume analyzes representative forms of adversative type, including the prototype, the clauses linked by connectives referring to otherwise, the combinations of clause structures and certain adversative conjunctions or linking adverbs indicating an adversative relationship, the adversative factors and relationship in two typical progressive structures, factive sentences and concessive forms. It also discusses the adversative type in the broad sense, classifying the different forms and also analyzing the semantic meaning, pragmatic value, and implications for research and language teaching. The book will be a useful reference for scholars and learners of the Chinese language interested in Chinese grammar and language information processing.

This book offers a new way of doing African philosophy by building on an analysis of the way people talk. The author bases his investigation on the belief that traditional African philosophy is hidden in expressions used in ordinary language. As a result, he argues that people are engaging in a philosophical activity when they use expressions such as taboos, proverbs, idioms, riddles, and metaphors. The analysis investigates proverbs using the ordinary language approach and Speech Act theory. Next, the author looks at taboos using counterfactual logic, which studies the meaning of taboo expressions by departing from a consideration of their structure and use. He argues that the study of these figurative expressions using the counterfactual framework offers a particular understanding of African philosophy and belief systems. The study also investigates issues of meaning and rationality departing from a study on riddles, explores conceptual metaphors used in conceptualizing the notion of politics in modern African political thought, and examines language and marginalization of women and people with disabilities. The book differs from other works in African philosophy in the sense that it does not claim that Africans have a philosophy as is commonly done in most studies. Rather, it reflects and unfolds philosophical elements in ordinary language use. The book also builds African Conception of beauty and truth through the study of language.

The Standard edition of his educational tool teaches Russian grammar.

The Solomon Islands has a rich linguistic heritage of over 60 languages, many of which have not been described in detail. This first dictionary of Owa, a South East Solomonic Language, contains over 3900 entries, which are typically illustrated with examples of natural language. An overview of the phonology, morphology, and syntax is supplemented by notes on discourse features.

This book unpacks recent changes in the landscape of literature and language teaching, and aims to find new explanations for the altered relationships between readers and writers, the democratisation of authorship, and the emergence of new ways of using language. By examining topics as various as literature and technology, multimodality, and new Englishes, the authors take a fresh look at the use of literature as a tool in the teaching of English to second-language speakers. More than simply a way of teaching aesthetic and ethical values and rhetorical skills, they argue that literature can also be used to help students to critically evaluate assumptions about society, culture and power which underpin the production and reception of texts. The book relates theories of language acquisition and literary criticism to examples of literary texts from a wide range of global literature in English, and discusses new ways of engaging with it, such as transmedia story telling, book blogs and slam poetry. It will be of interest to language teachers and teacher trainers, and to students and scholars of applied linguistics, TESOL, and digital literacies.

This book offers a fresh look at the use of the English Language. Its 1,000 colorful, exotic, eclectic, and new entries of wit, humor, and quirkiness can be enjoyed by professors, high school teachers, public speakers, communicators of most types, members of community or professional organizations, and all individuals engaged either in the GIFT OF GAB or in the REWARD OF READING. Its unique linguistic DNA can be examined and appreciated by high school students, graduating high school seniors, college students, and especially college students majoring in Drama, Journalism, Communications, or English as it is light, fun, easy reading that can become habit-forming. With the exception of occasional capitalization, or the lack thereof, that is done for effect, the grammar and sentence structure are not bad. There are approximately 50 sentences out of 1,000 that are between 30 and 60 words in length. There is also some useful vocabulary. This book is educational, and possibly surprisingly so. This creative gem makes a great gift and conversation piece . It is suitable for readers, communicators, and conversationalists ages 16 to 116. It makes a great gift. It also makes a great gift. Did I mention that it makes a great gift? Well, it does, but it is also good to own. You'll be happier than a covey of quail during hunting season that's just learned that the most relentless bird dog in the vicinity came down with a head cold two days ago due to overexertion while hunting a covey of quail in the rain.

This book examines the formations, internal tensions, and promotion of macroconcepts as novel ideas borrowed from Europe but mediated through Meiji Japan. Corpus-based discourse analysis Uses two most influential periodicals Xinmin Congbao and Minbao Represents the first study in English on this press debate between Xinmin Congbao and Minbao that contributes significantly to the intellectual foundation of modern China.

This volume constitutes the first anthology of texts in cognitive semiotics - the new transdisciplinary study of meaning, mind and communication that combines concepts and methods from semiotics, cognitive science and linguistics - from a multitude of established and younger scholars. The chapters deal with the interaction between language and other semiotic resources, the role of consciousness and concepts, the nature of metaphor, the specificity of human evolution and development, the relation between cognitive semiotics and related fields, and other central topics. They are grouped in four sections: (i) Meta-theoretical perspectives, (ii) Semiotic development and evolution, (iii) Meaning across media, modes and modalities, (iv) Language, blends and metaphors.

This book addresses the problems and issues surrounding teaching Chinese as a second language in the Singapore context. It identifies four main areas of concern: (1) Neglect of culture in the teaching of Chinese; (2) Difficulty of learning Hanzi (Chinese characters); (3) Cognitive and affective aspects of Chinese language learning; and (4) Authenticity of the Chinese language in a global and Singapore context. The book includes lesson design and instructional practices for re-prioritizing Chinese as a set of trainable skills, as well as teaching culture in the context of teaching the language. It also introduces the Chinese as a Second Language Readability Formula to help learners overcome their difficulties with learning Hanzi (Chinese characters), and the Attitude Toward Chinese Language Scale to help understand the various factors that can influence Chinese language learning. It also proposes a student-oriented model for conducting problem-based research, tapping into the disciplines of psycholinguistics and sociolinguistics. Resolving or minimizing the issues identified here requires action at the macro level by Chinese language researchers on a national scale, and at the micro level by classroom teachers through action research.

Are we tired of hearing that fall is a season, sick of being offered fries and told about the latest movie? Yeah. Have we noticed the sly interpolation of Americanisms into our everyday speech? You betcha. And are we outraged? Hell, yes. But do we do anything? Too much hassle. Until now. In That's The Way It Crumbles Matthew Engel presents a call to arms against the linguistic impoverishment that happens when one language dominates another. With dismay and wry amusement, he traces the American invasion of our language from the early days of the New World, via the influence of Edison, the dance hall and the talkies, right up to the Apple and Microsoft-dominated present day, and explores the fate of other languages trying to fend off linguistic takeover bids. It is not the Americans' fault, more the result of their talent for innovation and our own indifference. He explains how America's cultural supremacy affects British gestures, celebrations and way of life, and how every paragraph and conversation includes words the British no longer even think of as Americanisms. Part battle cry, part love song, part elegy, this book celebrates the strange, the banal, the precious and the endangered parts of our uncommon common language.

This book encourages readers to think about reading not only as an encounter with written language, but as a lifelong habit of engagement with ideas. We look at reading in four different ways: as linguistic process, personal experience, collective experience, and as classroom practice. We think about how reading influences a life, how it changes over time, how we might return at different stages of life to the same reading, how we might respond differently to ideas read in an L1 and L2. There are 44 teaching activities, all founded on research that explores the nature, value and impact of reading as an authentic activity rather than for language or study purposes alone. We consider what this means for schools and classrooms, and for different kinds of learners. The final part of the book provides practical stepping stones for the teacher to become a researcher of their own classes and learners. The four parts of the book offer a virtuous join between reading, teaching and researching. It will be useful for any teacher or reader who wishes to refresh their view of how reading fits in to the development of language and the development of a reading life.

This book explores the application of an innovative assessment approach known as Dynamic Assessment (DA) to academic writing assessment, as developed within the Vygotskian sociocultural theory of learning. DA blends instruction with assessment by targeting and further developing students' Zone of Proximal Development (ZPD). The book presents the application of DA to assessing academic writing by developing a set of DA procedures for academic writing teachers. It further demonstrates the application of Hallidayan Systemic Functional Linguistics (SFL), combined with DA, to track undergraduate business management students' academic writing and conceptual development in distance education. This work extends previous DA studies in three key ways: i) it explicitly focuses on the construction of a macrogenre (whole text) as opposed to investigations of decontextualized language fragments, ii) it offers the first in-depth application of the powerful SFL tool to analyse students' academic writing to track their academic writing trajectory in DA research, and iii) it identifies a range of mediational strategies and consequently expands Poehner's (2005) framework of mediation typologies. Dynamic Assessment of Students' Academic Writing will be of great value to academic writing researchers and teachers, language assessment researchers and postgraduate students interested in academic writing, alternative assessment and formative feedback in higher education.

1. This title offers an extensive study of the conceptual metaphors in the perception domain. 2. The authors adopts contrastive perspective to reveal the similarities and differences between English and Chinese. 3. This title provides a thorough consideration of embodied motivation for various metaphorical mappings, which would benefit a variety of readership groups.

There is a growing body of research on English-medium Instruction (EMI) in Asian contexts, and much of this research points out difficulties experienced by stakeholders. This volume takes up the issue of support for EMI, which is, and which can be, offered to students outside of the classroom in order to help them succeed academically in an EMI environment. Dr Ruegg's book demonstrates the effectiveness of such support in the Japanese context. It begins by examining the support currently available for students in English-medium full degree programmes then goes on to examine one successful support service in more detail in order to determine the kinds of effects that can be achieved by establishing such a centre. The research reported in this book was conducted in Japan, but the findings will apply in other locations, especially in other Asian countries. The information provided in the book is expected to inform institutions who are looking to either establish an English-medium degree programme or improve on an existing programme by sharing information about the practices of other institutions.

Heritage Speakers of Spanish and Study Abroad is an edited volume that provides emerging research on heritage speakers of Spanish in immersion contexts in theoretical, empirical, and programmatic terms. This edited collection seeks to expand our understanding of heritage speakers of Spanish by incorporating research on their linguistic, sociolinguistic, and pragmatic development during and after a sojourn abroad, by discussing the complexities of their identity formation and negotiation during immersive stays, and by highlighting programmatic innovations that could be leveraged to better serve diverse learners in study abroad contexts. This volume advances the fields of both heritage language education and research on immersion study in a variety of ways, and will be of interest to scholars of applied linguistics, sociolinguistics, second language acquisition, and educational linguistics, especially those interested in study abroad programming and Spanish for heritage speakers.

Performing Power explores 18th-century fabrication of the royal image by focusing on the example of King Gustav III (1746-1792) - one of Sweden's most acclaimed and controversial monarchs - who conspicuously chose theater as the primary media for his image-making and role construction. The text postulates that Gustav III was motivated by theater's ability to aid him in fulfilling Enlightenment's tenet of broadly educating the populace and inculcating it with royal ideology. That he was an amateur actor, stage director, and playwright were other engines driving his choice. The project challenges and expands the commonly accepted perception of Gustav III's contribution to Swedish theater, which has generally been limited to founding its National Opera, developing its national drama, and forming its national dramatic repertoire. Maria Berlova presents Gustav III as a performing King who strategically used political events as a framework through which he could embody the image of the ideal or enlightened monarch as presented by Voltaire. Through this, Performing Power explores the tight relationship and complex bond between theatrical arts and politics. This unique study will be of great interest to students and scholars in theater studies, 18th-century culture, and politics.

Code-Choice and Identity Construction on Stage challenges the general assumption that language is only one of the codes employed in a theatrical performance; Sirkku Aaltonen changes the perspective to the audience, foregrounding the chosen language variety as a trigger for their reactions. Theatre is 'the most public of arts', closely interwoven with contemporary society, and language is a crucial tool for establishing order. In this book, Aaltonen explores the ways in which chosen languages on stage can lead to rejection or tolerance in diglossic situations, where one language is considered unequal to another. Through a selection of carefully chosen case studies, the socio-political rather than artistic motivation behind code-choice emerges. By identifying common features of these contexts and the implications of theatre in the wider world, this book sheds light on high versus low culture, the role of translation, and the significance of traditional and emerging theatrical conventions. This intriguing study encompassing Ireland, Scotland, Quebec, Finland and Egypt, cleverly employs the perspective of familiarising the foreign and is invaluable reading for those interested in theatre and performance, translation, and the connection between language and society.

In this special edited volume, the editors and invited English Medium Instruction (EMI) researchers, from different parts of the world, outline the latest EMI research methods. Providing academic instruction using English is rapidly spreading in many countries where English is a second or foreign language, and there is a growing interest in researching the effectiveness and effects of EMI across different educational levels. This volume includes chapters on everything from research into classroom interaction to teachers' and students' perceptions and motivations to language challenges and strategies and the pedagogical implications of translanguaging in EMI classrooms. These specific topics were chosen to reflect different approaches to researching EMI. Each chapter focuses on a specific type of research methodology. It begins with an overview of the literature of the topic under discussion. Then an example study is provided to illustrate how this methodology can be used to investigate EMI. Each chapter identifies the process that the EMI researcher used to conduct their research and discusses key dilemmas they faced, focusing particularly on the methodological issues they encountered. By exploring these issues, this volume hopes to inform theory (or the lack thereof) underlying research into the phenomenon of EMI. This volume is indispensable for EMI tutors, curriculum developers, policymakers, and teachers, as well as students at both undergraduate and postgraduate levels. It is particularly valuable for researchers from across the globe working in the fields of applied linguistics, language education, English for Academic Purposes (EAP), English Language Teaching (ELT), and Teaching English to Speakers of Other Languages (TESOL).

Reported speech is a universal form across human languages. However, previous studies have tended to be limited because they mostly emphasize on the form and authenticity of reported speech, while its discourse and pragmatic functions have largely been ignored. Meanwhile, the studies mainly focus on English, with a comparative perspective with other languages largely missing. Acknowledging these limitations, this book analyzes the textual and pragmatic functions of reported speech in Chinese and English. The authors build a corpus comprising of twelve Chinese and English newspapers, including China Daily and The New York Times. They examine the classification and distribution of reported speech, the form and function in different news genres and contexts, and the socio-pragmatic interpretation of reported speech in news and other issues. This title can enrich comparative linguistic research, verify the feasibility of combining critical linguistics and corpus technology, and help improve the production and understanding of news reports. Students and scholars of critical discourse analysis, comparative linguistics, corpus linguistics, as well as communication studies will find this to be an essential guide.