This handbook provides a comprehensive account of current research on the finite-state morphology of Georgian and enables the reader to enter quickly into Georgian morphosyntax and its computational processing. It combines linguistic analysis with application of finite-state technology to processing of the language. The book opens with the author's synoptic overview of the main lines of research, covers the properties of the word and its components, then moves up to the description of Georgian morphosyntax and the morphological analyzer and generator of Georgian.The book comprises three chapters and accompanying appendices. The aim of the first chapter is to describe the morphosyntactic structure of Georgian, focusing on differences between Old and Modern Georgian. The second chapter focuses on the application of finite-state technology to the processing of Georgian and on the compilation of a tokenizer, a morphological analyzer and a generator for Georgian. The third chapter discusses the testing and evaluation of the analyzer's output and the compilation of the Georgian Language Corpus (GLC), which is now accessible online and freely available to the research community.Since the development of the analyzer, the field of computational linguistics has advanced in several ways, but the majority of new approaches to language processing has not been tested on Georgian. So, the organization of the book makes it easier to handle new developments from both a theoretical and practical viewpoint.The book includes a detailed index and references as well as the full list of morphosyntactic tags. It will be of interest and practical use to a wide range of linguists and advanced students interested in Georgian morphosyntax generally as well as to researchers working in the field of computational linguistics and focusing on how languages with complicated morphosyntax can be handled through finite-state approaches.

Compiled by Reginald de Bray, Todor Dimitrovski, Blagoja Korubin and Trajko Stamatoski Edited and prepared for publication by Peter Hill, Suncica Mircevska and Kevin Windle, at the Australian National University The Macedonian-English Dictionary is the essential aid to all work involving the two languages. The Dictionary is the most ambitious record to date to record English equivalents for the vocabulary of modern Macedonian. It covers the vocabulary met with in a wide variety of settings and literary forms, from modern urban life to traditional folk poetry. Features include: * 50,000 headwords * clear, accurate examples of usage * all necessary grammatical information for Macedonian headwords * details of stress, where it departs from the regular pattern * a broad range of idiomatic expressions and proverbs. The work is based on the lexical corpus of the renowned Rechnik na makendonskiot jazik. Prepared by scholars at the Australian National University in Canberra, working in collaboration with the compilers of the original Rechnik, the content has been brought up to date by the addition of many newer words and new senses which have arisen for older words.

This volume examines how the displacement property of language is characterized in formal terms under the Minimalist Program and to what extent this proposed characterization of it can explain relevant displacement properties. The birth of the Principles and Parameters Approach makes it possible to simplify transformational rules so radically as to be reduced to the single rule Move. The author proposes that Move, as conceived as a special case of Merge, named internal Merge, under the Minimalist Program requires two prerequisite operations: one is to "dig" into a structure to find a target of Merge, called Search, and the other is to make this target reach the top of the structure, called Float. The author argues that these two different operations are constrained by "minimal computation." Due to the nature of how they apply, these operations are constrained by this economy condition in such a way that Search must be minimal and Float obeys Minimize chain links, which requires that this operation cannot skip possible landing sites. The author demonstrates that this mechanism of minimal Search and Float deals with a variety of phenomena that involve quantifier raising, such as rigidity effects of scope interaction, the availability of cumulative readings of plural relation sentences and pair-list readings of multiple wh-questions. Also demonstrated in this volume is that the same mechanism properly captures the locality effects of topicalization, focus movement, and ellipsis with contrastive focus.

This second edition of The Routledge Handbook of Language Testing provides an updated and comprehensive account of the area of language testing and assessment. The volume brings together 35 authoritative articles, divided into ten sections, written by 51 leading specialists from around the world. There are five entirely new chapters covering the four skills: reading, writing, listening, and speaking, as well as a new entry on corpus linguistics and language testing. The remaining 30 chapters have been revised, often extensively, or entirely rewritten with new authorship teams at the helm, reflecting new generations of expertise in the field. With a dedicated section on technology in language testing, reflecting current trends in the field, the Handbook also includes an extended epilogue written by Harding and Fulcher, contemplating what has changed between the first and second editions and charting a trajectory for the field of language testing and assessment. Providing a basis for discussion, project work, and the design of both language tests themselves and related validation research, this Handbook represents an invaluable resource for students, researchers, and practitioners working in language testing and assessment and the wider field of language education.

This book is an in-depth qualitative linguistic study of loneliness disclosures in interviews with undergraduate students in the UK. While much loneliness research has been undertaken in the areas of psychology, social policy and education, such studies have prioritised the social factors behind mental distress without paying explicit attention to the medium in which such distress is communicated and embodied (i.e. language). This monograph supplements this growing body of work by arguing for a stronger focus on the insights which linguistic analysis can provide for investigating how and why loneliness is disclosed by Higher Education students. This book is the first study to address discourses of loneliness in Higher Education specifically from a linguistic perspective, and will be of interest to education and healthcare professionals, counselling and welfare providers, and students and scholars of discourse analysis and linguistics.

This book presents a complementary study of lexicalist approaches and constructionist approaches in Linguistics. Specific topics discussed include different versions of semantic roles, predicate decomposition, event structures, argument realizations, and cognitive construction grammars. For decades, the relationship between certain concepts and constructions along with related issues of verb-construction associations have been perennially taxing issues for both lexicalist and constructionist approaches alike. Indeed, in Chinese, unmatched verb-construction associations and the much richer alternate realizations pose very difficult problems. Based on a comparative study, the authors make an attempt to account for the possible correspondence between the delicacy of argument setting and the principles of their realization. They also account for the integration of construction with verbs in terms of their coherent conceptual contents. The resultant newly developed model throws new light on the thorny Chinese problems. The book will appeal to scholars and students studying cognitive linguistics, cognitive semantics, computational linguistics, and also natural language processing. The book also brings up some new analysis of Chinese data for both researchers and learners of Modern Chinese.

Colloquial Albanian: The Complete Course for Beginners has been carefully developed by an experienced teacher to provide a step-by-step course to Albanian as it is written and spoken today. Combining a clear, practical and accessible style with a methodical and thorough treatment of the language, it equips learners with the essential skills needed to communicate confidently and effectively in Albanian in a broad range of situations. No prior knowledge of the language is required. Colloquial Albanian is exceptional; each unit presents a wealth of grammatical points that are reinforced with a wide range of exercises for regular practice. A full answer key, a grammar summary, bilingual glossaries and English translations of dialogues can be found at the back as well as useful vocabulary lists throughout. Key features include: A clear, user-friendly format designed to help learners progressively build up their speaking, listening, reading and writing skills Jargon-free, succinct and clearly structured explanations of grammar An extensive range of focused and dynamic supportive exercises Realistic and entertaining dialogues covering a broad variety of narrative situations Helpful cultural points explaining the customs and features of life in Albania An overview of the sounds and alphabet of Albanian Balanced, comprehensive and rewarding, Colloquial Albanian is an indispensable resource both for independent learners and students taking courses in Albanian. Audio material to accompany the course is available to download free in MP3 format from www.routledge.com/cw/colloquials. Recorded by native speakers, the audio material features the dialogues and texts from the book and will help develop your listening and pronunciation skills.

Colloquial Mongolian is easy to use and completely up to date! Written by experience teachers of the language, Colloquial Mongolian offers a step-by-step approach to written and spoken Mongolian. No previous knowledge of the language is required. Features include: Guide to reading and writing the alphabet Lively dialogues in true-to-life situations Concise grammar explanations A variety of exercises with full answer key, grammar summary, suffix index and two-way glossary Explanatory notes on Mongolian culture and customs By the end of this rewarding course you will be able to communicate confidently and effectively in Mongolian in a broad range of everyday situations. Audio material to accompany the course is available to download free in MP3 format from www.routledge.com/cw/colloquials. Recorded by native speakers, the audio material features the dialogues and texts from the book and will help develop your listening and pronunciation skills.

In this landmark project, Moratto and Zhang evaluate how conference interpreting developed as a profession in China and the directions in which it is heading. Bringing together perspectives from leading researchers in the field, Moratto and Zhang present a thematically-organised analysis of the trajectory of professional conference interpreting in China. This includes discussion of the pedagogies used both currently and historically, the professionalisation of interpreter education, and future prospects for virtual reality, multi-modal conferences, and artificial intelligence. Taken as a whole, the contributors present a rich and detailed picture of the development of conference interpreting in China since 1979, its status today, and how it is likely to develop in the coming decades. An essential resource for scholars and students of conference interpreting in China, alongside its sister volume The Pioneers of Chinese Interpreting: Insiders' Accounts on the Rise of a Profession.

Endangered Languages in the 21st Century provides research on endangered languages in the contemporary world, the challenges still to be faced, the work still to be done, and the methods and practices that have come to characterize efforts to revive and maintain disadvantaged indigenous languages around the world. With contributions from scholars across the field, the book brings fresh data and insights to this imperative, but still relatively young, field of linguistics. While the studies acknowledge the threat of losing languages in an unprecedented way, they focus on cases that show resilience and explore paths to sustainable progress. The articles are also intended as a celebration of the twenty-five years' work of the Foundation for Endangered Languages, and as a parting gift to FEL's founder and quarter-century chair, Nick Ostler. This book will be informative for researchers, instructors, and specialists in the field of endangered languages. The book can also be useful for university graduate or undergraduate students, and language activists.

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 presents comprehensive and rigorous research on the acquisition of Chinese negation by L1-English and L1-Korean learners within the theoretical framework of the Interface Hypothesis and the Feature Reassembly Hypothesis. The results from grammaticality judgment data (N=182) and learner corpus data (overall scale: 15.19 million characters) reveal multiple factors contributing to the variability in L2 acquisition at the interfaces involved with Chinese negative structures, including L1 influence, the quantity (input frequency) and the quality of the target input (input consistency and regularity), as well as L2 proficiency. These factors also underlie the detectability and reassembly of the [+/-realis] features encoded with bu and mei, the two primary negation markers in Mandarin Chinese, in different licensing contexts. Task modality (written vs. aural) seems to play a role in L2 learners' access to explicit and implicit knowledge about Chinese negation, but the effect of task modality is constrained by other factors such as structural/feature complexity, L2 proficiency, and L1-L2 similarity. The approach of employing both elicited experimental data and authentic learner corpus data furnishes new evidence for the acquisition Chinese negation by L2 learners. The findings of this study are of significance to the examination of the Interface Hypothesis and the Feature Reassembly Hypothesis in generative-oriented SLA research.

The work of Nizami Ganjavi, a classical poet of the twelfth century, is fueling new cultural debate in Iran in recent years. The dominant discourse encourages the reading of the texts in light of biographical or theological conventions and religious motives. These essays explore Nizami’s influential role and his portrayal of issues related to love, women, and science, stressing his preoccupation with the art of speech as a major impetus behind his literary activity.

Ishikawa provides a practical and extensive guide for the International Corpus Network of Asian Learners of English (ICNALE), a unique dataset including more than 15,000 samples of Asian learners' L2 English speeches and essays. It offers approachable introductions to a variety of corpus studies on the aspects of Asian learners' L2 English. Key topics discussed in the book include: * background, aims, and methods of learner corpus research, * principles, designs, and applications of the ICNALE, * vocabulary, grammar, and pragmatics in Asian learners' L2 English, and * individual differences of Asian learners and assessments of their speeches and essays. With many case studies and hands-on guides to utilise ICNALE data to the fullest extent, The ICNALE Handbook is a unique resource for students, teachers, and researchers who are interested in a corpus-based analysis of L2 acquisition.

This book presents a comprehensive, state-of-the-art treatment of the acquisition of Indo- and Non-Indo-European languages in various contexts, such as L1, L2, L3/Ln, bi/multilingual, heritage languages, pathology as well as language impairment, and sign language acquisition. The book explores a broad mix of methodologies and issues in contemporary research. The text presents original research from several different perspectives, and provides a basis for dialogue between researchers working on diverse projects with the aim of furthering our understanding of how languages are acquired. The book proposes and refines new theoretical constructs, e.g. regarding the complexity of linguistic features as a relevant factor forming children's, adults' and bilingual individuals' acquisition of morphological, syntactic, discursive, pragmatic, lexical and phonological structures. It appeals to students, researchers, and professionals in the field.

This book tackles the interface between translation and pragmatics. It comprises case studies in English, Greek, Russian and Chinese translation practice, which highlight the potential of translation to interact with pragmatics and reshape meaning making in a target language in various pragmatically relevant ways. Fiction and non-fiction genres merge to suggest a rich inventory of interlingual transfer instances which can broaden our perception of what may be shifting in translation transfer. Authors use an emic approach (in addition to an etic one) to confirm results which they often present graphically. The book has a didactic perspective in that it shows how pragmatic awareness can regulate translator behaviour and is also useful in foreign language teaching, because it shows how important implicit knowledge can be, in shaping the message in a foreign language.

This book offers a range of perspectives and insights from around the world on the teaching and learning of listening, speaking, reading and writing. It brings together contributors from across six continents, who analyse a wide range of teaching and learning contexts, including primary, secondary, tertiary, private, and adult ESL/EFL classes. In doing so, they provide locally relevant accounts that nonetheless resonate with other contexts and wider concerns. This informative and practical edited collection will appeal to students and scholars who are interested in the four building blocks of language learning, as well as language education and teacher education.

This book examines representations of Muslim women as speakers of English in the context of a language ideological debate in the UK in 2016. The author shows how Muslim women are stereotyped as non-speakers of English through the manipulation of census data, and how this supposed lack of English is discursively constructed as an index of their supposed oppression, complicity in the threat of extremism emanating from their sons, and limited participation in the labour force. The book aims to complement a growing body of research on raciolinguistics and language ideologies. It illuminates the intersection of language, Islamophobia, and securitization, and will be of interest to postgraduate students and academics working in applied linguistics and discourse analysis, and interdisciplinary audiences in studies of race, Islamophobia, and gender.

The volume contains most updated theoretical and empirical research on foreign or second language processes analyzed from the perspective of cognition and affect. It consists of articles devoted to various issued related to such broad topics as gender, literacy, translation or culture, to mention a few. The collection of papers offers a constructive and inspiring insight into a fuller understanding of the interconnection of the language-cognition-affect trichotomy.

Although new technologies are embedded in students' lives today, there is often an assumption that their use is transparent, inconsequential, or a distraction. This book combines complex systems theory with sociocultural theory and the multimodal theory of communication, providing an innovative theoretical framework to examine how communication and meaning-making in the language classroom have developed over time, how technology impacts on meaning-making, and what the implications are for learners, teachers, institutions and policy makers. Recent studies provide evidence for the disruptive effect of technology which has resulted in a phase shift that is reshaping language education by creating new interaction patterns, allowing for multimodal communication, and introducing real-world communication into the classroom. The book proposes ways of responding to this shift before concluding that the new technologies are radically transforming the way we learn. It is likely to appeal to a range of readers, including students, academics, teachers and policy-makers.

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.