This book studies the Tangwang language, providing the first comprehensive grammar in English of this Chinese variety, with detailed analysis of its phonology, morphology, and syntax. This fills a gap in the literature, as previously only a few articles on this language were available. The book takes an interdisciplinary approach, examining genetic data to determine historical patterns of population migration, as well as linguistic data that focus on the influence of the Dongxiang (Santa) language as a consequence of language contact on the Silk Road. The concluding chapter argues that Tangwang has not yet become a mixed language, and that syntactic borrowing has a stronger impact than lexical borrowing on languages.

This book summarizes the results a three-year longitudinal project on Mandarin development among children of Indonesian mothers, the second largest non-Mandarin speaking immigrant group in Taiwan. These children were acquiring their first language while interacting primarily with a non-native learner of the language. The book discusses phonological, lexical and syntactic development to provide a better understanding of the language development of the children of immigrants and has important implications for language education policy and language acquisition theories.

Both as an intermediary to Western culture and as a cultural force in itself, Japan had a significant impact on the development of modern Chinese literature. However, for the most part, the links of this Sino-Japanese literary relationship has only just begun to receive scholarly attention, making this book's exploration of Japan's role in shaping Chinese cultural modernity an important addition to the literature. By comparing and contrasting what appear to be similar narrative modes between the shishosetsu and work coming out of the Creation Society, Keaveney explores how Chinese writers both appropriated and reconceptualized this Japanese approach. By letting their work retain both self-referentiality and articulations of social concerns, the Chinese authors were able to make the form far more political than it ever was in the hands of Japanese writers.

This book explores current thinking about the role of corrective feedback in language learning and teaching. Corrective feedback is a topic that is of relevance to both theories of second language learning and language pedagogy.

Younghee Sheen, an Assistant Professor of Applied Linguistics at the American University in Washington D.C., offers a new perspective by reviewing a wide body of research on both oral and written corrective feedback and its contribution to second language acquisition. She also reports the results of her own study, pointing to the need to examine how individual factors such as anxiety and language aptitude mediate learners' ability to benefit from the oral and written feedback they receive.

This book is an important resource for students and scholars of applied linguistics and second language acquisition. It will also be of interest to language teachers and teacher educators wanting to deepen their understanding of error correction strategies in the classroom.

This work is full of things better left unsaid: hackneyed phrases, idioms battered into senselessness, infuriating Gallicisms, once-familiar quotations and tags from the ancient classics. It makes a formidable list, amplified as it is with definitions, sources, and indications of the cliches, venerability in every case.

This book decodes commercial news discourses from the perspective of cognitive semantics. It attaches considerable importance to the bodily experientialism and linguistic embodiment advocated in discourse analysis and cognitive linguistics and explores the complex yet thought-provoking correlation between overt language and covert cognition by focusing on contrastive analyses of metaphors, image schemas, and stance markers in texts. On the basis of the analyses, the author discusses the linguistic applications, lexical devices and personal experiences, along with their embodied mechanisms, revealing the linguistic strategies, embodied cognitive linguistic actions and constructive thoughts used in media discourses on product promotion, human resources deployment, and commodity problem resolution. In turn, this sheds light on how linguistic selections and cognitive mechanisms are used in composing media news and on how public cognition on certain social and business issues might be framed. The combination of cognitive semantics and commercial discourse analysis offers comprehensive and rewarding insights into the cross-cultural research of both cognitive actions and linguistic behavior reflected in news reports and highlights the correlation between the use of wording and cognitive construction in discourses, which broadens the scope of discourse analysis, cognitive linguistics, applied linguistics, and sociolinguistics. Further, the use of analytical measures and the effective integration of discourse analysis and cognitive semantics lend the book additional analytical authenticity, providing an empirical foundation for cross-cultural communication studies.

"Researching Collocations in Another Language" helps us understand more deeply why collocation knowledge and performance are one of the most fascinating (and at times frustrating) challenges that second language users face. This volume brings together 12 studies from Asia, Europe and North America, divided into four sets: (i) using learner corpora to identify patterns of L2 collocation use, (ii) developing appropriate L2 collocation dictionary and classroom materials, (iii) investigating how learners' L2 collocation knowledge can be assessed, and (iv) exploring how learners develop their L2 collocation knowledge and use. Each set of studies includes three research chapters and a critical commentary written by experts in the respective field. The book also features an introduction to second language collocation research, and a thought-provoking conclusion chapter on wider issues and challenges. The volume thus offers teachers, researchers, and graduate students a highly valuable and critical focus on second language collocation knowledge and performance.

Natural languages - idioms such as English and Cantonese, Zulu and Amharic, Basque and Nicaraguan Sign Language - allow their speakers to convey meaning and transmit meaning to one another. But what is meaning exactly? What is this thing that words convey and speakers communicate? Few questions are as elusive as this. Yet, few features are as essential to who we are and what we do as human beings as the capacity to convey meaning through language. In this book, Gaetano Fiorin and Denis Delfitto disclose a notion of linguistic meaning that is structured around three distinct, yet interconnected dimensions: a linguistic dimension, relating meaning to the linguistic forms that convey it; a material dimension, relating meaning to the material and social conditions of its environment; and a psychological dimension, relating meaning to the cognitive lives of its users. By paying special attention to the puzzle surrounding first-person reference - the way speakers exploit language to refer to themselves - and by capitalizing on a number of recent findings in the cognitive sciences, Fiorin and Delfitto develop the original hypothesis that meaningful language shares the same underlying logical and metaphysical structure of sense perception, effectively acting as a system of classification and discrimination at the interface between cognitive agents and their ecologies.

21st Century education is at the cross-roads. It can continue to be defined by a narrow scope, benefiting the median student who can muster moments of brilliance assisted by the technology he or she so easily wields, or it can salvage what was deemed noble by tradition and merge them with the modernistic tools and educational innovations of the new century. Education has reached a point where its students and parents have either seen the limitations of the system and accepted them, or have forged some external responses to them. These retorts can be seen in the following manifestations: the rise of after- school athletics, where sports are now played that have been deemed too aggressive for school, the explosion of tutoring centres who are capitalizing on the fact that process has been a small part of the curriculum and rudimentary skills are overshadowed by what can be best described as educational pulp, and finally, the growth of the independent/private schools and home schooling, where total abdication from public systems has come to rest. Comic books, robotics, industrial arts, instrumental music, cooking, camping, fine art, and other genuine experiential initiatives need to be examined by today's schools. The empty promises of video games and their ethereal claim to genuine experience has produced a significant student body that is resigned to mediocrity, and virtual encounters that provide neither the authentic feeling of victory, nor the reviled sting of true defeat. Students are looking for the genuine, in their teachers, lessons, and activities. 21st Century education by comic book or by hook will rest in the power of professional dynamism and the authentic teaching of practice, process, and prolonged proficiency.

Modern Korean breaks new ground in the field of Korean studies by providing students at last with an intermediate-level language text. The volume emphasizes the development of reading proficiency, but the exercises reinforce skills learned through conversation practice. They use a communicative approach emphasizing student-student and student-teacher interactions in real-life scenarios. Twenty-four lessons are divided into two groups of twelve lessons each. A single lesson consists of a main text, written in expository or descriptive prose that often incorporates a conversational style; a dialogue; a discussion of new word usage and structural patterns; substitution and grammar drills; exercises; and a vocabulary list. The second half of the book introduces Chinese characters found in each lesson. Modern Korean may be used for classroom instruction or self-study. Main text topics cover a wide range of subjects including Korean history, geography, holidays, literature, customs, and people, allowing students to develop a better understanding of Korean society and culture while improving their language skills.

In formal postcolonial jargon, writing back signifies an interplay where one cultural practice - commonly called the Western - is being modified, resisted or abandoned to give room for alternative modes of expression and creation. In its post-90 development towards the cultural turn, translation studies has conversely become occupied with ideological concerns. Who translates, and who / what is being (re-)translated? Where is the power? The metonymics of translation, the « wandering process informing all cultural change, postulates the operation of different agencies (i.e., the writer as translator, the translator as writer) and different geophysical, ideological and cultural levels of representation (i.e., the migratory text as a mediation of both the local and the foreign). The book examines the specific historical, social and political hegemonic patterns of postcolonial translation in interdisciplinary fields. It explores translation as a dynamic site of ambivalences in its location and re-location of new centers and peripheries. The writers come from a variety of academic areas: history of ideas, anthropology, literature, and cultural studies. They include Robert Young (Oxford), Christiane Fioupou (Toulouse), Ovidi Carbonell i Cortes (Salamanca), Stephanos Stepanides (Cyprus), Sebnem Susam-Sarajeva (Edinburgh), Lars-Hakan Svensson (Linkoping), and Christina Gullin (Kristianstad).

Dissociation is a pervasive argumentative technique that can be found in argumentative discussions from all realms of public and private life. Up till now, a comprehensive and systematic argumentation theoretical study of dissociation does not exist. This book aims to fill this gap. The treatment in this book, in several respects, is innovative. To begin with, so far, dissociation has been studied mainly from a monologual orientation. This book specifically focuses on dialogual aspects of the use of dissociation in argumentative discussions. In the second place, extant studies deal primarily with examples of dissociation from the philosophical and literary spheres or from the political arena. This book discusses a great variety of examples, many from every-day contexts, from such sources as newspapers, television shows, websites, Parliamentary Reports, and ordinary conversations. Last, but not least, the present book examines a broad range of features of dissociation. The first part of the book clarifies the notion of dissociation and provides insight into the way in which dissociation becomes manifest in argumentative discourse. The second part of the book, using the theoretical perspective of Pragma-Dialectics, answers the question how dissociation is used by the participants in argumentative discussions to realize their dialectical and rhetorical aims. The third and last part of the book discusses the strengths and weaknesses of the use of dissociation in argumentative discussions, both with regard to its dialectical soundness and to its persuasive effectiveness.

This edited book explores critical issues relating to Content and Language Integrated Learning (CLIL) and English as a Medium of Instruction (EMI), setting out their similarities and differences to demystify the terms and their implications for classroom practice. The authors show how CLIL and EMI practices are carried out in different institutional contexts and demonstrate how both approaches can benefit language and content acquisition. This book is addressed to second/foreign language teaching staff involved in teaching in English at primary education, secondary education, and higher education levels.

A Companion to Virginia Woolf is a thorough examination of her life, work, and multiple contexts in 33 essays written by leading scholars in the field. * Contains insightful and provocative new scholarship and sketches out new directions for future research * Approaches Woolf s writing from a variety of perspectives and disciplines, including modernism, post-colonialism, queer theory, animal studies, digital humanities, and the law * Explores the multiple trajectories Woolf s work travels around the world, from the Bloomsbury Group, and the Hogarth Press to India and Latin America * Situates Woolf studies at the vanguard of contemporary literature scholarship and the new modernist studies

This book examines the pronunciation goals of teachers, course leaders, and learners on a ten-week UK pre-sessional access course, particularly with regard to suprasegmental instruction and target of instruction on how these goals are reflected in pronunciation assessment, and how teacher goals are informed by their attitudes and beliefs. A mixed methods approach, including direct observation and semi-structured interviews, is employed to address the area of enquiry. Results show a lack of clarity of course goals. Although there is a firm emphasis on suprasegmental instruction, in semi-structured interviews, teachers report a lack of clear course goals and guidance. Assessment and practice do not always adhere to a goal of intelligibility, and support for teachers, in terms of the materials and how they might be exploited seems limited. The book concludes with tentative recommendations on how suprasegmental instruction might be facilitated on EAP and other courses

Co-winner of the Robert Colby Scholarly Book Prize for 2009

When Lord Byron identified the periodical industry as the "Literary Lower Empire," he registered the cultural clout that periodicals had accumulated by positioning themselves as both the predominant purveyors of scientific, economic, and social information and the arbiters of literary and artistic taste. "British Periodicals and Romantic Identity "explores how periodicals such as the "Edinburgh," "Blackwood's," and the "Westminster" became the repositories and creators of "public opinion." In addition, Schoenfield examines how particular figures, both inside and outside the editorial apparatus of the reviews and magazines, negotiated this public and rapidly professionalized space. Ranging from Lord Byron, whose self-identification as lord and poet anticipated his public image in the periodicals, to William Hazlitt, equally journalist and subject of the reviews, this engaging study explores both canonical figures and canon makers in the periodicals and positions them as a centralizing force in the consolidation of Romantic print culture.

The linearization of syntactic constructs stands at the forefront of current research on the syntax-phonology interface. This book examines the problem of linearization from a new perspective: that of the linearization of affixes. The driving proposal of this book is that affixation provides a means of satisfying the universal requirement that linguistic outputs be linearized. This hypothesis is tested against extensive original data from Nuu-chah-nulth (Nootka; Wakashan family), an endangered Amerindian language remarkable for its complex morphology. This volume introduces typologically rare affixation effects to current theoretical debates surrounding the division of labour between the modules of the grammar.

Are you a new teacher? Are you teaching out of your field of expertise? Are you a parent home schooling your child? Perhaps a parent hoping to improve your child's performance in school? Are you learning English as a second language? Or, are you changing jobs and needing a basic review of language arts? Mastering Grammar addresses the basic information teachers and/or students need to empower them with regards to communication skills. Understanding basic skills is essential for high stakes testing and for maintaining a standard of English. The book offers direct instruction for mastering the SUM of all those errors (syntax, usage, and mechanics) so prevalent in placement tests and in one's writing. Mastering this material will significantly improve language arts skills, but more importantly, such mastery will boost your confidence

Der rumanische Grundwortschatz enthalt ungefahr 3000 der wichtigsten Woerter, die in der zeitgenoessischen stadtischen Umgangssprache verwendet werden. Die Auswahl derselben erfolgte unter Berucksichtigung der Haufigkeit ihres Vorkommens im mundlichen und schriftlichen Gebrauch, indem sowohl der Standpunkt des Sprechers als auch derjenige des Hoerers beachtet wurde. Die vorliegende Fassung des rumanischen Grundwortschatzes ist in erster Linie fur deutschsprachige Benutzer, ohne Vorkenntnisse des Rumanischen, bestimmt. Die zusatzliche englische und franzoesische UEbersetzung dient nicht nur den Sprechern dieser Sprachen, sondern ist auch als Hilfsmittel fur Deutschsprachige gedacht. Der Grundwortschatz enthalt ebenfalls eine systematische grammatische Einfuhrung. Auch werden die Regeln der rumanischen Aussprache sowie ein deutsches, ein englisches und ein franzoesisches Woerterverzeichnis geboten.

This book presents a theory of autistic subjectivity from a Lacanian psychoanalytic perspective. Dr. Brenner describes autism as a singular mode of being that is fundamentally linked to one's identity and basic practices of existence, offering a rigorous alternative to treating autism as a mental or physical disorder. Drawing on Freud and Lacan's psychoanalytic understanding of the subject, Brenner outlines the unique features of the autistic subjective structure and provides a comprehensive synthesis of contemporary work on the psychoanalysis of autism. The book examines research by theorists including Jean-Claude Maleval, Eric Laurent, Rosine and Robert Lefort that has been largely unavailable to Anglophone audiences until now. In this book autism is posited to be a singular subjective structure not reducible to neurosis or psychosis. In accordance with the Lacanian approach, autism is examined with detailed attention to the subject's use of language, culminating in Brenner's "autistic linguistic spectrum." A compelling read for students and scholars of psychoanalysis and autism researchers and clinicians.

Almost one-quarter of the world's languages are (or were) spoken in the Pacific, making it linguistically the most complex region in the world. Although numerous technical books on groups of Pacific or Australian languages have been published, and descriptions of individual languages are available, until now there has been no single book that attempts a wide regional coverage for a general audience. Pacific Languages introduces readers to the grammatical features of Oceanic, Papuan, and Australian languages as well as to the semantic structures of these languages. For readers without a formal linguistic background, a brief introduction to descriptive linguistics is provided. In addition to describing the structure of Pacific languages, this volume places them in their historical and geographical context, discusses the linguistic evidence for the settlement of the Pacific, and speculates on the reason for the region's many languages. It devotes considerable attention to the effects of contact between speakers of different languages and to the development of pidgin and creole languages in the Pacific. Throughout, technical language is kept to a minimum without oversimplifying the concepts or the issues involved. A glossary of technical terms, maps, and diagrams help identify a language geographically or genetically; reading lists and a language index guide the researcher interested in a particular language or group to other sources of information. Here at last is a clear and straightforward overview of Pacific languages for linguists and anyone interested in the history of sociology of the Pacific.