This bilingual book provides a detailed overview of the project to construct a National Corpus of Contemporary Welsh (CorCenCC), addressing the conceptual and methodological challenges faced when developing language corpora for minoritised languages. A conceptual framework is presented for the user-driven design that underpinned the CorCenCC project, along with a detailed blueprint that can function as a scaffold for other researchers embarking on projects of this nature. This book will be of value to those working in language teaching, learning and assessment, language policy and planning, translation, corpus linguistics and language technology, and to anyone with an interest in Welsh and other minoritised languages. Mae'r llyfr dwyieithog hwn yn rhoi trosolwg manwl o'r prosiect i greu Corpws Cenedlaethol Cymraeg Cyfoes (CorCenCC), ac yn mynd i'r afael a'r heriau cysyniadol a methodolegol a wynebir wrth ddatblygu corpora iaith ar gyfer ieithoedd lleiafrifoledig. Cyflwynir fframwaith cysyniadol ar gyfer y cynllun wedi'i yrru gan ddefnyddwyr sy'n greiddiol i brosiect CorCenCC, ynghyd a glasbrint manwl a all weithredu fel sgaffald i ymchwilwyr eraill sy'n dechrau ar brosiectau o'r fath. Bydd y llyfr hwn o werth i'r rhai sy'n gweithio ym meysydd addysgu, dysgu ac asesu ieithoedd, polisi iaith a chynllunio ieithyddol, cyfieithu, ieithyddiaeth gorpws a thechnoleg iaith, ac unrhyw un a diddordeb yn y Gymraeg ac ieithoedd lleiafrifoledig eraill.

This book is a four-volume study on modern Chinese complex sentences, giving an overview and detailed analysis on the key attributes and three major types of this linguistic unit. 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. The first volume defines Chinese complex sentences and makes detailed comparisons between the tripartite and dichotomous systems for the classification of complex sentences. It then thoroughly investigates causal complex sentences in their eight typical forms. The second volume analyses the coordinated type in the broad sense and the relevant forms, while the third focuses on adversative type, examining the major forms and implications for research and language teaching. The final volume looks into attributes of Chinese complex sentences as a whole, discussing the constituents, related sentence forms, and semantic and pragmatic relevance of complex sentences. The book will be a useful reference for scholars and learners of the Chinese language interested in Chinese grammar and language information processing.

This timely volume addresses issues pertaining to language teaching, learning and research during the pandemic. In times of a global emergency, the aftermath of emergency remote teaching (ERT) cannot be ignored. The question of how language educators and researchers unleash creativity and employ strategies vis-a-vis ERT still remains to be answered. With practitioners in mind, it covers a broad spectrum of educational settings across continents, target languages and methodologies. Specifically, it reveals viable ways of utilizing digital technologies to bypass social distancing while highlighting the pitfalls and challenges associated with crisis teaching and research. This volume comprises two parts: Teacher Voice vicariously transports readers to practitioners' compelling stories of how teacher resilience, identity and professional development are crystallized in adaptive pedagogy, online teaching practicum, virtual study programs and communities of practice during ERT. The second part, Researcher Corner, showcases innovative approaches for both novice and seasoned researchers to upskill their toolkits, ranging from case study research and mixed methods designs, to auto- and virtual ethnography and social media research. The array of food for thought provides a positive outlook and inspires us to rethink our current practices and future directions in the post-COVID world. Regardless of their backgrounds and experiences, readers will be able to relate to this accessible volume that harmonizes research and practice, and speaks from the hearts of all the contributors.

An essential companion for IELTS writing instructors and students, Developing Writing Skills for IELTS provides IELTS test-takers with the necessary skills to succeed in the two academic writing tasks in IELTS. Adopting an original exemplar-based writing instructional approach, this text offers an in-depth and reader-friendly analysis of the assessment standards of the two academic writing tasks in IELTS. Authentic exemplars written by EFL university students are included to illustrate high (Bands 8-9), average (Bands 6-7), and low (Bands 4-5) performances in IELTS writing. Key Features: * Diagrammatical representation of assessment standards of the two academic writing tasks by experienced IELTS writing examiners and instructors. * 100 writing questions modelled after the IELTS format, designed by the authors, and categorised according to question types and topics that emerge from an analysis of over 400 IELTS writing questions. * Over 100 writing exemplars by EFL university students, accompanied by guided activities and suggested answers. Designed as a classroom text, a resource for workshops and consultations, or a self-study material, Developing Writing Skills for IELTS: A Research-based Approach will support IELTS writing instructors and test-takers with a variety of writing proficiencies.

This edited book examines how sexuality and sexual identity intersect and interact with other identities and subjectivities - including but not limited to race, religion, gender, social class, ableness, and immigrant or refugee status - to form reinforcing webs of privilege and oppression that can have significant implications for language teaching and learning processes. The authors explore how these intersections may influence the teaching of different languages and how pedagogies can be devised to increase equitable access to language learning spaces. They seek to open the conversation on intersectional issues as they relate to sexuality and language teaching and learning, and provide a conversational space where readers can engage with the notion of intersectionality. This book will be of interest to students and scholars of applied linguistics and language education, gender and LGBTQ+ studies, and sociolinguistics, outlining possible future directions for intersectional research.

Of the five major Shakespearean tragedies-Hamlet, Macbeth, Romeo and Juliet, King Lear, and Othello-King Lear is perhaps the most challenging. Issues of rulership, family and blood, are overlaid with bastardy, loyalty, lust, and deceit. Add to this the apparently gratuitous on-stage blinding of Gloucester, the deaths of Cordelia, Lear, Gloucester, and Kent, and one might be inclined to agree with Samuel Johnson that "The good suffer more than the evil, that love and suffering, in this play, are almost interchangeable terms and the driving force of the action is derived from the power of the evil to inflict mental agony upon the good" (quoted in Kermode, 505). However, one would be mistaken to accept wholeheartedly the happy endings of the eighteenth and nineteenth century revisionists. While the pleasant ending would certainly ease the sensibilities of the audience, it would omit the Aristotlean concepts of hamartia and the purgation of fear and pity attendant upon actually witnessing Shakespeare's King Lear, the necessary catharsis, a possible scapegoat for our own emotions. Of course, the ending is to some extent unpleasant and even shocking; however, one can argue that the ending is organic to the play; the ending IS, to a great extent, the play.