"The Yearbook of Corpus Linguistics and Pragmatics" addresses the interface between the two disciplines and offers a platform to scholars who combine both methodologies to present rigorous and interdisciplinary findings about language in real use. Corpus linguistics and Pragmatics have traditionally represented two paths of scientific thought, parallel but often mutually exclusive and excluding. Corpus Linguistics can offer a meticulous methodology based on mathematics and statistics, while Pragmatics is characterized by its effort in the interpretation of intended meaning in real language. This series will give readers insight into how pragmatics can be used to explain real corpus data and also, how corpora can illustrate pragmatic intuitions.

The present volume, "Yearbook of Corpus Linguistics and Pragmatics 2014: New Empirical and Theoretical Paradigms in Corpus Pragmatics, " proposes innovative research models in the liaison between pragmatics and corpus linguistics to explain language in current cultural and social contexts.

Latin is often described as a free word order language, but in general each word order encodes a particular information structure: in that sense, each word order has a different meaning. Pragmatics for Latin provides a descriptive analysis of Latin information structure based on detailed philological evidence and elaborates a syntax-pragmatics interface that formalizes the informational content of the various different word orders. Using a slightly adjusted version of the structured meanings theory, the book shows how the pragmatic meanings matching the different word orders arise naturally and spontaneously out of the compositional process as an integral part of a single semantic derivation covering denotational and informational meaning at one and the same time.

This handbook provides a comprehensive overview of the pragmatics of social media, i.e. of digitally mediated and Internet-based platforms which are interactively used to share and edit self- and other-generated textual and audio-visual messages. Its five parts offer state-of-the-art reviews and critical evaluations in the light of on-going developments: Part I The Nature of Social Media sets up the conceptual groundwork as it explores key concept such as social media, participation, privacy/publicness. Part II Social Media Platforms focuses on the pragmatics of single platforms such as YouTube, Facebook. Part III Social Media and Discourse covers the micro-and macro-level organization of social media discourse, while Part IV Social Media and Identity reveals the multifarious ways in which users collectively (re-)construct aspects of their identities. Part V Social Media and Functions/Speech Acts surveys pragmatic studies on speech act functions such as disagreeing, complimenting, requesting. Each contribution provides a state-of-the-art review together with a critical evaluation of the existing research.

This book focuses on case studies of vocabulary strategy use and presents an in-depth account of the vocabulary learning experiences of Chinese students in the UK. It challenges the view that vocabulary strategies result only from learners' cognitive choices, and provides insightful analysis of the interplay between learner characteristics, agency and context in the process of strategic learning. The author makes a strong case for using qualitative methodologies to examine the dynamic, complex and contextually situated nature of strategic vocabulary learning. Drawing on multiple data sources, the book discusses issues that are central to the continuing development of vocabulary strategy research and offers theoretical, research-based and practical suggestions for future exploration. This book will appeal to students and scholars of second language acquisition, vocabulary and applied linguistics.

In Vague Language, Elasticity Theory and the Use of 'Some', Nguyet Nhu Le and Grace Qiao Zhang present the first comprehensive study of the word 'some', focusing on its elasticity. In particular, they consider how 'some' is both a quantifier and a qualifier, has positive or negative meanings, and has local and global interpretations. They show that the word is used across a meaning continuum and can be used to convey a range of states, including approximation, uncertainty, politeness, and evasion. Finally, they demonstrate that the functions of 'some' are also multi-directional and non-categorical, consisting of four major functions (right amount of information, mitigation, withholding information, and discourse management). Based on naturally-occurring classroom data of L1 (American English) and L2 (Chinese- and Vietnamese-speaking learners of English) speakers, Vague Language shows that L2 speakers used 'some' more than L1 speakers and explores the significance of this, particularly taking account of speakers' language ability and cultural backgrounds. While this book focuses on the single word 'some', the authors' discussion has important implications for language studies more generally, as they call for a rethinking of our approaches to language study and more attention to its elasticity.

This book empirically explores how different linguistic resources are utilized to achieve appropriate workplace role inhabitance and to achieve work-oriented communicative ends in a variety of workplaces in Japan. Appropriate role inhabitance is seen to include considerations of gender and interpersonal familiarity, along with speaker orientation to normative structures for marking power and politeness. This uniquely researched edited collection will appeal to scholars of workplace discourse and Japanese sociolinguistics, as well as Japanese language instructors and adult learners of Japanese. It is sure to make a major contribution to the cross-linguistic/cultural study of workplace discourse in the globalized context of the twenty-first century.

In Attributing Knowledge, Jody Azzouni challenges philosophical conventions about what it means to know something. He argues that the restrictive conditions philosophers place on knowers only hold in special cases; knowledge can be attributed to babies, sophisticated animals (great apes, orcas), unsophisticated animals (bees), and machinery (drones, driverless cars). Azzouni also gives a fresh defense of fallibilism. Relying on lexical semantics and ordinary usage, he shows that there are no knowledge norms for assertion or action. He examines everyday cases of knowledge challenge and attribution to show many recent and popular epistemological positions are wrong. By providing a long-sought intelligible characterization of knowledge attribution, Azzouni explains why the concept has puzzled philosophers so long, and he solves longstanding and recent puzzles that have perplexed epistemologists-including the dogmatism paradox, Gettier puzzles, and the surprise-exam paradox. "This is a terrific book, full of surprises. For instance, Chapter 9 is full of points that are original, insightful, and useful in helping to resolve stale debates. I especially liked the points that we don't ordinarily describe someone as losing knowledge by gaining defeating evidence, that "knows" is vague and tri-scoped, that vagueness needn't be explained by appeal to precise metasemantic machinery, and that Williamson's anti-luminosity argument founders on the fact that knowledge doesn't require confidence. Bravo!" -Ram Neta, University of North Carolina, Chapel Hill Praise for Jody Azzouni's Ontology without Borders: "Azzouni offers a very strong drink, proposing that we do without central elements of what almost anyone would call logic or ontology. His arguments are serious and wide-ranging. If he's right, the reader will have learned something very important. If he's wrong, then the reader who figures out how he went wrong will also have learned something very important. Not every book has this feature." -Michael Gorman, The Catholic University of America

This volume comprises thirteen original research papers and three overview papers presenting new work using a number of experimental techniques from psycho- and neurolinguistics in the three key areas of current semantics and pragmatics: implicature, negation and presupposition.

This volume offers a thorough, systematic, and crosslinguistic account of evidentiality, the linguistic encoding of the source of information on which a statement is based. In some languages, the speaker always has to specify this source - for example whether they saw the event, heard it, inferred it based on visual evidence or common sense, or was told about it by someone else. While not all languages have obligatory marking of this type, every language has ways of referring to information source and associated epistemological meanings. The continuum of epistemological expressions covers a range of devices from the lexical means in familiar European languages and in many languages of Aboriginal Australia to the highly grammaticalized systems in Amazonia or North America. In this handbook, experts from a variety of fields explore topics such as the relationship between evidentials and epistemic modality, contact-induced changes in evidential systems, the acquisition of evidentials, and formal semantic theories of evidentiality. The book also contains detailed case studies of evidentiality in language families across the world, including Algonquian, Korean, Nakh-Dagestanian, Nambikwara, Turkic, Uralic, and Uto-Aztecan.

This book deals with intercultural pragmatics and how both nonnative teachers (NNTs) and native teachers (NTs) may enhance their classroom instruction regarding target language (TL) pragmatics. It focuses primarily on the experiences of instructors as they teach their learners about the pragmatics of the TL, both in second and foreign language learning settings. It makes clear that there are aspects of teaching pragmatics where it may help to be an NT and other areas where it may help to be an NNT and proposes creative ideas that both sets of teachers may draw on to compensate for gaps in their knowledge. Further themes in the book include ideas for motivating students who want to learn about pragmatics, the role of technology in teaching and learning pragmatics, the role of learning strategies, the assessment of pragmatics and ways to research pragmatics. The book will be of interest to teachers, teacher educators and students interested in researching and improving the teaching of pragmatics.

The volume focuses on semantic shifts and motivation patterns in the lexicon. Its key feature is its lexico-typological orientation, i.e. a heavy emphasis on systematic cross-linguistic comparison. The book presents current theoretical and methodological trends in the study of semantic shifts and motivational patters based on an abundance of empirical findings across genetically, areally and typologically diverse languages.

This book proposes a new model for the translation-oriented analysis of multimodal source texts. The author guides the reader through semiotics, multimodality, pragmatics and translation studies on a quest for the meaning-making mechanics of texts that combine images and words. She openly challenges the traditional view that sees translators focusing their attention mostly on the linguistic aspect of source material in their work. The central theoretical pivot around which the analytical model revolves is that multimodal texts communicate through individual images and linguistic units, as well as through the interaction among textual resources and the text's interaction with its context of reference. This three-dimensional view offers a holistic understanding of multimodal texts and their potential translation issues to help translators improve the way they communicate multimodally across languages and cultures. This book will appeal to researchers in the fields of translation studies, multimodality and pragmatics.

Complementizers may be defined as conjunctions that have the function of identifying clauses as complements. In recent years, it has become increasingly clear that they have additional functions. Some of these functions are semantic in the sense that they represent conventional contributions to the meanings of the complements. The present book puts a focus to these semantic complementizer functions.

This book is to date the first monograph-length study of the popular American political TV series House of Cards. It proposes an encompassing analysis of the first three seasons from the unusual angles of discourse and dialogue. The study of the stylistic idiosyncrasies of the ruthless main protagonist, Frank Underwood, is completed by a pragmatic and cognitive approach exposing the main characters' manipulative strategies to win over the other. Taking into account the socio-cultural context and the specificities of the TV medium, the volume focuses on the workings of interaction as well as the impact of the direct address to the viewer. The book critically uses the latest theories in pragmatics and stylistics in its attempt at providing a pragma-rhetorical theory of manipulation.

The realization of information structural units has been intriguing as information packaging has reflections in the semantic, pragmatic, syntactic and prosodic domains. This book extends the investigation by bringing data from all these domains and presenting an analysis for the model of grammar. Based on three-way classification for information packaging, semantic investigation presents insights on compositionality and positional restrictions for topic, focus and discourse anaphoric phrases. The prosodic experimental studies reveal how focus shapes prosody and how diverse languages encode such information packaging. Drawing on the findings of experimental studies reflecting the interaction of information structure with quantifier scope, negation and aspectual markers,clause internal functional projections and scope domains are proposed in the syntactic analysis. The analysis offers new perspectives for movement operations, functional categories, phases which are central themes for the Minimalist Program. Building on the investigation of information structure within semantic, prosodic, syntactic perspectives, the book will appeal to researchers working on either of these domains or their interfaces.

Sociability is friendly behavior that is performed by a variety of positive social acts that are aimed to establish, promote, or restore relationships. However, attempts to achieve these interactional goals can fail or backfire; moreover, interactants may abuse these strategies. A pragmatic focus on positive social acts illuminates the ways they succeed in promoting sociability and why they sometimes fail to enhance social relations. This Element analyzes positive social actions receiving positive and negative meta-pragmatic labels, such as firgun and flattery, in the Hebrew speaking community in Israel. Adopting a meta-pragmatic methodology enables a differentiation between positive communication and its evaluation as (in)appropriate in context. The conclusion discusses the fuzzy line between acceptable and unacceptable positive behavior and the benefits and perils of deploying positive social acts in interaction. It also suggests a conceptualization of the darker and brighter sides of sociability as intrinsically connected, rather than polar ends.

This handbook brings together past and current research on all aspects of lying and deception, with chapters contributed by leading international experts in the field. We are confronted daily with cases of lying, deception, bullshitting, and 'fake news', making it imperative to understand how lying works, how it can be defined, and whether it can be detected. A further important issue is whether lying should always be considered a bad thing or if, in some cases, it is simply a useful instrument of human cognition. This volume is the first to offer a comprehensive and up-to-date exploration of these and other issues from the combined perspectives of linguistics, philosophy, and psychology. Chapters offer precise definitions of lying and its subtypes, and outline the range of fields in which lying and deception play a role, from empirical lie detection and the acquisition of lying to its role in fiction, metaphor, and humour. They also describe the tools and approaches that are used by scholars researching lying and deception, such as questionnaire studies, EEG, neuroimaging, and the polygraph. The volume will be an essential reference for students and researchers in a range of fields who are looking to deepen their understanding of all aspects of lying and deception, and will contribute to establishing the vibrant new field of interdisciplinary lying research.

This book develops a theory of enriched meanings for natural language interpretation that uses the concept of monads and related ideas from category theory, a branch of mathematics that has been influential in theoretical computer science and elsewhere. Certain expressions that exhibit complex effects at the semantics/pragmatics boundary live in an enriched meaning space, while others live in a more basic meaning space. These basic meanings are mapped to enriched meanings only when required compositionally, which avoids generalizing meanings to the worst case. Ash Asudeh and Gianluca Giorgolo show that the monadic theory of enriched meanings offers a formally and computationally well-defined way to tackle important challenges at the semantics/pragmatics boundary. In particular, they develop innovative monadic analyses of three phenomena - conventional implicature, substitution puzzles, and conjunction fallacies - and demonstrate that the compositional properties of monads model linguistic intuitions about these cases particularly well. The analyses are accompanied by exercises to aid understanding, and the computational tools used are available on the book's companion website. The book also contains background chapters on enriched meanings and category theory. The volume is interdisciplinary in nature, with insights from semantics, pragmatics, philosophy of language, psychology, and computer science, and will appeal to graduate students and researchers from a wide range of disciplines with an interest in natural language understanding and representation.

This book breaks through formalistic traditions to propose a new generic structure analytical framework for academic writing. The integrated approach, taking lessons from cognitive linguistics and structuralism, offers a foundation for establishing research and pedagogy that can promote diversity and inclusion in academia. The simplicity of the flexible structure analytical model proposed by Sawaki enables the user to analyse diverse instances of genre. Further innovation is made in the analysis of generic structure components by integrating George Lakoff and Mark Johnson's metaphor analysis method, so that the model can account for cultural and ideological patterns that structure our abstract thinking. Using these integrations, the author has established a structure analytical model that can take into account linguistic, cognitive, and pragmatic aspects of genre. Researchers in the fields of linguistics, discourse studies, cultural studies, education, and English for Academic Purposes will be able to use this model to identify whether an atypical instance in academic texts is a result of the writer's individual failure or a failure to understand diversity in academic writing.

The first four lectures revolve around field semantics - research methods for studying linguistic meaning under fieldwork conditions. The remaining six lectures deal with semantic typology, the crosslinguistic study of how humans communicate about the world in terms of the meaning categories of the languages they speak. Together, the lectures present one of the first comprehensive introductions to either topic. A thread pervading the lectures involves the following questions: how much do languages vary in how they represent reality? To what extent does this variation reflect cultural differences? To what extent does it influence the nonverbal thinking of the speakers?

This Element introduces the areas that second language (L2) pragmatics research has investigated. It begins with a theme-based review of the field with respect to L2 pragmatics learning, teaching, and assessing. The section on pragmatics learning examines studies on learners' pragmatic production and perception, and analyzes research modalities in this field. The section on pragmatics teaching examines the effects of and different approaches to L2 pragmatics instruction; and the section on pragmatics assessing examines the aspects involved in testing learners' pragmatic competence, and studies on issues related to validity and rating in pragmatics assessing. The Element then analyzes studies exploring learners' cognitive processes during pragmatic performance, and case studies are provided to showcase two ongoing projects, one investigating advanced learners' self-praise on social media and the other investigating lingua franca pragmatics among children. Finally, the Element offers some topics and questions for future research in L2 pragmatics.

This handbook is the first to explore the growing field of experimental semantics and pragmatics. In the past 20 years, experimental data has become a major source of evidence for building theories of language meaning and use, encompassing a wide range of topics and methods. Following an introduction from the editors, the chapters in this volume offer an up-to-date account of research in the field spanning 31 different topics, including scalar implicatures, presuppositions, counterfactuals, quantification, metaphor, prosody, and politeness, as well as exploring how and why a particular experimental method is suitable for addressing a given theoretical debate. The volume's forward-looking approach also seeks to actively identify questions and methods that could be fruitfully combined in future experimental research. Written in a clear and accessible style, this handbook will appeal to students and scholars from advanced undergraduate level upwards in a range of fields, including semantics and pragmatics, philosophy of language, psycholinguistics, computational linguistics, cognitive science, and neuroscience.

We all think we know what a dictionary is for and how to use one, so most of us skip the first pages-the front matter-and go right to the words we wish to look up. Yet dictionary users have not always known how English "works" and my book reproduces and examines for the first time important texts in which seventeenth- and eighteenth-century dictionary authors explain choices and promote ideas to readers, their "end users." Unlike French, Spanish, and Italian dictionaries compiled during this time and published by national academies, the goal of English dictionaries was usually not to "purify" the language, though some writers did attempt to regularize it. Instead, English lexicographers aimed to teach practical ways for their users to learn English, improve their language skills, even transcend their social class. The anthology strives to be comprehensive in its coverage of the first phase of this tradition from the early seventeenth century-from Robert Cawdrey's (1604) A Table Alphabeticall, to Samuel Johnson's Dictionary of the English Language (1755), and finally, to Noah Webster's An American Dictionary of the English Language (1828). The book puts English dictionaries in historical, national, linguistic, literary, cultural contexts, presenting lexicographical trends and the change in the English language over two centuries, and examines how writers attempted to control it by appealing to various pedagogical and legal authorities. Moreover, the development of dictionary and attempts to codify English language and grammar coincided with the arc of the British Empire; the promulgation of "proper" English has been a subject of debate and inquiry for centuries and, in part, dictionaries and the teaching of English historically have been used to present and support ideas about what is correct, regardless of how and where English is actually used. The authors who wrote these texts apply ideas about capitalism, nationalism, sex and social status to favor one language theory over another. I show how dictionaries are not neutral documents: they challenge or promote biases. The book presents and analyzes the history of lexicography, demonstrating how and why dictionaries evolved into the reference books we now often take for granted and we can see that there is no easy answer to the question of "who owns English."

Reference to or quotation from someone's speech, thoughts, or writing is a key component of narrative. These reports further a narrative, make it more interesting, natural, and vivid, ask the reader to engage with it, and reflect historical cultural understandings of modes of discourse presentation. To a large extent, the way we perceive a story depends on the ways it presents discourse, and along with it, speech, writing, and thought. In this book, Beatrix Busse investigates speech, writing, and thought presentation in a corpus of 19th-century narrative fiction including Frankenstein, Jane Eyre, Wuthering Heights, Oliver Twist, and many others. At the intersection between corpus linguistics and stylistics, this book develops a new corpus-stylistic approach for systematically analyzing the different narrative strategies of discourse presentation in key pieces of 19th-century narrative fiction. Speech, Writing, and Thought Presentation in 19th-Century Narrative Fiction identifies diachronic patterns as well as unique authorial styles, and places them within their cultural-historical context. It also suggests ways for automatically identifying forms of discourse presentation, and shows that the presentation of characters' minds reflects an ideological as well as an epistemological concern about what cannot be reported, portrayed, or narrated. Through insightful interdisciplinary analysis, Busse demonstrates that discourse presentation fulfills the function of prospection and encapsulation, marks narrative progression, and shapes readers' expectations.