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Books > Language & Literature > Language & linguistics > Semantics (meaning)
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.
Drawing on experiences of ESOL teachers from around the world, this book provides insights into how peer learning is understood and used in real language classrooms. Based on survey responses, interviews, and observations in a wide range of classroom settings, this book integrates research on peer interaction in second language learning from cognitive and social frameworks with original data on teacher beliefs and practices around the use of peer learning in their teaching. Readers will gain understanding, through teacher's own words, of how peer interaction is used to teach linguistic form, how learners collaborate to develop oral and written communication skills, and how technology is used with peer learning. This book also delineates the ways that current second language peer interaction research diverges from classroom practice, concluding with a classroom-centred research agenda that addresses the nexus of research and practice on second language peer interaction. The book provides a template for integrating research-based and practice-based perspectives on second language learning. Language teachers, teacher educators, second language researchers, and advanced students of applied linguistics, SLA, TESOL, and language pedagogy will benefit from this volume's perspective and unique work.
This book examines the complexity of Chineseness in China and the Chinese diaspora. Using critical sociolinguistic and discourse analytical approaches, the chapters reveal the power dynamics and ideologies underlying the varied ways Chineseness is performed, represented and contested. Together they highlight four perspectives on Chineseness: the multiplicity of Chineseness, aspirational Chineseness, chronotopes of Chineseness and the cultural politics of Chineseness. It is argued that Chineseness is best understood as an ideologically-constructed variable, the articulation of which is deeply embedded within the dynamics of neoliberal globalization, rising nationalism, persistent Western hegemony, and shifting global geopolitics.
Gunther Kress argues for a radical reappraisal of the phenomenon of
literacy, and hence for a profound shift in educational practice.
Through close attention to the plethora of objects which children
constantly produce--drawings, cut-outs, writings and collages--
Kress suggests a set of principles which reveal the underlying
coherence of children's actions-- actions which allow us to connect
them with attempts to make meaning before they acquire language and
writing.
The grandmother granddaughter conversation examined in this book
makes explicit what the detailed study of interaction reveals about
two social problems--"bulimia" and "grandparent caregiving." For
the first time, systematic attention is given to interactional
activities through which family members display ordinary yet
contradictory concerns about health and illness:
Research Design and Methodology in Studies on Second Language Tense and Aspect provides an up-to-date review of past and current methodologies for the study of the L2 acquisition of tense and aspect. More specifically, the book addresses the following issues related to the design of studies for research in tense and aspect: Theoretical frameworks (e.g., Are research questions investigated within one theoretical approach incompatible with other approaches?) Elicitation procedures (Do different types of tasks elicit different types of tense-aspect data?) Coding of data (e.g. How are lexical categories defined and coded?) Data analysis (e.g., What statistical tests are more appropriate to analyze language data?) The volume provides new insights into the study of L2 tense-aspect by bringing together well renowned scholars with experience in the research design of research this area of the field.
This book outlines best practice and effective strategies for teaching English as a foreign language to D/deaf and hard of hearing (DHH) students. Written by a group of researchers and experienced practitioners, the book presents a combination of theory, hands-on experience, and insight from DHH students. The book brings together a variety of tried and tested teaching ideas primarily designed to be used for classroom work as a basis for standby lessons or to supplement courses. Placing considerable emphasis on practical strategies, it provides educators and practitioners with stimulating ideas that facilitate the emergence of fluency and communication skills. The chapters cover a wide range of interventions and strategies including early education teaching strategies, using sign -bilingualism in the classroom, enhancing oral communication, speech visualization, improving pronunciation, using films and cartoons, lip reading techniques, written support, and harnessing writing as a memory strategy. Full of practical guidance grounded in theory, the book will be a useful resource for English teachers and all those involved in the education of deaf and hard of hearing learners across the world; including researchers, student teachers, newly qualified teachers, school supervisors, and counsellors.
The volume explores key convergences between cognitive and discourse approaches to language and language learning, both first and second. The emphasis is on the role of language as it is used in everyday interaction and as it reflects everyday cognition. The contributors share a usage-based perspective on language - whether they are examining grammar or metaphor or interactional dynamics - which situates language as part of a broader range of systems which underlie the organization of social life and human thought. While sharing fundamental assumptions about language, the particulars of the areas of inquiry and emphases of those engaged in discourse analysis versus cognitive linguistics are diverse enough that, historically, many have tended to remain unaware of the interrelations among these approaches. Thus, researchers have also largely overlooked the possibilities of how work from each perspective can challenge, inform, and enrich the other. The papers in the volume make a unique contribution by more consciously searching for connections between the two broad approaches. The results are a set of dynamic, thought-provoking analyses that add considerably to our understanding of language and language learning. The papers represent a rich range of frameworks within a usage-based approach to language. Cognitive Grammar, Mental Space and Blending Theory, Construction Grammar, ethnomethodology, and interactional sociolinguistics are just some of the frameworks used by the researchers in this volume. The particular subjects of inquiry are also quite varied and include first and second language learning, signed language, syntactic phenomena, interactional regulation and dynamics, discourse markers, metaphor theory, polysemy, language processing and humor. The volume is of interests to researchers in cognitive linguistics, discourse and conversational analysis, and first and second language learning, as well as signed languages.
This volume provides insight into linguistic pragmatics from the perspective of linguists who have been influenced by philosophy. Theory of Mind and perspectives on point of view are presented along with other topics including: semantics vs. semiotics, clinical pragmatics, explicatures, cancellability of explicatures, interactive language use, reference, common ground, presupposition, definiteness, logophoricity and point of view in connection with pragmatic inference, pragmemes and language games, pragmatics and artificial languages, the mechanism of the form/content correlation from a pragmatic point of view, amongst other issues relating to language use. Relevance Theory is introduced as an important framework, allowing readers to familiarize themselves with technical details and linguistic terminology. This book follows on from the first volume: both contain the work of world renowned experts who discuss theories relevant to pragmatics. Here, the relationship between semantics and pragmatics is explored: conversational explicatures are a way to bridge the gap in semantics between underdetermined logical forms and full propositional content. These volumes are written in an accessible way and work well both as a stimulus to further research and as a guide to less experienced researchers and students who would like to know more about this vast, complex, and difficult field of inquiry.
Research on the development of metaphor abilities in children can
be dated back as far as 1960, with Asch and Nerlove's pioneering
study, which concluded that children were unable to understand
metaphors until middle or even late childhood. However, the study
of metaphor in children did not take off until the 1970s; research
continued to show metaphor as a relatively late-developing skill,
based on children's inability to paraphrase correctly metaphoric
sentences presented out of any situational or narrative context.
This volume presents an exploration of a wide variety of new formal methods from computer science, biology and economics that have been applied to problems in semantics and pragmatics in recent years. Many of the contributions included focus on data from East Asian languages, particularly Japanese and Korean. The collection reflects on a range of new empirical issues that have arisen, including issues related to preference, evidentiality and attention. Separated into several sections, the book presents discussions on: information structure, speech acts and decisions, philosophical themes in semantics and new formal approaches to semantic and pragmatic theory. Its overarching theme is the relation between different kinds of content, from a variety of perspectives. The discussions presented are both theoretically innovative and empirically motivated.
Memory has long been ignored by rhetoricians because the written
word has made memorization virtually obsolete. Recently however, as
part of a revival of interest in classical rhetoric, scholars have
begun to realize that memory offers vast possibilities for today's
writers. Synthesizing research from rhetoric, psychology,
philosophy, and literary and composition studies, this volume
brings together many historical and contemporary theories of
memory. Yet its focus is clear: memory is a generator of knowledge
and a creative force which deserves attention at the beginning of
and throughout the writing process.
What are the principles according to which lexical data should be represented in order to form a lexical database that can serve as a basis for the construction of several different monofunctional dictionaries? Starting from the notion of lexicographic functions as defined by Henning Bergenholtz and Sven Tarp, this question is approached by analysing how current electronic dictionaries and lexical resource models attempt to satisfy the needs of different types of users in different usage situations, in order to identify general requirements on the model for a lexical resource that aims to be "multifunctional" in the above sense. Based on this analysis, this book explores the use of formalisms developed in the context of the semantic web to approach both general and specific lexicographic questions, in particular the representation of multi-word expressions and their properties and relations. In doing so, this book not only addresses several topics which are of relevance to lexicographers and computational linguists alike, but also supports its claims by providing a prototypical implementation of a multifunctional lexical resource using semantic web formalisms.
What is the basis of our ability to assign meanings to words or to
objects? Such questions have, until recently, been regarded as
lying within the province of philosophy and linguistics rather than
psychology. However, recent advances in psychology and
neuropsychology have led to the development of a scientific
approach to analysing the cognitive bases of semantic knowledge and
semantic representations. Indeed, theory and data on the
organisation and structure of semantic knowledge have now become
central and hotly debated topics in contemporary psychology.
About fifty years ago, Stephen Ullmann wrote that polysemy is 'the pivot of semantic analysis'. Fifty years on, polysemy has become one of the hottest topics in linguistics and in the cognitive sciences at large. The book deals with the topic from a wide variety of viewpoints. The cognitive approach is supplemented and supported by diachronic, psycholinguistic, developmental, comparative, and computational perspectives. The chapters, written by some of the most eminent specialists in the field, are all underpinned by detailed discussions of methodology and theory.
A rich exploration of health disparities in U.S. linguistically minoritized communities - and the steps applied linguists can take to advance health equity A valuable resource for jumpstarting cross-disciplinary conversations about language, power, and health Offers ideas for service-learning projects, community-engaged research directions, and coalition-building Keywords, end-of-chapter questions and extension activities support reader engagement Afterword by Dr. Pilar Ortega, bilingual physician and founder of the National Association of Medical Spanish
Designed to provide practical information to those who are
concerned with the development of young children, this book has
three goals. First, the authors offer details about patterns of
language development over the first three years of life. Although
intensive studies have been carried out by examining from one to 20
children in the age range of zero to three years, there has been no
longitudinal study of a sample as large as this--53 children--nor
have as many measures of language development been obtained from
the same children. Examining language development from a broad
perspective in this size population allows us to see what
generalizations can be made about patterns of language development.
This book examines the most frequent form of Jew-hatred: Israel-related antisemitism. After defining this hate ideology in its various manifestations and the role the internet plays in it, the author explores the question of how Israel-related antisemitism is communicated and understood through the language used by readers in below-the-line comments. Drawing on a corpus of over 6,000 comments from traditionally left-wing news outlets The Guardian and Die Zeit, the author examines both implicit and explicit comparisons made between modern-day Israel and both colonial Britain and Nazi Germany. His analyses are placed within the context of resurgent neo-nationalism in both countries, and it is argued that these instances of antisemitism perform a multi-faceted role in absolving guilt, re-writing history, and reinforcing in-group status. This book will be of interest not only to linguistics scholars, but also to academics in fields such as internet studies, Jewish studies, hate speech and antisemitism.
This volume presents a representative cross-section of the more
than 200 papers presented at the 1994 conference of the Rhetoric
Society of America. The contributors reflect multi- and
inter-disciplinary perspectives -- English, speech communication,
philosophy, rhetoric, composition studies, comparative literature,
and film and media studies. Exploring the historical relationships
and changing relationships between rhetoric, cultural studies, and
literacy in the United States, this text seeks answers to such
questions as what constitutes "literacy" in a post-modern,
high-tech, multi-cultural society?
This volume is derived from presentations given at a conference
hosted in Boulder, Colorado in honor of the 60th birthday of Walter
Kintsch. Though the contents of the talks, and thus the chapters,
varied widely, all had one thing in common -- they were inspired to
some degree by the work of Walter Kintsch. When making plans for an
edited book centered around this conference, the editors had a
primary goal: to acknowledge the wide variety of researchers and
research areas Kintsch had influenced. As a consequence, one of the
more unusual elements of this volume is the diversity of the
contributors.
CONTRIBUTIONS TO THE SOCIOLOGY OF LANGUAGE brings to students, researchers and practitioners in all of the social and language-related sciences carefully selected book-length publications dealing with sociolinguistic theory, methods, findings and applications. It approaches the study of language in society in its broadest sense, as a truly international and interdisciplinary field in which various approaches, theoretical and empirical, supplement and complement each other. The series invites the attention of linguists, language teachers of all interests, sociologists, political scientists, anthropologists, historians etc. to the development of the sociology of language.
Much of the work currently conducted within the framework of
Universal Grammar and language learnability focuses on the
acquisition of syntax. However, the learnability issues are just as
applicable to the domain of phonology. This volume is the first to
gather research that assumes a sophisticated phonological framework
and considers the implications of this framework for language
acquisition -- both first and second. As such, this book truly
deals with phonological acquisition rather than phonetic
acquisition.
Blogs and Wikis have not been with us for long, but have made a huge impact on society. Wikipedia is the best known exemplar of the wiki, a collaborative site that leads to a single text claimed by no-one; blogs, or web-logs, have exploded into the mainstream through novelisations, film adaptations and have gathered huge followings. Blogs and wikis also serve to provide a coherent basis for a discourse analysis of specific web language. What makes these forms distinctive as genres, and what ramifications does the technology have on the language? Myers looks at how blogs and wikis: *allow for easier than ever publication *can claim to challenge institutional hierarchies *provide alternate perspectives on events *exemplify globalization *challenge demarcations between the personal and the public *construct new communities and more Drawing on a wide range of popular blogs and wikis, the book works alongside an author blog that contains regularly updated links, references and a glossary. An essential textbook for upper level undergraduates on linguistics and language studies courses, it elucidates, informs and offers insights into a major new type of discourse. This coursebook will include a companion website. |
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