Chan's exploration of the acquisition of English grammar and phonology by Cantonese learners of English as a Second Language (ESL) offers insights into the specific challenges that learners often encounter and posits ways to help them overcome those challenges. Possible sources of the challenges are also examined. The book covers the basic differences between English and Cantonese grammar as well as those between English and Cantonese phonology. Chan discusses the kinds of grammatical and phonological problems that Cantonese ESL learners often have in their acquisition of English. In terms of grammar, various structures are reviewed, including errors which are clearly due to L1 interference and also those which may not be directly L1-related. Learners' common misconceptions about relevant concepts are also revealed. In terms of phonology, both speech perception and speech production problems at the segmental and suprasegmental levels are examined. For learner problems which may be the result of L1 interference, a contrastive approach is adopted in analysing the cause and nature of the errors. Chan also offers readers pedagogical insights to target common grammatical problems, including the use of an algorithmic approach, the use of a discovery-based consciousness-raising approach and the use of metalinguistic explanations. As far as the learning of English phonology is concerned, she argues that the training of speech production should go hand-in-hand with that of speech perception. Future research can experiment with the proposed teaching ideas with Cantonese ESL learners and learners of other native languages. Researchers and ESL teaching professionals will find the insights and research contained within this volume invaluable when encountering or researching Chinese ESL learners.

Die Schwerpunkte des 50. Bandes sind vielfaltig und reichen von der Analyse einer Reihe literarischer Texte aus unterschiedlichen theoretischen Perspektiven uber die Bewertung des Sprachgebrauchs in verschiedenen soziopolitischen Kontexten bis hin zu Untersuchungen des DaF-Unterrichts und der DaF-Theorie in Sudafrika und anderswo. Literarische Werke von Uwe Timm, Joseph Roth, Dirk Fleck, Daniel Kehlmann, Sharon Dodua Otoo, Grete von Urbanitzky, Natascha Wodin und Mithu Sanyal werden aus unterschiedlichen Perspektiven betrachtet. Die jeweiligen Beitrage berucksichtigen unter anderem, wie kulturelles und autobiografisches Gedachtnis zum Ausdruck kommt. Postkoloniale Perspektiven und OEko-Kritik bilden weitere Ansatze, wie auch das Werk von Bruno Latour. Schliesslich werden Genretypologien und auch die Herausforderungen der UEbersetzung analysiert. Der Sprachgebrauch in der Medienberichterstattung und in der Politik sowie eine vergleichende Untersuchung sprachlicher Weltanschauungen bilden die Beitrage zur Sprachwissenschaft. The focus of the 50th volume is diverse, covering a spectrum from the analysis of a number of literary texts from a variety of theoretical perspectives, to the evaluation of language use in different socio-political contexts and examinations of DaF-teaching and theory both in South Africa and elsewhere. Literary works by Uwe Timm, Joseph Roth, Dirk Fleck, Daniel Kehlmann, Sharon Dodua Otoo, Grete von Urbanitzky, Natascha Wodin and Mithu Sanyal are examined from different perspectives. The respective contributions consider, among other things, how cultural and autobiographical memory is expressed. Postcolonial perspectives and ecocriticism represent further approaches, as does the work of Bruno Latour. Finally, genre typologies and the challenges of translation are analysed. Language use in media reporting and politics, as well as a comparative study of linguistic worldviews represent the contributions to language studies.

The book contributes to a fuller description and a uniformed analysis of Mandarin cleft constructions. The book provides the first Mandarin empirical data towards some heated theoretical debates. The book yields a good combination of theoretical formal semantics, semantic-pragmatic interface studies, corpus analyses, and the newly emerging experimental semantics. Typologically speaking, Mandarin shi...(de) presents some characteristics of the that are rarely found with its counterparts in other languages.

Pedagogical Grammar and Grammar Pedagogy in Chinese as a Second Language is the first book in the field of Chinese as a second language that brings together one overview article and eleven research studies surrounding the key words "grammar" "pedagogy" and "Chinese as a second language." The book is a dedication to the 60th anniversary of the Chinese Language Teachers Association - U.S. The studies included draw on different theoretical frameworks, adopt a range of methodological strategies, and address the questions of how grammatical knowledge should be effectively presented and in what capacity grammar competence could be better developed in and outside classrooms, based on which pedagogical recommendations and implications are advanced. The publication of this monograph is aimed at three goals: to promote a dialogue between the field of Chinese as a second language and general field of second/foreign language teaching and learning; to bridge a link among researchers in Chinese linguistics and Chinese applied linguistics; and to establish a closer tie between research and classroom practices in L2 Chinese. This monograph is intended for Chinese instructors, teacher educators, and graduate students and ideally suited for graduate courses and teacher training programs. It also provides insights for curriculum developers, material writers, and administrators.

The COVID-19 pandemic has affected all aspects of our everyday lives - from the political to the economic to the social. Using a multimodal discourse analysis approach, this dynamic collection examines various discourses, modes and media in circulation during the early stages of the pandemic, and how these have impacted our daily lives in terms of the various meanings they express. Examples include how national and international news organisations communicate important information about the virus and the crisis, the public's reactions to such communications, the resultant (counter-)discourses as manifested in social media posts and memes, as well as the impact social distancing policies and mobility restrictions have had on people's communication and interaction practices. The book offers a synoptic view of how the pandemic was communicated, represented and (re-)contextualised across different spheres, and ultimately hopes to help account for the significant changes we are continuing to witness in our everyday lives as the pandemic unfolds. This volume will appeal primarily to scholars in the field of (multimodal) discourse analysis. It will also be of interest to researchers and graduate students in other fields whose work focuses on the use of multimodal artefacts for communication and meaning making. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

Each of us bears a unique name given to us at birth. When people use your name, they typically refer to you. But what is the linkage that ties a name to a person and hence allows it to refer? Li's book approaches this question of reference empirically through the medium of referential intuitions. Building on the literature on philosophical and linguistic intuitions, she proposes a linguistic-competence-based account of referential intuitions. Subsequently, using a series of novel experiments, she investigates the variation of referential intuitions across different cultures, as well as the developmental trajectory and the underlying causes of the observed cultural differences. What she finds is that the cultural patterns of referential intuitions are already in place around age seven, and the differences are largely attributable to the distinct perspective-taking strategies favoured by easterners and westerners, rather than the moral valence of actions involved in the experimental materials. These results are taken to better support referential pluralism (in particular, the ambiguous view) than referential monism. By undertaking this fascinating research, Li's book provides new insights into the cognitive mechanism underlying people's referential usage of names. It will be valuable to students and scholars of linguistics, philosophy of language and experimental philosophy, and in particular, to those who research into semantic intuitions and theories of reference.

Bringing together trust research, rhetoric, ethnomethodology and conversation analysis, this book formulates an analytical program for conceptualizing and defining trustworthiness as an empirical research object in social interaction. Revisiting Trustworthiness in Social Interaction examines trustworthiness as a relational and dynamic concept. It reviews sociological and rhetorical approaches to the study of trustworthiness and respecifies it as an interactional phenomenon displayed, tested and negotiated by participants in social interaction. It identifies four participant orientations of trustworthiness that may be foregrounded in peoples' dynamic identity projects, and it defines the phenomena 'character-bound displays' and 'sequential negotiation of character', both indicative of participants' orientation to trustworthiness. In this way, the book turns the theoretical concept of trustworthiness into an empirical object of interaction analysis, pointing to a vast number of interactional indicators, which allow interaction analysts to explore if and how interactants orient to trustworthiness in an encounter. Exemplary cases from both mundane and institutional encounters are analyzed using ethnomethodological multimodal conversation analysis showing how trustworthiness is done, challenges, achived, negotiated and lost in interaction. The intended audiences are scholars of conversation analysis, ethnomethodology, rhetoric and the social sciences, especially communication, organizational and leadership studies, and their students.

With broad appeal, this innovative volume will appeal to scholars involved in wider debates on meaning, within the fields of cognitive semantics, pragmatics, metaphor and metonymy theory, critical discourse analysis, and the philosophy of language. Ambitious in scope, this book situates reflections on similarity and contiguity in the interplay of language, cognition, culture, and ideology, and within broader debates around such issues as capitalism, biodiversity, and human control over nature.

This book provides critical perspectives on issues relating to writing norms and assessment, as well as writing proficiency development, and suggests that scholars need to both carefully examine testing regimes and develop research-informed perspectives on tests and testing practices. In this way schools, institutions of adult education and universities can better prepare learners with differing cultural experiences to meet the challenges. The book brings together empirical studies from diverse geographical contexts to address the crossing of literacy borders, with a focus on academic genres and practices. Most of the studies examine writing in countries where the norms and expectations are different, but some focus on writing in a new discourse community set in a new discipline. The chapters shed light on commonalities and differences between these two situations with respect to the expectations and evaluations facing the writers. They also consider the extent to which the norms that the writers bring with them from their educational backgrounds and own cultures are compromised in order to succeed in the new educational settings.

This book offers a comprehensive treatment of the city image in the Hebrew Bible, with specific attention to stylistics. By engaging with spatial theory (Lefebvre 1974, Soja 1996), the author develops a new framework to analyse the concept of 'city', arguing that a set of conceptual images defines the Biblical Hebrew city, each of them constructed using the same linguistic toolkit. Contrary to previous studies, the book shows that biblical cities are not necessarily evil or female. In addition, there is no substantial difference between the metaphorical images used for Jerusalem and those used for other cities. This book will be of interest to students and scholars of stylistics, urban studies, critical-spatial theory and biblical studies (especially Biblical Hebrew).

This book is about how to teach English as a second language and how second language students learn. With Communicative Language Teaching (CLT) at its centre, it takes a practical approach to second language teaching backed up by clearly explained theory. Presenting eight essential principles across twelve chapters, the book covers Learner Autonomy, Social Learning, Integrated Curriculum, Meaning, Diversity, Thinking Skills, Alternative Assessment and Teacher Co-learning, and shows how technology and reflective teaching can be used to support and enhance these essentials in the classroom. Combining theory and practice, Essentials for Successful English Language Teaching explains how these principles interweave and support each other within the CLT paradigm, demonstrating why they are best implemented as a whole, rather than one at a time. Now revised and brought fully up to date, this new edition includes: - A brand new chapter covering technology and cooperation in teaching practice and how they support CLT-based activities - Vignettes for each essential principle to consolidate theory and demonstrate best practice - Updated real world examples, drawing on teaching experiences from North America, Africa and Asia Taking a 'big picture' view that assumes no prior knowledge of linguistics or language education, Essentials for Successful English Language Teaching is an energising and fun guide for language practitioners.

This book provides critical perspectives on issues relating to writing norms and assessment, as well as writing proficiency development, and suggests that scholars need to both carefully examine testing regimes and develop research-informed perspectives on tests and testing practices. In this way schools, institutions of adult education and universities can better prepare learners with differing cultural experiences to meet the challenges. The book brings together empirical studies from diverse geographical contexts to address the crossing of literacy borders, with a focus on academic genres and practices. Most of the studies examine writing in countries where the norms and expectations are different, but some focus on writing in a new discourse community set in a new discipline. The chapters shed light on commonalities and differences between these two situations with respect to the expectations and evaluations facing the writers. They also consider the extent to which the norms that the writers bring with them from their educational backgrounds and own cultures are compromised in order to succeed in the new educational settings.

This edited collection provides research-informed guidance on how reflexivity may be practised in applied linguistics research. Specifically, we promote reflexivity as an essential hallmark of quality research and argue that doing reflexivity confers greater transparency, methodological rigour, depth, and trustworthiness to our scholarly inquiries. The collection features perspectives from different sub-fields of applied linguistics, including intercultural communication, language education, and multilingualism, and draws on data from a range of settings, including language cafes, classrooms, workplaces, and migration and displacement contexts. Each chapter follows a unified structure: theoretical background, context of the empirical study used as a backdrop for the chapter, an analysis of how reflexivity played out throughout the study, and conclusions which include takeaway points for other researchers. This approach allows readers to gain a sound understanding of the challenges and affordances of doing reflexivity in concrete examples of applied linguistics research whilst also gaining guidance on how to nurture and report on researcher reflexivity as this unfolds throughout the lifetime of a project. This book will appeal to students and scholars in applied linguistics, particularly those with an interest in research methods in the areas of language education, multilingualism, and intercultural communication.

TRENDS IN LINGUISTICS is a series of books that open new perspectives in our understanding of language. The series publishes state-of-the-art work on core areas of linguistics across theoretical frameworks, as well as studies that provide new insights by approaching language from an interdisciplinary perspective. TRENDS IN LINGUISTICS considers itself a forum for cutting-edge research based on solid empirical data on language in its various manifestations, including sign languages. It regards linguistic variation in its synchronic and diachronic dimensions as well as in its social contexts as important sources of insight for a better understanding of the design of linguistic systems and the ecology and evolution of language. TRENDS IN LINGUISTICS publishes monographs and outstanding dissertations as well as edited volumes, which provide the opportunity to address controversial topics from different empirical and theoretical viewpoints. High quality standards are ensured through anonymous reviewing.

Although US history is marred by institutionalized racism and sexism, postracial and postfeminist attitudes drive our polarized politics. Violence against people of color, transgendered and gay people, and women soar upon the backdrop of Donald Trump, Tea Party affiliates, alt-right members like Richard Spencer, and right-wing political commentators like Milo Yiannopoulos who defend their racist and sexist commentary through legalistic claims of freedom of speech. While more institutions recognize the volatility of these white men's speech, few notice or have thoughtfully considered the role of white nationalist, alt-right, and conservative white women's messages that organizationally preserve white supremacy. In Rebirthing a Nation: White Women, Identity Politics, and the Internet, author Wendy K. Z. Anderson details how white nationalist and alt-right women refine racist rhetoric and web design as a means of protection and simultaneous instantiation of white supremacy, which conservative political actors including Sarah Palin, Donald Trump, Kellyanne Conway, Sarah Huckabee Sanders, and Ivanka Trump have amplified through transnational politics. By validating racial fears and political divisiveness through coded white identity politics, postfeminist and motherhood discourse functions as a colorblind, gilded cage. Rebirthing a Nation reveals how white nationalist women utilize colorblind racism within digital space, exposing how a postfeminist framework becomes fodder for conservative white women's political speech to preserve institutional white supremacy.

Language is not simply a tool for communication - symbolic power struggles underlie any speech act, discourse move, or verbal interaction, be it in face-to-face conversations, online tweets or political debates. This book provides a clear and accessible introduction to the topic of language and power from an applied linguistics perspective. It is clearly split into three sections: the power of symbolic representation, the power of symbolic action and the power to create symbolic reality. It draws upon a wide range of existing work by philosophers, sociolinguists, sociologists and applied linguists, and includes current real-world examples, to provide a fresh insight into a topic that is of particular significance and interest in the current political climate and in our increasingly digital age. The book shows the workings of language as symbolic power in educational, social, cultural and political settings and discusses ways to respond to and even resist symbolic violence.

This book presents the original concept of the 'dispositif of age', combining post-Foucauldian analytics of the dispositif, discourse and governmentality with the historical semantics of Reinhart Koselleck to explore the functions of the notion of youth in the regulation of social life. Making use of examples from sources including scientific and media statements, youth policy programmes, and strategies at international (European) and local (Polish) levels, the author shows how this concept of youth supports processes of social regulation and contributes to the implementation of political goals as specific responses to issues such as radicalization and violence, unemployment, and economic crisis. This book will be of interest not only to scholars of discourse and youth studies, but also to all post-Foucauldian researchers with an interest in going beyond simple 'applicationism'.

Heidegger characterizes the relationship between language and Being as "language is the house of Being", negating the idea that language is merely a tool ready to be used at hand. Drawing on this idea, as well as ideas from anthropology, pragmatics, and folklore studies, the author argues that "language is the last homestead of human beings", meaning that mankind lives within language, has to live within language, and lives in formulaic speech events. The author takes Western classic works on the philosophy of language and his own insights of language use, rooted in traditional Chinese culture, in order to develop his own localized theory. In this title, the author explores the philosophical aspect of man's survival by presenting day-to-day exchange routines such as weddings and fortune-telling dialogues in the Chinese context. Awarded the first prize for Academic Excellence in Philosophy and Social Sciences in Guangdong Province, and second prize in the second Xu Guozhang Award for Foreign Language Studies, this is a must-read for researchers interested in philosophy of language and pragmatics.

The San (hunter- gatherers) and Khoe (herders) of southern Africa were dispossessed of their land before, during and after the European colonial period, which started in 1652. They were often enslaved and forbidden from practicing their culture and speaking their languages. In South Africa, under apartheid, after 1948, they were reclassified as "Coloured" which further undermined Khoe and San culture, forcing them to reconfigure and realign their identities and loyalties. Southern Africa is no longer under colonial or apartheid rule; the San and Khoe, however, continue in the struggle to maintain the remnants of their languages and cultures, and are marginalised by the dominant peoples of the region. The San in particular, continue to command very extensive research attention from a variety of disciplines, from anthropology and linguistics to genetics. They are, however, usually studied as static historical objects but they are not merely peoples of the past, as is often assumed; they are very much alive in contemporary society with cultural and language needs. This book brings together studies from a range of disciplines to examine what it means to be Indigenous Khoe and San in contemporary southern Africa. It considers the current constraints on Khoe and San identity, language and culture, constantly negotiating an indeterminate social positioning where they are treated as the inconvenient indigenous. Usually studied as original anthropos, but out of their time, this book shifts attention from the past to the present, and how the San have negotiated language, literacy and identity for coping in the period of modernity. It reveals that Afrikaans is indeed an African language, incubated not only by Cape Malay slaves working in the kitchens of the early Dutch settlers, but also by the Khoe and San who interacted with sailors from passing ships plying the West coast of southern Africa from the 14th century. The book re- examines the idea of literacy, its relationship to language, and how these shape identity. The chapters in this book were originally published in the journal Critical Arts: South-North Cultural and Media Studies.

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.

Metaphors are a vital linguistic component of religious speech and serve as a cultural indicator of how groups understand themselves and the world. The essays compiled in this volume analyze the use, function, and structure of metaphors in Jewish writings from the Hellenistic-Roman period (including the works of Philo and the texts of Qumran), as well as in apocryphal early Christian texts and inscriptions.

Les genres discursifs, penses comme outil theorique necessaire pour faciliter la production et la reception des textes, evoluent dans le temps, mais egalement dans l'espace. Chaque aire linguistique et culturelle possede des specificites generiques qui se manifestent dans la realisation des discours mediatiques. En raison de la digitalisation grandissante, les discours mediatiques sont de plus en plus diffuses et consommes sous leur forme numerique, ce qui implique une reconfiguration des pratiques de production et de reception. Le present ouvrage se propose d'examiner les enjeux interculturels de ces discours mediatiques. Les textes reunis dans cet ouvrage font ressortir les contrastes entre le francais et l'allemand, mais egalement entre le francais et d'autres langues.

This book offers a distinct exploration of Chinese English - which has the largest rising population of speakers in the World Englishes (WE) family. Xu focuses on the fundamental issues of "names" and "norms" that are closely related to Chinese English and the "narratives" of the speakers of Chinese English. In addition to current approaches to WE research, this book proposes a novel theoretical and analytical framework based on classical Chinese and Western philosophies. The volume has an empirical basis, drawing upon interview and questionnaire survey data from proficient speakers of Chinese English. It is also based on an extensive review of the relevant literature on both WE and Chinese English, and it draws upon the author's research experience of over two decades on the subject. This is the third research book on Chinese English that the author has contributed to WE literature and it will be a valuable read for students and scholars alike.

-A concise guide to this key topic in child and adolescent development - provides an accessible introduction and springboard to further learning ideal for students and professionals who want to underpinning knowledge -Focus on typical and atypical development is unique and offers comprehensive comprehensive insight into all aspects of human growth and development. -Companion website offers topic-focused resources including multiple choice quizzes, Powerpoint slides for lecturers and sample essay questions.

This book is perhaps the most stunning available demonstration of the explanatory power of the parametric approach to linguistic theory. It is akin, not to a deductive proof, but to the discovery of a footprint in a far-off place which leaves an archeologist elated. The book is full of intricate reasoning, but the stunning aspect is that the reasoning moves between not only complex syntax and diverse languages, but it makes predictions about what two-year-old children will assume about the jumble of linguistic input that confronts them. Those predictions, Hyams shows, are supported by a discriminating analysis of acquisition data in English and Italian. Let us examine the linguistic context for a moment before we discuss her theory. The ultimate issue in linguistic theory is the explanation of how a child can acquire any human language. To capture this fact we must posit an innate mechanism which meets two opposite constraints: it must be broad enough to account for the diversity of human language, and narrow enough so that the child does not make irrelevant hypotheses about his own language, particularly ones from which there is no recovery. That is, a child must not posit a grammar which permits all of the sentences of a language as well as other sentences which are not in the language. In a word, the child must not create a language in which one cannot make adult discriminations between grammatical and ungrammatical.