Processing Instruction is an approach to grammar instruction for second language learning, contrasting with traditional grammar instruction in its focus on structured input rather than learners' output. This book compares student assessment after traditional grammar instruction and after Processing Instruction to assess the positive benefits of this method of second language teaching. Rather than examining sentence-level tasks, the study looks at the relative effectiveness of Processing Instruction on discourse-level linguistic ability. Case studies using empirical data from second language learners of Japanese, Italian and English are used to highlight the benefits to the learner of this method of enhanced input. This monograph will be of interest to postgraduates and academics researching second language acquisition and applied linguistics.

Crosslinguistic Studies on Noun Phrase Structure and Reference contains 11 studies on the grammar of noun phrases. Part One explores NP-structure and the impact of information structure, countability and number marking on interpretation, using data from Russian, Armenian, Hebrew, Brazilian Portuguese, Karitiana, Turkish, English, Catalan and Danish. Part Two examines language specific definiteness marking strategies in spoken and signed languages-differentiated definiteness marking in Germanic, double definiteness in Greek, adnominal demonstratives in Japanese, 'weak' definiteness in Martinike and the special referring options made avilable by signing. Part Three examines the second-language acquisition of genericity in English, Spanish and Brazilian Portuguese. This volume will be of interest to researchers and students in syntax, formal semantics, and language acquisition. Contributors include: Zeljko Boskovic, Patricia Cabredo Hofherr, Edit Doron, Nomi Erteschik Shir, Brigitte Garcia, Elaine Grolla, Tania Ionin, Loic Jean-Louis, Makoto Kaneko, Marika Lekakou, Silvina Montrul, Ana Muller, Asya Pereltsvaig, Marie-Anne Sallandre, Helade Santos, Serkan Sener, Rebekka Studler, Kriszta Szendroei, Anne Zribi-Hertz.

Taste is considered one of the lowest sensory modalities, and the most difficult to express in language. Recently, an increasing body of research in perception language and in Food Studies has been sparkling new interest and new perspectives on the importance of this sense. Merging anthropology, evolutionary physiology and philosophy, this book investigates the language of Taste in English, and its relationship with our embodied minds. In the first part of the book, the author explores the semantic dimensions of Taste terms with a usage-based approach. With the application of experimental protocols, Bagli enquires their possible organization in a radial network and calculates the Salience index of gustatory terms in both American and British English. The second part of the book is an overview of the metaphorical extensions that motivate the polysemy of Taste terms, with the aid of corpus analysis methods and various texts. This book is the first to review systematically and in a usage-based perspective the role of the sensory domain of Taste in English, showing a more complicated picture and suggesting that its under-representation and difficulty of encoding does not correspond to lack of importance.

A definitive guide to the long tradition of lexicography, this handbook is a rigorous and systematic overview of the field and its recent developments. Featuring key topics, research areas, new directions and a manageable guide to beginning and developing research in the field, this one-volume reference provides both a survey of current research and more practical guidance for advanced study. Fully updated and revised to take account of recent developments, in particular innovations in digital technology and online lexicography, this second edition features: - 6 new chapters, covering metalexicography, lexicography for Asian languages, lexicography for endangered and minority languages, onomasiological lexicography, collaborative lexicography, and internet dictionaries - Thoroughly revised chapters on learner dictionaries, bilingual dictionaries and future directions, alongside a significantly updated third part on 'New Directions in Lexicography', accounting for innovations in digital lexicography - An expanded glossary of key terms and an updated annotated bibliography Identifying and describing the central concepts associated with lexicography and its main branches of study, The Bloomsbury Handbook of Lexicography demonstrates the direct influence of linguistics on the development of the field and is an essential resource for anyone interested in this area.

The Bloomsbury Companion to M. A. K. Halliday is a comprehensive and accessible reference resource to one of the world's leading and most influential linguists. Born in 1925, Halliday is the figure most responsible for the development of systemic functional linguistics (SFL). The impact of his work extends beyond linguistics, into the study of stylistics, computation linguistics, visual narrative and multimodal communication. He is considered a founder of the field of social semiotics. Written by leading figures in the field, the volume provides readers with an authoritative overview of his early career, his most important theoretical findings and how his work has influenced linguistics as a discipline. From the publishers of his 'Collected Works' and 'The Essential Halliday', this is another must have book underlining Halliday's era-defining impact on the field of linguistics.

A masterpiece in the art of clear and concise writing, and an exemplar of the principles it explains.

Task Sequencing and Instructed Second Language Learning provides theoretical rationales for, and empirical studies of, the effects of sequencing language learning tasks to maximize second language learning. Examples of task sequences, and both laboratory and classroom-based research into them, are presented. This is the first collection of so far under-researched studies on the effects of task sequencing, framed within the Cognition Hypothesis of Task-based Language Teaching (TBLT) and the SSARC model for task sequencing. Perspectives include -- laboratory-based and classroom-based research designs -- implications for teacher training -- laboratory and classroom research methods -- conversational interaction -- task sequencing and Task Based Language Teaching syllabus design

This is the first cross-linguistic study of imperatives, and commands of other kinds, across the world's languages. It makes a significant and original contribution to the understanding of their morphological, syntactic, semantic, and pragmatic characteristics. The author discusses the role imperatives and commands play in human cognition and how they are deployed in different cultures, and in doing so offers fresh insights on patterns of human interaction and communcation.
Alexandra Aikhenvald examines the ways of framing commands, or command strategies, in languages that do not have special imperative forms. She analyses the grammatical and semantic properties of positive and negative imperatives and shows how these correlate with categories such as tense, information source, and politeness. She looks at the relation of command pragmatics to cultural practices, assessing, for example, the basis for Margaret Mead's assumption that the harsher the people the more frequently they use imperatives. Professor Aikhenvald covers a wide range of language families, including many relatively neglected examples from North America, Amazonia, and New Guinea. The book is accompanied by illustrations of some conventional command signs.
Written and presented with the author's characteristic clarity, this book will be welcomed by linguists of all theoretical persuasions. It will appeal to social and cultural anthropologists and cognitive and behavioural scientists.

"I can't even speak my own language," were the words overheard in a collage staffroom that triggered the writing of this book. Calling something 'my own' implies a personal, proprietorial relationship with it. But how can it be your own if you cannot speak it?The "Cultural Memory of Language" looks at unintended monolingualism - a lack of language fluency in a migratory cultural situation where two or more languages exist at 'home'. It explores family history and childhood language acquisition and attrition. What is the present everday experience of language use and life between two cultures? Examining interview data, Samata uncovers a sense of inauthenticity felt by people who do not fully share a parent's first language. Alongside this features a sense of concurrent anger, and a need to assign blame. Participation in the language, even to the extent of phatic or formulaic phraseology, occasions feelings of authentic linguistic and cultural inclusion. The book thus uncovers appreciable (and measurable) benefits in positive self-image and a sense of well-being. Looking at how people view "language "is essential - how they view the language they call "their own" is even more important and this book does just that in a qualified applied linguistic environment.

Our knowledge and understanding of organizations is both enabled and constrained by an invisible relationship of power that is embedded in the ways in which we act and speak. This book offers a succinct but comprehensive introduction to the vast field of organizational discourse analysis, the approach that studies organization as a linguistic phenomenon, and offers an original approach to investigate the relationship between materiality and discourse. Three original images of discourse are employed: discourse as a map, discourse as organizing and discourse as a mask. These metaphors are used as cognitive tools to highlight different implications and perspectives on discourse. The book critically compares and contrasts various linguistic-focused approaches to the study of organizations, and proposes the use of linguistic phenomena in connection with other methodologies. One section even offers an exemplification of the proposed approach to discourse analysis, presenting a map of discursive terrain, which plays a central role in the reproduction of local organizational and management discourses. This rich and approachable introduction is targeted at graduate and doctoral students, as well as non-specialist academics who want to familiarize themselves with the organizational discourse debate.

Written over the last thirty years, this collection of Professor Peter Verdonk's most important work on the stylistics of poetry clearly shows that the stylistics of poetic discourse is a diverse and valuable interdiscipline. Discussing the poetry of Auden, Heaney and Larkin amongst many others, Verdonk covers everything from intrinsic textual meaning and external context in its widest sense to the reader's cognitive and emotive response to poems. The book will appeal to all students on stylistics and literary linguistics courses, especially those focussing on poetry and poetic language.

Despite their opposite emotional effects, humor and horror are highly similar phenomena. They both can be traced back to (the detection, resolution, and emotional elaboration of) incongruities, understood as semantic violations through unexpected combinations of oppositional information. However, theoretical and experimental comparisons between humor and resolvable incongruities that elicit other emotions than exhilaration have been lacking so far. To gain more insights into the linguistic differences between humor and horror and the cognitive real-time processing of both, a main concern of this book is to discuss the transferability of linguistic humor theories to a systematic horror investigation and directly compare self-paced reading times (SPR), facial actions (FACS), and event-related brain potentials (ERP) of normed minimal quadruplets with frightening and humorous incongruities as well as (in)coherent stimuli. The results suggest that humor and horror share cognitive resources to detect and resolve incongruities. To better distinguish humor from neighboring phenomena, this book refines current humor theories by incorporating humor and horror in a cognitive incongruity processing model.

This book provides a comprehensive overview of the key terms, concepts and thinkers in stylistics. Stylistics is the study of the ways in which meaning is created and shaped through language, in literature and in other types of text. "Key Terms in Stylistics" provides the reader with a comprehensive overview of the field, along with sections that explain relevant terms, concepts and key thinkers, listed from A to Z. The book comprises entries on different stylistic approaches to text, including feminist, cognitive, corpus and multimodal stylistics. There is coverage of key thinkers and their work as well as on central terms and concepts. It ends with a comprehensive bibliography of Key Texts. The book is written in an accessible manner, explaining difficult concepts in an easy to understand way. It will appeal to both beginner and upper-level students working in the interface between language and linguistics. The "Key Terms" series offers undergraduate students clear, concise and accessible introductions to core topics. Each book includes a comprehensive overview of the key terms, concepts, thinkers and texts in the area covered and ends with a guide to further resources.

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.

Laughter is pervasive in interaction yet often overlooked in the research. This volume presents a collection of original studies revealing the highly-ordered, complex, and important phenomenon of laughter in everyday interactions. Building on 40 years of conversation analytic research, the authors show how the design and placement of laughs contribute to unfolding sequences, social activities, identities, and relationships. In this revealing study leading experts investigate laughter in a range of different contexts and across a variety of languages. The research demonstrates that laughter is not simply a reaction to humour but is used in a fascinating array of different ways. Findings reported here include its use in clinics, employment interviews, news interviews, classrooms, the discourse of children with severe autism, and ordinary conversations. The acoustics of laughter and its relationship to movement, gaze and gesture are also explored. The volume brings together new and influential research into this phenomenon to present the state-of-the-art. It will be invaluable to anyone interested in the study of interaction, conversation analysis, humour and laughter.

First published in 2004, John Olsson's practical introduction to Forensic Linguistics has become required reading for courses on this new and expanding branch of applied linguistics. This second edition has been revised and updated throughout, and includes new chapters on language in the justice system, forensic transcription, and expanded information on forensic phonetics. The book includes an appendix of forensic texts for student study, exercises and suggestions for further reading.This unique, hands-on introduction to Forensic Linguistics, based on Olsson's extensive experience as a practising forensic linguist, is essential reading for students, and researchers encountering this branch of applied linguistics for the first time.

In this book, Monika Bednarek addresses the need for a systemic analysis of television discourse and characterization within linguistics and media studies. She presents both corpus stylistics and manual analysis of linguistic and multimodal features of fictional television. The first part focuses on communicative context, multimodality, genre, audience and scripted television dialogue while the second part focuses on televisual characterization, introducing and illustrating the novel concept of expressive character identity. Aside from the study of television dialogue, which informs it throughout, this book is a contribution to studying characterization, to narrative analysis and to corpus stylistics. With its combination of quantitative and qualitative analysis, the book represents a wealth of exploratory, innovative and challenging perspectives, and is a key contribution to the analysis of television dialogue and character identity. The volume will be of interest to researchers and students in linguistics, stylistics and media/television studies, as well as to corpus linguists and communication theorists. The book will be a useful resource for lecturers teaching at both undergraduate and postgraduate levels in media discourse and related areas.

A generic statement is a type of generalization that is made by asserting that a "kind" has a certain property. For example we might hear that marshmallows are sweet. Here, we are talking about the "kind" marshmallow and assert that individual instances of this kind have the property of being sweet. Almost all of our common sense knowledge about the everyday world is put in terms of generic statements. What can make these generic sentences be true even when there are exceptions? A mass term is one that does not "divide its reference;" the word water is a mass term; the word dog is a count term. In a certain vicinity, one can count and identity how many dogs there are, but it doesn't make sense to do that for water--there just is water present. The philosophical literature is rife with examples concerning how a thing can be composed of a mass, such as a statue being composed of clay. Both generic statements and mass terms have led philosophers, linguists, semanticists, and logicians to search for theories to accommodate these phenomena and relationships.
The contributors to this interdisciplinary volume study the nature and use of generics and mass terms. Noted researchers in the psychology of language use material from the investigation of human performance and child-language learning to broaden the range of options open for formal semanticists in the construction of their theories, and to give credence to some of their earlier postulations--for instance, concerning different types of predications that are available for true generics and for the role of object recognitions in the development of count vs. mass terms. Relevant data also is described by investigating the ways children learn these sorts of linguistic items: children can learn how to sue generic statements correctly at an early age, and children are adept at individuating objects and distinguishing them from the stuff of which they are made also at an early age.

Despite its centrality in mainstream linguistics, cognitive semantics has only recently begun to establish a foothold in biblical studies, largely due to the challenges inherent in applying such a methodology to ancient languages. The Semantics of Glory addresses these challenges by offering a new, practical model for a cognitive semantic approach to Classical Hebrew, demonstrated through an exploration of the Hebrew semantic domain of glory. The concept of 'glory' is one of the most significant themes in the Hebrew Bible, lying at the heart of God's self-disclosure in biblical revelation. This study provides the most comprehensive examination of the domain to date, mapping out its intricacies and providing a framework for its exegesis.

Language learning is one of the most rapidly changing disciplines. Along with changing perspectives in learning in the field of Second Language Acquisition, information communication technology (ICT) has also created many learning paths to assist the process of learning a second language (L2). In such an ever-evolving environment, teachers, researchers, and professionals of a diverse number of disciplines need access to the most current information about research on the field of computer-enhanced language acquisition and learning.""Handbook of Research on Computer-Enhanced Language Acquisition and Learning"" provides comprehensive coverage of successful translation of language learning designs utilizing ICT in practical learning contexts. This authoritative reference source amasses research from over XX authors from XX countries, offering researchers, scholars, students, and professionals worldwide, access to the latest knowledge related to research on computer-enhanced language acquisition and learning.

This book offers an introduction to the analysis of meaning. Our outstanding ability to communicate is a distinguishing features of our species. To communicate is to convey meaning, but what is meaning? How do words combine to give us the meanings of sentences? And what makes a statement ambiguous or nonsensical? These questions and many others are addressed in Paul Elbourne's fascinating guide. He opens by asking what kinds of things the meanings of words and sentences could be: are they, for example, abstract objects or psychological entities? He then looks at how we understand a sequence of words we have never heard before; he considers to what extent the meaning of a sentence can be derived from the words it contains and how to account for the meanings that can't be; and he examines the roles played by time, place, and the shared and unshared assumptions of speakers and hearers. He looks at how language interacts with thought and the intriguing question of whether what language we speak affects the way we see the world. Meaning, as might be expected, is far from simple. Paul Elbourne explores its complex issues in crystal clear language. He draws on approaches developed in linguistics, philosophy, and psychology - assuming a knowledge of none of them -in a manner that will appeal to everyone interested in this essential element of human psychology and culture.

Mind Style and Cognitive Grammar advances our understanding of mind style: the experience of other minds, or worldviews, through language in literature. This book is the first to set out a detailed, unified framework for the analysis of mind style using the account of language and cognition set out in cognitive grammar. Drawing on insights from cognitive linguistics, Louise Nuttall aims to explain how character and narrator minds are created linguistically, with a focus on the strange minds encountered in the genre of speculative fiction. Previous analyses of mind style are reconsidered using cognitive grammar, alongside original analyses of four novels by Margaret Atwood, Kazuo Ishiguro, Richard Matheson and J.G. Ballard. Responses to the texts in online forums and literary critical studies ground the analyses in the experiences of readers, and support an investigation of this effect as an embodied experience cued by the language of a text. Mind Style and Cognitive Grammar advances both stylistics and cognitive linguistics, whilst offering new insights for research in speculative fiction.