This volume presents a comprehensive introduction to the study of second language learning, multilingualism and gender. An impressive array of papers situated within a feminist poststructuralist framework demonstrates how this framework allows for a deeper understanding of second language learning, a number of language contact phenomena, intercultural communication, and critical language pedagogy. The volume has wide appeal to students and scholars in the fields of language and gender, sociolinguistics, SLA, anthropology, and language education.

Traditional semantic description of Ancient Greek prepositions has struggled to synthesize the varied and seemingly arbitrary uses into something other than a disparate, sometimes overlapping list of senses. The Cognitive Linguistic approach of prototype theory holds that the meanings of a preposition are better explained as a semantic network of related senses that radially extend from a primary, spatial sense. These radial extensions arise from contextual factors that affect the metaphorical representation of the spatial scene that is profiled. Building upon the Cognitive Linguistic descriptions of Bortone (2009) and Luraghi (2009), linguists, biblical scholars, and Greek lexicographers apply these developments to offer more in-depth descriptions of select postclassical Greek prepositions and consider the exegetical and lexicographical implications of these findings. This volume will be of interest to those studying or researching the Greek of the New Testament seeking more linguistically-informed description of prepositional semantics, particularly with a focus on the exegetical implications of choice among seemingly similar prepositions in Greek and the challenges of potentially mismatched translation into English.

The Pragmatics Reader is the indispensable set of readings for all students studying Pragmatics at advanced undergraduate and postgraduate levels. Combining key classic texts with newer extracts covering current developments in contemporary Pragmatics, each reading has been carefully selected to both showcase the best thinking and latest research and also to reflect the international nature of the field.

The 30 varied readings, including four specially commissioned papers, have been organised into eight themed sections: Linguistic Pragmatics; Post-Gricean Pragmatics; Indexicality; Historical Pragmatics; Politeness, Face and Impoliteness; Cross-cultural and intercultural pragmatics; Pragmatics and Conversation - Development and Impairment; and Pragmaticians on Pragmatics. Each of these sections is supported and enhanced by substantial editorial commentaries, pre-reading, in-reading and post-reading activities and suggestions for further reading, both in print and online. The book also features a general introduction, a glossary of key terms, and a conclusion that explores the relationship between pragmatic theory and practice before anticipating the future directions of the subject.

Readings: Dawn Archer and Peter Grundy - J. L. Austin - John R. Searle - H. P. Grice - Pieter A. M. Seuren - Robert C. Stalnaker - Stephen C. Levinson - Reinhard Blutner - Diane Blakemore - Billy Clark - Robyn Carston - Dan Sperber and Deirdre Wilson - Stephen C. Levinson - Jo Rubba - Jef Verschueren - Elizabeth Close Traugott - Laurel J. Brinton - Andreas H. Jucker and Irma Taavitsainen - Erving Goffman - Penelope Brown and Stephen C. Levinson - Miriam A. Locher and Richard J. Watts - Jonathan Culpeper - Shoshana Blum-Kulka, Julianne House and Gabriele Kasper - Haruko Minegishi Cook - Istvan Kecskes - Anat Ninio and Catherine E. Snow - Emanuel A. Schegloff - Heidi Ehrenberger Hamilton - Roman Kopytko - Jon F. Pressman - Charles L. Briggs

This volume tracks the impact Processing Instruction has made since its conception. The authors explain Processing Instruction, both its main theoretical underpinnings as well as the guidelines for developing structured input practices. They review the empirical research conducted to date, so that readers have an overview of new research carried out on the effects of Processing Instruction. The work concludes with reflections on the generalizability and limits of the research on Processing Instruction and offers future directions for Processing Instruction research.

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.

Developing Notetaking Skills in a Second Language combines theoretical perspectives with an analysis of empirical classroom studies and offers a detailed discussion that increases pedagogical awareness of factors impacting second language (L2) notetaking performance and instruction. Based on original research and including descriptions of classroom practices and samples of student work, the book provides insights on a range of topics relevant to L2 notetaking. The book emphasizes the challenges that many students from different international backgrounds face when taking notes in an L2 and outlines a five-stage pedagogic cycle for notetaking that can be applied to any listening text. It also explores the dialogic potential of notes for stimulating class discussion about notetaking strategies. This book will be of great interest for teachers, academics, scholars, and postgraduate students in the fields of applied linguistics, L2 and foreign language education. It will also be a useful resource for those in charge of teacher education and postgraduate TESOL, L1, and L2 listening researchers and psycholinguists.

Negation is a sine qua non of every human language but is absent from otherwise complex systems of animal communication. In many ways, it is negation that makes us human, imbuing us with the capacity to deny, to contradict, to misrepresent, to lie, and to convey irony. The apparent simplicity of logical negation as a one-place operator that toggles truth and falsity belies the intricate complexity of the expression of negation in natural language. Not only do we find negative adverbs, verbs, copulas, quantifiers, and affixes, but the interaction of negation with other operators (including multiple iterations of negation itself) can be exceedingly complex to describe, extending (as first detailed by Otto Jespersen) to negative concord, negative incorporation, and the widespread occurrence of negative polarity items whose distribution is subject to principles of syntax, semantics, and pragmatics. The chapters in this book survey the patterning of negative utterances in natural languages, spanning such foundational issues as how negative sentences are realized cross-linguistically and how that realization tends to change over time, how negation is acquired by children, how it is processed by adults, and how its expression changes over time. Specific chapters offer focused empirical studies of negative polarity, pleonastic negation, and negative/quantifier scope interaction, as well as detailed examinations of the form and function of sentential negation in modern Romance languages and Classical Japanese.

The Contributions to the Sociology of Language series features publications dealing with sociolinguistic theory, methods, findings and applications. It addresses 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 and historians to the development of the sociology of language.

The Contributions to the Sociology of Language series features publications dealing with sociolinguistic theory, methods, findings and applications. It addresses 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 scholars interested in language in society from a broad range of disciplines - anthropology, education, history, linguistics, political science, and sociology. To discuss your book idea or submit a proposal, please contact Natalie Fecher.

This text brings together in one volume two previous books that laid the groundwork for the construction of the entries in Diccionario Griego-Espanol del Nuevo Testamento (Greek-Spanish Dictionary of the New Testament), namely Metodo de Analisis semantico aplicado al griego del Nuevo Testamento (Method of Semantic Analysis applied to the Greek of the New Testament) and Metodologia del Diccionario Griego Espanol del Nuevo Testamento (Methodology of the Greek Spanish Dictionary of the New Testament), by Juan Mateos and Jesus Pelaez. In the introduction and first part of the text, the concepts of dictionary and meaning are defined and a critical analysis of the dictionaries of F. Zorell, W. Bauer (Bauer-Aland) and Louw-Nida is conducted. Their methodologies are examined with the purpose of then presenting a method of semantic analysis and the steps for establishing the semantic formula of the various classes of lexemes, which functions as the basis for determining lexical and contextual meaning. In the second part the necessary steps for composing the dictionary's entries are proposed. The text concludes with an analysis of related lexemes in order to demonstrate the accuracy of the suggested method. For the first time, a carefully developed method of semantic analysis and the corresponding methodology are presented before the construction of the dictionary's entries.

In this monograph, the author offers a new way of examining the much discussed notion of identity through the theoretical and methodological approach called multimodal interaction analysis. Moving beyond a traditional discourse analysis focus on spoken language, this book expands our understanding of identity construction by looking both at language and its intersection with such paralinguistic features as gesture, as well as how we use space in interaction. The author illustrates this new approach through an extended ethnographic study of two women living in Germany. Examples of their everyday interactions elucidate how multimodal interaction analysis can be used to extend our understanding of how identity is produced and negotiated in context from a more holistic point of view.

The Diagnosis of Writing in a Second or Foreign Language is a comprehensive survey of diagnostic assessment of second/foreign language (SFL) writing. In this innovative book, a compelling case is made for SFL writing as an individual, contextual, and multidimensional ability, combining several theoretically informed approaches upon which to base diagnosis. Using the diagnostic cycle as the overarching framework, the book starts with the planning phase, cover design, development, and delivery of diagnostic assessment, ending with feedback and feed-forward aspects to feed diagnostic information into the teaching and learning process. It covers means to diagnose both the writing processes and products, including the design and development of diagnostic tasks and rating scales, as well as automated approaches to assessment. Also included is a range of existing instruments and approaches to diagnosing SFL writing. Addressing large-scale as well as classroom contexts, this volume is useful for researchers, teachers, and educational policy-makers in language learning.

The Diagnosis of Writing in a Second or Foreign Language is a comprehensive survey of diagnostic assessment of second/foreign language (SFL) writing. In this innovative book, a compelling case is made for SFL writing as an individual, contextual, and multidimensional ability, combining several theoretically informed approaches upon which to base diagnosis. Using the diagnostic cycle as the overarching framework, the book starts with the planning phase, cover design, development, and delivery of diagnostic assessment, ending with feedback and feed-forward aspects to feed diagnostic information into the teaching and learning process. It covers means to diagnose both the writing processes and products, including the design and development of diagnostic tasks and rating scales, as well as automated approaches to assessment. Also included is a range of existing instruments and approaches to diagnosing SFL writing. Addressing large-scale as well as classroom contexts, this volume is useful for researchers, teachers, and educational policy-makers in language learning.

This book covers the essentials of modality and offers both foundational ideas and cutting edge advances. The book consists of what are essentially tutorials on modality and modal notions, covering definitions of modality, morphosyntactic form, conceptual and logical semantics, historical development, and acquisition. There are also specific chapters on modality in Zapotec and American Sign Language, which show the range of forms that modal notions can take. To assist its tutorial function, the book closes with a comprehensive conceptual outline of all the chapters. Key features: new series textbook covers the essentials of modality

This book provides an overview of current research on the age factor in foreign language learning, addressing issues, which are critical for language planning. It presents new research on foreign language learning within bilingual communities in formal instruction settings focussing on syntax, phonology, writing, oral skills and learning strategies.

The Routledge Handbook of Vocabulary Studies provides a cutting-edge survey of current scholarship in this area. Divided into four sections, which cover understanding vocabulary; approaches to teaching and learning vocabulary; measuring knowledge of vocabulary; and key issues in teaching, researching, and measuring vocabulary, this Handbook: * brings together a wide range of approaches to learning words to provide clarity on how best vocabulary might be taught and learned; * provides a comprehensive discussion of the key issues and challenges in vocabulary studies, with research taken from the past 40 years; * includes chapters on both formulaic language as well as single-word items; * features original contributions from a range of internationally renowned scholars as well as academics at the forefront of innovative research. The Routledge Handbook of Vocabulary Studies is an essential text for those interested in teaching, learning, and researching vocabulary.

This new addition to Routledge 's Major Works series, Critical Concepts in Linguistics, brings together the very best and most influential scholarly research in over half a century of language-acquisition research. The collection represents and reflects the interdisciplinary nature of the field, by highlighting models and methodologies from and implications for adjacent fields such as psycholinguistics, developmental psychology, computer science, and comparative cognition. In addition, the collection steers users to the most important, as well as controversial, issues that lie at the frontier of language acquisition research.

With a new introduction by the editor, comprehensive index, and a chronological table of the gathered materials, this four-volume collection provides both student and scholar alike with all the key writings on language acquisition in one convenient and authoritative reference resource

This book explores the importance of cross-linguistic similarity in foreign language learning. While linguists have primarily focussed upon differences between languages, learners strive to make use of any similarities to prior linguistic knowledge they can perceive. The role of positive transfer is emphasized as well as the essential differences between comprehension and production. In comprehension of related languages, cross-linguistic similarities are easily perceived while in comprehension of distant languages they are merely assumed. Production may be based on previous perception of similarities, but frequently similarities are here merely assumed. Initially, effective learning is based on quick establishment of cross-linguistic one-to-one relations between individual items. As learning progresses, the learner learns to modify such oversimplified relations. The book describes the ways in which transfer affects different areas of language, taking account of the differences between learning a language perceived to be similar and a language where few or no cross-linguistic similarities can be established.

The Glot International State-of-the-Article books constitute the ideal solution for every-one who wants to have a good idea of what the others are doing but does not have time to follow the developments in all other parts of the field on a day to day basis. All articles were previously published in Glot International and have been revised and updated, and special attention was given to the extensive bibliography, which constitutes an important part of each overview article. Among the essays in the first volume are overview articles dealing with VP ellipsis (by Kyle Johnson), Ergativity (by Alana Johns), tone (by San Duanmu), acquisition of phonology (by Paula Fikkert), and semantic change (by Elizabeth Closs Traugott). The second volume offers articles on subjects ranging from the development of grammars (by David Lightfoot) and markedness in phonology (by Keren Rice) to the syntactic representation of linguistic events (by Sara Thomas Rosen), optionality in Optimality syntax (by Gereon Muller) and the nature of coordination (by Ljiljana Progovac).