A seminal work in international communication, examining news reports, civic discourse, and images of Africa in Russian press. This book is about power and influence, politics and communication across frontiers--a thoroughly challenging analysis of Russia's foray into African and international communication. The book penetrates the intellectual, social, cultural, political, geographical, and historical aspects of the relationship between the African continent and Russia, before, during, and after the Cold War. The book is well-researched and up-to-date. The study was conducted within the framework of Russian geo-political interests, the belligerent ideological determinism of the Communist era, the implosion of historical materialism, and the delicate post-communist path to democracy, capitalism, and reconstruction. The book will appeal to a global audience of journalists, scholars, political scientists, historians, cultural and social critics, policy makers, and the general public.

The semiotics of the Christian imagination describes the repository of signs and the logic of signification through which a community of faith envisions spiritual truths. This book analyses various examples in text, images, music, art and scientific treatise of the imaginative semiotisation of the fall of Man and the Church's semiotic perception of the Divine plan for Redemption. The book includes a chapter detailing the theory of signs, based on a close reading of primary sources, and has nine further chapters on the meaning-making inherent in ideas of the Fall and Redemption of mankind. These are filtered through and given material representation by the semiotic paradigms of various cultural fields, including philology, verbal arts and science. Central to this practice - and to the book's message - are two themes of theological semiotics fundamental to man's understanding of himself in the larger scheme of things. Two of these include the theology of the Fall and a sacramental theory of signs. The theory is grounded in the doctrine of analogy, and this is the only reliable cognitive link between the immanence of the thinking subject and the transcendence that is the object of thought.

Although psychology is steeped in writing, as a discipline it has developed little explicit understanding of writing. This is the first book to examine writing (and the teaching of writing) in psychology from the standpoint of composition studies, the scholarly field that specializes in the study and teaching of writing. The book's purpose is to develop a different, richer, more explicit understanding of writing than psychology presently has. Three major aspects of writing are discussed: audience, genre, and style. After examining these, the author draws implications for the teaching of writing in psychology. The work does not aim to tell psychologists how to write better; rather, it suggests how they might think differently about writing.

De Landtsheer and Feldman draw together a collection of research essays examining the nature, characteristics, content, and reception of public rhetoric in various cultures and social settings. The volume focuses on three concerns. First, it examines public speech and symbols in various countries in both the East and the West. Second, it details various methods to study political discourse. Third, it reviews public speech and symbols in relationship to citizenship.

As a unique study of the ways in which public speech works in a variety of nations to liberate and educate when it bridges the gaps between political elites and regular citizens, this volume should appeal to anyone, including scholars and researchers, with an interest in better understanding the burgeoning world of political communication.

Research on Processing Instruction has so far investigated the primary effects of Processing Instruction. In this book the results of a series of experimental studies investigating possible secondary and cumulative effects of Processing Instruction on the acquisition of French, Italian and English as a second language will be presented. The results of the three experiments have demonstrated that Processing Instruction not only provides learners the direct or primary benefit of learning to process and produce the morphological form on which they received instruction, but also a secondary benefit in that they transferred that training to processing and producing another morphological form on which they had received no instruction.

Research on Processing Instruction has so far investigated the primary effects of Processing Instruction. In this book the results of a series of experimental studies investigating possible secondary and cumulative effects of Processing Instruction on the acquisition of French, Italian and English as a second language will be presented. The results of the three experiments have demonstrated that Processing Instruction not only provides learners the direct or primary benefit of learning to process and produce the morphological form on which they received instruction, but also a secondary benefit in that they transferred that training to processing and producing another morphological form on which they had received no instruction.

This book explores the interaction of grammatical components in a wide variety of languages, and presents and exemplifies new experimental and analytic techniques for studying linguistic interfaces. Speaking a language requires access to the different aspects of its grammar -- semantic, syntactic, phonological, pragmatic, morphological, and phonetic. Knowing how these interact is crucial to understanding the operations of any specific language and to the explanation of how language in general operates in the mind. The new research presented here combines theoretical and experimental perspectives on one of the most productive fields in contemporary linguistics.
After the editors' introduction the volume is organized along four themes: the structural properties of sentences interfacing with meaning and the lexicon; internal word structure and its effect on the syntactic and phonological components; the syntax-phonology interface and its relation to the phonetics-phonology interface; and the implications of interfaces for language acquisition and language processing. The book will interest theoretical linguists and all those in linguistics and cognitive science working on the mental operations of language.

How does our knowledge of the language on the one hand, and of the context on the other, permit us to understand what we are told, to resolve ambiguities, to grasp both explicit and implicit content, to appreciate metaphor and irony? These issues have been studied in two disciplines: linguistic pragmatics and psycholinguistics, with only limited interactions between the two. This volume lays down the foundation for a new field: "Experimental Pragmatics." Contributions review pioneering work and present novel ways of articulating theories and experimental methods in the area.

The book focuses on investigating pragmatic learning, teaching and testing in foreign language contexts. The volume brings together research that investigates these three areas in different formal language learning settings. The number and variety of languages involved both as the first language (e.g. English, Finnish, Iranian, Spanish, Japanese) as well as the target foreign language (e.g. English, French, German, Indonesian, Korean, Spanish) makes the volume specially attractive for language educators in different sociocultural foreign language contexts. Additionally, the different approaches adopted by the researchers participating in this volume, such as information processing, sociocultural, language socialization, computer-mediated or conversation analysis should be of interest to graduate students and researchers working in the area of second language acquisition.

This book explores the complexity of story text. Its thesis is that one can elicit the world view of a people from a close structural analysis of their narrative discourse. It is the first methodological explanation of how stories can be used as a source of cultural data and an illustration of how to do a rhetorically close analysis of a story text. A theory of narrative structure is presented which leads to a conversationally based definition of what can properly be called a story.

This book explores the various transformations of biblical proper names. The basic phonetic relationship between Semitic languages on the one hand and non-Semitic languages, like Greek and Latin, on the other hand, is so complex that it was hardly possible to establish a unified tradition in writing biblical proper names within the Greek and Latin cultures. In the transmission we encounter various transformations of biblical proper names. The basic phonetic relationship between Semitic languages on the one hand and non-Semitic languages, like Greek and Latin, on the other hand, is so complex that it was hardly possible to establish a unified tradition in writing biblical proper names within the Greek and Latin cultures. Since the Greek and Latin alphabets are inadequate for transliteration of Semitic languages, authors of "Greek and Latin Bibles" were utter grammatical and cultural innovators. In "Greek and Latin Bibles" we note an almost embarrassing number of phonetic variants of proper names. A survey of ancient "Greek and Latin Bible" translations allows one to trace the boundary between the phonetic transliterations that are justified within Semitic, Greek, and Latin linguistic rules, and those forms that transgress linguistic rules. The forms of biblical proper names are much more stable and consistent in the Hebrew Bible than in Greek, Latin and other ancient Bible translations. The inexhaustible wealth of variant pronunciations of the same proper names in Greek and Latin translations indicate that Greek and Latin translators and copyists were in general not fluent in Hebrew and did therefore not have sufficient support in a living Hebrew phonetic context. This state affects personal names of rare use to a far greater extent than the geographical names, whose forms are expressed in the oral tradition by a larger circle of the population. Over the last 30 years this pioneering series has established an unrivaled reputation for cutting-edge international scholarship in Biblical Studies and has attracted leading authors and editors in the field. The series takes many original and creative approaches to its subjects, including innovative work from historical and theological perspectives, social-scientific and literary theory, and more recent developments in cultural studies and reception history.

This new, corpus-driven approach to the study of language and style of literary texts makes use of the Dickens' 4.6 million-word corpus for a detailed examination of patterns of lexical collocations. It offers new insights into Dickens' linguistic innovation, together with a nuanced understanding of his use of language to achieve stylistic ends. At the center of the study is a close analysis of the two narratives in "Bleak House," read as a focal point for consideration of Dickens' stylistic development through his whole writing life.

George Orwell coined the term 'Newspeak' for his novel 1984, the purpose of which was designed to shrink vocabularies and eliminate subtlety and nuance. For this dictionary, first published to herald the year 1984, Jonathon Green compiled nearly 8, 000 entries - selected from the slangs and specific vocabularies of trades, professions and interests - covering such areas as the world of entertainment, the media, the military economics, and finance. This dictionary provides an accurate and useful linguistic guide for students of lexicography and an interesting compendium for the general inquisitive reader.

First published in 1987, the Dictionary of Jargon expands on its predecessor Newspeak (Routledge Revivals, 2014) as an authoritative reference guide to specialist occupational slang, or jargon. Containing around 21, 000 entries, the dictionary encompasses a truly eclectic range of fields and includes extensive coverage of both British and U.S. jargon. Areas dealt with range from marketing to medicine, from advertising to artificial intelligence and from skiing to sociology. This is a fascinating resource for students of lexicography and professional lexicographers, as well as the general inquisitive reader.

The view that a bilingual speaker, or a speaker acquiring more than one language, is the sum of two -or more- monolinguals is proving to be a myth rather than a reality. Accordingly, this book provides a new profile of children and young people becoming bilingual or multilingual in today's multicultural Spain. The chapters present studies on the acquisition of the four official languages plus the languages of several new communities. They include descriptive, functional, pragmatic and formal perspectives, covering phonetics, lexis, morphology and syntax, as well as code mixing and input, bilingual twins, SLI bilingualism, narratives, literacy, age and stay abroad effects. The book should be of interest to graduate students and researchers working in the field of second and foreign language acquisition and multilingualism, language planners, language teachers and families alike.

Popular opinion has long assumed that learning a foreign language requires not only traditional classroom instruction but also immersion among native speakers of the language. This opinion is so strongly held that students who study through immersion are believed to become more proficient than those who do not. Study Abroad Contexts for Enhanced Foreign Language Learning is a critical scholarly publication that explores the importance and efficacy of international travel in the learning of a second or additional language. Including various topics such as auditory-orthographic training, grammatical ability, and learner autonomy, this book is geared toward academicians, students, and professionals seeking current and relevant research on language acquisition through immersion and its value.

The second Jerusalem Philosophical Encounter was held in Jerusalem on April 25-28, 1976. The symposium was originally planned to celebrate the 60th birthday of Y ehoshua Bar-Hillel, philosopher and friend. But his sudden death intervened, and turned celebration into commemoration. The topic of the symposiumwas Meaning and Use. For Bar-Hillel, the question 'meaning or use?' was of great importance, one which he took as a question of priorities. Which approach to natural language is prior: the formal, semantical approach, which accords a central position to the truth functional concept of meaning and to the theory of reference, or rather the alternative approach which accords the central position to linguistic commu nication and prefers dealing with speech acts to dealing with Statements? Bar Hillel's answer to this question, in his later years, can be summed up by our title, meaning and use: neither approach deserves priority, each is equally necessary, and they both complement each other. Those familiar with Bar Hillel's uncompromising intellectual honesty would know that this answer does not reflect a superficial wish for domestic peace, but stems rather from deep and informed convictions. The issues of meaning and use dominated Bar-Hillel's intellectuallife. At the same time his day-to-day existence was guided by the idea that the meaning of life is to be found in being useful, particularly in being useful to the community of seekers of knowledge."

Up until the mid-1980s most pragmatic analysis had been done on spoken language use, considerably less on written use, and very little at all on literary activity. This has now radically changed. 'Pragmatics' could be informally defined as the study of relationships between language and its users. This volume, first published in 1991, seeks to reposition literary activity at the centre of that study. The internationally renowned contributors draw together two main streams. On the one hand, there are concerns which are close to the syntax and semantics of mainstream linguistics, and on the other, there are concerns ranging towards anthropological linguistics, socio- and psycholinguistics. Literary Pragmatics represents an antidote to the fragmenting specialization so characteristic of the humanities in the twentieth century. This book will be of lasting value to students of linguistics, literature and society. Roger D. Sell discusses the reissue of Literary Pragmatics here: http://www.routledge.com/articles/roger_d._sell_discusses_the_reissue_of_literary_pragmatics/

Dialogue as a Collective Means of Design Conversation is the second volume edited by Patrick M. Jenlink and Bela H. Banathy to offer a cross-disciplinary approach to examining dialogue as a communicative medium. In this Compendium, the contributing authors set forth their ideas, experiences, and perspectives as the path of a learning journey a journey of new meaning, of new understanding, and of becoming self-aware of design conversation as future creating and consciousness evolving. In particular, this volume comes at a time when we as a global society are faced with the question of how we shape our actions and in turn shape our future, through conversation that is focused on resolving global conflict and fostering world peace. The volume evokes in the reader a realization that our greatest potential rests, in no small measure, with our collective capacity for cultural creativity and in our capacity to achieve new levels of consciousness through dialogue and design conversation. The Compendium is organized into five themes: Section I examines foundational perspectives of design conversation. The authors examine design conversation from philosophical, cultural, spiritual, and historical perspectives. Sections II-IV explores the philosophical and theoretical perspectives as well as methodological ideas related to conversation. These writings also delve into different modalities of conversation and the application of design conversation within and across various types of design settings and human experiences. In Section V the editor reflectively examines the contributions to the book and presents his own thoughts on the next steps in the evolutionary relationship ofconversation, human systems, and systems design.

Semiotic Margins analyses the meaning making potential of not only language, but modalities like laughter, music, colour, and architectural spaces. By examiningresources often positioned on the side-line of mainstream semiotic accounts, this study raises the question of what counts as part of language and communication and why. Beginning with the more established nonverbal resources of communication, four major themes of modalities of meaning are covered. The investigation of music and space looks at how semiotic systems in classical music interact. Using children's books, the relationship between images and verbal meaning is then explored, presenting implications for student literacy as well as a methodology for supporting children excluded from mainstream literary practices. Finally new approaches to transcribing representations in screen-based technologies are presentedthrough an examination of television advertisements. Semiotic Margins will appealtolinguists and semioticians wishing to pursue research in systemic functional linguistics and multimodal discourse analysis.

There is pressure on world language educators to prepare learners with 21st century skills to meet the challenges of an increasingly interconnected globalized world. The need for change was summarized in the 2007 report of the MLA Ad Hoc Committee on Foreign Languages that suggested the implementation of curricular reform by developing students' "translingual and transcultural competence" (p. 3) which allows someone "to operate between languages" (p.237). However, the integration of such a meaningful cultural component in instructed language learning is a complex topic. This book recognizes the difficulty world language educators face to achieve the goals of the MLA report, particularly at beginning levels of instruction in target language use classrooms. Accordingly, this book informs instructed language learning and teaching by bridging developmental theories from the fields of intercultural competence with second language pedagogies-particularly communicative language teaching (CLT) and literacy-based approaches-providing examples of practical applications inside the classroom and beyond. It is intended to support the many FL educators who have consistently reported that they are struggling to incorporate meaningful cultural instruction into their practice (Fox & Diaz-Greenberg 2006; Phillips & Abbott, 2011; Sercu, 2005). This book provides a framework to foster learners' deep cultural reflection at beginning levels of instruction while preserving target language use policies, bridging CLT pedagogies to intercultural communicative competence (ICC) literacy-based approaches. It starts by synthesizing prominent definitions of culture and culture learning models and then summarizes disparate sources of research findings on culture learning projects (which primarily take place at advanced levels of language learning) to the Standards-based classroom at all levels of instruction, K-16. Although research on fostering learners' intercultural competence at beginning levels of language instruction is in its infancy, it is of utmost concern given that the vast majority of U.S. language learners rarely continue to advanced levels of instruction (Zimmer-Lowe, 2008). In addition, this book challenges FL educators to advocate for their FL programs and to give greater visibility and credibility to the profession in institutional internationalization efforts. The theoretical components of this book deconstruct the connections between language, thought and culture and problematize developmental models in the IC field that neglect to consider the important role of language. This book provides K-16 FL educators with the discourse needed to 1) explain to administrators, parents and students how world language study prepares learners to compete in an increasingly global market beyond the learner's development of linguistic proficiency and 2) convince administrators of the value in and the need for world language study in order to support institutional internationalization efforts. The last chapter of this book provides guidance and suggestions on ways to expand K-12 teacher preparation programs and continuing education training to foster learners' intercultural communicative competence while preserv-ing a Standards-based curriculum. In sum, this book is intended to 1) support all K-16 world language educa-tors with their program advocacy and instruction; 2) serve as a reference manual or course book in teacher preparation programs; 3) serve as a reference manual or course book for research and graduate courses on the teaching and learning of languages.

This volume, the second of two companion biographical dictionaries, provides extensive entries on 31 women orators active since 1925. It covers women with distinguished political careers, such as Clare Boothe Luce, Frances Perkins, and Ann Willis Richards; women with important scientific careers, such as Rachel Carson and Helen Broinowski Caldicott; and women with religious careers, such as Dorothy Day and Pauli Murray. It includes extraordinary women, such as Helen Keller and Eleanor Roosevelt and women who have been active in the women's movement as well as those, such as Phyllis Schlafly, who have been actively anti-feminist. Each entry provides brief biographical information, focuses on an analysis of the subject's rhetoric, and concludes with information on sources.

Language development, and the challenges it can present for individuals who are deaf or hard-of-hearing, have long been a focus of research, theory, and practice in D/deaf studies and deaf education. Over the past 150 years, but most especially near the end of the 20th and beginning of the 21st century, advances in the acquisition and development of language competencies and skills have been increasing rapidly. This volume addresses many of those accomplishments as well as remaining challenges and new questions that have arisen from multiple perspectives: theoretical, linguistic, social-emotional, neuro-biological, and socio-cultural. The contributors comprise an international group of prominent scholars and practitioners from a variety of academic and clinical backgrounds. The result is a volume that addresses, in detail, current knowledge, emerging questions, and innovative educational practice in a variety of contexts. The volume takes on topics such as discussion of the transformation of efforts to identify a "best" language approach (the "sign" versus "speech" debate) to a stronger focus on individual strengths, potentials, and choices for selecting and even combining approaches; the effects of language on other areas of development as well as effects from other domains on language itself; and how neurological, socio-cognitive, and linguistic bases of learning are leading to more specialized approaches to instruction that address the challenges that remain for deaf and hard-of-hearing individuals. This volume both complements and extends The Oxford Handbook of Deaf Studies and Deaf Education, Volumes 1 and 2, going further into the unique challenges and demands for deaf or hard-of-hearing individuals than any other text and providing not only compilations of what is known but setting the course for investigating what is still to be learned.

Working in Language and Law is a detailed account of the forensic linguistic work done by the author in the last 35 years. It provides exemplary insights into an ever-expanding field of expert testimony, focusing on the situation in Germany since the seventies and covering all major areas of the field.