In this highly readable and thought-provoking book, Delia Chiaro explores the pragmatics of word play, using frameworks normally adopted in descriptive linguistics. Using examples from personally recorded conversations, she examines the structure of jokes, quips, riddles and asides. Chiaro explores degrees of conformity to and deviation from established conventions; the `tellability' of jokes, and the interpretative role of the listener; the creative use of puns, word play and discourse. The emphasis in her analysis is on sociocultural contexts for the production and reception of jokes, and she examines the extent to which jokes are both universal in their appeal, and specific to a particular culture.

Second Language Learning and Language Teaching provides an introduction to the application of second language acquisition research to language teaching. Assuming no previous background in second language acquisition or language teaching methods, this text starts by introducing readers to the basic issues of second language acquisition research. It then examines how people learn particular aspects of the second language, such as grammar, vocabulary, pronunciation and the writing system, and at the strategies they adopt in their learning and the differences between individuals. Final chapters look at second language learning in a broader context - the goals of language teaching and how teaching methods relate to SLA research. This newly updated fifth edition builds on the comprehensive scope of earlier editions while also addressing more recent developments in the field, particularly multilingual approaches to language teaching.

This study provides an illuminating and ground-breaking account of the complex interaction of intonational phenomena, semantics and pragmatics. Based on examples from German and English, and centred on an analysis of the fall-rise intonation contour, a semantic interpretation for two different pitch accents - Focus and Topic - is developed. The cross-sentence, as well as the sentence internal semantic effects of these accents, follow from the given treatment. The account is based on Montogovian possible world semantics and Chomskian generative syntax.

Originally published in 1977, this book considers the role language plays in psychological development. It tries to avoid general discussions of "language and thought", an approach already sufficiently developed by philosophers and (although somewhat less) by psychologists. Instead it attempts to focus specifically upon what we can learn about the topic from available research findings at the time. Theoretical considerations are developed only when necessary to clarify an issue or to facilitate the integration of presented material. The aim of the work is simple - to share with the reader the author's thoughts and understanding of available knowledge of the role of language in mental development.

Over the years, pragmatics - the study of the use and meaning of utterances to their situations - has become a more and more important branch of linguistics, as the inadequacies of a purely formalist, abstract approach to the study of language have become more evident. This book presents a rhetorical model of pragmatics: that is, a model which studies linguistic communication in terms of communicative goals and principles of 'good communicative behaviour'. In this respect, Geoffrey Leech argues for a rapprochement between linguistics and the traditional discipline of rhetoric. He does not reject the Chomskvan revolution of linguistics, but rather maintains that the language system in the abstract - i.e. the 'grammar' broadly in Chomsky's sense - must be studied in relation to a fully developed theory of language use. There is therefore a division of labour between grammar and rhetoric, or (in the study of meaning) between semantics and pragmatics. The book's main focus is thus on the development of a model of pragmatics within an overall functional model of language. In this it builds on the speech avct theory of Austin and Searle, and the theory of conversational implicature of Grice, but at the same time enlarges pragmatics to include politeness, irony, phatic communion, and other social principles of linguistic behaviour.

First Published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.

Translation Studies and linguistics have been going through a love -hate relationship since the 1950s. This book assesses both sides of the relationship, tracing the very real contributions that linguists have made to translation studies and at the same time recognizing the limitations of many of their approaches. With good humour and even handedness, Fawcett describes detailed taxonomies of translation strategies and deals with traditional problems such as equivalence. Yet he also explains and assesses the more recent contributions of text linguistics, sociolinguistics, pragmatics and psycholinguistics. This work is exceptional in that it presents theories originally produced in Russian, German, French and Spanish as well as English. Its broad coverage and accessible treatment provide essential background reading for students of translation at all levels.

This accessible introduction to multimodality illuminates the potential of multimodal research for understanding the ways in which people communicate. Readers will become familiar with the key concepts and methods in various domains while learning how to engage critically with the notion of multimodality. The book challenges widely held assumptions about language and presents the practical steps involved in setting up a multimodal study, including: formulating research questions collecting research materials assessing and developing methods of transcription considering the ethical dimensions of multimodal research. A self-study guide is also included, designed as an optional stand-alone resource or as the basis for a short course. With a wide range of examples, clear practical support and a glossary of terms, Introducing Multimodality is an ideal reference for undergraduate and postgraduate students in multimodality, semiotics, applied linguistics and media and communication studies. Online materials, including colour images and more links to relevant resources, are available on the companion website at www.routledge.com/cw/jewitt and the Routledge Language and Communication Portal.

Authored by the absolute top authorities in quantitative and mixed methods research in this field. Introduces students to data analysis, and includes extensive coverage of research practices and related issues in design and methodology, and excellent coverage of a range of quantitative and mixed methods. Inclusion of the latter in a research text in applied linguistics is unique. Intuitive, chronological organization makes it easy for students to navigate and understand the book, while also being able to fruitfully consult individual chapters as needed. This organization allows students to conduct their own research studies from beginning to end. A wealth of graphics, visuals, exercises, practice tasks, boxes, and other pedagogic material provides students new to research with the necessary introductions to the key topics and debates in L2 research, as well as the tools to conduct their own research projects. There is no other core course text for SLA/L2-focused research design and analysis. Unlike other research methods core texts, Mackey/Gass focuses on L2 rather on applied linguistics more broadly. It therefore offers coverage of many more relevant methods. Also offers a hands-on guide so that students can conduct their own research. Mackey/Gass is much more user-friendly and well-written than extant books. Other books are a compilation of different contributions and styles without a unifying voice (or written as well as Mackey/Gass).

This is the most up-to-date and comprehensive handbook of discourse analysis available. Due to the interdisciplinary nature of the handbook, it is suitable for a wide range of courses such as English Language and Literature and Applied Linguistics. Unlike competing titles, the handbook consists of especially commissioned chapters written by a range of contributors from around the world.

Much contemporary metaphysics, moved by an apparent necessity to take reality to consist of given beings and properties, presents us with what appear to be deep problems requiring radical changes in the common sense conception of persons and the world. Contemporary meta-ethics ignores questions about logical form and formulates questions in ways that make the possibility of correct value judgments mysterious. In this book, Wheeler argues that given a Davidsonian understanding of truth, predication, and interpretation, and given a relativised version of Aristotelian essentialism compatible with Davidson's basic thinking, many metaphysical problems are not very deep. Likewise, many philosophers' claims that common sense needs to be modified are unfounded. He argues further that a proper consideration of questions of logical form clarifies and illuminates meta-ethical questions. Although the analyses and arguments he gives are often at odds with those at which Davidson arrived, they apply the central Davidsonian insights about semantics, understanding, and interpretation.

Extending the tradition of this series, which has become a standard reference work in language acquisition, this volume contains chapters on seven more languages, including a section on ergative languages. Languages in this volume include: * Georgian * Greenlandic * K'iche Mayan *Warlpiri * Mandarin * Scandinavian * Sesotho

First published in 1986, Stylistics and Psychology is an empirical investigation into foregrounding. The theory of foregrounding has received little in the way of empirical testing within the field of stylistics and literary criticism. The book engages extensively with the author's own research involving psychological testing and provides a rigorous, scientific approach to stylistics. It presents evidence of a general link between foregrounding and evaluation, apparent in correlations between foregrounding and evaluation, between foregrounding and reader preference, and between foregrounding and readers' evaluative associations. Stylistics and Psychology will appeal to those with an interest in literary criticism and linguistics.

First published in 2003. Routledge is an imprint of Taylor & Francis, an informa company.

This volume takes up rhetorical approaches to our primarily linguistic understanding of how names work, considering how theories of materiality in rhetoric enrich conceptions of the name as word or symbol and help explain the processes of name bestowal, accumulation, loss, and theft. Contributors theorize the formation, modification, and recontexualization of names as a result of technological and cultural change, and consider the ways in which naming influences identity and affects/grants power.

Two sophists on the history of sophistry. Flavius Philostratus, known as “the Elder” or “the Athenian,” was born to a distinguished family with close ties to Lesbos in the later second century, and died around the middle of the third. A sophist who studied at Athens and later lived in Rome, Philostratus provides in Lives of the Sophists a treasury of information about notable practitioners. His sketches of sophists in action paint a fascinating picture of their predominant influence in the educational, social, and political life of the Empire in his time. He is almost certainly the author also of the Life of Apollonius of Tyana (LCL 16, 17, 458) and Heroicus and Gymnasticus (LCL 521). Eunapius (ca. 345–415) was born in Sardis but studied and spent much of his life in Athens as a sophist and historian. His Lives of Philosophers and Sophists covers figures of personal or intellectual significance to him in the period from Plotinus (ca. 250) to Chrystanthus (ca. 380), including one remarkable woman, Sosipatra, and then focuses on Iamblichus and his students. The work’s underlying rationale combines personal devotion to teachers and colleagues with a broader attempt to rehabilitate Hellenic cultural icons against the rise of Christianity and the influence of its representatives. This edition of Philostratus and Eunapius thoroughly revises the original edition by Wilmer C. Wright (1921) in light of modern scholarship.

In acquiring communicative competence, children must learn to speak not only grammatically but also appropriately. Although rules for appropriate language use may vary from culture to culture, they are usually sensitive across languages to many of the same factors, including the context and the topic of the discourse, and the sex, age, familiarity and relative status of the speaker and the listener. There is available detailed evidence of the ways in which adults consistently modify their speech to foreigners, of phonological, syntactic, and lexical markings of language in professional settings, and of differences in men's and women's speech that are tied to their roles in society. This book examines young children's knowledge of the sociolinguistic rules that govern appropriate language use, exploring (i) the repertoire of registers (ie speech varieties) that young children possess; (ii) the linguistic devices that they use to mark distinct registers; (iii) the way their skill in using these registers develops.

In the immediate aftermath of the global financial crisis of 2008, governments around the developed world coordinated policy moves to stimulate economic activity and avert a depression. In subsequent years, however, cuts to public expenditure, or austerity, have become the dominant narrative in public debate on economic policy. This unique collaboration between economists and linguists examines manifestations of the discourses of austerity as these have played out in media, policy and academic settings across Europe and the Americas. Adopting a critical perspective, it seeks to elucidate the discursive and argumentation strategies used to consolidate austerity as the dominant economic policy narrative of the twenty-first century.

This book develops a corpus-assisted approach to the study of self-reflexivity in journalism and examines the ways in which news workers and subsequently, news organizations, choose to promote an identity for themselves and the ideologies that accompany them. Using The Guardian as a case study, the volume draws on its Corpus Assisted Discourse Studies (CADS) to explore ways in which a newspaper can reflect upon itself, including how newspapers conceptualize the role of the media, how they define good vs. bad journalism, what they see as professional values, how they attempt to cement community membership amongst their readers, how they construct and project their overall identity and role as newspapers and also how they see their position within the larger community. A chapter on the book's methodological framework reflects on critical aspects of CADS, including triangulation, objectivity and subjectivity, total accountability, and replicability. CADS methods are applied in the analysis chapters, with accompanying reflections on what we learn about the strengths and also maybe about some of the limitations of corpus methodology. A summarizing chapter ties these strands together to make the case for a CADS approach to journalism and media studies and look to the future at how the digital age has shaped the journalism landscape. With its focus in extending a CADS approach to other aspects of journalism scholarship, this volume is key reading for graduate students and researchers in corpus linguistics, discourse analysis, media studies, and journalism studies.

This collection highlights the interplay between language and liminal places and spaces in building distinct narratives of selfhood. The book uses an interdisciplinary approach to examine linguistic and social phenomena in places shaped by displacement and social inequality. The book also looks at chronotopes, the Bakhtinian-inspired concept of the interconnectedness of time and space in identity. The volume demonstrates how studying liminal places and spaces can offer unique insights into how people construct language and selfhood in these spaces, making this key reading for researchers in sociolinguistics, discourse analysis, geography, and linguistic anthropology.

Vale's Technique of Screen and Television Writing is an updated and expanded edition of a valuable guide to writing for film and television. Mr. Vale takes the aspiring writer through every phase of a film's development, from the original concept to the final shooting script. Teachers of the craft as well as writers and directors have acclaimed it as one of the best books ever written on how to write a screenplay. This book combines practical advice for the aspiring or established writer with a lucid overview of the unique features of this most contemporary art form, distinguishing film and video from other media and other kinds of storytelling. It teaches the reader to think in terms of the camera and gives practical advice on the realities of filmmaking. At the same time, Vale, who began his own career as a scriptwriter for the great French director Jean Renoir, provides a solid grounding in the history of drama from the Classical Greek theater through the great cinematic works of the twentieth century. Both philosophical and pragmatic, this is a very readable book for students and active professionals who want to improve their writing skills, and for film enthusiasts interested in knowing more about what they see on the screen. Mr. Vale is that rare combination, a practitioner of great experience who can offer a lucid explanation of his craft. Eugene Vale was born in Switzerland and began his career in France in the 1930s. He was an award-winning novelist, film and TV scriptwriter and teacher, whose works include the bestselling novel The Thirteenth Apostle and the scripts for Francis of Assisi, The Bridge of San Luis Rey, and The Second Face. He also worked in many other areas of the motion picture industry, including directing, producing, cutting, distribution and finance. His archives are held by Boston University and University of Southern California. Mr. Vale died in 1997, shortly after he completed the updated version of this handbook.

Antonymy is the technical name used to describe 'opposites', pairs of words such as rich/poor, love/hate and male/female. Antonyms are a ubiquitous part of everyday language, and this book provides a detailed, comprehensive account of the phenomenon. This book demonstrates how traditional linguistic theory can be revisited, updated and challenged in the corpus age. It will be essential reading for scholars interested in antonymy and corpus linguistics.

The Language of Politics: * examines how both politicians and commentators describe political stances * explores some of the most common linguistic features to be found in political speeches * analyses electioneering through various written texts including manifestos, posters and pamphlets * looks at how politicians answer questions both in the media and in parliament * includes examples of political discourse from Britain, America and Australia * has a comprehensive glossary of terms.

Word Aware 3 is a comprehensive, practical and engaging resource that focuses on teaching vocabulary and word learning skills to children aged 6 to 11 years who have vocabulary learning needs. For many children, particularly those with Special Educational Needs and Disabilities (SEND) or those whose home language isn't English (ELL or EAL learners), the vocabulary of the classroom can be a barrier to learning. This book outlines how to best support these children who require extra help, offering concrete, easy-to-implement activities and resources for use in small groups, to maximise the impact on learning and open up access to the curriculum. Word Aware 3: Takes a highly practical, evidence-based and curriculum-focused approach to vocabulary learning that supports a broad range of learners Includes photocopiable and downloadable planning, intervention and evaluation resources Provides staff training resources and an overview video presented by the authors This book can be used as an adjunct to Word Aware 1, or as an intervention on its own. Although it is most suited to children aged 6 to 11 years, it may be adapted for older students with significant learning needs. It is an essential resource for teaching assistants and learning support assistants and will also save time for special educational needs co-ordinators (SENCOs) and speech and language therapists (SaLTs) who are keen to establish effective vocabulary interventions.

The book explores ways in which the formal methods of linguistics can cast light on the structure of verbal interaction, and in particular considers how successive utterances cohere together in continuous spoken discourse. Beginning with an earlier model of discourse analysis elaborated to deal with teacher-pupil interaction in the classroom, it then reviews attempts to extend this model to a variety of discourses such as committee talk, doctor-patient interviews, broadcast discussions and the monologue of lectures. The extension of the original model to other situations has prompted a number of innovations and additional insights which are expounded in a series of contributions linked by complimentary themes. There are contributions on the role of intonation and of kinetics in discourse analysis; explorations of the problems of the analytic category 'sentence' and of the problems raised by casual conversation; and there is extended discussion of the structural properties underlying exchanges of utterances. The book moves easily between data and theory, forming a unified whole. It sums up a continuing and lively debate within a common tradition of discourse analysis and may well serve as a programmatic statement for future work in the field.