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Books > Language & Literature > Language & linguistics > Sign languages, Braille & other linguistic communication
From intrapersonal communication to face-to-face interactions,
public addresses to computer-mediated communication, nonverbal
communication lays a foundation for understanding what is important
to effective message development, transmission, and understanding
via nonverbal codes and subcodes. The seventh edition of Nonverbal
Communication: Studies and Applications demonstrates the importance
of nonverbal communication in all settings and all contexts.
Readers learn the vital role nonverbal communication plays in
everyday interactions, as well as nonverbal theories and practices
that are key to becoming a better communicator. Nina-Jo Moore
explores nonverbal communication through a unique sensory lens with
a focus on how nonverbal communication is processed through our
five senses. The text examines how different communication scholars
approach the study of nonverbal communication, how our brains
process this communication style, and other factors that affect how
we use and interpret nonverbal messages, including age, cultural
backgrounds, race, status differences, and sex and gender
differences. The seventh edition features enhanced emphasis on the
application of contemporary research findings, more than 175 new
sources and studies, fresh and expanded material on
computer-mediated communication, and an appendix that explains how
to effectively conduct communication research.
The book presents an empirical and theoretical investigation of
lexical nonmanuals in German Sign Language including torso, head,
and facial expressions. Three empirical studies demonstrate the
relevance of nonmanuals for the wellformedness of signs, their
meaning, and lexical processing. Moreover, implications for the
theoretical implementation of lexical nonmanuals concerning, e.g.,
articulation patterns and phonological status are discussed.
Gesture in Multiparty Interaction confronts the competing views
that exist regarding gesture's relationship to language. In this
work, Emily Shaw examines embodied discourses in American Sign
Language and spoken English and seeks to establish connections
between sign language and co-speech gesture. By bringing the two
modalities together, Shaw illuminates the similarities between
certain phenomena and presents a unified analysis of embodied
discourse that more clearly captures gesture's connection to
language as a whole. Shaw filmed Deaf and hearing participants
playing a gesture-based game as part of a social game night. Their
interactions were then studied using discourse analysis to see
whether and how Deaf and hearing people craft discourses through
the use of their bodies. This volume examines gesture, not just for
its iconic, imagistic qualities, but also as an interactive
resource in signed and spoken discourse. In addition, Shaw
addresses the key theoretical barriers that prevent a full
accounting of gesture's interface with signed and spoken language.
Her study pushes further the notion that language is fundamentally
embodied.
The last three decades have witnessed a growth of interest in
research on tasks from various perspectives and numerous books and
collections of articles have been published focusing on the notion
of task and its utility in different contexts. Nevertheless, what
is lacking is a multi-faceted examination of tasks from different
important perspectives. This edited volume, with four sections of
three chapters each, views tasks and Task-based Language Teaching
(TBLT) from four distinct (but complementary) vantage points. In
the first section, all chapters view tasks from a
cognitive-interactionist angle with each addressing one key facet
of either cognition or interaction (or both) in different contexts
(CALL and EFL/ESL). Section two hinges on the idea that language
teaching and learning is perhaps best conceptualized, understood,
and investigated within a complexity theory framework which
accounts for the dynamicity and interrelatedness of the variables
involved. Viewing TBLT from a sociocultural lens is what connects
the chapters included in the third section. Finally, the fourth
section views TBLT from pedagogical and curricular vantage points.
The first volume in the new Sociolinguistics in Deaf Communities
series presents a rich collection of essays showcasing the breadth
and depth of this exciting discipline. Topics of inquiry in the
premiere volume include fingerspelling in Langue des Signes
Quebecoise (LSQ) in Quebec, Canada; language used by a Navajo
family with deaf children; language policy, classroom practice, and
multiculturalism in deaf education; aspects of American Sign
Language (ASL) discourse and of Filipino Sign Language discourse;
and the nature and role of rhetorical language in Deaf social
movements. Among the noted contributors are Dominique Machabee,
Arlene Blumenthal-Kelly, Jeffrey Davis, Melanie Metzger, Samuel
Supalla, Barbara Gerner de Garcia, Liza B. Martinez, Kathy
Jankowski, and also Ceil Lucas. Sociolinguistics in Deaf
Communities affords an invaluable opportunity to assess up-to-date
information on sign language linguistics worldwide and its impact
on policy and planning in education, interaction with spoken
languages, interpreting, and the issues of empowerment.
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