This book is the very first comprehensive description of the Arabic variety spoken in the South-Western Iranian province of Khuzestan. It contains a detailed description of its phonology and morphology with numerous examples and a collection of authentic texts presented in transcription with an English translation. The author uses a corpus-based method for the grammatical analysis relying on original data collected during fieldwork in Khuzestan as well as among other Khuzestani Arab communities in Kuwait and Austria. The introduction and text collection offer the reader insights into Khuzestani Arab culture and traditions. The book highlights the peripheral character of Khuzestani Arabic spoken as a minority dialect in Iran and isolated from influence by both Standard Arabic and regional prestige varieties. It also provides an in-depth description of the linguistic development of Ahvaz, Khuzestan's capital city.

This volume is a collection of grammar sketches from several Italo-Romance varieties. The contributions cover various areas of linguistics (phonology, morphology, syntax) and are organized in sections according to the customary geolinguistic classification. Each chapter provides the description of a salient phenomenon for a given language, based on novel data, as well as the state-of-the-art knowledge on that phenomenon. The articles are in-depth studies carried out by prominent experts as well as promising young scholars. The theoretical apparatus is kept to a minimum in order to make the book accessible to scholars without specific expertise. For the same reason, hypotheses and formalisms are introduced gradually, only if necessary for the description of the data.

Bringing together evidence from natural and social sciences, the work introduces the non-reductionist Instruction Grammar programme. Viewed from within the practicalities of the lifeworld, utterances are described as instructions to simulate perceptions and attributions for action. The approach provides solutions to long-standing philosophical problems of cognitive grammar theories and traditionally puzzling syntactic phenomena.

This grammar of English embraces major lexical, phonological, syntactic structures and interfaces. It is based on the substantive assumption: that the categories and structures at all levels represent mental substance, conceptual and/or perceptual. The adequacy of this assumption in expressing linguistic generalizations is tested. The lexicon is seen as central to the grammar; it contains signs with conceptual, or content, poles, minimally words, and perceptual, and expression, poles, segments. Both words and segments are differentiated by substance-based features. They determine the erection of syntactic and phonological structures at the interfaces from lexicon. The valencies of words, the identification of their semantically determined complements and modifiers, control the erection of syntactic structures in the form of dependency relations. However, the features of different segment types determines their placement in the syllable, or as prosodies. Despite this discrepancy, dependency and linearization are two of the analogical properties displayed by lexical, syntactic and phonological structure. Analogies among parts of the grammar are another consequence of substantiveness, as is the presence of figurativeness and iconicity.

This volume acknowledges the contributions of Syriac Christians in the fields of culture, education and civil society throughout the history in the Middle East and India, and examines the challenges of living and professing the Christian faith as a minority in a multi-religious and pluralistic society, giving special attention to religious freedom and personal status.

This handbook of foreign loan words in the Arabic of the Quran is set up in dictionary format. Each word is given in Arabic and in transliteration, followed by an extensive definition. As useful today as when it was first published, this volume will be welcomed by students of Arabic and especially those who are concerned with its relationship to foreign languages.

This volume presents a comprehensive survey of the lexicon and word formation processes in contemporary Japanese, with particular emphasis on their typologically characteristic features and their interactions with syntax and semantics. Through contacts with a variety of languages over more than two thousand years of history, Japanese has developed a complex vocabulary system that is composed of four lexical strata: (i) native Japanese, (ii) mimetic, (iii) Sino-Japanese, and (iv) foreign (especially English). This hybrid composition of the lexicon, coupled with the agglutinative character of the language by which morphology is closely associated with syntax, gives rise to theoretically intriguing interactions with word formation processes that are not easily found with inflectional, isolate, or polysynthetic types of languages.

This study had a research purpose and a pedagogical purpose. Research disclosed the dynamic, changing nature of (learner-internal and learner-external) variables that influence strategic competence for developing EFL/ESL writers. This competence was found necessary for international graduate students to move from writer-centered learning to reader-centered communication. The research instruments proved to be practical tools for guiding learners' processes of learning and writing a scholarly paper or article and avoiding plagiarism. The implication for teachers and program administrators is a systematic approach for developing self-regulation (control) in EFL/ESL writing. The first part of the book reports on the mixed methods (quantitative and qualitative) research. The second part gives an in-depth report of the 6 cases used in the research. The third part presents tools for systematically developing self-regulation in scholarly (and academic) writing with (a) student and teacher checklists for formative assessment that are valid and reliable; and (b) a model syllabus for teachers that can be adapted across disciplines and genres. These tools deal with learning strategies and their applications to writing and writing instruction.

The book revisits the notion of deontic modality from the perspective of an understudied category in the modal domain, viz. adjectives. On the basis of synchronic and diachronic corpus studies, it analyses the semantics of English adjectives like essential and appropriate, and uses this to refine traditional definitions of deontic modality, which are mainly based on the study of modal verbs. In a first step, it is shown that the set of meanings expressed by extraposition constructions with deontic adjectives is quite different from the set of meanings identified in the literature on modal verbs. Adjectival complement constructions lack the directive meanings of obligation or permission, which are traditionally regarded as the core deontic categories, and they have semantic extensions towards non-modal meanings in the evaluative domain. In a second step, the analysis of adjectives is used to propose an alternative definition of deontic modality, which covers both the meanings of verbs and adjectives, and which can deal with the different extensions towards modal and non-modal categories. This is integrated into a conceptual map, which works both in diachrony, defining pathways of change from premodal to modal to evaluative meaning, and in synchrony, accommodating refinements within each set of meanings. In the process, this study points to the emergence of partially filled constructions, and it offers additional evidence for well-established changes in the history of English, such as the decline of the subjunctive and the rise of the to-infinitive in complement constructions. The book is of particular interest to researchers and graduate students with a focus on mood and modality, and the interface between syntax, semantics and pragmatics, as well as that between synchrony and diachrony.

Logical, developmental presentation includes all the necessary tools for speech and comprehension and features numerous shortcuts and timesavers. Ideal as an introduction, supplement, or refresher.

The use of Academic Podcasting Technology and MALL (Mobile Assisted Language Learning) is reshaping teaching and learning by supporting, expanding, and enhancing course content, learning activities, and teacher-student interactions. Academic Podcasting and Mobile Assisted Language Learning: Applications and Outcomes shares innovative and pedagogically effective ways to improve foreign language education by identifying the instructional uses and benefits of academic podcasting technology and MALL in foreign language acquisition. These include instructional uses, students perceived learning gains, how instructors can use/have used the technology (successes and challenges), study abroad experiences with the technology, pedagogical impact, and economic perspectives on its use.

The theme of this collection is a discussion of the notions of 'norms' and 'standards', which are studied from various different angles, but always in relation to the English language. These terms are to be understood in a very wide sense, allowing discussions of topics such as the norms we orient to in social interaction, the benchmark employed in teaching, or the development of English dialects and varieties over time and space and their relation to the standard language. The collection is organized into three parts, each of which covers an important research field for the study of norms and standards. Part 1 is entitled "English over time and space" and is further divided into three thematic subgroups: standard and non-standard features in English varieties and dialects; research on English standardization processes; and issues of standards and norms in oral production. Part 2 deals with "English usage in non-native contexts," and Part 3 is dedicated to "Issues on politeness and impoliteness." The notions of standards and norms are equally important concepts for historical linguists, sociolinguists with a variationist background, applied linguists, pragmaticians, and discourse analysts.

At every pivotal moment in American history there has been a great speech. Speeches inspired the Revolution and healed the wounds of the Civil War. Speeches abolished slavery, won women the right to vote, and sent millions of Americans into wars overseas. At their best, speeches can frame the issues of the day and inspire the nation to great acts.
Words That Changed America brings together one hundred of the most influential and important speeches in our history.
In the chapter titled "Revolution," Patrick Henry demands liberty or death in 1775; Elizabeth Cady Stanton declares the self-evident truth that "all men and women" are created equal in 1848; and Martin Luther King describes his dream in 1963.
In "Free Speech," Elijah Lovejoy, an abolitionist publisher, defends the freedom of the press in 1837--days before a pro-slavery mob will kill him for exercising it. Eugene Debs gives the defiant "Canton, Ohio Speech" opposing World War I, for which he is jailed.
In "America's Place in the World," George Washington warns Americans in his 1796 Farewell Address against entangling alliances with Europe; Woodrow Wilson declares war on Germany in 1917; Franklin D. Roosevelt draws America further into World War II with his "Arsenal of Democracy" speech; John F. Kennedy announces his commitment to human rights (and opposition to Communism) in his bold 1961 Inaugural Address; and Ronald Reagan stands at the Berlin Wall in 1987 and dares Mikhail Gorbachev to tear it down.
Rounding out speeches of clear historical importance are selections chosen for their depth, spirit, and humor. Eli Wiesel describes the dangers of indifference. Lou Gehrig, stricken with the disease that now bearshis name, bids farewell to Yankees fans. And Mark Twain ponders the weather in New England.
The result is a vivid, engaging history of America, drawn in the words of the men and women who shaped it.

This book aims to offer insights into cognitive, sociocultural and pedagogical aspects of foreign language learning and teaching. It focuses on different competences, such as communicative competence, intercultural competence and the autonomy of the language learner. A significant feature of this volume is that it bears the fruit of collaboration between researchers and practitioners on both sides of the Atlantic and, therefore, offers a variety of perspectives. The book is divided into four parts, focusing on the following four areas of research: sociocultural theory, communicative language teaching, intercultural competence and learner autonomy. The first chapter of each part covers theoretical issues by outlining the origins and development of a theory and explaining its core concepts. In the second chapter, theoretical, empirical and applied research is reviewed, and the implications for foreign language learning and teaching are discussed. The third chapter of each part is devoted to the application of the theories in focus. It presents either an example of a research project or an application of the theory in terms of developing materials and/or giving suggestions for good practice in the foreign language classroom.

Students improve their Tier 2 academic vocabulary using Contemporary's Words to Learn By!

This volume presents a description of the Neo-Aramaic dialect that was spoken by the Jews of Sanandaj in western Iran, but which is now virtually extinct. The material for the volume was gathered firsthand in fieldwork conducted with the last remaining speakers in Israel. The volume consists of a detailed grammatical description, a corpus of transcribed texts, including folktales, historical accounts and portrayals of customs, and an extensive glossary.

Experiential Learning in Foreign Language Education explores and integrates the necessary knowledge base and practices in foreign language education in terms of the basic concepts of experiential learning, intercultural learning, autobiographical knowledge and teacher development, together with the philosophical underpinnings of foreign language education.

For the educated, this book is an invaluable resource, one that allows for easy reference to any grammatical concept imaginable. the book gives thousands of examples, but it also provides explicit reasoning why we should speak and write following certain patterns. Don't feel like studying for hours to learn a concept? Look here for the diagrams you need to understand why things go where they go in a sentence. Did he act foolish? OR Did he act foolishly? Both answers are here. If you are in college, grad school, or simply interested, you decide what you want to know - your answers are here. Written by two professors who hate to condescend but love to teach, English Grammar and Syntax cuts through the pedantic wasteland.

The purpose of this book is to explore "inner speech" and its connections to second language (L2) learning. Inner speech, or silent self-directed speaking, enables the faculty to "think" words and is the main instrument for verbal thought. Inner speech originates in first language (L1) social discourse and develops in childhood through a process of internalization. In this book it is postulated that, given certain conditions of L2 learning, it is possible to develop L2 inner speech as a result of the interiorization of L2 social speech. Inner speech has been quite extensively investigated from an L1 perspective. The L2 acquisition field, however, has been slow in acknowledging the importance of inner speech in learning another language. Although within the past decade there have been some notable efforts to explore the topic from an L2 point of view, these efforts have remained in the form of isolated articles and short sections in larger volumes. This book reviews the extant literature on L1-L2 inner speech in its attempt to offer a coherent and comprehensive account of the phenomenon. The book draws mainly from Vygotskyan sociocultural theory for insights into the nature of L2 inner speech and the processes that engender it and characterize its development. The pedagogical implications of recognizing the crucial role inner speech plays in L2 learning are also addressed.

Inner Speech a" L2 comprises a discussion of the historical and theoretical foundations of the concept of inner speech; a review of studies related to L1 and L2 inner speech and its methodology of research; an interpretive account of the origin, nature, and development of L2 inner speech from a socioculturaltheory point of view; and various pedagogical implications and suggestions for further research.

This collection combines research from the field of (im)politeness studies with research on language pedagogy and language learning. It aims to engender a useful dialogue between (im)politeness theorists, language teachers, and SLA researchers, and also to broaden the enquiry to naturalistic contexts other than L2 acquisition classrooms, by formulating 'teaching' and 'learning' as processes of socialization, cultural transmission, and adaptation.

This volume examines important themes in the current theoretical debates on the relationship of language and gender. It analyses this relationship across a range of different disciplinary perspectives from linguistics, literary theory, cultural studies and visual analysis. The focus of the book goes beyond an analysis of women's language to discuss the complexities of gendered language with chapters on lesbian poetics, the language of girls and boys and the relationship between gender and genre. In her introduction, Sara Mills discusses how language is analysed differently across a range of disciplines and she looks at the various meanings associated with the term gender. Two key chapters, by leading linguists in the area, Deborah Cameron and Jennifer Coates, focus the book on the current situation of the language and gender debate. Accessibly written, individual chapters are short, concise and clearly focused on an aspect of this debate. Language and Gender will be of interest to students and lecturers in a range of areas from Linguistics, Literature, Women's Studies, Gender Studies, Education and Social Sciences, providing them with the opportunity to survey other perspectives on the subject.