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It is increasingly held that international commercial arbitration
is becoming colonized by litigation. This book addresses, in a
range of ways and from various locations and sites, those aspects
of arbitration practice that are considered crucial for its
integrity as an institution and its independence as a professional
practice. The chapters offer multiple perspectives on the major
issues in play, highlighting challenges facing the institution of
arbitration, and identifying opportunities available for its
development as an institution. The evidence of arbitration practice
presented is set against the background of practitioner perceptions
and experience from more than 20 countries. The volume will serve
as a useful resource for all scholars and practitioners interested
in the institution of arbitration and its professional practices.
Writing: Texts, Processes and Practices offers an innovative and
multidisciplinary approach to writing in a variety of academic and
professional settings. The book is composed of a series of original
research-based accounts by leading authorities from a range of
disciplines. The papers are linked through a unifying perspective
which emphasises the role of cultural and institutional practices
in the construction and interpretation of written texts. This
important new book integrates different approaches to text
analysis, different perspectives on writing processes, and the
different methodologies used to research written texts.
Throughout,an explicit link is made between research and practice
illustrated with reference to a number of case studies drawn from
professional and classroom contexts. The book will be of
considerable interest to those concerned with professional or
academic writing and will be of particular value to students and
lecturers in applied linguistics, communication studies, discourse
analysis, and professional communications training. The
contributors to this volume are: Robert J. Barrett Vijay K. Bhatia
Christopher N. Candlin Yu-Ying Chang Sandra Gollin Ken Hyland Roz
Ivanic Mary R. Lea Ian G. Malcolm John Milton Greg Myers Guenter A.
Plum Brian Street John M. Swales Sue Weldon Patricia Wright
This special issue identifies three interrelated
constructs--discourse, expertise, and the definition and management
of risk--located in various healthcare sites: genetic counseling,
nursing, and medical practice. The papers highlight the
relationship between the management of risk situations and the
nature of expertise displayed or achieved by practitioners and
their patients/clients. The papers suggest that healthcare outcomes
can be related closely to the quality of the discoursal encounters
between professional practitioners and their patients/clients,
and/or among professional practitioners themselves. Presenting
differentiated goals and outcomes from a range of professional
encounters, the research focuses on the resource of discoursal
strategies drawn upon in the achievement of discoursal and
professional goals by both professional and lay participants.
The empirical and descriptive strengths of sociolinguistics,
developed over more than 40 years of research, have not been
matched by an active engagement with theory. Yet, over this time,
social theorising has taken important new turns, linked in many
ways to linguistic and discursive concerns. Sociolinguistics and
Social Theory is the first book to explore the interface between
sociolinguistic analysis and modern social theory.
Nikolas Coupland is Professor and Director of the Centre for
Language and Communication Research, Cardiff University. Srikant
Sarangi is Reader in Language and Communication at the Centre for
Language and Communication Research, Cardiff University, and
Christopher N. Candlin is Chair Professor of Applied Linguistics
and Director of the Centre for English Language Education and
Communication Research, City University of Hong Kong.
The book sets out to reunite sociolinguistics with the concepts
and perspectives of several of the most influential modern
theorists of society and social action, including Bakhtin,
Foucault, Habermas, Sacks, Goffman, Bourdieu and Giddens. In eleven
newly commissioned chapters, leading sociolinguists reappraise the
theoretical framing of their research, reaching out beyond
conventional limits. The authors propose significant new
orientations to key sociolinguistic themes, including:
- social motivations for language variation and change
- language, power and authority
- language and ageing
- language, race and class
- language planning
In substantial introductory and concluding chapters, the editors
and invited discussants reassess the boundaries of sociolinguistic
theory and the priorities ofsociolinguistic methods.
Sociolinguistics and Social Theory encourages students and
researchers of sociolinguistics to be more reflexively aware and
critical of the social bases of their analyses and invites a
reasessment of the place sociolinguistics occupies in the social
sciences generally.
Writing: Texts, Processes and Practices offers an innovative and
multidisciplinary approach to writing in a variety of academic and
professional settings. The book is composed of a series of original
research-based accounts by leading authorities from a range of
disciplines. The papers are linked through a unifying perspective
which emphasises the role of cultural and institutional practices
in the construction and interpretation of written texts. This
important new book integrates different approaches to text
analysis, different perspectives on writing processes, and the
different methodologies used to research written texts.
Throughout,an explicit link is made between research and practice
illustrated with reference to a number of case studies drawn from
professional and classroom contexts. The book will be of
considerable interest to those concerned with professional or
academic writing and will be of particular value to students and
lecturers in applied linguistics, communication studies, discourse
analysis, and professional communications training. The
contributors to this volume are: Robert J. Barrett Vijay K. Bhatia
Christopher N. Candlin Yu-Ying Chang Sandra Gollin Ken Hyland Roz
Ivanic Mary R. Lea Ian G. Malcolm John Milton Greg Myers Guenter A.
Plum Brian Street John M. Swales Sue Weldon Patricia Wright
A survey and analysis of second language theory discusses the
development of ideas in this expanding area of language studies. It
looks at the implications of these ideas and directions for future
research. Contains study questions and activities as well as
practical guidelines on the use of available research resources.
Language and Development - Teachers in a Changing World comprises
twenty-one case accounts contributed by language education
professionals working in the context of international development.
Frank and stimulating, the contributions explore the implementation
of interactive educational approaches in ten Asian countries.The
accounts draw on real-life experiences from countries which
collectively have been under-represented in the literature to date:
Cambodia, China, India, Indonesia, Laos, Malaysia, Papua New
Guinea, the Philippines, Singapore and Vietnam. The issues
discussed will be familiar to those working in similar situations
throughout the world, as many questions are raised and answered in
the lively depictions of classroom practice, project management and
funding relationships.The editors' introductory and concluding
sections provide a descriptive conceptual framework for the
practice-based accounts, while allowing the reader the freedom to
interpret the meanings and the theoretical implications of each
account for themselves.
Second Language Learning is an up-to-date survey and analysis of
second language acquisition theory, from the early seventies
through to the present day. It discusses the development of ideas
in this expanding area of language study and looks at the
implications of these ideas and directions for future research.
Requiring some previous knowledge of second language acquisition
research, this book will be of interest to advanced students and
teachers of applied linguistics, second language learning and
language pedagogy. Its study questions and activities, together
with its useful bibliography and list of resources for the
researcher, provide practical opportunities for replicating and
extending the studies reported, as well as exploring further the
principles presented in the book.
Process and Experience in the Language Classroom argues the case
for communicative language teaching as an experiential and task
driven learning process. The authors raise important questions
regarding the theoretical discussion of communicative competence
and current classroom practice. They propose ways in which
Communicative Language Teaching should develop within an
educational model of theory and practice, incorporating traditions
of experimental and practical learning and illustrated from a wide
range of international sources. Building on a critical review of
recent language teaching principles and practice, they provide
selection criteria for classroom activities based on a typology of
communicative tasks drawn from classroom experience. The authors
also discuss practical attempts to utilise project tasks both as a
means of realising task based language learning and of redefining
the roles of teacher and learner within a jointly constructed
curriculum.
Language Awareness in the Classroom addresses the central
educational question of the impact that explicit language knowledge
has on learning and language learning. A substantial Introduction
defines the issues and key concepts and relates them to
contemporary educational policy and practice in Europe and
internationally. The papers are organised into four thematic
sections: the extent and nature of language awareness in teacher
education; school-based language awareness programmes; tertiary
education initiatives and modes of evaluation of language awareness
programmes.
It is increasingly held that international commercial arbitration
is becoming colonized by litigation. This book addresses, in a
range of ways and from various locations and sites, those aspects
of arbitration practice that are considered crucial for its
integrity as an institution and its independence as a professional
practice. The chapters offer multiple perspectives on the major
issues in play, highlighting challenges facing the institution of
arbitration, and identifying opportunities available for its
development as an institution. The evidence of arbitration practice
presented is set against the background of practitioner perceptions
and experience from more than 20 countries. The volume will serve
as a useful resource for all scholars and practitioners interested
in the institution of arbitration and its professional practices.
The empirical and descriptive strengths of sociolinguistics,
developed over more than 40 years of research, have not been
matched by an active engagement with theory. Yet, over this time,
social theorising has taken important new turns, linked in many
ways to linguistic and discursive concerns. Sociolinguistics and
Social Theory is the first book to explore the interface between
sociolinguistic analysis and modern social theory. The book sets
out to reunite sociolinguistics with the concepts and perspectives
of several of the most influential modern theorists of society and
social action, including Bakhtin, Foucault, Habermas, Sacks,
Goffman, Bourdieu and Giddens. In eleven newly commissioned
chapters, leading sociolinguists reappraise the theoretical framing
of their research, reaching out beyond conventional limits. The
authors propose significant new orientations to key sociolinguistic
themes, including- - social motivations for language variation and
change - language, power and authority - language and ageing -
language, race and class - language planning In substantial
introductory and concluding chapters, the editors and invited
discussants reassess the boundaries of sociolinguistic theory and
the priorities of sociolinguistic methods. Sociolinguistics and
Social Theory encourages students and researchers of
sociolinguistics to be more reflexively aware and critical of the
social bases of their analyses and invites a reasessment of the
place sociolinguistics occupies in the social sciences generally.
Language Awareness in the Classroom addresses the central
educational question of the impact that explicit language knowledge
has on learning and language learning. A substantial Introduction
defines the issues and key concepts and relates them to
contemporary educational policy and practice in Europe and
internationally. The papers are organised into four thematic
sections: the extent and nature of language awareness in teacher
education; school-based language awareness programmes; tertiary
education initiatives and modes of evaluation of language awareness
programmes.
Process and Experience in the Language Classroom argues the case
for communicative language teaching as an experiential and task
driven learning process. The authors raise important questions
regarding the theoretical discussion of communicative competence
and current classroom practice. They propose ways in which
Communicative Language Teaching should develop within an
educational model of theory and practice, incorporating traditions
of experimental and practical learning and illustrated from a wide
range of international sources. Building on a critical review of
recent language teaching principles and practice, they provide
selection criteria for classroom activities based on a typology of
communicative tasks drawn from classroom experience. The authors
also discuss practical attempts to utilise project tasks both as a
means of realising task based language learning and of redefining
the roles of teacher and learner within a jointly constructed
curriculum.
This book combines an authoritative examination of the field of
discourse-based research with practical guidance on research design
and development. The book is not prescriptive but instead invites
expansive, innovative thinking about what discourse is, why it
matters to people at particular sites and how it can be
investigated. The authors identify a set of questions that, they
argue, are crucial for understanding discourse. Part I of the book
explores the implications of these questions, providing a
comprehensive survey of relevant scholars, theories, concepts and
methodologies. Part II addresses these implications, setting out a
multi-perspectival approach to resourcing and integrating micro and
macro perspectives in the description, interpretation and
explanation of data. Part III offers wide-ranging resources to
support further reflection and future research. Ultimately, this
book offers a new research approach for students, researchers and
practitioners in Applied Linguistics to encourage and support
research that can be truly impactful through its relevance to
social and professional practice.
We live in world increasingly shaped by risk, a fact underscored by
recent events in the financial markets, science and technology,
environmental policy and biosecurity, law enforcement and criminal
justice. Risk assessment has become a central concern of
governments, organisations and the professions, and the
communication of risk is a crucial part of professional work.
Exploring how risk is discursively constructed across these domains
is therefore central to our understanding of how professional
practice affects people's lives. Communicating Risk takes up this
challenge, with contributions from leading researchers and
practitioners that examine key issues of risk communication across
diverse professional domains.
Argues that the subjective evaluation of the product must give way
to a descriptive and objective attempt to reveal the workings of
the process (ie translating). Without such a shift, translation
theory will continue outside the mainstream of intellectual
activity in human sciences and fail to take its rightful place as a
major field in applied Linguistics.
This volume presents mayor contributions of Applied Linguistics to
the understanding of communications in the professions. The first
two parts of this book deal with the theoretical and methodological
orientations of professional communication studies, the history and
development professional communication studies, highlighting the
discursive turn of Applied Linguistic research that goes far beyond
the established paradigm of Language for Specific Purposes. The
third part - the core of this book - presents research into
professional practices from various domains (e.g. law, healthcare,
business and management, organizations), sites of engagement (as
e.g. lawyer-client-conference, doctor-patient interaction) and with
respect to different themes that are generalizable across domains
and sites (as e.g. communicative aspects of action and practice, of
assessment and appraisal). In the final part, professionals from
various domains evaluate the contribution to their work so far made
by Applied Linguistics. Key features: collects international
researchers from different traditions in a single compendium
combines an up-to-date overview with cutting-edge research
interdisciplinary nature of the volume
Academic Writing Step by Step offers a new methodology for teaching
academic writing informed by discourse analysis and genre theory
and by recent research in text analysis. It focuses on types of
texts purposively written for particular contexts, where writers
introduce and contextualize research findings and new knowledge
while presenting their own points of view in relation to those of
others. The book promotes learning by doing, engaging research
writers with authentic materials as models of good practice. The
book begins by examining what academic writers do in planning their
writing and how they implement these plans in their own writing
practice. The book draws on accessible articles presenting popular
science topics of current interest to illustrate and practice the
processes involved in developing and writing an academic essay or
research paper step by step. Each unit in Academic Writing Step by
Step involves the user in guided "hands-on" practical analysis of
an exemplar text. This analysis forms the basis for a sequence of
learning activities directing students to engage with the text,
moving from analysis (reading for intent) to composition (writing
with intent). In this structured process, students acquire a
critical understanding of the components of research and essay
writing to underpin their own writing. Support for students'
analysis and writing of texts includes pre-reading, while-reading,
and post-reading activities. These activities are linked to
practice in the recognition and use of words in context, grammar in
context, and distinctive features of text types. Each unit contains
many interactive tasks and closes with a substantive writing
assignment reinforcing at least one component of academic writing
highlighted in the unit. The book's research-based, big-picture
approach, backed up by textual evidence, is effective in developing
students' practical knowledge of research and essay writing. This
approach is also motivational, empowering students to work in their
own disciplinary environments and areas of interest as it engages
them in academic reading, analysis, research, and writing. The book
is designed as a textbook for academic or research writing courses,
and its step-by-step approach makes it usable by university
undergraduates or senior secondary students, including those for
whom English is a second or foreign language. In addition, its
authentic readings and focus on academic and research writing makes
it also suitable for graduate level writing courses in
English-speaking and English as a second or foreign language
contexts.
Academic Writing Step by Step offers a new methodology for teaching
academic writing informed by discourse analysis and genre theory
and by recent research in text analysis. It focuses on types of
texts purposively written for particular contexts, where writers
introduce and contextualize research findings and new knowledge
while presenting their own points of view in relation to those of
others. The book promotes learning by doing, engaging research
writers with authentic materials as models of good practice. The
book begins by examining what academic writers do in planning their
writing and how they implement these plans in their own writing
practice. The book draws on accessible articles presenting popular
science topics of current interest to illustrate and practice the
processes involved in developing and writing an academic essay or
research paper step by step. Each unit in Academic Writing Step by
Step involves the user in guided "hands-on" practical analysis of
an exemplar text. This analysis forms the basis for a sequence of
learning activities directing students to engage with the text,
moving from analysis (reading for intent) to composition (writing
with intent). In this structured process, students acquire a
critical understanding of the components of research and essay
writing to underpin their own writing. Support for students'
analysis and writing of texts includes pre-reading, while-reading,
and post-reading activities. These activities are linked to
practice in the recognition and use of words in context, grammar in
context, and distinctive features of text types. Each unit contains
many interactive tasks and closes with a substantive writing
assignment reinforcing at least one component of academic writing
highlighted in the unit. The book's research-based, big-picture
approach, backed up by textual evidence, is effective in developing
students' practical knowledge of research and essay writing. This
approach is also motivational, empowering students to work in their
own disciplinary environments and areas of interest as it engages
them in academic reading, analysis, research, and writing. The book
is designed as a textbook for academic or research writing courses,
and its step-by-step approach makes it usable by university
undergraduates or senior secondary students, including those for
whom English is a second or foreign language. In addition, its
authentic readings and focus on academic and research writing makes
it also suitable for graduate level writing courses in
English-speaking and English as a second or foreign language
contexts.
The volume presents a set of invited papers based on analyses of
legal discourse drawn from a number of international contexts where
often the English language and legal culture has had to adjust to
legal concepts very different from those of the English law system.
Many of the papers were inspired by two major projects on legal
language and inter-multiculturality: Generic Integrity in
Legislative Discourse in Multilingual and Multicultural Contexts
based in Hong Kong and carried out by an international team and
Interculturality in Domain-specific English, a national project
supported by the Italian Ministry for Education and Research,
involving research units from five Italian universities.
This volume explores intercultural communication in specialist
fields and its realisations in language for specific purposes.
Special attention is given to legal, commercial, political and
institutional discourse used in particular workplaces, analysed
from an intercultural perspective. The contributions explore to
what extent intercultural pressure leads to particular discourse
patternings and lexico-grammatical/phonological realisations, and
also the extent to which textual re-encoding and
recontextualisation alter the pragmatic value of the texts taken
into consideration.
This volume explores intercultural communication in specialist
fields and its realisations in language for specific purposes.
Special attention is given to legal, commercial, political and
institutional discourse used in particular workplaces, analysed
from an intercultural perspective. The contributions explore to
what extent intercultural pressure leads to particular discourse
patternings and lexico-grammatical/phonological realisations, and
also the extent to which textual re-encoding and
recontextualisation alter the pragmatic value of the texts taken
into consideration.
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