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Language Teaching demonstrates the relevance of an integrational
linguistic perspective to a practical, real-world need, namely the
learning of languages. Integrational linguistics' shunning of both
realist and structuralist theories of language, its commitment to
an unwavering attention to the perspective of the language user,
and its adherence to a semiology in which signs are the situated
products of interactants interpretive behaviour, mean that it
radically reconceptualizes language learning and language teaching.
Detractors have implied that IL is so 'philosophical' or
'theoretical' an exercise that it has no useful bearing on the
practical problems of language learning. These papers refute that
misconception. They do so by demonstrating how an IL stance can
help disentangle the conflicting considerations and contradictory
assumptions that arise in a host of language teaching situations:
first, second- and foreign-language classrooms in a diversity of
settings (including India, Australia, the United States, and Hong
Kong), with different age-groups of students, whether the focus is
on speech or writing, and in more informal settings also.
Over the last decade, Critical Discourse Analysis (CDA) has accrued an exceptional amount of attention across a wide number of academic disciplines within the humanities and social sciences. In almost every field of human activity, we are surrounded by and caught up in a network of texts and discourses. At the same time, a gradual enfranchising of individuals in Western societies tends to make us less inclined to accept those surrounding texts and discourses unquestioningly. It is these twin factors that underpin all studies that appear under the aegis of CDA. This unique, multidisciplinary collection gathers together the most influential writings adopting a CDA approach, along with the most important antecedent essays and articles from the earlier Twentieth Century. The articles that make up this collection are drawn from a wide range of journal sources, including articles critical of the CDA approach as well as those that illustrate applications of its principles and methods. A detailed index and new introduction by the editor will help the reader navigate this wealth of diverse material.
First published in 1992, this wide-ranging collection of essays
focuses on the principle of contextualisation as it applies to the
interpretation, description, theorising and reading of literary and
non-literary texts. The collection aims to reveal the
interdependencies between theory, analysis, text and context by
challenging the myth that stylistics entails a fundamental
separation of text from context, linguistic description from
descriptive interpretation, or language from situation. The essays
cover a historically diverse set of texts, from Puttenham to
Colemanballs, and a number of language-sensitive topics such as
post-modernism, irony, newspaper representations, gender and
narrative.
This book demonstrates the relevance of an integrational linguistic
perspective to a practical, real-world need, namely the learning of
languages. Integrational linguistics' shunning of both realist and
structuralist theories of language, its commitment to an unwavering
attention to the perspective of the language user, and its
adherence to a semiology in which signs are the situated products
of interactants interpretive behaviour, mean that it radically
reconceptualizes language learning and language teaching.
Detractors have implied that IL is so 'philosophical' or
'theoretical' an exercise that it has no useful bearing on the
practical problems of language learning. These papers refute that
misconception by demonstrating how an IL stance can help
disentangle the conflicting considerations and contradictory
assumptions that arise in a host of language teaching situations:
first, second- and foreign-language classrooms in a diversity of
settings (including India, Australia, the United States, and Hong
Kong), with different age-groups of students, whether the focus is
on speech or writing, and in more informal settings.
This book takes the following question as its starting point: What
are some of the crucial things the reader must do in order to make
sense of a literary narrative? The book is a study of the texture
of narrative fiction, using stylistics, corpus linguistic
principles (especially Hoey's work on lexical patterning),
narratological ideas, and cognitive stylistic work by Werth,
Emmott, and others. Michael Toolan explores the textual/grammatical
nature of fictional narratives, critically re-examining
foundational ideas about the role of lexical patterning in
narrative texts, and also engages the cognitive or psychological
processes at play in literary reading. The study grows out of the
theoretical questions that stylistic analyses of extended fictional
texts raise, concerning the nature of narrative comprehension and
the reader's experience in the course of reading narratives, and
particularly concerning the role of language in that comprehension
and experience. The ideas of situation, repetition and picturing
are all central to the book's argument about how readers process
story, and Toolan also considers the ethical and emotional
involvement of the reader, developing hypotheses about the
text-linguistic characteristics of the most ethically and
emotionally involving portions of the stories examined. This book
makes an important contribution to the study of narrative text and
is in dialogue with recent work in corpus stylistics, cognitive
stylistics, and literary text and texture.
Series Information: Interface
An activity-based introduction to stylistics, this textbook
explains some of the topics in literary linguistics and helps
students in analysing written texts. How can you tell good writing
- the excellent, the brilliant and the ingenious - from bad writing
- the weak, the banal and the confusing? By looking at the
technique and the craft of writing, Language in Literature examines
the ways in which language is organised to create particular
meanings or effects. Covering a range of topics - naming patterns,
modality and evaluation, the structure of simple narratives, the
recording of character speech and thought, the dynamics of
dialogue, presuppositions and textual revision - the book presents
the structuring principles within the English language. Activities
and end-of-chapter commentaries encourage a 'learning by doing'
approach and equips the reader with the main linguistic terms
necessary for the analysis of literary and non-literary texts.
First published in 1992, this wide-ranging collection of essays
focuses on the principle of contextualisation as it applies to the
interpretation, description, theorising and reading of literary and
non-literary texts. The collection aims to reveal the
interdependencies between theory, analysis, text and context by
challenging the myth that stylistics entails a fundamental
separation of text from context, linguistic description from
descriptive interpretation, or language from situation. The essays
cover a historically diverse set of texts, from Puttenham to
Colemanballs, and a number of language-sensitive topics such as
post-modernism, irony, newspaper representations, gender and
narrative.
This book takes the following question as its starting point: What
are some of the crucial things the reader must do in order to make
sense of a literary narrative? The book is a study of the texture
of narrative fiction, using stylistics, corpus linguistic
principles (especially Hoey's work on lexical patterning),
narratological ideas, and cognitive stylistic work by Werth,
Emmott, and others. Michael Toolan explores the textual/grammatical
nature of fictional narratives, critically re-examining
foundational ideas about the role of lexical patterning in
narrative texts, and also engages the cognitive or psychological
processes at play in literary reading. The study grows out of the
theoretical questions that stylistic analyses of extended fictional
texts raise, concerning the nature of narrative comprehension and
the reader's experience in the course of reading narratives, and
particularly concerning the role of language in that comprehension
and experience. The ideas of situation, repetition and picturing
are all central to the book's argument about how readers process
story, and Toolan also considers the ethical and emotional
involvement of the reader, developing hypotheses about the
text-linguistic characteristics of the most ethically and
emotionally involving portions of the stories examined. This book
makes an important contribution to the study of narrative text and
is in dialogue with recent work in corpus stylistics, cognitive
stylistics, and literary text and texture.
Why in the early 1970s does The Times reject the idea of a national
lottery, as rewarding luck not merit and effort, but warmly welcome
one by the 1990s? Why in the 1970s do the Daily Mail's TV reviews
address serious contemporary themes such as class- and
race-relations, whereas forty years later they are largely
concerned with celebrities, talent shows, and nostalgia? Why does
the Conservative Chancellor in the 2010s mention 'Britain' so very
often, when the Conservative Chancellor in the 1970s scarcely does
at all? Covering news stories spanning fort-five years, Michael
Toolan explores how wealth inequality has been presented in
centre-right British newspapers, focusing on changes in the
representation may have helped present-day inequality seem
justifiable. Toolan employs corpus linguistic and critical
discourse analytic methods to identify changing lexis and verbal
patterns and gaps, all of which contribute to the way wealth
inequality was represented in each of the decades from the 1970s to
the present.
This book analyses diverse public discourses to investigate how
wealth inequality has been portrayed in the British media from the
time of the Second World War to the present day. Using a variety of
corpus-assisted methods of discourse analysis, chapters present an
historicized perspective on how the mass media have helped to make
sharply increased wealth inequality seem perfectly normal. Print,
radio and online media sources are interrogated using methodologies
grounded in critical discourse analysis, critical stylistics and
corpus linguistics in order to examine the influence of the media
on the British electorate, who have passively consented to the
emergence of an even less egalitarian Britain. Covering topics such
as Second World War propaganda, the 'Change4Life' anti-obesity
campaign and newspaper, parliamentary and TV news programme
attitudes to poverty and austerity, this book will be of value to
all those interested in the mass media's contribution to the
entrenched inequality in modern Britain.
This book analyses diverse public discourses to investigate how
wealth inequality has been portrayed in the British media from the
time of the Second World War to the present day. Using a variety of
corpus-assisted methods of discourse analysis, chapters present an
historicized perspective on how the mass media have helped to make
sharply increased wealth inequality seem perfectly normal. Print,
radio and online media sources are interrogated using methodologies
grounded in critical discourse analysis, critical stylistics and
corpus linguistics in order to examine the influence of the media
on the British electorate, who have passively consented to the
emergence of an even less egalitarian Britain. Covering topics such
as Second World War propaganda, the 'Change4Life' anti-obesity
campaign and newspaper, parliamentary and TV news programme
attitudes to poverty and austerity, this book will be of value to
all those interested in the mass media's contribution to the
entrenched inequality in modern Britain.
Units, rules, codes, systems: this is how most linguists study
language. Integrationalists such as Michael Toolan, however, focus
instead on how language functions in seamless tandem with the rest
of human activity. In Total Speech, Toolan provides a clear and
comprehensive account of integrationalism, a major new theory of
language that declines to accept that text and context, language
and world, are distinct and stable categories. At the same time,
Toolan extends the integrationalist argument and calls for a
radical change in contemporary theorizing about language and
communication. In every foundational area of linguistics—from
literal meaning and metaphor to the nature of repetition to the
status of linguistic rules—Toolan advances fascinating and
provocative criticisms of received linguistic assumptions. Drawing
inspiration from the writings of language theorist Roy Harris,
Toolan brings the integrationalist perspective to bear on legal
cases, the reception of Salman Rushdie, poetry, and the language of
children. Toolan demonstrates that the embeddedness of language and
the situation-sensitive mutability of meaning reveal language as a
tool for re-fashioning and renewal. Total Speech breaks free of
standard linguistics’ fascinated attraction with “cognitive
blueprints” and quasi-algorithmic processing to characterize
language anew. Toolan’s reflections on the essence of language,
including his important discussion of intention, have strong
implications for students and scholars of discourse analysis,
literature, the law, anthropology, philosophy of language,
communication theory, and cognitive science, as well as
linguistics.
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