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Subject
- Translation studies [66] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/tran-transl
- Theoretical linguistics [62] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/lin-theor
- Pragmatics [56] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/lin-prag
- Discourse studies [38] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/lin-disc
- Syntax [36] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/lin-syntax
- Language acquisition [29] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/lin-la
- Semantics [26] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/lin-seman
- Applied linguistics [22] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/lin-appl
- Sociolinguistics and Dialectology [19] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/lin-socio
- English linguistics [18] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/lin-eng
- Historical linguistics [17] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/lin-hl
- Interpreting [17] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/tran-interp
- Cognition and language [15] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/lin-cogn
- Language teaching [15] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/lin-educ
- Communication Studies [14] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/comm-cgen
- Theoretical literature & literary studies [14] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/lit-theor
- Psycholinguistics [13] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/lin-psylin
- Typology [13] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/lin-typ
- Terminology [13] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/term-term
- Functional linguistics [12] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/lin-funct
- Germanic linguistics [12] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/lin-germ
- History of linguistics [12] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/lin-hol
- Bilingualism [11] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/lin-bil
- Corpus linguistics [11] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/lin-corp
- Generative linguistics [10] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/lin-gener
- Romance linguistics [10] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/lin-rom
- Philosophy [9] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/phil-gen
- Language policy [8] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/lin-lapo
- Cognitive linguistics [7] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/lin-cogpsy
- Phonology [7] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/lin-phon
- Writing and literacy [7] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/lin-writ
- Cognitive psychology [7] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/psy-cogpsy
- Lexicography [7] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/term-lex
- Consciousness research [6] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/cons-gen
- Morphology [5] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/lin-morph
- Anthropological Linguistics [4] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/lin-anthr
- Comparative linguistics [4] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/lin-comp
- Phonetics [4] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/lin-phot
- Contact Linguistics [3] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/lin-cont
- Creole studies [3] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/lin-creo
- Other Indo-European languages [3] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/lin-othie
- Slavic linguistics [3] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/lin-slav
- Austronesian languages [2] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/lin-ausnes
- Forensic linguistics [2] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/lin-for
- Gesture Studies [2] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/lin-gest
- Japanese linguistics [2] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/lin-japanese
- Other African languages [2] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/lin-othaf
- Semiotics [2] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/lin-sem
- Sino-Tibetan languages [2] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/lin-sitib
- Comparative literature & literary studies [2] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/lit-comp
- German literature & literary studies [2] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/lit-germli
- Afro-Asiatic languages [1] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/lin-afas
- Basque linguistics [1] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/lin-basque
- Computational & corpus linguistics [1] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/lin-comput
- Language disorders & speech pathology [1] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/lin-ladis
- Natural language processing [1] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/lin-nlp
- Languages of North America [1] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/lin-noam
- Signed languages [1] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/lin-sign
- Languages of South America [1] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/lin-soam
- English literature & literary studies [1] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/lit-engl
- Semiotics [1] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/lit-sem
- Miscellaneous [1] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/misc-gen
- Medieval philosophy [1] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/phil-med
- Neuropsychology [1] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/psy-neuro
- Dictionaries [1] http://purl.org/dc/terms/subject http://instance.metastore.ingenta.com/content/tran-dict
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- 2023 [7] http://pub2web.metastore.ingenta.com/ns/yearOfPublication 2023
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Taboo in Advertising
Author(s): Elsa Simões Lucas FreitasPublication Date July 2008More LessTaboos are much more than just a synonym of ‘forbidden’. Proof of the concept’s complexity can be found in the way ads often try to hide the taboo inherent to their products or, conversely, in the way certain taboo readings are foregrounded on purpose in other ads. This volume shows why and how that happens, using print and television ads to exemplify (a) the elaborate strategies used by ads for certain products to cleverly hide the taboo inherent to them, and (b) the deliberate recourse to taboo references in ads for products that do not present any taboo connotation. The linguistic analysis undertaken takes into account the different modes (verbal language, music, sound effects, moving and static images) that convey meaning in ads. Taboo is very often conveyed or disguised through one of the channels while the others play the opposite role, thus achieving a balance that prevents the ad from being too obscure to be understood or too daring for the general public to accept it. For this comprehensive approach, concepts are drawn from different disciplines: textual and semiotic analysis from linguistics, theories of taboo from anthropology, and background to advertising from media studies.
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Tag Questions in Conversation
Author(s): Ditte KimpsPublication Date May 2018More LessThis monograph deals with variable tag questions. These are utterances with a variable interrogative tag, like It's peculiar writing, isn't it, and the semi-variable tag innit, such as Nice, innit. The aim is to provide a corpus-based, comprehensive semantic-pragmatic typology of British English tag questions. Compared to existing descriptions, the proposed typology is novel in three ways. Firstly, whereas almost all existing typologies are single-layered classifications, the functions of tag questions are categorized into two parallel dimensions of interpersonal meaning: the speech function and the stance layer. Secondly, semantic generalizations are proposed for clusters of grammatical, intonational and conversational properties. Thirdly, the bottom-up description is based on a sizeable amount of authentic, spontaneous conversations, which are analysed both qualitatively and quantitatively.
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Tales and Translation
Author(s): Cay DollerupPublication Date September 1999More LessDealing with the most translated work of German literature, the Tales of the brothers Grimm (1812-1815), this book discusses their history, notably in relation to Denmark and subsequently other nations from 1816 to 1986. The Danish intelligentsia responded enthusiastically to the tales and some were immediately translated into Danish by a nobleman and by the foremost Romantic poet. Their renditions remained in print for a century and embued the tales with high prestige. This book discusses translators, approaches, and other parameters such as copyright, and changes in target audiences. The tales’ social acceptability inspired Hans Christian Andersen to write his celebrated fairytales. Combined, the Grimm and Andersen tales came to constitute the ‘international fairytale’.This genre was born in processes of translation and, today, it is rooted more firmly in the world of translation than in national literatures. This book thus addresses issues of interest to literary, cross-cultural studies and translation.
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Tales from the Trobriand Islands of Papua New Guinea
Author(s): Gunter SenftPublication Date August 2015More LessThis volume presents 22 tales from the Trobriand Islands told by children (boys between the age of 5 and 9 years) and adults. The monograph is motivated not only by the anthropological linguistic aim to present a broad and quite unique collection of tales with the thematic approach to illustrate which topics and themes constitute the content of the stories, but also by the psycholinguistic and textlinguistic questions of how children acquire linearization and other narrative strategies, how they develop them and how they use them to structure these texts in an adult-like way. The tales are presented in morpheme-interlinear transcriptions with first textlinguistic analyses and cultural background information necessary to fully understand them. A summarizing comparative analysis of the texts from a psycholinguistic, anthropological linguistic and philological point of view discusses the underlying schemata of the stories, the means narrators use to structure them, their structural complexity and their cultural specificity.
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Talk and Practical Epistemology
Author(s): Jack SidnellPublication Date October 2005More LessDrawing on the methods of conversation analysis and ethnography, this book sets out to examine the epistemological practices of Indo-Guyanese villagers as these are revealed in their talk and daily conduct. Based on over eighty-five hours of conversation recorded during twelve months of ethnographic fieldwork, the book describes both the social distribution of knowledge and the villagers' methods for distinguishing between fact and fancy, knowledge and belief through close analyses of particular encounters. The various chapters consider uncertainty and expertise in advice-giving, the cultivation of ignorance in an attempt to avoid scandal, and the organization of peer groups through the display of knowledge in the activity of reminiscing local history. An orienting chapter on questions and an appendix provide an introduction to conversation analysis. The book makes a contribution to linguistic anthropology, conversation analysis and cross-cultural pragmatics. The conclusion discusses the implications of the analysis for current understanding of practice, knowledge and social organization in anthropology and neighboring disciplines.
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Talk and Taxonomy
Author(s): Peter EglinPublication Date January 1980More LessThe thesis of this essay is that social or cultural competence consists more of an interpretive or methodological ability to use language in the service of interaction than of a substantive knowledge of collections of cultural categories and of the semantic relations between the terms naming those categories.
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Talking about Food
Editor(s): Sofia Rüdiger and Susanne MühleisenPublication Date June 2020More LessAll humans eat and all humans speak – activities which in social life often, but not always, co-occur: We talk while eating and drinking with others, but food is also a prominent literal and metaphorical discursive topic which contributes to establishing communities and identities. This omnipresence of eating and drinking in our daily lives has led to a public fascination with foodways. The contributions in this edited collection investigate the connection between language and food from a variety of perspectives. As food discourses operate on local, global, and mediated levels, they are intertwined with notions of identity and culture and thus shed light on intimate understandings of ourselves as human beings. Talking about Food – The Social and the Global in Eating Communities provides up-to-date and thought-provoking contributions to the linguistics of food. The book is essential reading for anyone interested in food-related subjects.
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Talking about Motion
Author(s): Luna FilipovićPublication Date December 2007More LessThis is a corpus-based study of lexicalization of motion events in Serbo-Croatian and English, with contrasting examples from Spanish, French, Italian, Mandarin Chinese and Albanian. Talmy’s typology (1985) provides the backdrop for the analysis and the focus is on intratypological differences that affect habitual presence or absence of information in motion expressions crosslinguistically as well as “pattern clashing” in translation. This fresh look at issues regarding linguistic typology, lexical and construction meaning and spatio-temporal construals in language and experience results in a more finely grained classification of verbalized motion events. The study offers an eclectic overview of different theoretical approaches and insists on theoretically unbiased set of tools and principles that can be used in studies of any cognitive domain in any language. It provides an in-depth discussion of current issues in cognitive linguistics in particular and suggests systematic implementation of the research findings in applied and interdisciplinary studies of language.
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Talking and Testing
Editor(s): Richard Young and Agnes Weiyun HePublication Date July 1998More LessThis book brings together a collection of current research on the assessment of oral proficiency in a second language. Fourteen chapters focus on the use of the language proficiency interview or LPI to assess oral proficiency. The volume addresses the central issue of validity in proficiency assessment: the ways in which the language proficiency interview is accomplished through discourse.Contributors draw on a variety of discourse perspectives, including the ethnography of speaking, conversation analysis, language socialization theory, sociolinguistic variation theory, human interaction research, and systemic functional linguistics. And for the first time, LPIs conducted in German, Korean, and Spanish are examined as well as interviews in English.
This book sheds light on such important issues as how speaking ability can be defined independently of an LPI that is designed to assess it and the extent to which an LPI is an authentic representation of ordinary conversation in the target language. It will be of considerable interest to language testers, discourse analysts, second language acquisition researchers, foreign language specialists, and anyone concerned with proficiency issues in language teaching and testing.
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Talking at Cross-Purposes
Author(s): Angeliki TzannePublication Date March 2000More LessMisunderstandings have been examined extensively in studies on cross-cultural (mis)communication which associate them with participants’ differing cultural backgrounds and/or linguistic knowledge. Drawing on a large corpus of misunderstandings from cross- and intra-cultural encounters, this book argues that miscommunication does not relate exclusively to participants’ background differences or similarities, but that its creation and development are tightly interwoven with the dynamic manner in which social encounters unfold. Against a backdrop of Pragmatics, Conversation Analysis and Goffman’s theory of frames and roles, the volume discusses a large number of misunderstandings and shows that they are associated with the constant identity and activity shifts as well as with the turn-by-turn construction of interpretative context in interaction. Besides students and researchers of pragmatics, conversation analysis and sociolinguistics, this book will also appeal to all those interested in the process of making, misinterpreting and clarifying meaning in social interaction.
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Talking Gender and Sexuality
Editor(s): Paul McIlvennyPublication Date June 2002More LessThis edited volume brings together scholars from psychology, linguistics, sociology and communication science to investigate how performative notions of gender and sexuality can be fruitfully explored with the rich set of tools that have been developed by conversation analysis and discursive psychology for analyzing everyday practical language use, agency and identity in talk.
Contributors re-examine the foundations of earlier research on gender in spoken interaction, critically appraise this research to see if and how it 'translates' successfully into the study of sexuality in talk, and promote innovative alternatives that integrate the insights of recent feminist and queer theory with qualitative studies of talk and conversation. Detailed empirical analyses of naturally occurring talk are used to uncover how gender and sexual identities, agencies and desires are contingently accomplished in conversational practices. Collectively, they pose the important question of what a critical theory of talk, gender and sexuality ought to look like if it is to be sensitive to a politics of conversation analysis.
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Talking Politics in Broadcast Media
Editor(s): Mats Ekström and Marianna PatronaPublication Date August 2011More LessThis book is a collection of studies on political interaction in a variety of broadcast, namely news and current affairs programs, political interviews, audience participation programs and radio phone-ins. Following a growing scholarly interest in political discourses, dialogic forms of news production and media talk in general, a number of internationally acclaimed scholars investigate the discursive and interactional practices that give rise to the arena of public politics in contemporary society. Chapters span an array of cultural contexts, as diverse as Sweden, Greece, Belgium (Flanders), the U.K., Spain, Israel, the U.S.A., Australia and China. Authors combine an interest in discourse analysis and conversation analysis with different disciplinary orientations, such as linguistics, media and cultural studies, sociology, political science, and social psychology. The book uncovers current trends in media and political discourse, and will be of interest to both students and scholars of media discourse and politics.
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Tapping and Mapping the Processes of Translation and Interpreting
Editor(s): Sonja Tirkkonen-Condit and Riitta JääskeläinenPublication Date November 2000More LessThis volume brings together cognitive psychologists, interpreting scholars and translation researchers, who look at the process phenomena involved in translation and interpreting (T/I) from various linguistic vantage points.
The focus is on methodology and the problems that loom large in a multidisciplinary discipline. The authors include Annette de Groot, Juliane House, Kirsten Malmkjaer and Miriam Shlesinger.
The topics discussed range from simultaneous interpreting, subtitling, translating in pairs, the sub-skills involved in T/I, to expertise and management issues.
Three major challenges emerge from T/I process research as it is portrayed in this book:
- How to maintain a clear vision of the object of study?
- How to ensure methodological sobriety?
- How to transfer the emerging knowledge of expertise to translation pedagogy?
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Task-Based Approaches to Teaching and Assessing Pragmatics
Editor(s): Naoko Taguchi and YouJin KimPublication Date August 2018More LessThis volume is the first book-length attempt to bring together the fields of task-based language teaching (TBLT) and second language pragmatics by exploring how the teaching and assessment of pragmatics can be integrated into TBLT. The TBLT-pragmatics connection is illustrated in a variety of constructs (e.g., speech acts, honorifics, genres, interactional features), methods (e.g., quantitative, quasi-experimental, conversation analysis), and topics (e.g., instructed SLA, heritage language learning, technology-enhanced teaching, assessment, and discursive pragmatics). Chapters in this volume collectively demonstrate how the two fields can together advance the current practice of teaching language for socially-situated, real-world communicative needs.
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Task-Based Language Learning – Insights from and for L2 Writing
Editor(s): Heidi Byrnes and Rosa M. ManchónPublication Date November 2014More LessThe book seeks to enlarge the theoretical scope, research agenda, and practices associated with TBLT in a two-way dynamic, by exploring how insights from writing might reconfigure our understanding of tasks and, in turn, how work associated with TBLT might benefit the learning and teaching of writing. In order to enrich the domain of task and to advance the educational interests of TBLT, it adopts both a psycholinguistic and a textual meaning-making orientation. Following an issues-oriented introductory chapter, Part I of the volume explores tenets, methods, and findings in task-oriented theory and research in the context of writing; the chapters in Part II present empirical findings on task-based writing by investigating how writing tasks are implemented, how writers differentially respond to tasks, and how tasks can contribute to language development. A coda chapter summarizes the volume’s contribution and suggests directions for advancing TBLT constructs and research agendas.
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Task-Based Language Teaching from the Teachers' Perspective
Author(s): Martin EastPublication Date January 2012More LessTask-based language teaching (TBLT) is being encouraged as part of a major overhaul of the entire school languages curriculum in New Zealand. However, teachers often struggle with understanding what TBLT is, and how to make TBLT work in classrooms. Using the stories that emerged from a series of interviews with teachers (the curriculum implementers) and with advisors (the curriculum leaders), this book highlights the possibilities for TBLT innovation in schools. It also identifies the constraints, and proposes how these might be addressed. The result is a book that, whilst rooted in a particular local context, provides a valuable sourcebook of teacher stories that have relevance for a wide range of people working in a diverse range of contexts. This book will be of genuine interest to all those who wish to understand more about TBLT innovation, and the opportunities and challenges it brings.
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Task-Based Language Teaching in Foreign Language Contexts
Editor(s): Ali Shehadeh and Christine A. CoombePublication Date October 2012More LessThis volume extends the Task-Based Language Teaching: Issues, Research and Practice books series by deliberately exploring the potential of task-based language teaching (TBLT) in a range of EFL contexts. It is specifically devoted to providing empirical accounts about how TBLT practice is being developed and researched in diverse educational contexts, particularly where English is not the dominant language. By including contributions from settings as varied as Japan, China, Korea, Venezuela, Turkey, Spain, and France, this collection of 13 studies provides strong indications that the research and implementation of TBLT in EFL settings is both on the rise and interestingly diverse, not least because it must respond to the distinct contexts, constraints, and possibilities of foreign language learning. The book will be of interest to SLA researchers and students in applied linguistics and TESOL. It will also be of value to course designers and language teachers who come from a broad range of formal and informal educational settings encompassing a wide range of ages and types of language learners.
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A Taste for Corpora
Editor(s): Fanny Meunier, Sylvie De Cock, Gaëtanelle Gilquin and Magali PaquotPublication Date August 2011More LessThe eleven contributions to this volume, written by expert corpus linguists, tackle corpora from a wide range of perspectives and aim to shed light on the numerous linguistic and pedagogical uses to which corpora can be put. They present cutting-edge research in the authors’ respective domain of expertise and suggest directions for future research. The main focus of the book is on learner corpora, but it also includes reflections on the role of other types of corpora, such as native corpora, expert users corpora, parallel corpora or corpora of New Englishes. For readers who are already familiar with corpora, this volume offers an informed account of the key role that corpus data play in applied linguistics today. As for readers who are new to corpus linguistics, the overview of approaches, methods and domains of applications presented will undoubtedly help them develop their own taste for corpora. This volume has been edited in honour of Sylviane Granger, who has been one of the pioneers of learner corpus research.
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TBLT as a Researched Pedagogy
Editor(s): Virginia Samuda, Kris Van den Branden and Martin BygatePublication Date October 2018More LessBringing together experienced classroom researchers and teacher educators from different countries where tasks are playing an influential role in language education, this collected volume critically explores how TBLT research can engage with pedagogy, and how TBLT pedagogy can engage with research. A defining part of the TBLT project has always been a dual concern – both with the nature and use of tasks in language teaching, and with empirical research to guide and support classroom practitioners, the two concerns suggesting a central and reciprocal relationship between research and pedagogy. However, this relationship has at times been unbalanced, and its centrality has sometimes gone by default, problems which this volume aims to address. The introduction proposes criteria to improve the congruence between the research base of TBLT and the concerns and terms of reference of classroom practitioners. Using a range of methodologies, the individual chapters illustrate and explore different aspects of this theme. The book will be of interest to all those wishing to further their understanding of – and/or investigate – the use of TBLT in educational contexts.
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Teachability and Learnability across Languages
Editor(s): Ragnar Arntzen, Gisela Håkansson, Arnstein Hjelde and Jörg-U. KeßlerPublication Date June 2019More LessTeachability and Learnability across Languages addresses key issues in second, foreign and heritage language acquisition, as well as in language teaching. Focusing on a Processability Theory perspective, it brings together empirical studies of language acquisition, language teaching, and language assessment. For the first time, a research timeline for the role of instruction in language learning is presented, showing how the field of second language acquisition (SLA) research has developed over the last four decades since Pienemann’s work on learnability and syllabus construction over the 1980s. The book includes studies of child and adult second as well as foreign language acquisition research, covering a wide range of target languages including English, German, Hungarian, Japanese, Norwegian, Polish, Spanish, Swedish, and Turkish. In addition, future extensions of PT are discussed. This volume is designed for advanced students in international programs of SLA and Applied Linguistics as well as for SLA researchers and second and foreign language teachers.
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Teacher Development for Immersion and Content-Based Instruction
Editor(s): Laurent Cammarata and T.J. Ó CeallaighPublication Date September 2020More LessTeacher preparation and professional development endeavors are key drivers of successful immersion/bilingual (I/B) and content-based language education (CBLE) programs across a variety of models. However, research in this critical area is scant and has not to date received the academic attention it deserves. Aimed at a broad audience, this timely volume is essential reading for anyone interested in knowing what research has to say about teacher development in the I/B and CBLE field. Its primary aim is to inform teacher education practice and stimulate additional research in the field by showcasing ground-breaking research on teacher preparation and professional development programs from around the globe as well as teacher educators’ experience in these varied educational contexts. The contributions illustrate several points of access into classroom research and pedagogy and add insight into the complexity of teacher preparation and professional development in this dynamic and constantly evolving sector. The depth of scholarship and breadth of experience represented by the contributors promises a productive and rewarding read. Originally published as special issue of Journal of Immersion and Content-Based Language Education 6:2 (2018).
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Teacher Education in CALL
Editor(s): Philip Hubbard and Mike LevyPublication Date September 2006More LessThis volume addresses the need for a more considered and systematic approach to teacher education and training in Computer-Assisted Language Learning (CALL), in all its forms: Technology Enhanced Language Learning, Network-Based Language Learning, Information and Communication Technologies for Language Learning and so on. The 20 chapters of the book are divided into five parts: (1) foundations of teacher education in CALL; (2) CALL degree programs; (3) CALL pre-service courses; (4) CALL in-service projects, courses, and workshops; (5) alternatives to formal CALL training. The chapters cover a broad range of levels, environments, countries, and languages. Rather than simply offering inspired speculation, the chapters provide practical information to readers, reporting on what has actually been done in a wide variety of teacher education programs and courses around the world. In many cases, the chapters describe how programs and courses have evolved, and include either qualitative or quantitative research, or both, to inform the structure of CALL courses, tasks and activities.
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Teaching and Learning Terminology
Editor(s): Amparo AlcinaPublication Date December 2011More LessThis volume, which was originally published in Terminology 15:1 (2009), presents and reflects on experiences dealing with terminology training, from a theoretical, practical and professional perspective. Terminology is part of the programmes of several (post)graduate courses, such as Translating and Interpreting, Applied Languages, Information Science and other disciplines. Especially terminology practice has changed drastically over the years and training in terminology must adapt to this new reality. Drawing on years of experience in teaching this subject at various academic levels and in diverse ways, we explore what to teach about terminology, how to teach it, how it is learned, what experiences are put into practice with what result, and how to connect the knowledge taught at universities and other institutions to the practical skills that are required from professionals in different areas, e.g. translators, information scientists, knowledge engineers, with respect to their knowledge of terminology.
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Teaching Dialogue Interpreting
Editor(s): Letizia Cirillo and Natacha NiemantsPublication Date October 2017More LessTeaching Dialogue Interpreting is one of the very few book-length contributions that cross the research-to-training boundary in dialogue interpreting. The volume is innovative in at least three ways. First, it brings together experts working in areas as diverse as business interpreting, court interpreting, medical interpreting, and interpreting for the media, who represent a wide range of theoretical and methodological approaches. Second, it addresses instructors and course designers in higher education, but may also be used for refresher courses and/or retraining of in-service interpreters and bilingual staff. Third, and most important, it provides a set of resources, which, while research driven, are also readily usable in the classroom – either together or separately – depending on specific training needs and/or research interests. The collection thus makes a significant contribution in curriculum design for interpreter education.
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Teaching Translation and Interpreting
Editor(s): Cay Dollerup and Anne LoddegaardPublication Date April 1992More LessSelected papers from a lively conference on the state of the art in translator and interpreter training. Topics range from culture specific problems (in Iran, South Africa and Canada, for instance) to the internationalization of the profession. The book is brim-full of teaching ideas and strategies: problems of assessment, teaching translators to be professional and business oriented, using cognitive methods, terminology management, technical translation, literary translation, theory and practice, simultaneous/consecutive interpreting, subtitling and many other related topics.
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Teaching Translation and Interpreting 2
Editor(s): Cay Dollerup and Annette LindegaardPublication Date July 1994More LessSelected papers from this second conference on Translator and Interpreter Training. With contributions from five continents, the articles deal with global challenges, taking into account the role of the translator in societies knit together by one tongue and those in which languages are the repostitories of national cultures, such as India. The main merit of this volume is that it shows how translator training is tackled in the main translator training courses around the world, what requirements are made on the students and what solutions are given. The various approaches provide a wealth of translator training ideas.
Complementing the first volume of papers from the Language International conference, this second volume deals with a wide variety of aspects in this interdisciplinary field of study: dubbing, subtitling, simultaneous/consecutive interpreting, court interpreter training, linguistic features, cognitive aspects, cultural aspects, terminology and specialisation, computeraided translation in practice, translation procedures at the European Commission, etc.
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Teaching Translation and Interpreting 3
Editor(s): Cay Dollerup and Vibeke AppelPublication Date June 1996More LessSelected papers from the Third Language International Conference on Translator and Interpreter Training. Capping the series of conferences on this theme in Denmark, the present volume brings together a choice selection of the papers read by scholars and teachers from five continents and within all specialities in Translation Studies. In combination with the two previous volumes of the same title, the book offers an up-to-date, comprehensive, representative overview focusing on main issues in teaching in the relatively new field of translation. There are informed and incisive discussions of subtitling, interpreting and translation, spanning from its historical beginnings to presentations of machine translation and predictions of the future of translation work. Contributions ranging from discussions on the interplay between theory and teaching, teaching literary translation, introducing students to central issues in translation practice, and historical and social issues in teaching translation.
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Teaching Translation and Interpreting 4
Editor(s): Eva HungPublication Date June 2002More LessThis volume contains selected papers from the 4th Language International Conference on ‘Teaching Translation and Interpreting: Building Bridges’ which was held in Shanghai in December 1998. The collection is an excellent source of ideas and information for teachers and students alike. With contributions from five continents, the topics discussed cover a wide range, including the relevance of translation theories, cultural and technical knowledge acquisition, literary translation, translation and interpreting for the media, Internet-related training methods, and tools for student assessment. While complementing the volumes of the previous three conferences in exploring new methods and frontiers, this collection is particularly strong on case studies outside of the European and Anglo-American spheres.
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Teaching, Learning and Scaffolding in CLIL Science Classrooms
Editor(s): Yuen Yi Lo and Angel M.Y. LinPublication Date May 2021More LessThis edited volume presents a collection of empirical studies examining the teaching and learning processes in science classrooms in Content and Language Integrated Learning (CLIL) contexts. It is a timely contribution to the rapidly growing body of CLIL research in response to scholars’ consistent calls for more classroom-based research on the issues in integration of content and language teaching in lessons. With the dual goal of content and language learning, students in CLIL programmes are also facing double challenges – mastery of abstract, cognitively demanding content knowledge and unfamiliar academic language. Focusing on the notion of “scaffolding”, this edited volume demonstrates how science teachers can provide appropriate and timely scaffolding for their students to overcome the challenges in CLIL science classrooms. With studies from different educational settings (Hong Kong, Mainland China, Singapore and Australia) and epistemological paradigms, and adopting a variety of research designs, this volume will provide key insights into CLIL pedagogy and teacher education. Originally published as special issue of Journal of Immersion and Content-Based Language Education 7:2 (2019).
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Technology as Translation Strategy
Editor(s):Publication Date January 1988More LessThe papers in this volume tell the story of a profession that is responding in a number of different ways to the advances in computer technology – of professionals who are streamlining their work, reducing repetitive tasks, eliminating manual operations, and in general increasing their productivity while at the same time achieving a more interesting and relaxed environment.
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Technology Enhanced Learning and Cognition
Editor(s): Itiel E. DrorPublication Date January 2011More LessThe use of technology in learning has increased dramatically. Training and education is now utilizing and almost integrated with the World Wide Web, podcasts, mobile and distant learning, interactive videos, serious games, and a whole range of e-learning. However, has such technology enhanced learning been effective? And how can it better serve training and education?E-learning must be 'brain friendly', so it optimizes learning to the cognitive architecture of the learners. If technology enhanced learning promotes the formation of effective mental representations and works with the human cognitive system, then the learners will not only be able to acquire information more efficiently, but they will also remember it better and use it. Technology should not be the driving force in shaping e-learning, but rather how that technology can better serve the cognitive system.
This volume, originally published as a special issue of Pragmatics & Cognition 16:2 (2008) and partly in Pragmatics & Cognition 17:1 (2009), explores the research frontiers in cognition and learning technology. It provides important theoretical insights into these issues, as well as very practical implications of how to make e-learning more brain friendly and effective.
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Technology in Interlanguage Pragmatics Research and Teaching
Editor(s): Naoko Taguchi and Julie M. SykesPublication Date June 2013More LessTechnology-informed approaches to L2 research and teaching have prompted great interest by both researchers and practitioners alike. This book highlights the relationship between digitally-mediated technologies and second language pragmatics by presenting exemplary applications of technology for both research and pedagogy. Part I presents technology-informed research practices that range from measuring response times when processing conversational implicature to studies examining systematic pragmatic learning via online activities and multiuser virtual environments, as well as analyzing features of pragmatic language use in social networking and longitudinal learner corpora. Part II surveys a variety of technology-assisted tools for teaching pragmatics, including: place-based mobile games, blogging, web-based testing, and automated text analysis software. The volume will be of interest for those interested in technological tools to expand the scope of traditional methods of data collection, analysis, and teaching and critically examining how technology can best be leveraged as a solution to existing barriers to pragmatics research and instruction.
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Technology Mediated Service Encounters
Editor(s): Pilar Garcés-Conejos Blitvich, Lucía Fernández-Amaya and María de la O Hernández-LópezPublication Date January 2019More LessThe chapters in this collection, authored by renowned scholars, address a gap in the literature by focusing on the consequences that outsourcing, among other globalized economic practices, and remediation by new technologies have had on the service encounters genre (SE). From both a multilingual and a multidisciplinary perspective, this collection explores the development of technological applications and professional best practices as well as call centre interaction, e-commerce, and e-word of mouth. More specifically, the papers in this volume report on technology developed to support SEs and how this technology influences service providers and their allowable linguistic contributions. Further, this collection provides valuable insights on the language and strategic behaviour deployed in less researched kinds of SEs, gives special attention to how technology impacts the interface between the transactional and interactional goals of SEs, and thus has real world applications.
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Technology-mediated TBLT
Editor(s): Marta González-Lloret and Lourdes OrtegaPublication Date July 2014More LessThis volume contributes to the development and advancement of TBLT as a research domain by investigating the intersection between tasks and technology from a variety of theoretical perspectives (e.g., educational, cognitive, sociocultural) and by gathering empirical findings on the design and implementation of diverse tasks for writing, interaction, and assessment with the mediation of technological tools such as wikis, blogs, CMC, Fanfiction sites, and virtual and synthetic environments. The innovative blend of tasks and technology in technology-mediated communication is guided by task-based language teaching and learning principles, and the contexts of study span adult college-level education settings in the United States, Mexico, the Netherlands, and Malaysia. The volume opens up a new framework that the authors call “technology-mediated TBLT,” in which tasks and technology are genuinely and productively integrated in the curriculum according to learning-by-doing philosophies of language pedagogy, new language education needs, and digital technology realities.
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Telecinematic Discourse
Editor(s): Roberta Piazza, Monika Bednarek and Fabio RossiPublication Date July 2011More LessThis cutting-edge collection of articles provides the first organised reflection on the language of films and television series across British, American and Italian cultures. The volume suggests new directions for research and applications, and offers a variety of methodologies and perspectives on the complexities of "telecinematic" discourse – a hitherto virtually unexplored area of investigation in linguistics.
The papers share a common vision of the big and small screen: the belief that the discourses of film and television offer a re-presentation of our world. As such, telecinematic texts reorganise and recreate language (together with time and space) in their own way and with respect to specific socio-cultural conventions and media logic. The volume provides a multifaceted, yet coherent insight into the diegetic – as it revolves around narrative – as opposed to mimetic – as referring to other non-narrative and non-fictional genres – discourses of fictional media. The collection will be of interest to researchers, tutors and students in pragmatics, stylistics, discourse analysis, corpus linguistics, communication studies and related fields.
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Telephone Calls
Editor(s): K.K. Luke and Theodossia-Soula PavlidouPublication Date December 2002More LessTelephone conversation is one of the most common forms of communication in contemporary society. For the first time in human history, some people are spending as much time, if not more, talking on the telephone as they are on face-to-face conversations. The aims of this book are: to bring together in one volume research on telephone conversations in different languages, to compare and contrast people’s methods of handling telephone conversational tasks in different communities, and to explore the relationship between telephone conversational practice and cultural settings. The papers are based on first-hand, naturally-occurring data obtained from a variety of languages, including Chinese, Dutch, English, French, German, Greek, Japanese, Korean, and Persian. Theoretical and methodological issues pertaining to research on telephone conversations are discussed.
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Television Advertising and Televangelism
Author(s): Rosemarie Schmidt and Joseph F. KessPublication Date January 1986More LessThe research reported in this volume attempts to refine our understanding of persuasive messages of television advertising by studying the role of language in persuasion in two ways. First, it comprises an attempt to refine our understanding of how language might function in persuasion by examining relevant work from a variety of related disciplines, potentially germane either in terms of their theoretical approaches to the process or in terms of the actual linguistic techniques which they have suggested as enhancing the persuasive impact of a message. Second, a comparative study was undertaken in order to test the generalizability of the linguistic features found to characterize persuasive language in television advertising.
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Television Dialogue
Author(s): Paulo QuaglioPublication Date February 2009More LessThis book explores a virtually untapped, yet fascinating research area: television dialogue. It reports on a study comparing the language of the American situation comedy Friends to natural conversation. Transcripts of the television show and the American English conversation portion of the Longman Grammar Corpus provide the data for this corpus-based investigation, which combines Douglas Biber’s multidimensional methodology with a frequency-based analysis of close to 100 linguistic features. As a natural offshoot of the research design, this study offers a comprehensive description of the most common linguistic features characterizing natural conversation. Illustrated with numerous dialogue extracts from Friends and conversation, topics such as vague, emotional, and informal language are discussed. This book will be an important resource not only for researchers and students specializing in discourse analysis, register variation, and corpus linguistics, but also anyone interested in conversational language and television dialogue.
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Telicity in the Second Language
Author(s): Roumyana SlabakovaPublication Date July 2001More LessThe author combines a syntax-theoretical treatment of telicity marking and an empirical study of the second language acquisition of English telicity marking by native speakers of Bulgarian, a Slavic language. It is argued that Vendler’s lexical classes of verbs (states, activities, accomplishments and achievements) can be represented in four phrase structure templates, where lexical properties of the verb and of the object compositionally determine telicity. A parameterized distinction between English and Slavic aspect is proposed. The book addresses two major acquisition issues: (1) what is the nature of the initial hypothesis Bulgarian learners of English entertain regarding telicity marking (i.e., is there native language transfer)? (2) are adult learners capable of resetting the telicity marking parameter? Both L1 transfer and parameter resetting are experimentally supported. In addition, the study investigates the L2 acquisition of a cluster of complex predicate constructions, purportedly related to the telicity parameter in the grammatical competence and in child language acquisition of English.
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Telling Stories
Editor(s): Elmar Lehmann and Bernd LenzPublication Date June 1992More LessThe contributions in this volume are all related to one of Ulrich Broich's main fields of research and teaching, the way stories are told in the various literary genres. The papers range from Chaucer to 20th-century literature; they discuss poems, prologues, plays and novels, French philosophers and English sermons, the Anglo-Boer War and totalitarianism.
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Tempo ed essere nell’autunno del medioevo
Author(s): Tiziana Suarez-NaniPublication Date January 1989
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Temporality in Interaction
Editor(s): Arnulf Deppermann and Susanne GünthnerPublication Date March 2015More LessTime is a constitutive element of everyday interaction: all verbal interaction is produced and interpreted in time. However, it is only recently that research in linguistics has started to take the temporality of linguistic production and reception in interaction into account by studying the real-time and on-line dimension of spoken language.
This volume is the first systematic collection of studies exploring temporality in interaction and its theoretical foundations. It brings together researchers focusing on how temporality impinges on the production and interpretation of linguistic structures in interaction and how linguistic resources are designed to deal with the exigencies and potentials of temporality in interaction. The volume provides new insights into the temporal design of a range of heretofore unexplored linguistic phenomena from various languages as well as into the temporal aspects of linguistic structures in embodied interaction.
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Tendances Récentes en Linguistique Française et Générale
Editor(s): Hava Bat-Zeev Shyldkrot and Lucien KupfermanPublication Date September 1995More LessThe contributors of this book aim to present a broad spectrum of different theoretical approaches in French linguistics. Despite the apparent heterogeneity in the field, a deeper unity in the varous topics emerges demonstrating that French linguistics today is more and more characterized as a consistent framework for common research. This book gives credence to the claim that French linguistics stands at a crossroads where subdomains meet and feed one another.
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Tense and Aspect in Indo-European Languages
Author(s): John Hewson and Vit BubenikPublication Date March 1997More LessThis monograph presents a general picture of the evolution of IE verbal systems within a coherent cognitive framework. The work encompasses all the language families of the IE phylum, from prehistory to present day languages.
Inspired by the ideas of Roman Jakobson and Gustave Guillaume the authors relate tense and aspect to underlying cognitive processes, and show that verbal systems have a staged development of time representations (chronogenesis). They view linguistic change as systemic and trace the evolution of the earliest tense systems by (a) aspectual split and (b) aspectual merger from the original aspectual contrasts of PIE, the evidence for such systemic change showing clearly in the paradigmatic morphology of the daughter languages.
The nineteen chapters cover first the ancient documentation, then those families whose historical data are from a more recent date. The last chapters deal with the systemic evolution of languages that are descended from ancient forbears such as Sanskrit, Greek, and Latin, and are completed by a chapter on the practical and theoretical conclusions of the work.
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Tense and Aspect in Romance Languages
Editor(s): Dalila Ayoun and M. Rafael SalaberryPublication Date August 2005More LessThis volume presents a state-of-the-art descriptive and explanatory analysis of the second language development of Romance tense-aspect systems. It contains new experimental data from adult French, Catalan, Portuguese learners, and Italian children learners. Standing research questions are addressed and pedagogical implications for foreign language classrooms are proposed arguing that there are possible commonalities in the instructional sequences of tense-aspect development in Romance languages. The first chapter presents an overview of current theoretical approaches and a summary of empirical findings. The following four chapters introduce new empirical data from a variety of theoretical perspectives (e.g., the Aspect Hypothesis, the UG/Minimalist framework). Chapter 5 proposes practical pedagogical approaches for the foreign language classroom based on empirical findings. The last chapter summarizes and discusses these findings in order to start elaborating a more comprehensive model of the development of tense-aspect marking in the Romance languages.
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Tense and Aspect in Second Language Acquisition and Learner Corpus Research
Editor(s): Robert Fuchs and Valentin WernerPublication Date June 2020More LessThe expression of temporal relations, notably through tense and aspect, is central in all processes of communication, but commonly perceived and described as a major hurdle for non-native speakers. While this topic has already received considerable attention in the SLA literature, it features less prominently in recent corpus-based studies of learner language. This volume intends to close this gap. It shows which additional insights into the area of tense and aspect in learner language can be gained using corpus data, addressing the following questions: In which ways do corpus-based studies complement work based on other methods?; How can a corpus-based approach inform theories on the acquisition of tense and aspect specifically, and of language acquisition in general?; Are results language-specific or can universal principles be established?; How pervasive are effects of mode/register within learner corpus data?; What role does native and non-native input play?; Which methodological challenges come to the fore when using corpus data instead of elicited data?; How can the notion of “target(-like)” performance be operationalized for corpus material?; Which implications do the findings from the learner corpora have for the teaching and learning of the target language?
Originally published as special issue of International Journal of Learner Corpus Research 4:2 (2018)
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Tense, Aspect, Modality, and Evidentiality
Editor(s): Dalila Ayoun, Agnès Celle and Laure LansariPublication Date August 2018More LessAfter an introductory chapter that provides an overview to theoretical issues in tense, aspect, modality and evidentiality, this volume presents a variety of original contributions that are firmly empirically-grounded based on elicited or corpus data, while adopting different theoretical frameworks. Thus, some chapters rely on large diachronic corpora and provide new qualitative insight on the evolution of TAM systems through quantitative methods, while others carry out a collostructional analysis of past-tensed verbs using inferential statistics to explore the lexical grammar of verbs. A common goal is to uncover semantic regularities and variation in the TAM systems of the languages under study by taking a close look at context. Such a fine-grained approach contributes to our understanding of the TAM systems from a typological perspective. The focus on well-known Indo-European languages (e.g. French, German, English, Spanish) and also on less commonly studied languages (e.g. Hungarian, Estonian, Avar, Andi, Tagalog) provides a valuable cross-linguistic perspective.
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Tense-Aspect
Editor(s): Paul J. HopperPublication Date January 1982More LessThe verbal categories of tense and aspect have been studied traditionally from the point of view of their reference to the timing and time-perspective of the speaker’s reported experience. They are universal categories both in terms of the semantic-functional domain they cover as well as in terms of their syntactic and morphological realization. Nevertheless, their treatment in contemporary linguistics is often restricted and narrow based, often involving mere recapitulatoin of traditional semantic and morphotactic studies.
The present volume arises out of a symposium held at UCLA in May 1979, in which a group of linguists gathered to re-open the subject of tense-and-aspect from a variety of perspectives, including — in addition to the traditional semantics — also discourse-pragmatics, psycholinguistics, child language, Creolization and diachronic change. The languages discussed in this volume include Russian, Turkish, English, Indonesian, Ameslan, Eskimo, various Creoles, Mandari, Hebrew, Bantu and others. The emphasis throughout is not only on the description of language-specific tense-aspect phenomenon, but more on the search for universal categories and principles which underlie the cross-language variety of tense and aspect. In particular, many of the participants address themselves to the relationship between propositional-semantics and discourse-pragmatics, in so far as these two functional domains interact within tense-aspect systems.
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Tense-Aspect, Transitivity and Causativity
Editor(s): Werner Abraham and Leonid KulikovPublication Date December 1999More LessThis collection presents typological work on tense, aspect, and epistemic modality in a variety of languages and against the background of different schools of thinking, among which the St. Petersburg Typological School developed and so masterfully implemented by the Petersburg linguist, Vladimir Petrovich Nedjalkov. The volume honors this reputed scholar for his life work. It is in mainly this spirit (and the EUROTYPE spirit) that the following scholars have contributed to the volume: T. Tsunoda on Warrungu (Australian indigeneous language), L. Kulikov on Vedic, K. Kiryu on Japanese, Korean and Newari, N. Sumbatova on Svan (from the Kartvelian group), T.Bulygina & A. Shmelev on Russian, W. Boeder on Georgian, R. Thieroff on aorist and imperfect in European languages, Y. Poupynin on Russian, L. Johanson on Kipchak Turkic, I. Dolinina on Russian, N. Kozintseva on Old and Modern Eastern Armenian, Ch. Lee on Korean, W. Abraham on split ergative languages and German, G. Silnitsky on Russian, V. Plungian on Russian, E. Rakhilina on Russian, and K. Ebert on Kalmyk.
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Tense-Aspect-Modality in a Second Language
Editor(s): Martin Howard and Pascale LeclercqPublication Date February 2017More LessSituated within the long-established domain of temporality research in Second Language Acquisition, this book aims to provide an update on recent research directions in the field through a range of papers which explore relatively new territory. Those areas include the expression of modality and counterfactuality, the effect of first language transfer, aspectuo-temporal comprehension, aspectuo-temporal marking at a wider discursive level, and methodological issues in the study of the acquisition of aspect. The studies presented explore English and French as second languages, involving both child and adult learners from a range of first language backgrounds in both instructed and naturalistic learning contexts. The studies draw on both spoken and written data which explore various facets of the learners’ second language comprehension and production. The volume offers new, but complementary insights to previous research, as well as pointing to directions for future research in this burgeoning field of study.
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