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Exploring Dialogue is a collection of essays on argumentation authored or coauthored by Erik C.W. Krabbe which take a philosopher's or even a logician's point of view. For this collection Krabbe selected twenty of what in his opinion were his best philosophical essays about argumentation. Four of them were written with Jan Albert van Laar. All of these essays are in one way or another concerned with argumentative dialogue. Their focus is sometimes on particular kinds of fallacious reasoning such as non-argumentation non sequitur quasi logical argument or the fallacies described by Aristotle sometimes on theoretical problems encountered when one tries to construct a model for reasonable dialogue such as the problem of retraction the retreat to dialogues about dialogues the tension between cooperation and competition in dialogue or the responsibilities of the party that is taking a critical stance. Though these essays were written from a logical point of view only a few of them contain logical technicalities. They were also to a great extent influenced by the work of the pragma-dialecticians (the Amsterdam School) and one will find many references to their rules for Critical Discussion. Standing in between the formal and the informal there is the semiformal method of profiles of dialogue which method is often used to illustrate possible courses of dialogues. Some essays use a more rigorous formalization in order to make their point: for instance to compare ancient and contemporary dialectic or to explore the possibility of formalizing the pragma-dialectic model of Critical Discussion. Finally there are some essays about argumentation in special contexts: mathematical proof and public controversy.

This book presents an account of English in the communicative repertoires of anglophone West-Africans living in Southwestern Germany. Adopting an ethnographically grounded perspective it analyzes how participants perceive and utilize English as well as other linguistic resources at their disposal in an environment where linguistic competence is routinely under scrutiny. The book traces how linguistic practices participate in the construction of socially meaningful spaces and images of personhood and how discourse about language enables participants to position themselves in relation to these constructions. In the process notions of languages and varieties themselves are used in surprising and sometimes conflicting ways. While these are at odds with descriptive linguistic terminology the book takes them seriously as expressing local understandings of the relationship among ways of speaking and social positions. At the theoretical level the book advances a shift in World Englishes research towards a reflexive approach grounded in linguistic anthropological perspectives.

This monograph introduces the Evaluative Discourse Metaphor model which argues that participants in public and semi-public online discourse (re)use evaluative metaphors to construct and maintain communities. We explore how such metaphors trigger others with similar forms though not necessarily the same evaluative targets generating discourse spaces unified by a shared evaluative ethos. The model draws on a discourse-based view of metaphor Hallidayan metafunctions Du Bois’s stance triangle and insights from computer-mediated communication with a focus on affordances and community-building. We define or redefine key concepts including single evaluative metaphors metaphorical complexes triggers bondicons and chains. Rather than departing from existing literature we integrate it into a framework valuable to scholars in metaphor studies digital ethnography discourse analysis and online communication.

This volume contributes to ongoing discussions of ethics in Applied Linguistics scholarship by focusing in depth on several different sub-areas within the field. The book is comprised of four sections: methodological approaches to research; specific participant populations and contexts of research; (language) pedagogy and policy; and personal and interactive aspects of research and scholarship. Moving beyond discussions of how ethics is conceptualized or defined the chapters in this volume explore ethics-in-practice by examining context-specific ethical challenges and offering guidance for current and future Applied Linguistics scholars. This volume responds to the need to provide context-specific research ethics training for graduate students and novice researchers interested in a variety of contexts and methodological approaches. After engaging with this volume new and experienced applied linguists alike will gain familiarity with specific ethical challenges and practices within particular sub-disciplines relevant to their work and across the field more broadly.

This book offers a fresh perspective on how natural languages encode grammatical relations by delving into the interplay between oblique cases adpositions serial verbs and applicatives. This book reveals through a series of case studies the pervasive role of the 'inclusion' relator across diverse linguistic contexts. Departing from traditional views that obliques lack interpretive content this work presents a unified conceptual framework of relations in grammar. Drawing on minimalist principles the book posits a preeminence of the lexicon in syntactic projection shedding light on the underlying ontology of language. By exploring cross-categorial variation and syncretism it outlines an inventory of primitives shaping morpho-syntactic derivations.

The ongoing migration ‘crisis’ in European countries (2015 to date) has fostered different stances and practices within European nation-states ranging from xenophobia to solidarity. In this context two contradictory discourses seem to coexist: the national racist discourse and the humanitarian antiracist one. This volume brings together studies investigating diverse semiotic strategies through which liquid racism emerges which consists of ambiguities and contradictory interpretations due to the fact that racist views infiltrate discourse intended as antiracist. The volume includes critical and pragmatic analyses of texts coming from various sources such as news articles parliamentary discourse political cartoons video clips advertising campaigns based on personal stories and jokes. It is an outcome of the research project “TRACE: Tracing Racism in Anti-raCist discoursE: A critical approach to European public speech on the migrant and refugee crisis” (HFRI-FM17-42 HFRI 2019-2022 Hellenic Foundation for Research and Innovation).

This volume reflects the centrality of the existential construction in current linguistic research and offers studies that both consolidate and challenge established research agendas. It addresses (i) a variety of constructions related to ‘prototypical’ existentials (including the have-possessive construction) and investigates (ii) the relationships between locative existential and information structure (iii) the quantification of the pivot and (iv) the issue of negative existentials. It brings together different and complementary approaches (functional cognitive pragmatic typological comparative diachronic philosophical) based on a wide variety of data sources. The contributions illustrate how the so-called existential construction can take a variety of forms – more or less grammaticalized – and functions – ranging from the expression of literal existence to that of localization and discursive focus – in a wide range of languages. The book will be valuable for linguists researchers or students interested in the cross-linguistic manifestations of existential constructions at the interface between syntax semantics and information structure.

Emotion in Texts for Children and Young Adults: Moving stories takes up key issues in affect studies while putting forward new approaches and ways of thinking about the intricate entanglements of emotion affect and story in relation to the functions processes and influences of texts designed for youth. With an emphasis on national literatures and international scholarship it examines a variety of storytelling forms formats genres and media crafted for readers ranging from the very young to the newly adult. Layering recent cognitive approaches to emotion affect studies and feminist perspectives on emotion it investigates not only what texts for children and young adults have to say about emotion but also how such texts try to move their readers. In this the chapters draw attention to the ways narrative literary texts address elicit shape and/or embody emotion.

English Sentence Constructions departs from a usage-based theoretical perspective in which all language units -- which we refer to as constructions -- have both a meaning and form and context is all-important in determining the function and form of these constructions.

As a starting-level module English Sentence Constructions guides students of English or Language at tertiary level through different levels of analysis at the sentence clause phrase and word level.

The book starts with an explanation of different sentence types and structures (Chapters 1 and 2) zooms in on the verb phrase as the central component of any sentence (in Chapters 3 and 4) before zooming in even closer discussing word classes (Chapter 5) and phrases (Chapter 6). The next two chapters explicate the intricacies of sentence constituents that function as clauses (Chapter 7) and aid students in integrating all chapters by discussing sentence analysis at all levels (Chapter 8). The last chapter (Chapter 9) shows how knowledge about sentence constructions can be applied to effective writing in English.

English Sentence Constructions can be used in teacher-led modules but the many exercises in each chapter the clearly worked out answer keys and a comprehensive glossary of terminology also make it suitable for self-study. For each chapter there is an online test in which students can check their understanding.

Inspired by Murray Munro and Tracey Derwing’s 1995 seminal study of intelligibility comprehensibility and accentedness this book revisits the insights of their original research and presents subsequent studies extending this work to new ways of understanding second language speech. By rejecting the nativeness approach upon which previous pronunciation research and teaching were built Munro and Derwing’s paper became the catalyst for a new paradigm of pronunciation and speech research and teaching. For the first time pronunciation researchers had an empirically-motivated set of dimensions for assessing L2 speech. Results of many subsequent studies showed that the original insights of three partially-independent measures are indispensable to language teaching language assessment social evaluations of speech and pedagogical priorities. This monograph offers 9 diverse chapters by leading researchers all of which focus on intelligibility and or comprehensibility. This volume is essential reading for anyone interested in up-to-date coverage of L2 pronunciation matters. Originally published as special issue of Journal of Second Language Pronunciation 6:3 (2020)