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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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