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This volume brings together researchers in conversation analysis who examine the practice of alternating between English and German Italian Spanish Swedish and Vietnamese in the classroom. The collection shows that language alternation is integral to being and learning to become a bilingual and that being and learning to become a bilingual are accomplished through a remarkably common set of interactional objects and actions whose sequential organisations are quite similar across languages and educational sectors. This volume therefore shows that having recourse to more than one shared language provides an important resource for getting the work of language learning and teaching done through an orderliness that can be described and evaluated. The findings and the suggested pedagogical applications described in the volume will be of significant interest to researchers and teachers in a range of fields including second and foreign language teaching and learning conversation analysis teacher education and bilingualism. <br xmlns="http://pub2web.metastore.ingenta.com/ns/"/>

Interest in non-canonically case-marked subjects has been unceasing since the groundbreaking work of Andrews and Masica in the late 70’s who were the first to document the existence of syntactic subjects in another morphological case than the nominative. Their research was focused on Icelandic and South-Asian languages respectively and since then oblique subjects have been reported for language after language throughout the world. This newfangled recognition of the concept of oblique subjects at the time was followed by discussions of the role and validity of subject tests discussions of the verbal semantics involved as well as discussions of the theoretical implications of this case marking strategy of syntactic subjects. This volume contributes to all these debates making available research articles on different languages and language families additionally highlighting issues like language contact differential subject marking and the origin of oblique subjects.

The last decades of the twentieth century have witnessed a fundamental scientific discovery: the identification of mirror neurons and consequently the development of the Embodied Simulation theory. Neuroscientific data on the mechanism of Embodied Simulation and its role in conceptual and linguistic processing figurative language included have stimulated a great deal of research on the embodied nature of conceptual metaphors. However the very definition of the notions of body and embodiment are today still controversial in the Embodied Cognition debate. This book addresses the issue of the specific contribution of the body to conceptual and linguistic processing and provides a new definition for the mechanism of Embodied Simulation. In this light and in consideration of a revision of the contemporary theory of metaphor recently introduced by Gerard Steen who distinguished between deliberate and non-deliberate metaphor processing the book also proposes a new model of metaphor processing that brings together the mechanism of Embodied Simulation on the one hand and the notion of deliberateness on the other. Modulation of attention during linguistic processing is a key component in explaining how they interact.<br xmlns="http://pub2web.metastore.ingenta.com/ns/"/>Potential readers of the book include linguists psychologists philosophers and any other cognitive scientists and communication scientists piqued by the topic of metaphor and embodiment.

This collection which transports readers from the age of manuscripts to the digital word is a good demonstration not only of the current vitality of studies of Catalan language and literature but also of the variety of interests and theoretical approaches and the diversity of origin of Catalan researchers. The studies are focused primarily on three thematic areas: a) culture and language between the fifteenth and eighteenth centuries; b) one hundred years of Catalan literature: 1859-1959; and c) multilingualism and interculturality. The collected studies will prove to make a solid contribution to the unstoppable progress that Catalan philology has been making for decades.

Fulk’s Comparative Grammar offers an overview of and bibliographical guide to the study of the phonology and the inflectional morphology of the earliest Germanic languages with particular attention to Gothic Old Norse / Icelandic Old English Old Frisian Old Saxon and Old High German along with some attention to the more sparsely attested languages. The sounds and inflections of the oldest Germanic languages are compared with a view to reconstructing the forms they took in Proto-Germanic and comparing those reconstructed forms with what is known of the Indo-European protolanguage. Students will find the book an informative introduction and a bibliographically instructive point of departure for intensive research in the numerous issues that remain profoundly contested in early Germanic language history.

This volume presents a range of studies testing some of the latest models and hypotheses in the field of second/third language acquisition such as the Bottleneck Hypothesis (Slabakova 2008 2016) the Scalpel Model (Slabakova 2017) and the Interface Hypothesis (Sorace & Serratrice 2009) to name a few. The studies explore a variety of linguistic properties (e.g. functional morphology linguistic properties at the syntax-discourse interface) by focusing on distinct populations (L2 acquisition L3/LN acquisition Heritage Speakers) while also considering the links between experimental linguistic research generative linguistics and in some cases language pedagogy. Dedicated to Roumyana Slabakova each chapter can be directly linked to her work in terms of the empirical testing of extant hypotheses the formulation of new models and ideas and her efforts to advance the dialogue between different disciplines and frameworks. Overall the contributions in the volume bear evidence of Slabakova’s enduring influence in the field as a collaborator teacher and researcher.

This edited volume offers critical reflections on an essential component of research method in the field of second language acquisition – data. Scholars working on diverse areas (e.g. pragmatics corrective feedback phonology) and approaches (e.g. corpus linguistics concept-oriented analyses variationism) have come together to identify challenges researchers face when collecting coding and analyzing data and to provide guidance for making advancements regarding these aspects of research method. This volume also showcases three types of critical reflection. One involves building a relevant corpus of published investigations and using that database to identify methodological issues in existing research. Another consists of recoding and reanalyzing published work before reflecting on the impact that these decisions have on observations made about interlanguage. The third begins with a particular area of or approach to second language acquisition and then offers a critical examination on the challenges that characterize the selected area or approach. Researchers and graduate students alike will benefit from an open discussion on methodological issues that are in need of improvement.

This volume offers state-of-the-art overviews of the cross-disciplinary role and impact of Pragmatics in relation to several areas of study that it interfaces with. Pragmatics has contributed significant insights to a range of disciplines just as these disciplines have contributed to it. Borrowing and cross-pollination between disciplines is natural as well as necessary but at times it seems important to take a pause and reflect on and problematize the role of pragmatics at these interfaces. In an age when disciplinary boundaries are being blurred we need to investigate the relationship and interplay between pragmatics and related or complementary fields of enquiry with the goal of broadening and deepening our understanding of the contributions and boundaries of pragmatics as such. Here in twelve original contributions internationally recognized authorities explore the current state and future trends in Pragmatics vis-à-vis adjacent disciplines.<br xmlns="http://pub2web.metastore.ingenta.com/ns/"/>

After more than 20 years of research this is the first book-length treatment of second language task repetition – the repetition of encounters with a task that involve re-using the same content with the same overall purpose. The topic links task performance with the growing mastery of both the task and of relevant language and constitutes a site with special potential to promote learning within and across language lessons and for preparing students for assessment and of course real-world language performance. The volume assembles chapters that complement each other in interesting ways: significant background reviews studies of patterns of change across task repetition iterations and reports on the use and nature of task repetition in language classes in on-going programmes. Contributors draw on a variety of interpretive frameworks and report from a range of language educational contexts. The volume will be of interest to language researchers teacher educators teachers and students as well as others interested in the contribution of task repetition to learning.

At a time when globalization and the advent of the internet have accelerated the spread and diversification of English varieties worldwide this book provides a constructive assessment of the theoretical models that best account for the development and use of Englishes in the early 21st century. In this endeavor the present book brings together cutting-edge contributions by leading scholars who explore the notion of linguistic globalization based on a wide range of ESLs EFLs and ELF synchronic and diachronic data different methodological approaches (corpus-based sociolinguistic ethnographic) and a variety of data resources (social media multiplayer online games journalistic data GloWbE Corpus of Historical Singapore English thematic blogs). Collectively these studies serve as a springboard for future research on the globalization of Englishes and they contribute to a timely and necessary scholarly conversation on what constitutes adequate theoretical models of World Englishes in the 21st century.