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The Sociophonetics of Dublin English shows how social inequalities and language are connected by the stances speakers take in interaction. It is based on an instrumental phonetic analysis of recorded interviews and broadcasting data and a detailed qualitative account of the same data as well as the socio-cultural context in Ireland. The analysis not only considers macro-social categories but also pragmatic norms and situational more fluid aspects of communication. Contemporary social meanings and associated phonetic realisations are described and explained as the result of diachronic developments. Since the independence of Ireland local pronunciations have been re-evaluated and realisations connected with the former coloniser have fallen out of use even in formal and powerful domains. This investigation thus highlights the importance of diachronic data to understand contemporary sociolinguistic variation.

This e-book is made available as Open Access under a CC BY-NC-ND 4.0 license.

This volume on grammaticalization focuses on new theoretical and methodological challenges underpinning language change. It provides new approaches and insights deepening our understanding of the cognitive pragmatic and socio-cultural mechanisms that trigger the formation and the change of grammars. In this volume grammaticalization is dealt with diachronically synchronically and as a by-product of dialogic interaction. Another key feature of this book is language diversity; as it includes studies on language families ranging from Niger-Congo Koreanic Japonic Sino-Tibetan to Germanic and Romance. The novel aspects of grammaticalization addressed are new slants on the fundamental debate about grammaticalization as expansion vs reduction; the grammatical formation of ideophones; the semantic domain of fear as a source and a trigger of grammatical change and many other aspects of semantic and morphosyntactic development.

Constructions in Spanish is the first book-length English-language volume in the field of usage-based and Cognitive Construction Grammar dedicated exclusively to Spanish. The contributions investigate a wide range of constructions from both a synchronic and a diachronic perspective cutting across morphology syntax semantics and pragmatics. The constructionist perspective is also linked to comparative and typological research to language learning and teaching and to multi-modal discourse analysis.

The volume aims both at increasing the visibility of constructionist approaches to Spanish and at offering data and analyses of Spanish for scholars working on constructional analyses of other languages. The volume thus addresses both scholars in Spanish and Romance linguistics as it builds connections between more traditional approaches and constructionist approaches and construction grammarians generally especially scholars interested in comparative work.

This volume presents research from across the subdisciplines of Hispanic Linguistics in an attempt to showcase how new research methods together with a renewed focus on language variation have advanced our field. This volume is divided into three sections of original research with the first describing regional variation of Spanish the second synchronic variation and the third learner profile variation. Such nuanced descriptions and analyses would not be possible without new variationist research methods and big-data techniques such as the use of online corpora and data reduction analyses. These overarching themes represent a paradigm shift affecting the whole of Hispanic Linguistics and are therefore best appreciated in an edited volume composed of diverse manifestations of trends like those included herein. The data from these submissions were originally presented at the Hispanic Linguistics Symposium hosted by Wake Forest University in 2021.

If thinking can be fast or slow metaphorical thinking can be fast and slow too. But metaphorical thinking does not occur as often and in the ways that many metaphor scholars today think. Slow metaphorical thinking does mean however that we can exert more control over metaphor than has previously been acknowledged. We can even offer resistance to metaphor.<br xmlns="http://pub2web.metastore.ingenta.com/ns/"/>Deliberate Metaphor Theory (DMT) claims that there is an essential processing difference between non-deliberate and deliberate metaphor use which can explain all this. This book is the first full account of the DMT model for metaphor comprehension. It presents explicit conceptualization and formal operationalization and is based on a well-known cognitive-psychological model for all utterance comprehension in discourse. The original three-dimensional model of DMT is here refined into a four-dimensional model which reveals new research questions and discoveries about the use of metaphor.<br/>The book brings together numerous cognitive-scientific insights into metaphor. It has a high degree of interdisciplinary accessibility to all students of metaphor whether master students PhDs post docs or established academics.

This volume offers a wide array of cutting-edge original research on the implementation of Foreign Language Pedagogy in translator and interpreter training a still rather unexplored field of research in Translation Studies. It is divided in two distinct sections. The first section focuses on theoretical approaches to this topic. The chapters of this section will offer the reader valuable new knowledge and thoughts on how to update and enrich academic curricula as well as how to make use of cognitive linguistics and to implement a multicultural approach in the demanding domain of translator and interpreter training. The second practical section comprises a series of diverse methods and didactical means of Foreign Language Pedagogy which are creatively adapted to fit in language and translation/interpreting teaching for translation/interpreting trainees aiming at fostering their translational sub-competences. The volume’s overarching aim is to clearly emphasise that foreign language teaching for translation and interpreting trainees has to be approached and structured differently than conventional language teaching in other academic disciplines. It is useful for scholars and translation/interpreting teachers who want to enrich translator/interpreter training with new interdisciplinary ideas and knowledge which will significantly assist them in enhancing the translation/interpreting competence of their students.

This book offers a fresh take on several long-standing issues relating to the (non-)truth-conditional interpretation of epistemic evidential hearsay and attitudinal sentence adverbials. Drawing on a wealth of data from English and German it shows for the first time that all four adverbial classes can have both truth-conditional and non-truth-conditional (parenthetical) readings. A novel account is presented according to which (non-)truth-conditional readings may arise at either the syntactic or the pragmatic level. Couched in relevance theory the book also re-examines the explicature and illocutionary status of the adverbial qualification and the qualified proposition and refines the notions of pointhood and at-issueness to provide an original information-structural analysis applicable to not just sentence adverbials but a range of other propositional qualifiers. Finally the investigation identifies five factors affecting (non-)truth-conditional interpretation: linear position prosody the semantics of the adverbial its information-structural properties and the wider context. The book will be of interest to those interested in relevance theory the semantics/pragmatics interface the syntax/pragmatics interface and information structure as well as for syntacticians semanticists and pragmatists interested in sentence adverbials other propositional qualifiers and parentheticality syntactic and interpretational.

The ditransitive (or “dative”) alternation is a much-studied phenomenon in contemporary linguistics. This monograph is the first to address the alternation in present-day written German from both a quantitative and qualitative perspective. As well as providing a corpus-based analysis of extensively annotated data and detailed statistical information the book also contributes to the theory of language by developing an alternative framework to existing investigations of the alternation. It is shown that the alternation can be accounted for in a comprehensive way by adopting a three-layer approach to meaning and sense based on the work of E. Coseriu and S. Levinson. In this approach a construction’s language-specific encoded meaning is distinguished both from its conventional (“normal”) uses and its discourse-specific interpretations in particular contexts. The monograph is likely to attract attention from researchers in the fields of German and English linguistics general and contrastive linguistics as well as linguistic theory.

This volume offers a comprehensive snapshot of the breadth of empirical research currently being conducted on the second language acquisition of sociolinguistic variation in Spanish during study abroad. Research on this topic spans diverse methodological approaches types of programs linguistic structures and learner characteristics which is reflected in the contributions in this volume. This diversity of approaches illustrates how the second language development of sociolinguistic variation during study abroad depends crucially on a number of linguistic and extralinguistic factors and can be measured in distinct ways. Thus this collection will be an indispensable resource to researchers and students of second language acquisition sociolinguistics applied linguistics education and other fields interested in language development during study abroad.

Rhetoric is intimately related to interaction and cognition. This book explores the cognitive underpinnings of rhetoric by presenting a case study of the rhetorical use of interactional structures namely expository questions and rhetorical questions in the classical Chinese tradition. Such questions are generally meant to evoke silent answers in the addressee’s mind thereby involving a fictive type of interaction. The book analyzes fictive questions as intersubjective mixed viewpoint constructions involving a viewpoint blend of the perspectives of the writer the assumed prospective readers and possibly also that of the discourse characters. The analysis further shows that in addition to attention other late developing human capacities such as mental simulation and perspective taking also have a pivotal role to play in rhetoric on the basis of which a simulation-based rhetorical model of persuasion is proposed to account for meaning construction in rhetorical practices. The book will influence our understanding of rhetorical practices outside the Western tradition but within the framework of cognitive semantics.