2016 collection (147 titles)

Arabic is a language of substantial cultural and religious importance. It is spoken by about 300 million people, predominantly in the 22 countries of the Arab world, as well as in several other regions where the Arab diaspora has settled. Arabic is also the language of Islam and underpins the religious practice of about 1.5 billion Muslims worldwide.

In view of the above, the authors thought it important to create an easily accessible handbook for interpreters, translators, educators and other practitioners working between Arabic and English in healthcare settings. Introduction to Healthcare for Arabic-speaking Interpreters and Translators follows the seminal publication Introduction to Healthcare for Interpreters and Translators (Crezee, 2013) and has been supplemented with Arabic glossaries and comments about health communication between Anglophones and Arabic speakers. This practical resource book will help inform interpreters and translators about healthcare settings, anatomy, physiology, medical terminology and frequently encountered conditions, diagnostic tests and treatment options.

Arabic is divided into two categories: formal (Classical, Standard or literary) Arabic, and local dialects (colloquial Arabic). Formal Arabic is the official language of all Arab countries. In each of these, there are regional dialects which color formal Arabic and add character to a poetic and expressive language. Poetic nature is found in many daily expressions, and not only in Arabic literature, for example, “Good morning” in Arabic is “Ssabah al khair”, which in essence wishes others a morning of goodness; and, the pan-Arab greeting “Salam Alaykum”, which literally means “may peace be upon you”. Dialects once existed principally in spoken form but these days they are increasingly used in writing in social media and its paraphernalia (mobile phones, tablets, etc.). In this book, formal Arabic is used in the glossaries, simply because it is the recognized language of literacy across the Arabic-speaking world.

Inquires in Hispanic Linguistics: From Theory to Empirical Evidence showcases eighteen chapters from formal and empirical approaches related to Spanish syntax and semantics, phonetics and phonology, and language contact and variation. Drawing on data from a number of monolingual and contact Spanish varieties, this volume represents the most current themes and methods in the field of Hispanic linguistics. The book brings together both established and emerging scholars, and readers will appreciate the variety of theoretical approaches, ranging from generative to variationist perspectives. The book is geared towards researchers and students in Spanish and Romance linguistics. Given its scope and quality, this volume is also well-suited for graduate courses in Spanish morphosyntax, phonetics, sociolinguistics, and language contact and change.

Linguistic research and language teaching have generally been viewed as two separate types of academic endeavor. While linguists have been preoccupied with pattern finding and theory building, language teachers often encounter issues that are not readily addressed by theoretical linguistic research. This collection, with eleven papers touching upon a wide range of issues, stands out as one of the rare concerted efforts toward a meaningful integration of the two endeavors. Subject matters include tone, stress, word structure, grammatical categories (e.g. classifiers), syntactic structures (including argument structure), discourse particles, implicit and explicit knowledge, conversational repair, and learner corpus. With a diverse range of theoretical orientations, this collection serves to showcase some of the productive ways to create synergy between Chinese linguistic research and language education.

Intonation units have been notoriously difficult to identify in natural talk. Problems include fuzzy boundaries, lack of exhaustivity, and the potential circularity involved when studying their interface with other language-organizational dimensions. This volume advocates a way to resolve such problems: the ‘cesura’ approach. Cesuras, or breaks in the flow of talk, are created by discontinuities in the prosodic-phonetic parameters of speech that cluster to various extents at certain points in time. Using conversation-analytic and interactional-linguistic methodology, the volume identifies the parameters creating cesuras in talk-in-interaction and proposes ways to notate them depending on the researcher’s goal. It also offers a way to study the role of cesuras at the prosody-syntax interface non-circularly, which leads to new insights concerning language variation and change. The volume will thus be of major import to anyone working with natural spoken language, its chunks, its various dimensions, and its variation and change.

This book deals with sentential proforms and their relationship to their associated clauses. Sentential proforms are highly interesting from the point of view of grammatical theory, since their occurrence is determined not only by syntax, but also by prosody and semantics. The present volume contributes to a better understanding of the interfaces between these different levels. By providing syntactic, prosodic, semantic, psycholinguistic and corpus-based support, this book underpins the claim that there exist different sentential proform types in German and Dutch, that these proform types correlate with different verb classes, and that their associated related clauses are located in different syntactic positions. The present volume also looks at a Hungarian sentential proform construction, which is similar to the German(ic) structure, but, at the same time, is different in its licensing conditions.

The book examines how task-based language teaching (TBLT) can be carried out with young beginner learners in a foreign language context. It addresses how TBLT can be introduced and implemented in a difficult instructional context where traditional teaching approaches are entrenched. The book reports a study that examined how TBLT can be made to work in such a context. The study compares the effectiveness of TBLT and the traditional “present-practice-produce” (PPP) approach for teaching English to young beginner learners in Japan. The TBLT researched in this study is unique as it employed input-based tasks rather than oral production tasks. The study shows that such tasks constitute an ideal means of inducting beginner learners into listening and processing English. It also shows that such tasks lead naturally to the learners trying to use the L2 in communication. It provides evidence to support the claim that TBLT promotes the kind of naturalistic interaction which is beneficial for the development of both interactional and linguistic competence. The book concludes with suggestions for how to implement TBLT in Japanese school contexts.

Isn’t translation all about saying exactly the same thing in another language? Aren’t national images totally outdated in this era of globalization? Most people might agree but this book amply illustrates how persistent and multifaceted clichés on translation and nation can be. Time and again, translating involves making transfer choices and these choices are never neutral. Though globalization has seemingly all but erased national ideologies and cultural borders, such ideologies and borders continue to play a determining role in conflicts, identity politics and cultural profiles.

The place where transfer choices and forms of national and cultural representation come together is also the place where Translation Studies and Imagology meet. This book offers a wealth of chapters showing how decisive selection and transfer processes can be in representing national images, both self-images and images of the other(s). It shows also how intensely the two disciplines can work together and mutually benefit from shared data and methodologies.