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Philology and Linguistics - Concordia University Libraries Recent Acquisitions

Items in Philology and Linguistics (P1 - P1091) that were added to the Concordia University Libraries collection in the last 120 days.

  • Self-translation and power : negotiating identities in European multilingual contexts / Olga Castro, Sergi Mainer, Svetlana Page, editors
    P 306.8 E85 S45 2017eb

  • Contrastive analysis of discourse-pragmatic aspects of linguistic genres / Karin Aijmer, Diana Lewis, editors

  • Dangerous Language -- Esperanto and the Decline of Stalinism / by Ulrich Lins

  • Developing language teacher autonomy through action research / Kenan Dikilitas, Carol Griffiths

  • Formal models in the study of language : applications in interdisciplinary contexts / Joanna Blochowiak, Cristina Grisot, Stephanie Durrleman, Christipher Laenzlinger, editors
    This volume presents articles that focus on the application of formal models in the study of language in a variety of innovative ways, and is dedicated to Jacques Moeschler, professor at University of Geneva, to mark the occasion of his 60th birthday. The contributions, by seasoned and budding linguists of all different linguistic backgrounds, reflect Jacques Moeschler's diverse and visionary research over the years. The book contains three parts. The first part shows how different formal models can be applied to the analysis of such diverse problems as the syntax, semantics and pragmatics of tense, aspect and deictic expressions, syntax and pragmatics of quantifiers and semantics and pragmatics of connectives and negation. The second part presents the application of formal models to the treatment of cognitive issues related to the use of language, and in particular, demonstrating cognitive accounts of different types of human interactions, the context in utterance interpretation (salience, inferential comprehension processes), figurative uses of language (irony pretence), the role of syntax in Theory of Mind in autism and the analysis of the aesthetics of nature. Finally, the third part addresses computational and corpus-based approaches to natural language for investigating language variation, language universals and discourse related issues. This volume will be of great interest to syntacticians, pragmaticians, computer scientists, semanticians and psycholinguists.

  • Patterns and Development in the English Clause System : a Corpus-Based Grammatical Overview / by Clarence Green

  • Alternative sets in language processing : how focus alternatives are represented in the mind / Nicole Gotzner

  • Comprehending and Speaking about Motion in L2 Spanish : a Case of Implicit Learning in Anglophones
    This book presents a novel analysis of the learning of motion event descriptions by Anglophone students of Spanish. The author examines cross-linguistic differences between English and Spanish, focusing on the verbal patterns of motion events, to explore how learners overcome an entrenched first-language preference to move toward the lexicalization pattern of the additional language. His findings highlight the gradual nonlinear process Anglophones traverse to acquire and produce form-meaning mappings describing motion in Spanish. The author suggests that as motion event descriptions are not normally the focus of explicit instruction, students learn this concept primarily from exposure to Spanish. Given its interdisciplinary nature, this book will be of interest to researchers working in Hispanic linguistics, cognitive semantics, and Spanish language learning and teaching.

  • The semantics and pragmatics of quotation / Paul Saka, Michael Johnson, editiors

  • Legacies of the degraded image in violent digital media / Stuart Marshall Bender
    P 96 V5 B46 2017eb

  • Approaches to the history of written culture : a world inscribed / edited by Martyn Lyons and Rita Marquilhas

  • Psychology of bilingualism : the cognitive and emotional world of bilinguals / Alfredo Ardila, Anna B. Cieślicka, Roberto R. Heredia, Mónica Roselli, editors

  • New languages and landscapes of higher education / Peter Scott, Jim Gallacher, and Gareth Parry
    P 40.8 N495 2016eb

  • Language documentation and revitalization in Latin American contexts / edited by Gabriela Pérez Báez, Chris Rogers, Jorge Emilio Rosés Labrada
    P40.5 L3572 L38 2016eb

    Up to now, the focus in the field of language documentation has been predominantly on North American and Australian languages. However, the greatest genetic diversity in languages is found in Latin America, home to over 100 distinct language families. This book gives the Latin American context the attention it requires by consolidating the work of field researchers experienced in the region into one volume for the first time.

  • Archaeology of Babel : the colonial foundation of the humanities / Siraj Ahmed
    P 41 A37 2018

    For more than three decades, preeminent scholars in comparative literature and postcolonial studies have called for a return to philology as the indispensable basis of critical method in the humanities. Against such calls, this book argues that the privilege philology has always enjoyed within the modern humanities silently reinforces a colonial hierarchy. In fact, each of philology's foundational innovations originally served British rule in India.

    Tracing an unacknowledged history that extends from British Orientalist Sir William Jones to Palestinian American intellectual Edward Said and beyond, Archaeology of Babel excavates the epistemic transformation that was engendered on a global scale by the colonial reconstruction of native languages, literatures, and law. In the process, it reveals the extent to which even postcolonial studies and European philosophy--not to mention discourses as disparate as Islamic fundamentalism, Hindu nationalism, and global environmentalism--are the progeny of colonial rule. Going further, it unearths the alternate concepts of language and literature that were lost along the way and issues its own call for humanists to reckon with the politics of the philological practices to which they now return.

  • The Routledge Handbook of language and dialogue / edited by Edda Weigand
    P 95.455 R69 2017eb

  • Pragmatic markers, discourse markers and modal particles : new perspectives / edited by Chiara Fedriani, Andrea Sansò
    P 302.25 P724 2017eb
    This book offers new perspectives into the description of the form, meaning and function of Pragmatic Markers, Discourse Markers and Modal Particles in a number of different languages, along with new methods for identifying their 'prototypical' instances in situated language contexts, often based on cross-linguistic comparisons. The papers collected in this volume also discuss different factors at play in processes of grammaticalization and pragmaticalization, which include contact-induced change and pragmatic borrowing, socio-interactional functional pressures and sociopragmatic indexicalities, constraints of cognitive processing, together with regularities in semantic change. Putting the traditional issues concerning the status, delimitation and categorization of Pragmatic Markers, Discourse Markers and Modal Particles somewhat off the stage, the eighteen articles collected in this volume deal instead with general questions concerning the development and use of such procedural elements, explored from different approaches, both formal and functional, and from a variety of perspectives - including corpus-based, sociolinguistic, and contrastive perspectives - and offering language-specific synchronic and diachronic studies.

  • Morphological complexity / Matthew Baerman, Dunstan Brown, Greville G. Corbett
    P 241 B23 2017eb

  • Lexical polycategoriality : cross-linguistic, cross-theoretical and language acquisition approaches / edited by Valentina Vapnarsky, Edy Veneziano
    P 325.5 U54 L39 2017eb
    This book presents a collection of chapters on the nature, flexibility and acquisition of lexical categories. These long-debated issues are looked at anew by exploring the hypothesis of lexical polycategoriality -according to which lexical forms are not fully, or univocally, specified for lexical category- in a wide number of unrelated languages, and within different theoretical and methodological perspectives. Twenty languages are thoroughly analyzed. Apart from French, Arabic and Hebrew, the volume includes mostly understudied languages, spoken in New Guinea, Australia, New Caledonia, Amazonia, Meso- and North America. Resulting from a long-standing collaboration between leading international experts, this book brings under one cover new data analyses and results on word categories from the linguistic and acquisitional point of view. It will be of the utmost interest to researchers, teachers and graduate students in different fields of linguistics (morpho-syntax, semantics, typology), language acquisition, as well as psycholinguistics, cognition and anthropology.

  • Language and meaning / Betty Birner
    P 325 B47 2018eb

  • Empirical approaches to cognitive linguistics : analyzing real-life data / edited by Milla Luodonpää-Manni, Esa Penttilä and Johanna Viimaranta
    P 165 E55 2017eb

  • Dynamics of linguistic diversity / edited by Hagen Peukert and Ingrid Gogolin
    P 120 V37 D96 2017eb
    This volume emphasizes the energetic nature of linguistic diversity and its consequences of how we think about language, how it affects the individual, education in school, and urban spaces across the globe. Hence, linguistic diversity reflects the constant state of rapid change prevalent in modern societies bearing opportunities as well as challenges. It is the prime objective of this selection of contributions to give a differentiated picture of the chances of linguistic diversity. Dynamics of Linguistic Diversity pays tribute to more recent developments in the study of language, applied linguistics, and education sciences. Contributions in this volume discuss how the concept of language is contextualized in a world of polylanguaging, investigate latent factors of influence, multilingual individuals, multilingual proficiency, multilingual practices and development, multilingual communication as well as teaching practices and whether they foster or hamper multilingual development.

  • The rise of transtexts : challenges and opportunities / edited by Benjamin W.L. Derhy Kurtz and Mélanie Bourdaa
    P 96 M36 R57 2017eb

  • Poor news : media discourses of poverty in times of austerity / Steven Harkins and Jairo Lugo-Ocando
    P 96 P672 G744 2018
    Poor News examines the way discourses of poverty are articulated in the news media by incorporating specific narratives and definers that bring about certain ideological worldviews. This happens, the authors claim, because journalists and news editors make use of a set of information strategies while accessing certain sources within specific social and political dynamics. The book looks at the case of the news media in Britain since the industrial revolution and produces a historical account of how these media discourses came into play. The main thesis is that there have been different historical cycles that reflect particular hegemonic ideas of each period. Consequently, the role of mainstream journalism has been a subservient one for existing elites when it comes to the propagation of dominant ideas.

  • Machine translation : 13th China Workshop, CWMT 2017, Dalian, China, September 27-29, 2017, Revised selected papers / Derek F. Wong, Deyi Xiong (eds.)

  • Corpus linguistics and statistics with R : introduction to quantitative methods in linguistics / Guillaume Desagulier

  • Computational and corpus-based phraseology : second International Conference, Europhras 2017, London, UK, November 13-14, 2017, Proceedings / Ruslan Mitkov (ed.)

  • Media in the Middle East Activism, Politics, and Culture

  • Qualitative communication research methods / Thomas R. Lindlof, Bryan C. Taylor
    P 91.3 L56 2019

    Qualitative Communication Research Methods, Fourth Edition introduces you to qualitative research in speech and mass communication. Award-winning scholars and authors Thomas R. Lindlof and Bryan C. Taylor guide you through every step of the qualitative process, from developing research topics and questions through writing a final report. You are given numerous examples of work in the field to illustrate how studies are designed, carried out, written, evaluated, and related to theory. In addition to covering the theories and methods currently used in qualitative communication research, the authors also discuss important trends influencing the future of that research, helping you make informed judgments about the significance and consequences of recent trends.New to the Fourth Edition:

    A new chapter titled "The Diversity of Qualitative Research in Communication Subfields" provides readers with a complete guide to the field's distinctive subfields and enables you to identify the research agenda that best represents your own interests.Two rising subfields-- Political Communication and Communication Activism-- have been added, resulting in 13 subfields covered. Two major phases of data analysis have been split into separate chapters, enabling you to concentrate on the initial steps of analysis before moving on to the interpretation phase of analysis. Discussions of important intellectual and institutional trends currently reshaping the landscape of qualitative research, including Materialist Theory, Big Data, and Open-Access publishing, provide you with cutting-edge knowledge and skills that affect what you study and how you study it. An analysis of new developments in media and technology shows you how social media networks and other digital platforms are not only topics of research, but also the means for collecting and analyzing data.

  • Misinformation and mass audiences / edited by Brian G. Southwell, Emily A. Thorson, and Laura Sheble
    P 91.27 M57 2018

    Lies and inaccurate information are as old as humanity, but never before have they been so easy to spread. Each moment of every day, the Internet and broadcast media purvey misinformation, either deliberately or accidentally, to a mass audience on subjects ranging from politics to consumer goods to science and medicine, among many others. Because misinformation now has the potential to affect behavior on a massive scale, it is urgently important to understand how it works and what can be done to mitigate its harmful effects.

    Misinformation and Mass Audiences brings together evidence and ideas from communication research, public health, psychology, political science, environmental studies, and information science to investigate what constitutes misinformation, how it spreads, and how best to counter it. The expert contributors cover such topics as whether and to what extent audiences consciously notice misinformation, the possibilities for audience deception, the ethics of satire in journalism and public affairs programming, the diffusion of rumors, the role of Internet search behavior, and the evolving efforts to counteract misinformation, such as fact-checking programs. The first comprehensive social science volume exploring the prevalence and consequences of, and remedies for, misinformation as a mass communication phenomenon, Misinformation and Mass Audiences will be a crucial resource for students and faculty researching misinformation, policymakers grappling with questions of regulation and prevention, and anyone concerned about this troubling, yet perhaps unavoidable, dimension of current media systems.

  • Actionable media : digital communication beyond the desktop / John Tinnell
    P 96 T42 T56 2018
    In 1991, Mark Weiser and his team at Xerox PARC declared they were reinventing computers for the twenty-first century. The computer would become integrated into the fabric of everyday life; it would shift to the background rather than being itself an object of focus. The resulting rise ofubiquitous computing (smartphones, smartglasses, smart cities) have since thoroughly colonized our digital landscape. In Actionable Media, John Tinnell contends that there is an unsung rhetorical dimension to Weiser's legacy, which stretches far beyond recent iProducts. Taking up Weiser's motto,"Start from the arts and humanities," Tinnell develops a theoretical framework for understanding nascent initiatives -the Internet of things, wearable interfaces, augmented reality - in terms of their intellectual history, their relationship to earlier communication technologies, and theirpotential to become vibrant platforms for public culture and critical media production.It is clear that an ever-widening array of everyday spaces now double as venues for multimedia authorship. Writers, activists, and students, in cities and towns everywhere, are digitally augmenting physical environments. Audio walks embed narratives around local parks for pedestrians to encounterduring a stroll; online forums are woven into urban infrastructure and suburban plazas to invigorate community politics. This new wave of digital communication, which Tinnell terms "actionable media," is presented through case studies of exemplar projects by leading artists, designers, andresearch-creation teams. Chapters alter notions of ubiquitous computing through concepts drawn from Bernard Stiegler, Gregory Ulmer, and Hannah Arendt; from comparative media analyses with writing systems such as cuneiform, urban signage, and GUI software; and from relevant stylistic insightsgleaned from the open air arts practices of Augusto Boal, Claude Monet, and Janet Cardiff. Actionable Media challenges familiar claims about the combination of physical and digital spaces, beckoning contemporary media studies toward an alternative substrate of historical precursors, emerging forms,design philosophies, and rhetorical principles.

  • Fast-forwarding with audiovisual translation / edited by Jorge Díaz Cintas and Kristijan Nikolić
    P 306.93 F37 2018

    This edited collection offers a rounded vision of some of the ways in which audiovisual translation (AVT) can be approached from an academic, professional and educational point of view. The studies provide a stimulating and thought-provoking account of some of the most representative themes that are currently being researched in the field of AVT, while also highlighting new directions of potential research from a cognitive perspective. A conscious effort has been made to cover not only cultural and linguistic approaches to traditional domains of AVT (such as dubbing and subtitling), but also to look into lesser known areas of research that are attracting substantial interest from various stakeholders and gradually becoming part of the remit of AVT (including subtitling for the deaf and audio description for the blind). In this respect, the chapters of this book tackle the field of AVT from a plural, comprehensive and up-to-date perspective; speak of a rich and complex academic subject in the making; broaden our existing knowledge on AVT; reflect the many crossroads and junctions it currently faces and outline some of the issues that will become topical in the near future in this fascinating, flourishing discipline.

  • What now? : the politics of listening / edited by Anne Barlow ; contributors Lawrence Abu Hamdan [and others]
    P 95.46 W43 2016
    What Now? The Politics of Listening reflects on the 2015 symposium of the same title, organized by Art in General in collaboration with the Vera List Center for Art and Politics, which examined the idea of listening as a political act, a pedagogical process, and a protocol for engagement.

    The publication prompts inquiry into what degree are we able to listen to different kinds of intelligences, and how can we incite receptivity? How do we address the fact that the right to listen is relative, and that the right not to listen, or to remain silent, is also a valid stance? Can we press on and position listening as a political act? And how do we further develop our ability to 'listen for what is left out, and why'?

    What Now? The Politics of Listening brings together a selection of transcripts from the symposium alongside newly commissioned essays and illustrated inserts that reflect on the breadth of issues covered.

  • Audionarratology : interfaces of sound and narrative / edited by Jarmila Mildorf and Till Kinzel
    P 96 N35 A84 2016eb

    Audionarratology is a new 'postclassical' narratology that explores interfaces of sound, voice, music and narrative in different media and across disciplinary boundaries. Drawing on sound studies and transmedial narratology, audionarratology combines concepts from both while also offering fresh insights. Sound studies investigate sound in its various manifestations from disciplinary angles as varied as anthropology, history, sociology, acoustics, articulatory phonetics, musicology or sound psychology. Still, a specifically narrative focus is often missing. Narratology has broadened its scope to look at narratives from transdisciplinary and transmedial perspectives. However, there is a bias towards visual or audio-visual media such as comics and graphic novels, film, TV, hyperfiction and pictorial art. The aim of this book is to foreground the oral and aural sides of storytelling, asking how sound, voice and music support narrative structure or even assume narrative functions in their own right. It brings together cutting-edge research on forms of sound narration hitherto neglected in narratology: radio plays, audiobooks, audio guides, mobile phone theatre, performance poetry, concept albums, digital stories, computer games, songs.

  • Translations in times of disruption an interdisciplinary study in transnational contexts / edited by David Hook and Graciela Iglesias-Rogers

  • New media and China's social development Yungeng Xie

  • Scientific peer review : guidelines for informative peer review / J. Matthias Starck

  • Modern language models and computation : theory with applications / Alexander Meduna, Ondřej Soukup

  • Statistical language and speech processing : 5th International Conference, SLSP 2017, Le Mans, France, October 23?25, 2017, Proceedings / Nathalie Camelin, Yannick Estève, Carlos Martín-Vide (eds.)

  • Psychosyntax the nature of grammar and its place in the mind / David Pereplyotchik

  • Rethinking media development through evaluation : beyond freedom / Jessica Noske-Turner

  • Arab women and the media in changing landscapes / Elena Maestri, Annemarie Profanter, editors ; foreword by Lubna Ahmed Al-Kazi

  • Media convergence and deconvergence / Sergio Sparviero, Corinna Peil, Gabriele Balbi, editors

  • Translating for the community / edited by Mustapha Taibi
    P 306.947 T726 2018

    Written by translation practitioners, teachers and researchers, this edited volume is a much-needed contribution to the under-researched area of community translation. Its chapters outline the specific nature and challenges of community translation (e.g. language policies, language variation within target communities, literacy levels), quality standards, training and the relationship between community translation as a professional practice and volunteer or crowd-sourced translation. A number of chapters also provide insights into the situation of community translation and initiatives taking place in different countries (e.g. Australia, South Africa, Spain, the USA or the UK). The book is of interest to translation practitioners, researchers and trainers, particularly those working or interested in the specific field of community translation, as well as to translation students on undergraduate, postgraduate or further education courses covering translation in general or community translation in particular.

  • Challenges 1 : reading and vocabulary for academic success / Cynthia A. Boardman, Laurie Barton
    P 40.5 L58 B63 2012
    The Challenges textbook series helps students become better readers through explicit teaching of reading skills and strategies that will break counter-productive habits, such as word-for-word translation. Vocabulary is a major focus of the series as well because good readers know a lot of words.

    Challenges 1 (the low-intermediate level) has eight units with two chapters in each. Each unit begins with an introduction to the topic--generally a one-page activity to activate students' interest and background knowledge. Each chapter consists of sections designed to support students' understanding of a reading passage. For example, the Reading Skills section teaches one of three types: basic reading skills , dictionary skills , or sentence-level grammar skills . Vocabulary is also previewed, but students also practice word forms of the target vocabulary and learn common collocations and phrases.

    The book also includes timed/paced readings, which are important to developing reading fluency. Additional material to support the book is available online.

  • Language, capitalism, colonialism : toward a critical history / Monica Heller and Bonnie McElhinny
    P 40 H45 2017

    Heller and McElhinny reinterpret sociolinguistics for the twenty-first century with an original approach to the study of language that is situated in the political and economic contexts of colonialism and capitalism. In the process, they map out a critical history of how language serves, and has served, as a terrain for producing and reproducing social inequalities. The authors ask how, and by whom, ideas about language get unevenly shaped, offering new perspectives that will excite readers and incite further research for years to come.

  • Computational models of referring : a study in cognitive science / Kees van Deemter
    P 325.5 R44D43 2015eb

  • Machine translation / Thierry Poibeau
    P 308 P65 2017eb

    The dream of a universal translation device goes back many decades, long before Douglas Adams's fictional Babel fish provided this service in The Hitchhiker's Guide to the Galaxy . Since the advent of computers, research has focused on the design of digital machine translation tools -- computer programs capable of automatically translating a text from a source language to a target language. This has become one of the most fundamental tasks of artificial intelligence. This volume in the MIT Press Essential Knowledge series offers a concise, nontechnical overview of the development of machine translation, including the different approaches, evaluation issues, and market potential. The main approaches are presented from a largely historical perspective and in an intuitive manner, allowing the reader to understand the main principles without knowing the mathematical details.

    The book begins by discussing problems that must be solved during the development of a machine translation system and offering a brief overview of the evolution of the field. It then takes up the history of machine translation in more detail, describing its pre-digital beginnings, rule-based approaches, the 1966 ALPAC (Automatic Language Processing Advisory Committee) report and its consequences, the advent of parallel corpora, the example-based paradigm, the statistical paradigm, the segment-based approach, the introduction of more linguistic knowledge into the systems, and the latest approaches based on deep learning. Finally, it considers evaluation challenges and the commercial status of the field, including activities by such major players as Google and Systran.

  • Discourse analysis in translation studies / edited by Jeremy Munday, University of Leeds, Meifang Zhang, University of Macau
    P 306 D53 2017
    Discourse analytic approaches are central to translator training and translation analysis, but have been somewhat overlooked in recent translation studies. This volume sets out to rectify this marginalization. It considers the evolution of the use of discourse analysis in translation studies, presents current research from ten leading figures in the field and provides pointers for the future. Topics range from close textual analysis of cohesion, thematic structure and the interpersonal function to the effects of global English and the discourses of cyberspace. The inherent link between discourse and the construction of power is evident in many contributions that analyse institutional power and the linguistic resources which mark translator/interpreter positioning. An array of scenarios and languages are covered, including Arabic, Chinese, English, German, Korean and Spanish. Originally published as a special issue of Target 27:3 (2015).

  • Global Communication / Cees J. Hamelink
    P 96 I5 H344 2015

    "Comprehensive in its scope and scale, rigorously argued and richly illustrated with wide-ranging examples, this clearly written and user-friendly book from a veteran commentator on international communication will be valuable for students and scholars. Strongly recommended."- Daya Thussu, Professor of International Communication, University of Westminster

    Global Communication explores the history, present and future of global communication, introducing and explaining the theories, stories and flows of information and media that affect us all. Based on his experience teaching generations of students to critically examine the world of communication around them, Cees Hamelink helps readers understand the thinkers, concepts and questions in this changing landscape. This book:

    Explores the cultural, economic, political and social dimensions and consequences of global communication Introduces the key thinkers who have been inspirational to the field Teaches you to master the art of asking critical questions Takes you through concrete cases from UN summits to hot lines and cyber-surveillance Boosts your essay skills with a guided tour of the literature, including helpful comments and recommendations of what to cite Brings you directly into the classroom with a series of video lectures

    This book guides students through the complex terrain of global communication, helping you become a critically informed participant in the ever-changing communication landscape. It is essential reading for students of communication and media studies.

  • Sound as popular culture : a research companion / edited by Jens Gerrit Papenburg and Holger Schulze
    P 96 S66 S68 2016eb

  • Understanding language structure, interaction, and variation : an introduction to applied linguistics and sociolinguistics for nonspecialists / Steven Brown, Salvatore Attardo, Cynthia Vigliotti
    P 121 B774 2014
    Understanding Language Structure, Interaction, and Variation is an introduction to the study of language and applied linguistics for students who have had a minimum of exposure to the discipline of linguistics. Using clear, easy-to-understand explanations and examples, this text avoids the in-depth theoretical coverage found in texts written for those who specialize in linguistics or SLA. As a result, this book is perfect for students whose chosen fields require them to be acquainted with the ways language works--such as future teachers, psychologists, sociologists, and anthropologists--but who do not intend to become linguists. The text is also suitable for English or ESL/EFL teachers who need a reference volume about various aspects of language, particularly as it applies to teaching. Each chapter includes research projects and further readings.nbsp;


    The third edition of Understanding Language Structure, Interaction, and Variatio n features a new design and reorganization. All content has been significantly revised and updated. Each chapter also debunks a common language myth and now incorporates exercises that, for prior editions, appeared in a supplementary workbook. Extra practice for students is available online, as is additional materials for teachers. (There is no workbook for the third edition.) nbsp;

  • Tense-aspect-modality in a second language : contemporary perspectives / edited by Martin Howard, Pascale Leclercq
    P 53 T388 2017
    Situated within the long-established domain of temporality research in Second Language Acquisition, this book aims to provide an update on recent research directions in the field through a range of papers which explore relatively new territory. Those areas include the expression of modality and counterfactuality, the effect of first language transfer, aspectuo-temporal comprehension, aspectuo-temporal marking at a wider discursive level, and methodological issues in the study of the acquisition of aspect. The studies presented explore English and French as second languages, involving both child and adult learners from a range of first language backgrounds in both instructed and naturalistic learning contexts. The studies draw on both spoken and written data which explore various facets of the learners' second language comprehension and production. The volume offers new, but complementary insights to previous research, as well as pointing to directions for future research in this burgeoning field of study.

  • Second language educational experiences for adult learners / John M. Norris, John McE. Davis, and Veronika Timpe-Laughlin
    P 118.2 N647 2017
    Second Language Educational Experiences for Adult Learners provides an up-to-date review of the theory and practice of adult second language education. The primary objective is to introduce core ideas that should inform the design, development, and delivery of language learning experiences that take the typical forms of materials, courses, teaching, and assessment. Divided into three sections, the book first addresses what we know about adult second language acquisition and how individuals may acquire languages differently from each other. In the second section, key educational design elements#65533;from pedagogical methods to curriculum to assessment#65533;are then introduced from the perspective of research-based understandings about effective practices. Rounding out the volume is an overview of critical issues for language educational innovation, including supporting teachers, localizing materials and instruction, evaluating and improving education, and working with technology. Each chapter concludes with a set of recommended #65533;design principles#65533; that should guide readers toward high-quality, valuable, and empirically supported language educational experiences. This volume will be of interest to researchers and students investigating instructed language learning, designers creating useful language learning materials, and language teaching innovators seeking to improve outcomes in diverse instructional settings around the world.

  • New insights into language anxiety : theory, research and educational implications / edited by Christina Gkonou, Mark Daubney and Jean-Marc Dewaele
    P 53.7 N39 2017

    This book provides an overview of current theory, research and practice in the field of language anxiety and brings together a range of perspectives on this psychological construct in a single volume. Chapters in the volume are divided into three sections. Part 1 revisits language anxiety theory, showing that it can be viewed as a complex and dynamic construct and that it is linked to other psychological variables, such as the self and personality. In Part 2, a series of contextualised studies on language anxiety are presented, with a key feature of these studies being the diverse research designs which are applied in different instructional settings across the globe. Part 3 bridges theory and practice by presenting coping strategies and practice activities with a view to informing classroom practice and pedagogical interventions.

  • Foreign language education and its cross-curricular links / edited by Marek Krawiec
    P 53 F5935 2017
    "This volume focuses on a variety of aspects of foreign language learning and teaching. From a theoretical perspective, it explores the multidimensional character of language classes and delineates ways of developing students' knowledge and skills, according to current educational conceptions and postulates.The book is divided into four parts, dealing with such notions as foreign language teaching and learning, ICT in foreign language didactics, intercultural components of language education, and CLIL in the contemporary language class. It will be useful to individuals who find the issue of foreign language teaching and learning, and its cross-curricular character, interesting.

  • The Cambridge guide to blended learning for language teaching / edited by Michael McCarthy
    P 53 C26 2016
    A volume concerned with best practice in blended learning for language teaching. The Cambridge Guide to Blended Learning for Language Teaching makes the case that it is pedagogy, rather than technology, that should underpin the design of blended learning programmes. The book is organised into five sections: Connecting Theories and Blended Learning; Implications for Teaching; Rethinking Learner Interaction; Case Studies; The Future of Blended Learning. With its research-informed and practitioner-focused approach, this book is ideal for language teachers and language centre managers looking to broaden their understanding of pedagogy and blended learning. It will also be of interest to anyone working on blended learning course design or delivering teacher training courses.

  • Beyond age effects in instructional L2 learning : revisiting the age factor / Simone E. Pfenninger and David Singleton
    P 118.65 P44 2017

    This book constitutes a holistic study of how and why late starters surpass early starters in comparable instructional settings. Combining advanced quantitative methods with individual-level qualitative data, it examines the role of age of onset in the context of the Swiss multilingual educational system and focuses on performance at the beginning and end of secondary school, thereby offering a long-term view of the teenage experience of foreign language learning. The study scrutinised factors that seem to prevent young starters from profiting from their extended learning period and investigated the mechanisms that enable late beginners to catch up with early beginners relatively quickly. Taking account of contextual factors, individual socio-affective factors and instructional factors within a single longitudinal study, the book makes a convincing case that age of onset is not only of minimal relevance for many aspects of instructed language acquisition, but that in this context, for a number of reasons, a later onset can be beneficial.

  • Towards a Praxis-based media and journalism research / edited by Leon Barkho
    P 91.3 T68 2017
    This volume brings together current scholarly debates about how to bridge the gap between theory and practice in media and journalism research. Drawing on work from media scholars and media practitioners that focuses on how both sides can work together for the good of society, Towards a Praxis-based Media and Journalism Research is the first collection to examine how theory and practice can be combined for positive effect. The result will lay important groundwork for scholarship on this new and increasingly important idea in media and communication studies.

  • Input-based incremental vocabulary instruction / Joe Barcroft
    P 118.2 B357 2012
    This fascinating presentation of current research undoes numerous myths about how we most effectively learn new words in a second language. In clear, reader-friendly text, the author details the successful approach of IBI vocabulary instruction, which emphasizes the presentation of target vocabulary as input early on and the incremental (gradual) build-up of different aspects of vocabulary knowledge over time. Instructors can take advantage of numerous practical classroom activities to support the IBI approach.

  • Effective second language writing / ed. by Susan Kasten
    P 53.27 E44 2010
    The classroom practices discussed in Effective Second Language Writing reflect various trends and methodologies; however, the underlying theme in this volume of the Classroom Practice Series is the need for clear and meaningful communication between ESL writers and their readers. While approaches differ, two core beliefs are constant: ESL students have something important to say, and ESL writing teachers can help them say it. Effective instruction starts with meaningful writing tasks, integrates a variety of skills and technologies, builds competencies, requires critical thinking, and employs appropriate resources. This volume of ideas and insights willenable ESL teachers to help their writing students find purposeful voices that resonate across countries, customs, disciplines, and cultures.

  • Language acquisition : the growth of grammar / Maria Teresa Guasti
    P 118 G83 2016

    The new edition of a comprehensive introduction to a rapidly developing field, combining developmental data with theory.

    How do children begin to use language? How does knowledge of language emerge in early infancy, and how does it grow? This textbook offers a comprehensive introduction to knowledge acquisition, drawing on empirical evidence and linguistic theory. The theoretical framework used is the generative theory of Universal Grammar; students should have some familiarity with concepts in linguistic research. Aimed at upper-level undergraduate and graduate students, the book offers end-of-chapter summaries, key words, study questions, and exercises.

    This second edition has been thoroughly updated, with new content throughout. It has been reorganized according to the three main components of language acquisition. The computational components and the interfaces are covered in chapters on structure building in the verbal and nominal domains, movement-derived structure, and the relation between syntax and semantics and semantic and pragmatic. The sensory motor interface is treated in chapters on infants' perception of language and on the acquisition of words. The intentional-conceptual interface is discussed in chapters on the acquisition of words. This edition features additional cross-linguistic content, a new focus on brain imaging findings and the motor aspect of language, new material on Williams and Down Syndromes and dyslexia, and a new chapter on bilingualism, early second language acquisition, and bimodalism. Revisions reflect the burgeoning research in the field. New pedagogical features include chapter outlines, summaries of chapters, hypotheses, and linguistic milestones; methodological information; explanatory boxes; and suggestions for further reading.

  • Experimental IR Meets Multilinguality, Multimodality, and Interaction : 8th International Conference of the CLEF Association, CLEF 2017, Dublin, Ireland, September 11-14, 2017, Proceedings / edited by Gareth J.F. Jones, Séamus Lawless, Julio Gonzalo, Liadh Kelly, Lorraine Goeuriot, Thomas Mandl, Linda Cappellato, Nicola Ferro

  • Media, diaspora and conflict Ola Ogunyemi, editor
    P 96 W62 M43 2017eb

  • Second language learning in the early school years : trends and contexts / Victoria A. Murphy
    P 118.2 M887 2014
    A detailed exploration of second language learning in the early school years, providing a broad overview of research findings across a range of different contexts.At a time when children around the world are increasingly required to learn a second language in the primary classroom, Second Language Learning in the Early School Years: Trends and Contexts provides a much-needed overview of current themes and research on child second language learning. This bookprovides a detailed exploration of L2 language learning in the early years, examining past and present research evidence on bilingualism, second language, and foreign language learning in childhood, and providing a broad overview of research findings across a range of different contexts. Thediscussion focuses on learning contexts that intersect with educational provision in the early school years and a comparison of L2 outcomes across those contexts.Murphy discusses current trends towards a younger starting age for foreign language learning. She evaluates to what extent 'younger is better' in L2 learning in the early school years, and what other variables may contribute to successful child L2 outcomes. Reviewing the research, Second LanguageLearning in the Early School Years: Trends and Contexts argues that young children can learn multiple languages without adverse effect on their overall language development in any of their languages.This book is part of the Oxford Applied Linguistics Series, a series of titles providing thorough yet accessible coverage of controversial topics related to language use. The goal of the series is to influence the quality of language education through publishing and disseminating relevantscholarship and research.Additional material is available on the website: www.oup.com/elt/teacher/sllearly

  • Pronunciation fundamentals : evidence-based perspectives for L2 teaching and research / Tracey M. Derwing, University of Alberta ; Murray J. Munro, Simon Fraser University
    P 53.2963 D47 2015
    The emergence of empirical approaches to L2 pronunciation research and teaching is a powerful fourth wave in the history of the field. Authored by two leading proponents of evidence-based instruction, this volume surveys both foundational and cutting-edge empirical work and pinpoints its ramifications for pedagogy. The authors begin by tracing the history of pronunciation instruction and explicating L2 phonetic learning processes. Subsequent chapters explore the themes, strengths, and ethical problems of the field through the lens of the intelligibility principle. The importance of error gravity, and the need for assessment and individualized instruction are highlighted, and the role of L2 accents in social contexts is probed. Material readily available elsewhere has been omitted in favour of an emphasis on the how , why , and when of pronunciation instruction. Anyone with an interest in L2 pronunciation-especially graduate students, language teachers, and experienced researchers-will find much value in this indispensible resource.

  • Practice and theory for materials development in L2 learning / edited by Hitomi Masuhara, Freda Mishan and Brian Tomlinson
    P 118.2 P68 2017
    "This volume represents a unique addition to the growing body of empirical literature on materials development, adopting a reverse approach to the topic. Rather than applying 'theory to practice', practitioners and researchers from 11 countries reappraise applied linguistics theories through practice. The book also provides evidence for the diversity of materials development around the globe at different levels for different specialities and for different purposes.Each chapter surveys the relevant literature (such as task-based learning and language and culture), describes a specific research project, reports the results of the project, and discusses the implications of these results for the development of materials both in the local context and in general. After each section there are editorial comments highlighting the issues emerging from the research, and there is a conclusion which connects the findings of the various chapters and makes suggestions both for future research and for the principled development of materials for L2 learners.The book will be suitable for teachers, materials developers, academics and students in post-graduate courses in applied linguistics, in TEFL/TESOL and in the teaching of other languages as an L2."

  • Mindful L2 teacher education : a sociocultural perspective on cultivating teachers' professional development / Karen E. Johnson, Paula R. Golombek
    P 53.85 J56 2016

    Taking a Vygotskian sociocultural stance, this book demonstrates the meaningful role that L2 teacher educators and L2 teacher education play in the professional development of L2 teachers through systematic, intentional, goal-directed, theorized L2 teacher education pedagogy. The message is resoundingly clear: Teacher education matters! It empirically documents the ways in which engagement in the practices of L2 teacher education shape how teachers come to think about and enact their teaching within the sociocultural contexts of their learning-to-teach experiences. Providing an insider's look at L2 teacher education pedagogy, it offers a close up look at teacher educators who are skilled at moving L2 teachers toward more theoretically and pedagogically sound instructional practices and greater levels of professional expertise.

    First, the theoretical foundation and educational rationale for exploring what happens inside the practices of L2 teacher education are established. These theoretical concepts are then used to conduct microgenetic analyses of the moment-to-moment, asynchronous, and at-a-distance dialogic interactions that take place in five distinct but sometimes overlapping practices that the authors have designed, repeatedly implemented, and subsequently collected data on in their own L2 teacher education programs. Responsive mediation is positioned as the nexus of mindful L2 teacher education and proposed as a psychological tool for teacher educators to both examine and inform the ways in which they design, enact, and assess the consequences of their own L2 teacher education pedagogy.

  • Language learning beyond the classroom / edited by David Nunan & Jack C. Richards
    P 53.75 L36 2015

    This volume presents case studies of language learning beyond the classroom. The studies draw on a wide range of contexts, from North and South America to Europe and the Asia-Pacific region. Each provides principled links between theory, research and practice.

    While out-of-class learning will not replace the classroom, ultimately all successful learners take control of their own learning. This book shows how teachers can help learners bridge the gap between formal instruction and autonomous language learning. Although English is the primary focus of most chapters, there are studies on a range of other languages including Spanish and Japanese.

  • Grounded theory in applied linguistics research : a practical guide / Gregory Hadley
    P 129 H23 2017

    This volume demystifies the procedures and practical uses of Grounded Theory, a well-established research methodology used around the world today by social scientists, teachers, and qualitative researchers. Intended for graduate students, supervisors, and researchers, it provides readers with the tools for understanding, justifying, and disseminating new theoretical insights for the Applied Linguistics community and beyond.

  • Form, meaning and function in theoretical and applied linguistics / edited by Karolina Drabikowska, Marietta Izdebska and Anna Prażmowska
    P 129 F67 2017
    "The book is a collection of 10 papers on theoretical and applied linguistics, and is divided into two sections. Part I, devoted to Theoretical Linguistics, addresses a range of issues pertaining to phonology, morphophonology, morphology, cognitive semantics, syntax and lexicology, and consists of six chapters. Part II, Applied Linguistics, comprises four chapters, which investigate the intricacies of language acquisition, psycholinguistics and pragmatics, discourse analysis, and translation studies. The languages analysed include Polish, English, French, Spanish, Russian, Middle English, Middle French, Anglo-Norman and Bangor Welsh. Some of the phenomena analysed in the volume are the properties of Bangor Welsh diphthongs in the light of the Lateral Theory of Phonology, Polish palatalization within Element Theory, lexical convergence in Psalters, bilingual acquisition, impoliteness in talk-show political discourse, and translation and localisation of video games, among others.

  • ESL teaching : principles for success / Yvonne S. Freeman, David E. Freeman, Mary Soto, and Ann Ebe
    P 53 F73 2016

    The Freeman's bestselling ESL Teaching: Principles for Success has long been a cornerstone text for research-based second language teaching methods and practices. The completely updated edition, with important contributions from coauthors Mary Soto and Ann Ebe, builds on foundational methodology for ESL teaching with the very latest understandings of what researchers, national and state departments of education, education associations and school districts across the country say constitutes best practices for emergent bilingual students.

    Written to support both mainstream and ESL/bilingual teachers, ESL Teaching, Revised Edition features:

    - a description of early ESL teaching methods along with current content-based methods, including CALLA, SIOP, GLAD, and QTEL
    - seven best-practice principles for supporting the academic success of English learners
    - classroom examples with a broad range of types of students and settings that illustrate how teachers have brought these principles to life
    - updated references and reviews of language teaching research.

    A classic foundational text, ESL Teaching: Principles for Success explains second language education methods in a comprehensible way and offers practical implementation strategies that work in any classroom. This text serves as a handbook for teacher educators, teachers, and administrators.

  • Creativity in language teaching : perspectives from research and practice / Edited by Rodney H. Jones and Jack C. Richards
    P 37.5 C74 C76 2016

    Current, comprehensive, and authoritative, this text gives language teachers and researchers, both a set of conceptual tools with which to think and talk about creativity in language teaching and a wealth of practical advice about principles and practices that can be applied to making their lessons more creative. Providing an overview of the nature of creativity and its role in second language education, it brings together twenty prominent language teachers and researchers with expertise in different aspects of creativity and teaching contexts to present a range of theories on both creative processes and how these processes lead to creative practices in language teaching.

    Unique in the field, the book takes a broader and more critical look at the notion of creativity in language learning, exploring its linguistic, cognitive, sociocultural and pedagogic dimensions. Structured in four sections-- theoretical perspectives, creativity in the classroom, creativity in the curriculum, and creativity in teacher development--each chapter is supplemented by Questions for Discussion and Suggestions for Further Research. Its accessible style makes the book relevant as both a course text and a resource for practicing teachers.

  • Corrective feedback in second language teaching and learning : research, theory, applications, implications / edited by Hossein Nassaji and Eva Kartchava
    P 118.2 C67 2017

    Bringing together current research, analysis, and discussion of the role of corrective feedback in second language teaching and learning, this volume bridges the gap between research and pedagogy by identifying principles of effective feedback strategies and how to use them successfully in classroom instruction. By synthesizing recent works on a range of related themes and topics in this area and integrating them into a single volume, it provides a valuable resource for researchers, graduate students, teachers, and teacher educators in various contexts who seek to enhance their skills and to further their understanding in this key area of second language education.

  • Connecting reading & writing in second language writing instruction / Alan R. Hirvela, Ohio State University
    P 53.27 H57 2016
    In this substantively revised new edition, Hirvela moves beyond the argument he made in the first edition of the value of connecting reading and writing. This new edition explains various dimensions of those connections and offers a fresh look at how to implement them in L2 writing instruction. It also provides both new and experienced teachers of writing with a solid grounding in the theoretical foundations and pedagogical possibilities associated with reading-writing connections.

    The new edition features two new chapters. The first is a chapter on assessment because students are now being asked to connect reading and writing in the classroom and on formal assessments like the TOEFL#65533;. The second new chapter is an argument for accounting for transfer elements in the teaching and researching of reading-writing connections.

    The goals of this revised volume are to provide: resources for those wishing to pursue reading-writing connections, summaries of the beliefs underlying those connections, ideas for teaching the connections in the classroom, and information about the work others have done to develop this domain of L2 writing.

  • Authentic materials myths : applying second language research to classroom teaching / Eve Zyzik, Charlene Polio
    P 118.2 Z99 2017
    The use of authentic materials in language classrooms is sometimes discussed as a reliable way to expose students to the target language, but there is also disagreement regarding what kinds of authentic materials should be used, when they should be used, and how much of the curriculum should revolve around them. This volume in the Myths series explores the research related to the use of authentic materials and the ways that authentic materials may be used successfully in the classroom. Like others in the Myths series, this book combines research with good pedagogical practices.

    The myths examined in this book are:
    Authentic texts are inaccessible to beginners. Authentic texts cannot be used to teach grammar. Shorter texts are more beneficial for language learners. Activating background knowledge or making a word list is sufficient to prepare students for authentic texts. Authentic texts can be used to teach only listening and reading. Modifying or simplifying authentic texts always helps language learners. For learners to benefit from using authentic texts, the associated tasks must also be authentic. The Epilogue explores the challenges of using authentic texts in the classroom and calls for more research.

  • Applied linguistics perspectives on CLIL / edited by Ana Llinares, Tom Morton
    P 53.293 A66 2017
    This book represents the first collection of studies on Content and Language Integrated Learning (CLIL) which brings together a range of perspectives through which CLIL has been investigated within Applied Linguistics. The book aims to show how the four perspectives of Second Language Acquisition (SLA), Systemic Functional Linguistics (SFL), Discourse Analysis, and Sociolinguistics highlight different important aspects of CLIL as a context for second language development. Each of the four sections in the book opens with an overview of one of the perspectives written by a leading scholar in the field, and is then followed by three empirical studies which focus on specific aspects of CLIL seen from this perspective. Topics covered include motivation, the use of tasks, pragmatic development, speech functions in spoken interaction, the use of evaluative language in expressing content knowledge in writing, multimodal interaction, assessment for learning, L1 use in the classroom, English-medium instruction in universities, and CLIL teachers' professional identities.

  • Language policy and political issues in education / Teresa L. McCarty, Stephen May, editors
    P 40.8 L37 2017eb

  • Internal perception : the role of bodily information in concepts and word mastery / Sara Dellantonio, Luigi Pastore
    P 123 D45 2017eb

  • Teaching Science to English Language Learners Preparing Pre-Service and In-Service Teachers
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