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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.

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

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

  • 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

  • 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.

  • 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.

  • 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.

  • 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

  • Interpreting Straw Man Argumentation The Pragmatics of Quotation and Reporting

  • The Routledge companion to media and human rights / edited by Howard Tumber and Silvio Waisbord
    P 96 H85 R57 2017

    The Routledge Companion to Media and Human Rights offers a comprehensive and contemporary survey of the key themes, approaches and debates in the field of media and human rights.

    Organised into five parts - Communication, Expression and Human Rights, Media Performance and Human Rights: Political Processes, Media Performance and Human Rights: News and Journalism, Digital Activism, Witnessing and Human Rights, and Media Representation of Human Rights: Cultural, Social, and Political #65533; and forty-nine original chapters, this volume examines the universal principals of freedom of expression, legal instruments, the right to know, media as a human right, digital activism, witnessing, and media representation of human rights, including the role of media organisations and journalistic work.

    With coverage of an array of topics, including mass-surveillance, LGBT advocacy, press law, freedom of information, and children#65533;s rights in the digital age, this Companion offers both an interdisciplinary and multidisciplinary approach to media and human rights allowing for international comparisons and varying perspectives. This volume is also the first to bring together scholarship examining media as a human right and essays examining media coverage of human rights. With its scope and ambition, The Routledge Companion to Media and Human Rights sets out to chart the field and define the agenda for future research.

  • Media ecology : an approach to understanding the human condition / Lance Strate
    P 90 S81825 2017

    Media Ecology: An Approach to Understanding the Human Condition provides a long-awaited and much anticipated introduction to media ecology, a field of inquiry defined as the study of media as environments. Lance Strate presents a clear and concise explanation of an intellectual tradition concerned with much more than understanding media, but rather with understanding the conditions that shape us as human beings, drive human history, and determine the prospects for our survival as a species.

    Much more than a summary, this book represents a new synthesis that moves the field forward in a manner that is both unique and unprecedented, and simultaneously grounded in an unparalleled grasp of media ecology's intellectual foundations and its relation to other disciplines. Taking as its subject matter "life, the universe, and everything," Strate describes the field as interdisciplinary and communication-centered, provides a detailed explication of McLuhan's famous aphorism, "the medium is the message," and explains that the human condition can only be understood in the context of our biophysical, technological, and symbolic environments.

    Strate provides an in-depth examination of media ecology's four key terms: medium , which is defined in much broader terms than in other fields; bias , which refers to tendencies inherent in materials and methods; effects , which are best understood via the Aristotelian notion of formal causality and contemporary systems theory; and environment , which includes the distinctions between the oral, chirographic, typographic, and electronic media environments. A chapter on tools serves as a guide to further media ecological research and scholarship. This book is well suited for graduate and undergraduate courses on communication theory and philosophy.

  • Curated stories : the uses and misuses of storytelling / Sujatha Fernandes
    P 96 N35 F47 2017
    Storytelling has proliferated today, from TED Talks and Humans of New York to a plethora of story-coaching agencies and consultants. These narratives are typically heartbreaking accounts of poverty, mistreatment, and struggle that often move us deeply. But what do they move us to? And what arethe stakes in the crafting and use of storytelling?In Curated Stories, Sujatha Fernandes considers the rise of storytelling alongside the broader shift to neoliberal, free-market economies to argue that stories have been reconfigured to promote entrepreneurial self-making and restructured as easily digestible soundbites mobilized toward utilitarianends. Fernandes roams the globe and returns with stories from the Afghan Women's Writing Project, the domestic workers movement and the undocumented student Dreamer movement in the United States, and the Mision Cultura project in Venezuela to show how the conditions under which the stories are told,the tropes through which they are narrated, and the ways in which they are responded to may actually disguise the deeper contexts of global inequality. Curated stories shift the focus away from structural problems and defuse the confrontational politics of social movements. Not just a critical examination of contemporary use of narrative and its wider impact on our collective understanding of pressing social issues, Curated Stories also explores how storytelling might be reclaimed to allow for the complexity of experience to be expressed in pursuit of transformativesocial change.

  • Interviewing for language proficiency : interaction and interpretation / Steven J. Ross

  • Storytelling for virtual reality : methods and principles for crafting immersive narratives / John Bucher
    P 96 A86 B835 2018

    Storytelling for Virtual Reality serves as a bridge between students of new media and professionals working between the emerging world of VR technology and the art form of classical storytelling. Rather than examining purely the technical, the text focuses on the narrative and how stories can best be structured, created, and then told in virtual immersive spaces. Author John Bucher examines the timeless principles of storytelling and how they are being applied, transformed, and transcended in Virtual Reality. Interviews, conversations, and case studies with both pioneers and innovators in VR storytelling are featured, including industry leaders at LucasFilm, 20th Century Fox, Oculus, Insomniac Games, and Google.

    For more information about story, Virtual Reality, this book, and its author, please visit StorytellingforVR.com

  • The Routledge companion to media, sex and sexuality / edited by Clarissa Smith and Feona Attwood with Brian McNair
    P 96 S45 R68 2018eb

  • Locating queerness in the media : a new look / edited by Jane Campbell and Theresa Carilli
    P 96 S58 L63 2017
    Locating Queerness in the Media: A New Look examines how media images of the LGBTQ community create a universal consciousness about the existence of queer people, ranging from tragic and villainous to upbeat and courageous. In this book, contributors explore how our media world invites a tension that marginalizes the LGBTQ community. It examines what a queer sensibility means and how the queer community is creating new ways to study itself. Throughout the book, contributors explore specific media images that resonate throughout the media, casting the community in a particular manner. Ultimately, its goal is to promote an understanding of the LGBTQ community.

  • Ecstatic worlds : media, utopias, ecologies / Janine Marchessault
    P 96 T42 M355 2017

    When media translate the world to the world: twentieth-century utopian projects including Edward Steichen's "Family of Man," Jacques Cousteau's underwater films, and Buckminster Fuller's geoscope.


  • Machine translation with minimal reliance on parallel resources / George Tambouratzis, Marina Vassiliou, Sokratis Sofianopoulos

  • The handbook of translation and cognition / edited by John W. Schwieter and Aline Ferreira
    P 306.97 P79 H37 2017

    The Handbook of Translation and Cognition is a pioneering, state-of-the-art investigation of cognitive approaches to translation and interpreting studies (TIS).

    Offers timely and cutting-edge coverage of the most important theoretical frameworks and methodological innovations Contains original contributions from a global group of leading researchers from 18 countries Explores topics related to translator and workplace characteristics  including machine translation, creativity, ergonomic perspectives, and cognitive effort, and competence, training, and interpreting such as multimodal processing, neurocognitive optimization, process-oriented pedagogies, and conceptual change Maps out future directions for cognition and translation studies, as well as areas in need of more research within this dynamic field

  • Europe un-imagined : nation and culture at a French-German television channel / Damien Stankiewicz
    P 95.82 E85 S73 2017

    Europe Un-Imagined examines one of the world's first and only trans nationally produced television channels, Association relative #65533; la t#65533;l#65533;vision europ#65533;enne (ARTE). ARTE calls itself the "European culture channel" and was launched in 1991 with a French-German intergovernmental mandate to produce television and other media that promoted pan-European community and culture.

    Damien Stankiewicz's ground-breaking ethnographic study of the various contexts of media production work at ARTE (the newsroom, the editing studio, the screening room), reveals how ideas about French, German, and European culture coalesce and circulate at the channel. He argues that the reproduction of nationalism often goes unacknowledged and unremarked upon, and questions whether something like a European "imagination" can be produced. Stankiewicz describes the challenges that ARTE staff face, including rapidly changing media technologies and audiences, unreflective national stereotyping, and unwieldy bureaucratic infrastructure, which ultimately limit the channel's abilities to cultivate a transnational, "European" public. Europe Un-Imagined challenges its readers to find new ways of thinking about how people belong in the world beyond the problematic logics of national categorization.

  • Media, diaspora and the Somali conflict / Idil Osman

  • Language policy beyond the state Maarja Siiner, Kadri Koreinik, Kara D. Brown

  • The singularity of western innovation the language nexus / Leonard Dudley

  • Translation in Transition : Between cognition, computing and technology / edited by Arnt Lykke Jakobsen, Bartolomé Mesa-Lao
    P 306.94 T76 2017
    Translation practice and workflows have witnessed significant changes during the last decade. New market demands to handle digital content as well as technological advances are leading this transition. The development and integration of machine translation systems have given post-editing practices a reason to be in the context of professional translation services. Translators may still work from a source text, but more often than not they are presented with already translated text involving different degrees of translation automation. This scenario radically changes the cognitive demands of translation.
    Technological development has inevitably influenced the translation research agenda as well. It has provided new means of penetrating deeper into the cognitive processes that make translation possible and has endorsed new concepts and theories to understand the translation process. Computational analysis of eye movements and keystroke behaviour provides us with new insights into translational reading, processes of literality, effects of directionality, similarities between inter- and intralingual translation, as well as the effects of post-editing on cognitive processes and on the quality of the final outcome.
    All of these themes are explored in-depth in the articles in this volume which presents new and valuable insights to anyone interested in what is currently happening in empirical, process-oriented translation research.

  • Language and community in early England : imagining distance in medieval literature / by Emily Butler
    P 115.5 E54 B98 2017

    This book examines the development of English as a written vernacular and identifies that development as a process of community building that occurred in a multilingual context. Moving through the eighth century to the thirteenth century, and finally to the sixteenth-century antiquarians who collected medieval manuscripts, it suggests that this important period in the history of English can only be understood if we loosen our insistence on a sharp divide between Old and Middle English and place the textuality of this period in the framework of a multilingual matrix. The book examines a wide range of materials, including the works of Bede, the Alfredian circle, and Wulfstan, as well as the mid-eleventh-century Encomium Emmae Reginae , the Tremulous Hand of Worcester, the Ancrene Wisse , and Matthew Parker#65533;s study of Old English manuscripts. Engaging foundational theories of textual community and intellectual community, this book provides a crucial link with linguistic distance. Perceptions of distance, whether between English and other languages or between different forms of English, are fundamental to the formation of textual community, since the awareness of shared language that can shape or reinforce a sense of communal identity only has meaning by contrast with other languages or varieties. The book argues that the precocious rise of English as a written vernacular has its basis in precisely these communal negotiations of linguistic distance, the effects of which were still playing out in the religious and political upheavals of the sixteenth century. Ultimately, the book argues that the tension of linguistic distance provides the necessary energy for the community-building activities of annotation and glossing, translation, compilation, and other uses of texts and manuscripts. This will be an important volume for literary scholars of the medieval period, and those working on the early modern period, both on literary topics and on historical studies of English nationalism. It will also appeal to those with interests in sociolinguistics, history of the English language, and medieval religious history.

  • Telling the story of translation : writers who translate / Judith Woodsworth
    P 306.2 W665 2017
    Scholars have long highlighted the links between translating and (re)writing, increasingly blurring the line between translations and so-called 'original' works. Less emphasis has been placed on the work of writers who translate, and the ways in which they conceptualize, or even fictionalize, the task of translation. This book fills that gap and thus will be of interest to scholars in linguistics, translation studies and literary studies. Scrutinizing translation through a new lens, Judith Woodsworth reveals the sometimes problematic relations between author and translator, along with the evolution of the translator's voice and visibility. The book investigates the uses (and abuses) of translation at the hands of George Bernard Shaw, Gertrude Stein and Paul Auster, prominent writers who bring into play assorted fictions as they tell their stories of translations. Each case is interesting in itself because of the new material analysed and the conclusions reached. Translation is seen not only as an exercise and fruitful starting point, it is also a way of paying tribute, repaying a debt and cementing a friendship. Taken together, the case studies point the way to a teleology of translation and raise the question: what is translation for? Shaw, Stein and Auster adopt an authorial posture that distinguishes them from other translators. They stretch the boundaries of the translation proper, their words spilling over into the liminal space of the text; in some cases they hijack the act of translation to serve their own ends. Through their tales of loss, counterfeit and hard labour, they cast an occasionally bleak glance at what it means to be a translator. Yet they also pay homage to translation and provide fresh insights that continue to manifest themselves in current works of literature. By engaging with translation as a literary act in its own right, these eminent writers confer greater prestige on what has traditionally been viewed as a subservient art.

  • The handbook of technology and second language teaching and learning / edited by Carol A. Chapelle and Shannon Sauro
    P 53.855 H36 2017

    The Handbook of Technology and Second Language Teaching and Learning presents a comprehensive exploration of the impact of technology on the field of second language learning.

    The rapidly evolving language-technology interface has propelled dramatic changes in, and increased opportunities for, second language teaching and learning. Its influence has been felt no less keenly in the approaches and methods of assessing learners′ language and researching language teaching and learning.

    Contributions from a team of international scholars make up the Handbook consisting of four parts: language teaching and learning through technology; the technology-pedagogy interface; technology for L2 assessment; and research and development of technology for language learning. It considers how technology assists in all areas of language development, the emergence of pedagogy at the intersection of language and technology, technology in language assessment, and major research issues in research and development of technologies for language learning. It covers all aspects of language including grammar, vocabulary, reading, writing, listening, speaking, pragmatics, and intercultural learning, as well as new pedagogical and assessment approaches, and new ways of conceiving and conducting research and development.

    The Handbook of Technology and Second Language Teaching and Learning demonstrates the extensive, multifaceted implications of technology for language teachers, learners, materials-developers, and researchers.

  • Media and crime : content, context and consequence / Katrina Clifford, Rob White
    P 96 C74 C55 2017
    Public knowledge of crime and criminal justice often develops through the media to the extent that, for some people, the media may be their sole source of information on these issues and systems. The role that the media plays in shaping public perceptions of crime and criminality, and framingdebates about criminal justice and responses to crime, is therefore undeniable. For these reasons, questions of media influence have become a prominent aspect of criminological theorising and inquiry. Media and Crime offers a new and innovative approach to these debates and analysis by combining the skills and expertise of journalism and media studies with criminological knowledge to critically interrogate the nexus between the media and crime, and the linkages between process, practice andrepresentation. Wide-ranging in subject matter, and international in scope, it provides a theoretically informed analysis of media constructions of crime, criminality and criminal justice. Media and Crime will be of interest to scholars, practitioners and students of journalism, media studies,criminology, sociology, and the general reader.

  • La Médiatisation de L'Évaluation = Evaluation in the Media / Julie Bouchard, Étienne Candel, Hélène Cardy et Gustavo Gomez-Mejia (éd.)
    P 90 M4456 2015
    Comment l'espace m#65533;diatique (presse, t#65533;l#65533;, web) fa#65533;onne-t-il la d#65533;finition et l'attribution de valeurs pour des entit#65533;s de toutes sortes ? Au moment o#65533; abondent les instruments d'#65533;valuation fond#65533;s sur la quantification - des indicateurs aux classements, des hit-parades aux barom#65533;tres, des m#65533;gadonn#65533;es au like, des commentaires aux notes - et que concours, prix ou r#65533;compenses font flor#65533;s, ce livre entend #65533;clairer les logiques, les processus et les discours m#65533;diatiques #65533; l'oeuvre dans la production, la circulation et la publicisation de l'#65533;valuation.
    How does the media space (press, television, web) shape the definition and assignment of values to various entities? While evaluative tools based on quantification proliferate - from indicators to rankings, from charts to barometers, from big data to like, from comments to notes - and contests, prizes or awards are flourishing, this book aims to shed light on the media logics, processes and discourses at work in the production, circulation and publicization of evaluation.

  • Trente-six façons de mettre le bilinguisme à votre service = Thirty-six ways to put bilingualism to work for you / [prepared by the Dept. of the Secretary of State in cooperation with the Canadian Chamber of Commerce]
    P 119.32 C3T74 1977

  • Handbook of research in second language teaching and learning / edited by Eli Hinkel
    P 118.2 H359 2005
    This landmark volume provides a broad-based, state-of-the-art overview of current knowledge and research into second language teaching and learning. Fifty-seven chapters are organized innbsp;eight thematic sections:

    *social contexts of second language learning;
    *research methodologies in second-language learning, acquisition, and teaching;
    *contributions of applied linguistics to the teaching and learning of second language skills;
    *second language processes and development;
    *teaching methods and curricula;
    *issues in second or foreign language testing and assessment;
    *identity, culture, and critical pedagogy in second language teaching and learning; and
    *important considerations in language planning and policies.

    The Handbook of Research in Second Language Teaching and Learning is intended for researchers, practitioners, graduate students, and faculty in teacher education and applied linguistics programs; teachers; teacher trainers; teacher trainees; curriculum and material developers; and all other professionals in the field of second language teaching and learning.
page last updated on: Monday 22 January 2018
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