Anne-Marie Simon-Vandenbergen – författare
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6 produkter
6 produkter
1 121 kr
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Building on the first volume in the Studies in Pragmatics series which clearly set out the differences and similarities in approaches to discourse markers, Pragmatic Markers in Contrast continues the debate through offering a unique and thorough examination of the methods and theories for studying pragmatic markers cross-linguistically. As a result of internationalisation and new developments in linguistics there has been an increasing interest in cross-linguistic studies. Aijmer and Simon-Vandenbergen have assembled experts in this field to explore the comparison of pragmatic markers across languages in order to offer important insights into the similarities and differences between languages. Contrastive studies can also shed more light on the pragmatic and discourse functions that pragmatic markers fulfil in the languages compared. Another issue is to what extent pragmatic markers which have evolved from the same lexical source have developed similar functions in different languages. An impressively large number of different approaches are represented in this volume as well as a wide range of languages including; English, Swedish, Spanish, Dutch, German, French, Norwegian and Solv (a dialect of Finland Swedish).
Language in Epistemic Access
Mobilising multilingualism and literacy development
Häftad, Engelska, 2021
637 kr
Skickas inom 10-15 vardagar
This book focuses on how to address persistent linguistically structured inequalities in education, primarily in relation to South African schools, but also in conversation with Australian work and with resonances for other multilingual contexts around the world. The book as a whole lays bare the tension between the commitment to multilingualism enshrined in the South African Constitution and language-in-education policy, and the realities of the dominance of English and the virtual absence of indigenous African languages in current educational practices. It suggests that dynamic plurilingual pedagogies can be allied with the explicit scaffolding of genre-based pedagogies to help redress asymmetries in epistemic access and to re-imagine policies, pedagogies, and practices more in tune with the realities of multilingual classrooms. The contributions to this book offer complementary insights on routes to improving access to school knowledge, especially for learners whose home language or language variety is different to that of teaching and learning at school. All subscribe to similar ideologies which include the view that multilingualism should be seen as a resource rather than a 'problem' in education. Commentaries on these chapters highlight evidence-based high-impact educational responses, and suggest that translanguaging and genre may well offer opportunities for students to expand their linguistic repertoires and to bridge epistemological differences between community and school. This book was originally published as a special issue of Language and Education.
Language in Epistemic Access
Mobilising multilingualism and literacy development
Inbunden, Engelska, 2017
2 448 kr
Skickas inom 10-15 vardagar
This book focuses on how to address persistent linguistically structured inequalities in education, primarily in relation to South African schools, but also in conversation with Australian work and with resonances for other multilingual contexts around the world. The book as a whole lays bare the tension between the commitment to multilingualism enshrined in the South African Constitution and language-in-education policy, and the realities of the dominance of English and the virtual absence of indigenous African languages in current educational practices. It suggests that dynamic plurilingual pedagogies can be allied with the explicit scaffolding of genre-based pedagogies to help redress asymmetries in epistemic access and to re-imagine policies, pedagogies, and practices more in tune with the realities of multilingual classrooms. The contributions to this book offer complementary insights on routes to improving access to school knowledge, especially for learners whose home language or language variety is different to that of teaching and learning at school. All subscribe to similar ideologies which include the view that multilingualism should be seen as a resource rather than a 'problem' in education. Commentaries on these chapters highlight evidence-based high-impact educational responses, and suggest that translanguaging and genre may well offer opportunities for students to expand their linguistic repertoires and to bridge epistemological differences between community and school. This book was originally published as a special issue of Language and Education.
474 kr
Skickas inom 10-15 vardagar
The authors’ main aim is to investigate in detail the use of colour terms, and in particular to link this to the associations between colours and their connotative symbolic meanings, which form the basis for what have been called colour metaphors.
Colours in Poetic Contrast
A Comparison of Colour Usage in the Poetry of Philip Larkin and Dylan Thomas
Inbunden, Engelska, 2026
720 kr
Kommande
This book is a sequel to the recently-published book The Colours the Words Cast. Colour Terms in the Poetry of Dylan Thomas (2025). It takes over the methodology of that study and the results obtained in it, in order to compare colour usage in the work of Larkin with that already found for Thomas. Dylan Thomas (1914-1953) and Philip Larkin (1922-1985) are undoubtedly among the most important British poets of the 20th century. They belong to different, though adjacent, periods, while their aims in writing poetry and their attitudes towards it differ considerably. Both poets were reluctant to accept attempts to classify them in terms of specific poetic ‘movements’. The authors investigate in detail the use of colour terms in the four main collections of Larkin’s poems: The North Ship, The Less Deceived, The Whitsun Weddings and High Windows. In particular, they link colour usage to the symbolic connotative associations of the colours and compare the results with those previously obtained for Thomas. In comparing the colour usage of the two poets they seek explanations for differences in their respective poetic aims, themes and language. Apart from providing information on Larkin’s usage, the contrasts also throw more light on the findings for Thomas described in the previous study.
2 272 kr
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In spite of the vast literature on modality in English, very little research has been done on modal adverbs as a group. While there are studies of individual adverbs, the semantic and pragmatic relations between them have been left largely unexplored. This book takes a close look at the whole field of modal certainty as expressed by adverbs in English. On the basis of corpus data the most frequent adverbs of certainty, including certainly, indeed, and no doubt, are examined from the point of view of their syntactic, semantic and pragmatic characteristics. The corpus used is the International Corpus of English - Great Britain, supplemented by data from other present-day English corpora, and questionnaires testing native speakers' intuitions on fine-grained similarities and differences between closely related adverbs. The methodology also includes the study of cross-linguistic equivalents as indicators of semantic-pragmatic relations between adverbs. Translation corpora yield correspondences in Swedish, Dutch, French and German. A detailed study of those correspondences adds useful information for setting up a semantic-pragmatic profile of each adverb, showing where their meanings overlap and where the boundaries are. The concept of semantic maps is relied on for plotting these relations.The book not only provides a thorough empirical study of English adverbs expressing certainty, it also contributes to a better theoretical understanding of the complexity of modal certainty, how it is related to speakers' goals and to other semantic areas. It is the first in-depth study of this kind, combining rich information on English as well as opening up perspectives for further empirical and theoretical research into modality.