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This book is unique in bringing together studies on instructed second language acquisition that focus on a common question: “What renders this research particularly relevant to classroom applications, and what are the advantages, challenges, and potential pitfalls of the methodology adopted?” The empirical studies feature experimental, quasi-experimental and observational research in settings ranging from the classroom to the laboratory and CALL contexts. All contributors were asked to discuss issues of cost, ethics, participant availability, experimental control, teacher collaboration, and student motivation, as well as the generalizability of findings to different kinds of educational contexts, languages, and structures.This volume should be of interest to graduate students in second language research, practicing teachers who want some guidance to navigate the sometimes overwhelming array of publications, and to researchers who are planning studies on instructed second language learning or teaching and are looking to make principled decisions on which of the existing methodologies to adopt.

This book is a bridge to confident academic writing for students who use English as an Additional Language (EAL). By emphasizing writing as a thinking process, the textbook develops the skills writers need to work effectively with AI tools. The Art of Writing teaches students how to synthesize ideas and present them in their own voice. The Architecture of Writing teaches students to master varied essay structures as a gateway to writing in their disciplines. Writing concepts are introduced through easy-to-follow explanations and reinforced with short, frequent writing assignments and practical exercises. The chapters include guided practice in writing strategies and frequent reflections that build students’ confidence in writing English for Academic Purposes (EAP).The AWARE framework guides students to think critically through five stages of academic writing: Arranging to Write, Writing, Assessing, Revising, and Editing. AWARE teaches students to recognize and address common problems associated with AI use in writing: Arranging to Write provides a context for generating effective AI prompts; Assessing teaches strategies for critically examining traditional and AI sources; Revising helps students avoid plagiarism through practicing citation strategies and expressing ideas in their own words.

In this research monograph, Johannes Mursell discusses the syntactic impact of information-structural features on agreement. So far, the syntactic contribution of this type of feature has mostly been reduced to movement of topics or foci clause-initial position. Here, the author looks at a different phenomenon, syntactic agreement, and how this process can be dependent on information-structural properties. Based partly on original fieldwork from a typologically diverse set of languages, including Tagalog, Swahili, and Lavukaleve, it is argued that for most areas for which information-structural features have been discussed, it is possible to find cases where these features influence phi-feature agreement. The analysis is then extended to cases of Association with Focus, which does not involve phi-features but can still be accounted for with agreement of information-structural features. The book achieves two main goals: first it provides a uniform analysis for different constructions in unrelated languages. Second, it also gives a new argument that information-structural features should be treated as genuine syntactic features.

This book illustrates the use of ethnography as an analytical approach to investigate academic writing, and provides critical insights into how academic writing research can benefit from the use of ethnographic methods. Throughout its six theoretical and practice-oriented studies, together with the introductory chapter, foreword and afterword, ethnography-related concepts like thick description, deep theorizing, participatory research, research reflexivity or ethics are discussed against the affordances of ethnography for the study of academic writing. The book is key reading for scholars, researchers and instructors in the areas of applied linguistics, academic writing, academic literacies and genre studies. It will also be useful to those lecturers and postgraduate students working in English for Academic Purposes and disciplinary writing. The volume provides ethnographically-oriented researchers with clear pointers about how to incorporate the telling of the inside story into their traditional main role as observers.Winner of the 9th edition of the AELFE's Enrique Alcaraz Research Award

This textbook is designed for advanced (graduate and postgraduate) students, and will also be of interest to scholars. It blends a cognitive linguistic approach to language and language use with insights from contemporary pragmatics, the ultimate aim being to advance a unified model of cognitive pragmatics. Basic themes in cognitive linguistics and pragmatics are covered ranging from figurative language and thought, e.g. conceptual metaphor and metonymy, the role of inferencing in the construction of meaning, in particular, indirect speech acts, to the conceptual and functional motivation of morphosyntactic structure. Finally, the book offers many suggestions and ideas for student papers as well as larger research projects that promise to reveal new insights into conceptual structure, communicative function, and their influence on the grammatical structure of language.

English Sentence Constructions departs from a usage-based theoretical perspective in which all language units -- which we refer to as constructions -- have both a meaning and form, and context is all-important in determining the function and form of these constructions.As a starting-level module, English Sentence Constructions guides students of English or Language at tertiary level through different levels of analysis at the sentence, clause, phrase, and word level. The book starts with an explanation of different sentence types and structures (Chapters 1 and 2), zooms in on the verb phrase as the central component of any sentence (in Chapters 3 and 4), before zooming in even closer, discussing word classes (Chapter 5) and phrases (Chapter 6). The next two chapters explicate the intricacies of sentence constituents that function as clauses (Chapter 7) and aid students in integrating all chapters by discussing sentence analysis at all levels (Chapter 8). The last chapter (Chapter 9) shows how knowledge about sentence constructions can be applied to effective writing in English. English Sentence Constructions can be used in teacher-led modules, but the many exercises in each chapter, the clearly worked out answer keys, and a comprehensive glossary of terminology also make it suitable for self-study. For each chapter, there is an online test in which students can check their understanding.The exercises can be found on the book's companion website: https://doi.org/10.1075/z.240.website

Le parole di una lingua non sono mai isolate ma si usano in combinazione e non con qualunque parola ma solo con alcune. Per parlare bene bisogna usare le combinazioni appropriate. In italiano si dice un tozzo di pane per indicare un pezzo di pane, ma si dice anche un tozzo di carne? E una discussione si solleva? O si solleva un’obiezione? Una discussione si affronta, ma un’obiezione? In italiano non si dice fare un appuntamento con qualcuno ma fissare o prendere un appuntamento. Ogni lingua preferisce combinazioni diverse e quindi è facile sbagliare quando si parla una lingua straniera. A volte però anche il parlante nativo sbaglia o non è sicuro. Questo dizionario ricostruisce l’ambiente linguistico di circa 3.000 entrate per aiutare ogni parlante a comunicare in italiano. È destinato al parlante straniero che ha una conoscenza avanzata della lingua italiana ma anche al parlante nativo che è in cerca della parola giusta. Un dizionario che si distingue dai normali dizionari monolingui e bilingui perché indica sistematicamente le combinazioni lessicali (circa 90.000), molto spesso spiegandole e/o accompagnandole con esempi per chiarirne l’uso.—Words are never used in isolation but in combination and not with any word but only with certain specific words. To use a language properly the appropriate combinations must be used. In Italian a piece of bread is a tozzo di pane, but is that the case for meat? Is a tozzo di carne an appropriate combination? If you want to make an appointment with somebody you should not say (as in English) fare un appuntamento but fissare un appuntamento. An Italian affronta una discussione (enters or tackles a discussion), but is it possible for him to say affrontare un’obiezione (to enter or tackle an objection)? Yes it is, as this dictionary shows. So every language has its own preferences in word combinations, misleading a non-native learner into making mistakes influenced by his own language.This dictionary reconstructs the frame to which 3,000 Italian entries belong and aims to help non-Italian speakers with an advanced linguistic competence to find the appropriate word combinations for communicating in Italian. Moreover, this dictionary can also be useful for native speakers who want to improve their lexical choices in writing and speaking Italian. The dictionary, contrary to ordinary monolingual and bilingual dictionaries, systematically lists word combinations (almost 90,000), explaining and/or exemplifying them.Also available: Dizionario Combinatorio Italiano, a more extensive, 2-volume hardcover edition with 6,500 entries listing over 200,000 word combinations.

This book provides a comprehensive overview of pedagogical grammar research and explores its implications for the teaching of grammar in second language classrooms. Drawing on several research domains (e.g., corpus linguistics, task-based language teaching) and a number of theoretical orientations (e.g., cognitive, sociocultural), the book proposes a framework for pedagogical grammar which brings together three major areas of inquiry: (1) descriptions of grammar in use, (2) descriptions of grammar acquisition processes, and (3) investigations of the relative effectiveness of different approaches to L2 grammar instruction. The book balances research and theory with practical discussions of the decisions that teachers must make on a daily basis, offering guidance in such areas as materials development, data-driven learning, task design, and classroom assessment.

Research into complexity, accuracy and fluency (CAF) as basic dimensions of second language performance, proficiency and development has received increased attention in SLA. However, the larger picture in this field of research is often obscured by the breadth of scope, multiple objectives and lack of clarity as to how complexity, accuracy and fluency should be defined, operationalized and measured. The present volume showcases current research on CAF by bringing together eleven contributions from renowned international researchers in the field. These contributions not only add to the body of empirical knowledge about L2 use and L2 development by bringing new research findings to light but they also address fundamental theoretical and methodological issues by responding to questions about the nature, manifestation, development and assessment of CAF as multifaceted constructs. Collectively, the chapters in this book illustrate the converging and sometimes diverging approaches that different disciplines bring to CAF research.

This book addresses an under-researched area within populism studies: the discourse of supporters of populist parties. Taking the 2019 European elections as their case study, the authors analyse how supporters in eleven different countries construct identities and voting motivations on social media. The individual chapters comprise a range of methods to investigate data from different social media platforms, defining populism as a political strategy and/or practice, realised in discourse, that is based on a dichotomy between “the people”, who are unified by their will, and an out-group whose actions are not in the interest of the people, with a leader safeguarding the interests of the people against the out-group. The book identifies what motivates people to vote for populist parties, what role national identities and values play in those motivations, and how the social media postings of populist parties are recontextualised in supporters’ comments to serve as a voting motivation.

This book is a phonological investigation of place assimilation phenomena in two major Arabic dialects: Cairene Egyptian and Baghdadi Iraqi. The studied phenomena involve interactions between consonants (various types of local assimilation), between vowels (monophthongization), or between consonants and vowels (emphasis spread and labialization). Throughout the content chapters, the patterns for each of these processes are carefully described and validated by ample data, and then analyzed representationally using a minimalist model of feature geometry. The analysis follows a holistic approach, as the representations are consistently used for all the segmental phenomena within a dialect. The first exclusive treatment of place assimilation in colloquial Arabic, this book will be of particular interest to scholars and advanced students of Arabic linguistics and dialectology, and to phonologists in general, and can be a point of reference for researchers examining the details of such phenomena in other dialects of Arabic as well.

This book pioneers a tridimensional approach to (dis)fluency, evaluating fluency across three different dimensions, mainly speech, gesture, and interaction. Drawing from an extensive video dataset covering different languages and speech genres in French and English, the present research goes beyond traditional production-oriented models of so-called ‘disfluency’ phenomena, and aims to unravel the complexities of human multimodal production and interactive processes. Designed for linguists, communication scholars, and researchers, this work resonates with the latest trends in different fields (Second Language Acquisition, Interactional Linguistics, and Gesture studies). It introduces a fresh perspective on disfluency by integrating visual-gestural features, such as hand gestures, gaze, and facial expressions, captured in situated interaction.

Based on previous work that linked biosemiotics, semiotics and translation studies, this book further explores a variety of factors that play a role in social-cultural emergence. The volume, which presents a selection of papers read at a conference in 2022 with the same title as the book, engages the systems of matter-energy, biology, and significance from which and in relation to which society-culture emerges. The volume entails an interdisciplinary complex of perspectives, drawing on quantum physics and informatics as well as new materialism and a number of perspectives from semiotics and ecosemiotics in its investigations. Researchers and postgraduate students from fields such as biology, biosemiotics, semiotics, translation studies, cultural studies, new materialist thought and others, who are interested in inter- and transdisciplinary approaches to issues of society-culture, will find this book compelling reading.

This book challenges several assumptions commonly encountered in Japanese dialectology: that the pitch-accent analysis of modern Tōkyō Japanese is an appropriate basis for describing the suprasegmental phonology of other dialects and earlier stages of Japanese; that the Kyōto-type dialects have been more conservative than dialects to their east and west; that the first split in proto-Japanese was the separation of proto-Ryūkyūan; and so on. De Boer brings together evidence from recent fieldwork, premodern texts, and other sources to establish a theory of dialect divergence that avoids the problems these assumptions entail. Building on De Boer 2010, this book brings the author’s theory up to date with research published in the interim, explains why Japanese is best understood as a restricted tone language, and why mergers in the large tone classes of nouns and verbs are especially reliable markers of dialect divergence.

The present book provides an introduction to the linguistic model of Construction Grammar, offering a full analysis of the grammar of the English language. It covers all levels of morpho-syntactic form-meaning units: including sentence types, tense and aspect, argument structure, phrases, idioms, word and morphological constructions. In line with its usage-based approach, all constructions are discussed using authentic corpus examples. In order to illustrate how constructions can be learnt, the book draws on authentic data from child language. Furthermore, corpus analysis is used to show which lexical items typically occur in the slots of constructions and make up their ‘collo-profile’.A key feature of the book is that it develops a systematic method for showing how constructions combine to form actual utterances. For this purpose, so-called ‘construction grids’ are developed which contain all the constructions that make up even the most complex sentences and show points of overlap between them.

This volume comprises studies and keynote addresses presented at the 16th Generative Approaches to Second Language Acquisition Conference hosted by The Norwegian University of Science and Technology, NTNU, in Trondheim in 2022. The selection of cutting-edge studies presented covers a wide array of topics within generative linguistics, including the acquisition of grammatical features, challenges of functional morphology, the impact of the native language on subsequently acquired languages, and interfaces between linguistic domains. Other chapters address how non-native language processing differs from native processing, while the volume also highlights internal and external factors affecting bi- and multilingual development and points to important avenues for further generative research on second language acquisition.

This volume presents research on second language learning through audiovisual input, conducted within the SUBTiLL (Subtitles in Language Learning) project at the University of Barcelona. It includes studies exploring various language dimensions and skills, such as vocabulary, pronunciation, and reading, while also considering learner factors, such as language learning aptitude and proficiency. Two distinctive features of this collective volume are 1) the inclusion of children and teenagers as participants in studies, addressing the gap concerning young learners in this line of research, and 2) an emphasis on longitudinal studies, enhancing the ecological validity of the findings. The studies in this volume also showcase a diverse range of research instruments, from eye-tracking to retrospective interviews, enriching our comprehension of this innovative research area. A concluding chapter synthesizes these findings, linking them to prior research and advancing our understanding of the role of audiovisual input in language acquisition.

This volume illustrates new trends in corpus linguistics and shows how corpus approaches can be used to investigate new datasets and emerging areas in linguistics and related fields. It addresses innovative research questions, for example how prosodic analyses can increase the accuracy of syntactic segmentation, how tolerant English language teachers are about language variation, or how natural language can be translated into corpus query language. The thematic scope encompasses four types of ‘boundary crossings’. These include the incorporation of innovative scientific methods, specifically new statistical techniques, acoustic analysis and stylistic investigations. Additionally, temporal boundaries are crossed through the use of new methods and corpora to study diachronic data. New methodologies are also explored through the analysis of prosody, variety-specific approaches, and teacher attitudes. Finally, corpus users can cross boundaries by employing a more user-friendly corpus query language.

The present volume is intended as a reference book on Wikipedia corpus studies, from corpus construction to exploration and analysis. Wikipedia is a complex object, difficult to manipulate for linguists and corpus researchers. In addition to the encyclopedic articles consulted by millions of users, it contains vast spaces of written discussions, aka talk pages, where Wikipedia authors negotiate the collaborative editing of articles, make evaluations, or discuss related topics. The proposed volume covers Wikipedia articles, their revision histories, and discussions, with a focus on discussions, which have not been studied extensively so far and have also been neglected in previous corpus building efforts. Wikipedia discussions are instances of computer-mediated communication (CMC), thus constituting a completely different, interaction-oriented linguistic genre. Sophisticated tools and methods of linguistic annotation and corpus exploration are needed to exploit the huge and valuable corpus resources that can be constructed from the Wikipedia discussions. The present volume aims at encouraging and facilitating Wikipedia corpus studies, providing standards, recommendations, and innovative methods to build and explore Wikipedia corpora, and presenting corpus studies that make the most of the peculiarities of Wikipedia.

The investigation of phraseology through corpus-based and computational approaches holds significant relevance for various professionals, including translators, interpreters, terminologists, lexicographers, language instructors, and learners. Computational Phraseology, and in particular the computational analysis of multiword expressions (also known as multiword units), has gained prominence in recent years and is essential for a number of Natural Language Processing and Translation Technology applications. The failure to detect these units automatically could result in incorrect and problematic automatic translations and could hinder the performance of applications such as text summarisation and web search. Against this background, the volume offers 13 articles carefully selected and organised into two parts: ‘Computational treatment of multiword units’ and ‘Corpus-based and linguistic studies in phraseology‘. The contributions not only highlight the latest advancements in computational and corpus-based phraseology but also reiterate its vital role in all areas of language technologies, including basic and applied research.

The first volume of A Comparative Literary History of Modern Slavery explores literary representations of enslavement with a focus on the emotions. The contributors consider how the diverse emotions generated by slavery have been represented over a historical period stretching from the 16th century to the present and across regions, languages, media and genres. The seventeen chapters explore different framings of emotional life in terms of ‘sentiments’ and ‘affects’ and consider how emotions intersect with literary registers and movements such as melodrama and realism. They also examine how writers, including some formerly enslaved people, sought to activate the feelings of readers, notably in the context of abolitionism. In addition to obvious psychological responses to slavery such as fear, sorrow and anger, they explore minor-key affects such as shame, disgust and nostalgia and address the complexity of depicting love and intimacy in situations of domination. Two forthcoming volumes explore the literary history of slavery in relation to memory and to practices of authorship.

Language isolates provide unique insights into human history and linguistic diversity. Nevertheless, isolates have been studied less exhaustively than non-isolates. The eleven papers gathered in this volume provide new methodological tools in order to better understand isolates, including a detailed, in-depth, up-to-date discussion of what it means to be a language isolate and the criteria by which languages should be classified as isolate. The book also provides a series of techniques, some refined on the basis of former literature, and others new, in order to recover the histories of language isolates. In addition, the papers in this volume advance our knowledge about each of the individual languages studied here, which are, for the most part, endangered and under-documented. This book will appeal to a broad audience spanning typologists, historical linguists, descriptive linguists, and teachers of linguistics.

El presente volumen explora la riqueza y pluralidad del turismo y su discurso a través de un análisis interdisciplinario, que proporciona una visión integral del impacto del turismo en diversas esferas comunicativas, sociales y culturales. Esta obra recopila un total de quince investigaciones que destacan la naturaleza intercultural, multifacética y multilingüe de esta actividad, así como la variedad de géneros discursivos que merecen un análisis detenido.El volumen aborda desde la influencia de las redes sociales y la creación de nuevos formatos del discurso turístico hasta la emoción y la subjetividad presentes en las comunicaciones promocionales. Ofrece una panorámica de cómo el turismo contemporáneo se entrelaza con múltiples dimensiones y formatos discursivos, subrayando los desafíos estratégicos que enfrentan traductores, terminólogos y lingüistas.This volume explores the richness and plurality of tourism and its discourse through an interdisciplinary analysis, providing a comprehensive view of the impact of tourism on various communicative, social and cultural spheres. It compiles a total of fifteen investigations which highlight the intercultural, multifaceted and multilingual nature of this activity, as well as the variety of discursive genres that merit close analysis. The volume addresses everything from the influence of social networks and the creation of new formats of tourism discourse to the emotion and subjectivity present in promotional communications. It provides an overview of how contemporary tourism is intertwined with multiple dimensions and discursive formats, highlighting the strategic challenges facing translators, terminologists and linguists.

Cognitive English Grammar is designed to be used as a textbook in courses of English and general linguistics. It introduces the reader to cognitive linguistic theory and shows that Cognitive Grammar helps us to gain a better understanding of the grammar of English. The notions of motivation and meaningfulness are central to the approach adopted in the book. In four major parts comprising 12 chapters, Cognitive English Grammar integrates recent cognitive approaches into one coherent model, allowing the analysis of the most central constructions of English. Part I presents the cognitive framework: conceptual and linguistic categories, their combination in situations, the cognitive operations applied to them, and the organisation of conceptual structures into linguistic constructions. Part II deals with the category of ‘things’ and their linguistic structuring as nouns and noun phrases. It shows how things are grounded in reality by means of reference, quantified by set and scalar quantifiers, and qualified by modifiers. Part III describes situations as temporal units of various layers: internally, as types of situations; and externally, as located relative to the time of speech and grounded in reality or potentiality. Part IV looks at situations as relational units and their structuring as sentences. Its two chapters are devoted to event schemas and space and metaphorical extensions of space.Cognitive English Grammaroffers a wealth of linguistic data and explanations. The didactic quality is guaranteed by the frequent use of definitions and examples, a glossary of the terms used, overviews and chapter summaries, suggestions for further reading, and study questions. For the Key to Study Questions click here.

This book offers two new perspectives on language attitudes and ideologies. First, it compares language commentary from two thus far relatively neglected time periods: the 19th and 21st centuries. Second, it draws on non-traditional, dialogic sources to explore not only the well-studied “expert” views on language but also the perspectives of the “audience” engaging with these texts. Using France and the French language as its case study, the book explores the areas of stability and change in questions of linguistic authority, insecurity, and correctness. It sheds new light on the evolution of the long-established genre of language commentary and deepens our understanding of the language attitudes and ideologies that shape how language is viewed, discussed and judged. This book will appeal to linguists interested in language attitudes and ideologies in both historical and contemporary contexts.

The last decade has seen a growing body of research investigating various aspects of L2 learners’ performance of tasks. This book focuses on one task implementation variable: planning. It considers theories of how opportunities to plan a task affect performance and tests claims derived from these theories in a series of empirical studies. The book examines different types of planning (i.e. task rehearsal, pre-task planning and within-task planning), addressing both what learners do when they plan and the effects of the different types of planning on L2 production. The choice of planning as the variable for investigation in this book is motivated both by its importance for current theorizing about L2 acquisition (in particular with regard to cognitive theories that view acquisition in terms of information processing) and its utility to language teachers and language testers, for unlike many other constructs in SLA ‘planning’ lends itself to external manipulation. The study of planning, then, provides a suitable forum for demonstrating the interconnectedness of theory, research and pedagogy in SLA.

This book weaves together constructions, imperatives, dialogicity, and discourse units. How can that be? This is precisely the question it sets out to answer by working at the crossroads of Construction Grammar (CxG), Corpus Linguistics (CL), and Interactional Linguistics (IL). Profiting from this cross-fertilising synergy, the book singles out BELIEVE (YOU) ME, BELIEVE IT OR NOT, THINK AGAIN and MIND YOU as its objects of study, offers an empirical analysis of their properties and situates them within an entrenched and far-reaching, yet conveniently ‘camouflaged’, network of dialogic perspectivisation. In so doing, the book provides novel insights into the mental state verbal fillers of the constructions alongside their imperative-induced non-compositionality and dialogicity which motivate their function as discourse unit framing agents and, per extension, discourse operators. The book thus makes a case for CxG’s ability to go beyond its word-, or phrase-based ‘comfort zone’ and address phenomena at a micro-, meso- and macro-discourse level with across-the-board benefits.

This book serves as an introduction to corpus linguistics (CL) for graduate students and researchers in Applied Linguistics, especially in the domains of language learning and teaching. It provides a structured and accessible approach for those new to CL, equipping readers with the foundational concepts and tools required to analyse language corpora autonomously in research related to language learning and teaching. It also contextualises CL’s development over the past four decades, offering critical reflections on its practices and applications. Each chapter integrates recommended readings and highlights central concepts, guiding readers in applying CL methods to their own studies. By the end of the book, readers will have gained the knowledge and practical expertise needed to apply corpus linguistics methods in conducting robust and innovative research.