Open Linguistics – serie

In building up a scenario for the arrival on the shores of Alaska of speakers of languages related to Eskimo-Aleut with genetic roots deep within Sineria, this book touches upon a number of issues in contemporary historical linguistics and archaeology. The Arctic "gateway" to the New World, by acting as a bottleneck, has allowed only small groups of mobile hunter-gatherers through during specific propitious periods, and thus provides a unique testing ground for theories about population and language movements in pre-agricultural times. Owing to the historically attested prevalence of language shifts and other contact phenomena in the region, it is arguable that the spread of genes and the spread of language have been out of step since the earliest reconstructable times, contrary to certain views of their linkage. Proposals that have been put forward in the past concerning the affiliations of Eskimo-Aleut languages are followed up in the light of recent progress in reconstructing the proto-languages concerned. Those linking Eskimo-Aleut with the Uralic languages and Yukagir are particularly promising, and reconstructions for many common elements are presented.The entire region "Great Beringia" is scoured for typological evidence in the form of anomalies and constellations of uncommon traits diagnostic of affiliation or contact. The various threads lead back to mesolithic times in south central Siberia, when speakers of a "Uralo-Siberian" mesh of related languages appears to have moved along the major waterways of Siberia. Such a scenario would acount for the present distribution of these languages and the results of their meeting with remnants of earlier linguistic waves from the Old World to the New.

Perspectives in Lexicology and Corpus Linguistics offers an introduction to words and corpus linguistics. From this foundation it explores the much wider issues that are inevitably raised but somehow marginalized in lexicology (the study of words) and corpus linguistics: how are individual words integrated into language? What are the real benefits of studying the large quantities of text now available in corpora? How do we best conceptualize meaning itself?

Perspectives in Lexicology and Corpus Linguistics offers an introduction to words and corpus linguistics. From this foundation it explores the much wider issues that are inevitably raised but somehow marginalized in lexicology (the study of words) and corpus linguistics: how are individual words integrated into language? What are the real benefits of studying the large quantities of text now available in corpora? How do we best conceptualize meaning itself?

Perspectives in Lexicology and Corpus Linguistics offers an introduction to words and corpus linguistics. From this foundation it explores the much wider issues that are inevitably raised but somehow marginalized in lexicology (the study of words) and corpus linguistics: how are individual words integrated into language? What are the real benefits of studying the large quantities of text now available in corpora? How do we best conceptualize meaning itself?

This book offers a model of classroom discourse analysis that uses systemic functional linguistic theory and associated genre theory to develop a view of classroom episodes as 'curriculum genres', some of which operate in turn as part of larger unities of work called 'curriculum macrogenres'. Drawing on Bernstein's work, Christie argues that two registers operate in pedagogic discourse: a regulative register, to do with the goals and directions of the discourse; and an instructional register, to do with the particular 'content' or knowledge at issue. Each can be shown to be realized in distinctive clusters of choices in the grammar. The operation of the regulative register determines the initiation, pacing, sequencing and evaluation of the overall pedagogic activity. The book sets out the is methodology in detail by reference to a number of classroom texts, and a range of school subjects. Overall, schools emerge as sites of symbolic control in a culture.

Aimed at undergraduate and beginning graduate students, this work covers the varieties of syntactic phenomena in different languages and a method of analyzing and describing them. The method is based on the concept of the syntactic construction, which is shared by various views of language structure. In this particular presentation, a construction is characterized as a combination of obligatory and optional functions, and each of these functions is related to a class of manifestations. Syntax as a whole is then seen as interrelating constructions on the ranks (size-levels) of the phrase, clause, and sentence. Besides the essential features of phrase, clause, and sentence structures, there are chapters devoted to special topics such as clitics, negation, clausal organization, and voice and related devices.

This book is designed to teach undergraduate and beginning graduate students about the varieties of syntactic phenomena in different languages and a method of analyzing and describing them. The method is based on the concept of the syntactic construction, which is shared by various views of language structure. In this particular presentation, a construction is characterized as a combination of obligatory and optional functions, and each of these functions is related to a class of manifestations. Syntax as a whole is then seen as interrelating constructions on the ranks (size-levels) of the phrase, clause, and sentence.Besides the essential features of phrase, clause, and sentence structures, there are chapters devoted to special topics such as clitics, negation, clausal organization, and voice and related devices.While the emphasis is on the actual syntactic structures observable in the data, the relation of syntactic phenomena to linguistic meaning is also considered. In particular, the final chapter shows how account of syntax can often be simplified if control from meaning structure is assumed.Throughout the book, a distinction between meaningfulness and syntactic-well formedness is consistently made.

The balance struck in this volume between discussion of theory and reports on and suggestions for practice make it an invaluable collection for all those engaged in researching and teaching academic writing. Most of the contributions present work influenced by systemic functional linguistics, but the collection will also be of interest to those adopting alternative approaches.' Martin Hewings, Senior Lecturer, English Department, University of Birmingham and Co-Editor, English for Specific Purposes. This book presents international research by renowned linguists and second language experts across different languages on issues surrounding Academic Writing. Academic Writing is an important skill for students entering tertiary education to learn. Each discipline has its own rules and formulae of acceptable academic and pedagogic discourse, and the essays collected in this volume analyze how these vary according to subject. Using a primarily Systemic Functional Linguistic approach, the contributors foreground the relations between academic writing and the social, cultural and educational context in which such written discourse is undertaken.This volume covers the writing not only native speakers of the language in which they are being taught, but also that of those to whom the language of pedagogy is secondary.Academic Writing uses case studies drawn from EFL students, the affect of the International English Language Testing System on academic writing, the role of technology in pedagogic discourse, writing within specific disciplines and across different subjects, the problems of constructing an evaluative stance in academic writing, and technical writing in a second language.

This title presents an analysis of the word-order alternation of English transitive phrasal verbs (particle movement) from a cognitive-functional and psycholinguistic perspective. Its main objective, however, is a methodological one, namely to demonstrate the superiority of corpus-based, multifactorial and probabilistic approaches towards grammatical phenomena over traditional analyses based on acceptability judgements and minimal pair tests.

Any piece of primary research ought to be preceded by a systematic review. The key advantage of a systematic review over the traditional narrative review is its ability to identify all the available evidence in a systematic and relicable manner. This book describes a? the key steps to undertaking a systematic review and b/ the process of untertaking a meta-analysis. The book includes step-by-step examples of how to design data extraction forms, search strategies and combine in a meta-analysis

This collection of papers, with their focus on social change in different settings and through a wide range of voices, offers a fresh view of both Systemic Functional Linguistics (SFL) and Critical Discourse Analysis (CDA), and, ultimately, the relationship between the two. In the Theoretical Section, the authors explore ways to study social, political, and economic transformations; in the Applied Section, the authors examine the effects of social change on national and institutional identities. In each of these papers, the examination of the 'social' is in addition to, but not in place of, thorough linguistic analyses of discursive events. One of the main purposes of the collection is to make explicit the connections between SFL and CDA - two approaches to the study of language. This volume is the first to make explicit this connection so that novices as well as experienced researchers examining the two fields under "one microscope" can more fully understand how they are related and how CDA can draw on analytical tools rooted in SFL.The book has several aims: to extend the connections between SFL and CDA; to provide analyses of social change that are rooted in linguistic theory and methodology, specifically SFL which provides a solid analytical foundation that helps researchers avoid ideological bias; to critically analyse discursive material that includes, but is not limited to, media; and finally to offer a broad range of international perspectives on the role of discourse in changing social practices and patterns.

Multimodal Discourse Analysis is a comprehensive survey of the ways in which enhanced meaning emerges through the interaction of more than one mode of communication. Different modes of communication covered include: Language. Dynamic and static visual images. Architecture and three-dimensional objects in the realm of material lived-in space, as well as electronic media, film and print. This also includes the study of transition and phase, camera and body movement, typography, layout and the use of colour, and how such choices orientate the viewer to particular readings of the text and context. Multimodal Discourse Analysis will be useful to researchers interested in the application of systemic functional linguistics to media studies, discourse analysis and cognitive linguistics.

This book offers a model of classroom discourse analysis that uses systemic functional linguistic theory and associated genre theory to develop a view of classroom episodes as 'curriculum genres', some of which operate in turn as part of larger unities of work called 'curriculum macrogenres'. Drawing on Bernstein's work, Christie argues that two registers operate in pedagogic discourse: a regulative register, to do with the goals and directions of the discourse; and an instructional register, to do with the particular 'content' or knowledge at issue. Each can be shown to be realized in distinctive clusters of choices in the grammar. The operation of the regulative register determines the initiation, pacing, sequencing and evaluation of the overall pedagogic activity. The book sets out the its methodology in detail by reference to a number of classroom texts, and a range of school subjects. Overall, schools emerge as sites of symbolic control in a culture.

This book presents a novel analysis of the word-order alternation of English transitive phrasal verbs (Particle Movement) from a cognitive-functional and psycholinguistic perspective. Its main objective, however, is a methodological one, namely, to demonstrate the superiority of corpusbased, multifactorial and probabilistic approaches to grammatical phenomena over traditional analyses based on acceptability judgements and minimal pair tests.

'The balance struck in this volume between discussion of theory and reports on and suggestions for practice make it an invaluable collection for all those engaged in researching and teaching academic writing. Most of the contributions present work influenced by systemic functional linguistics, but the collection will also be of interest to those adopting alternative approaches.' Martin Hewings, Senior Lecturer, English Department, University of Birmingham and Co-Editor, English for Specific Purposes. This book presents international research by renowned linguists and second language experts across different languages on issues surrounding academic writing. Academic writing is an essential resource for students entering tertiary education. Each discipline has its standards of acceptable academic and pedagogic discourse, and the essays collected in this volume analyse how these vary according to relations between academic writing and the social, cultural and educational context in which such written discourse is undertaken.This volume covers the writing not only of native speakers of the language in which they are being taught, but also that of those to whom the language of pedagogy is secondary. Analysing Academic Writing uses case studies drawn from EFL students; the effect of the International Language Testing System on academic writing; the role of technology in pedagogic discourse; writing within specific disciplines and across different subjects; the problems of constructing an evaluative stance in academic writing; and technical writing in a second language.

Language and Reality presents selected writings of Professor Sydney Lamb, including five new works and several which have been reworked for this publication. Professor Lamb's work in linguistics over the past four decades has been concerned with exposing illusions about language and with finding realities, including neurological realities, behind the linguistic abstractions that others have dwelt upon. His name is synonymous with certain landmarks in the development of linguistic theory, including stratificational grammar, relational network theory and, more recently, neurocognitive linguistics. Although he is a leading figure in linguistic science, many of the papers included here are far from well known, some of them having appeared only in more obscure venues of publication and, until now, unavailable to the wider linguistics community. The book is divided in to four parts, the first of which includes papers offering insight into the man behind this pioneering approach to linguistics that might best be summed up as 'linguistics to the beat of a different drummer'.The papers in Part II explore the theoretical origins of Lamb's ideas about language that have often been described as ahead of their time.Part III includes more recent writings outlining work done in neurocognitive linguistics. Studies of the interconnectedness of language with other kinds of human experience and with history are presented in Part IV. Sydney Lamb is Arnold Professor Emeritus of Linguistics and Cognitive Science at Rice University in Texas, Jonathan J. Webster is Head of the Department of Chinese, Translation and Linguistics at the City University of Hong Kong.

This work, which is both theoretical and descriptive, covers the entire range of modal expressions in English. It is organized so that the more general issues are dealt with first, followed by a more detailed analysis of the semantics of modal expressions. It is then supplemented by an assessment of how such an analysis is relevant to pragmatic and developmental perspectives on the expression of modality.

This book presents a new analysis of the word-order alternation of English transitive phrasal verbs (aka Particle Movement) from a cognitive-functional and psycholinguistic perspective. Its main objective, however, is a methodological one, namely to demonstrate the superiority of corpus-based, multifactorial and probabilistic approaches towards grammatical phenomena over traditional analyses based on acceptability judgements and minimal pair tests.

This book is designed to teach undergraduate and beginning graduate students about the varieties of syntactic phenomena in different languages and a method of analyzing and describing them. The method is based on the concept of the syntactic construction, which is shared by various views of language structure. In this particular presentation, a construction is characterized as a combination of obligatory and optional functions, and each of these functions is related to a class of manifestations. Syntax as a whole is then seen as interrelating constructions on the ranks (size-levels) of the phrase, clause, and sentence.Besides the essential features of phrase, clause, and sentence structures, there are chapters devoted to special topics such as clitics, negation, clausal organization, and voice and related devices.While the emphasis is on the actual syntactic structures observable in the data, the relation of syntactic phenomena to linguistic meaning is also considered. In particular, the final chapter shows how account of syntax can often be simplified if control from meaning structure is assumed. Throughout the book, a distinction between meaningfulness and syntactic-well formedness is consistently made.

This book offers a model of classroom discourse analysis that uses systemic functional linguistic theory and associated genre theory to develop a view of classroom episodes as 'curriculum genres', some of which operate in turn as part of larger unities of work called 'curriculum macrogenres'. Drawing on Bernstein's work, Christie argues that two registers operate in pedagogic discourse: a regulative register, to do with the goals and directions of the discourse; and an instructional register, to do with the particular 'content' or knowledge at issue. Each can be shown to be realized in distinctive clusters of choices in the grammar. The operation of the regulative register determines the initiation, pacing, sequencing and evaluation of the overall pedagogic activity. The book sets out the its methodology in detail by reference to a number of classroom texts, and a range of school subjects. Overall, schools emerge as sites of symbolic control in a culture.

Language and Reality presents selected writings of Professor Sydney M. Lamb, including six new works and several which have been re-worked for publication here. Although he is a leading figure in linguistic science, many of the papers are far from well known, some of them having appeared in more obscure venues of publication, and for the most part unavailable to the wider linguistic community. The book is divided into four parts, the first of which includes papers offering insight into the man behind this pioneering approach to doing linguistics that might best be summed up as "linguistics to the beat of a different drummer." The papers in Part II explore the theoretical origins of Lamb''s ideas about language that have often been described as ahead of their time. Part III includes more recent writings outlining work done in Neurocognitive Linguistics. Studies of the interconnectedness of language with other kinds of human experience and with history are presented in Part IV.

This collection of essays by leading functional linguists presents the latest perspectives on language and discourse in educational settings. Language, Education and Discourse is divided into two sections. Part one covers early childhood and the growing development of a language system from the basic semiotic system of the infant. This is followed by an analysis of the beginnings of literacy in kindergarten, the introduction to writing in primary school and the ideological content of reading material. Part two furthers this analysis by looking at discourse in secondary and tertiary education. The contributors pose questions about the role and importance of teaching grammar in the school system, and finally examine how to refine the discourse of education. This book will be useful to academics interested in the latest functional perspectives on language and education.

In building up a scenario for the arrival on the shores of Alaska of speakers of languages related to Eskimo-Aleut with genetic roots deep within Sineria, this book touches upon a number of issues in contemporary historical linguistics and archaeology. The Arctic "gateway" to the New World, by acting as a bottleneck, has allowed only small groups of mobile hunter-gatherers through during specific propitious periods, and thus provides a unique testing ground for theories about population and language movements in pre-agricultural times. Owing to the historically attested prevalence of language shifts and other contact phenomena in the region, it is arguable that the spread of genes and the spread of language have been out of step since the earliest reconstructable times, contrary to certain views of their linkage. Proposals that have been put forward in the past concerning the affiliations of Eskimo-Aleut languages are followed up in the light of recent progress in reconstructing the proto-languages concerned. Those linking Eskimo-Aleut with the Uralic languages and Yukagir are particularly promising, and reconstructions for many common elements are presented. The entire region "Great Beringia" is scoured for typological evidence in the form of anomalies and constellations of uncommon traits diagnostic of affiliation or contact. The various threads lead back to mesolithic times in south central Siberia, when speakers of a "Uralo-Siberian" mesh of related languages appears to have moved along the major waterways of Siberia. Such a scenario would acount for the present distribution of these languages and the results of their meeting with remnants of earlier linguistic waves from the Old World to the New.

Any piece of primary research ought to be preceded by a systematic review. The key advantage of a systematic review over the traditional narrative review is its ability to identify all the available evidence in a systematic and relicable manner. This book describes a? the key steps to undertaking a systematic review and b/ the process of untertaking a meta-analysis. The book includes step-by-step examples of how to design data extraction forms, search strategies and combine in a meta-analysis