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Discourse, of Course
Discourse, of Course comes after Jan Renkema s" Introduction to Discourse Studies" (2004")" for undergraduates. The new book is a collection of twenty short papers. It is a "capita selecta " course and meant for graduate programs. The aim of this book is threefold: to present material for advanced courses in discourse studies; to unfold a stimulating display of research projects to future PhD students; to give an overview of new developments after the 2004" Introduction to Discourse Studies." This publication fulfills both the teacher's need for a state-of-the-art overview of the main topics in discourse, and the student's need to acquire standards for developing research plans in theses and dissertations. It gives a combination of approaches from very different schools in discourse studies, ranging from argumentation theory to genre theory, from the study of multimodal metaphors to cognitive approaches to coherence analysis. This book is not only meant to serve as a textbook, but also as a reference book for researchers who want an update for various main topics in the field."
Discoursal Construction of Academic Identity in Cyberspace
The aim of this volume is to look into how academic identity is discoursally constructed in CMC (computer-mediated communication), using the example of an e-seminar. An e-seminar is an asynchronous type of CMC, where private, public and institutional domains merge, and therefore it provides an interesting context for exploring academic communication phenomena in cyberspace. The linguistic cues of academic identity can be identified on three levels of discourse organisation: the features of lexico-grammar, textual macrostructures and genres. In general, the analysis shows how these three levels of discourse organisation contribute towards how academics negotiate their identities relative to t...
Dialogue and Culture
The volume deals with the relationship between language, dialogue, human nature and culture by focusing on an approach that considers culture to be a crucial component of dialogic interaction. Part I refers to the so-called 'language instinct debate' between nativists and empiricists and introduces a mediating position that regards language and dialogue as determined by both human nature and culture. This sets the framework for the contributions of Part II which propose varying theoretical positions on how to address the ways in which culture influences dialogue. Part III presents more empirically oriented studies which demonstrate the interaction of components in the 'mixed game' and focus, in particular, on specific action games, politeness and selected verbal means of communication.
Classroom Talk
The author attempts to answer the question of why ESL classroom talk is the way it is. Basing her answer on a case study of a school in an ESL community, she argues that classroom talk may be linked in important ways to an operative sociocultural structure of ESL pedagogy over and above the classroom at the institutional level.
Discourse and Contemporary Social Change
This book draws together a rich variety of perspectives on discourse as a facet of contemporary social change, representing a number of different disciplines, theoretical positions and methods. The specific focus of the volume is on discourse as a moment of social change, which can be seen to involve objects of research which comprise versions of some or all of the following research questions: How and where did discourses (narratives) emerge and develop? How and where did they achieve hegemonic status? How and where and how extensively have they been recontextualized? How and where and to what extent have they been operationalized? The dialectical approach indicated above implies that discourse analysis includes analysis of relations between language (more broadly, semiosis) and its social 'context'.
Discourse, Identities and Roles in Specialized Communication
The studies presented in this volume focus on two distinct but related areas of specialized communication professional and academic settings, resting on an anti-essentialist notion of identity as a phenomenon that emerges from the dialectic between individual and society. The authors start from a detailed analysis of discourse practices as evidenced in texts, their production and the professional performance patterns which underlie such practices, and explore the way the actors, roles and identities are constructed in language and discourse. In particular, by highlighting discursive attitudes and aptitudes, they underscore the need to understand discourse in light of norms of professional responsibility, showing that not only do professionals and academics use discourse to create self-identity, but they also use identity constructed through discourse to influence society.
Language, Culture and the Law
The volume presents a set of invited papers based on analyses of legal discourse drawn from a number of international contexts where often the English language and legal culture has had to adjust to legal concepts very different from those of the English law system. Many of the papers were inspired by two major projects on legal language and inter-multiculturality: Generic Integrity in Legislative Discourse in Multilingual and Multicultural Contexts based in Hong Kong and carried out by an international team and Interculturality in Domain-specific English, a national project supported by the Italian Ministry for Education and Research, involving research units from five Italian universities
Terminology in English Language Teaching
Based on original research and novel concepts, this book investigates the nature and use of terminology from linguistic and applied viewpoints. Throughout, problems with terminology, such as overuse by teachers and cases of synonymy and polysemy, are considered and solutions are offered. Part One looks firstly at some basic concepts, then draws important distinctions between pedagogic and scientific terminology, and between transparent, opaque and iconic terms, before examining the historical, lexical and grammatical nature of terms. Part Two attempts to estimate the value and relevance of terminology in language teaching and describes the use and knowledge of terminology in various language-teaching-related constituencies: learners, teachers, textbooks, grammars and research. It concludes with a discussion of the criteria for evaluating terms and an analysis of terms used in ELT.
Corpus Linguistics in Language Teaching
This series promotes specialist language studies, both in the fields of linguistic theory and applied linguistics, by publishing volumes that focus on specific aspects of language use and provide valuable insights into language and communication research. A cross-disciplinary approach is favoured and most European languages are accepted.
Diachronic Perspectives on Domain-specific English
This volume reflects the results of a workshop on the investigation of specialized discourse in a diachronic perspective, held within the 15th European Symposium on Language for Special Purposes ('New Trends in Specialized Discourse', Bergamo 2005). The articles deal with developments from the late medieval period to the present day, and the book encompasses studies in which the long-established tradition of domain-specific English is highlighted. The fields of contributions range from scientific to legal to political and business discourse. Special attention is given to argumentation, in an attempt to assess the time-depth of typical rhetorical strategies. Some methodological innovations are introduced in corpus linguistics. Numerous contributions bring new materials to scholarly discussion, as recently released or in-progress 'second-generation' corpora are used as data. Recent changes in present-day legal and scientific writing are also discussed as they witness fast adaptation to new requirements, due to the advent and growing familiarity of new technologies, international law and changes in academia.
