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Context in Language Learning and Language Understanding
The papers in this volume represent varied views on the role of context in language learning.
What is a Context?
Context is a core notion of linguistic theory. However, while there are numerous attempts at explaining single aspects of the notion of context, these attempts are rather diverse and do not easily converge to a unified theory of context. The present multi-faceted collection of papers reconsiders the notion of context and its challenges for linguistics from different theoretical and empirical angles. Part I offers insights into a wide range of current approaches to context, including theoretical pragmatics, neurolinguistics, clinical pragmatics, interactional linguistics, and psycholinguistics. Part II presents new empirical findings on the role of context from case studies on idioms, unarticulated constituents, argument linking, and numerically-quantified expressions. Bringing together different theoretical frameworks, the volume provides thought-provoking discussions of how the notion of context can be understood, modeled, and implemented in linguistics. It is essential for researchers interested in theoretical and applied linguistics, the semantics/pragmatics interface, and experimental pragmatics.
Rethinking Context
The last decade has seen a fundamental rethinking of the concept of context. Rather than functioning solely as a constraint on linguistic performance, context is now also analysed as a product of language use. In this new perspective, language and context are seen as interactively achieved phenomena, rather than predefined sets of forms and contents. The essays in this collection, written by many of the leading figures in the social sciences, critically reexamine the concept of context from a variety of different angles and propose new ways of thinking about it with reference to specific human activities such as face-to-face interaction, radio talk, medical diagnosis, political encounters an...
Language and Linguistics in Context
Taking a sociocultural and educational approach, Language and Linguistics in Context: Readings and Applications for Teachers: *introduces basic linguistic concepts and current perspectives on language acquisition; *considers the role of linguistic change (especially in English) in the politics of language; *acknowledges the role of linguists in current policies involving language; *offers insights into the relationship between the structure of language systems and first- and second-language acquisition; the study of language across culture, class, race, gender, and ethnicity; and between language study and literacy and education; and *provides readers with a basis for understanding current e...
Text and Context in Functional Linguistics
The shift towards a sociolinguistic approach to the analysis of language in the last few decades has necessitated new definitions for a number of concepts that linguists have taken for granted for a long time. This volume attempts to demystify the important notions of ‘text’ and ‘context’ by providing clear definitions and examples within the assumptions of Systemic Functional (SF) linguistics. After a discussion of the role and significance of context by three eminent SF linguists in section one, the influence of context on text is dealt with in section two ‘From Context to Language’. Section three ‘From Language to Context’ considers textual features and their relationship to contextual factors. All the contributors base their analyses on data collected from a variety of spoken and written registers of contemporary English.
Language and Context
Language and Context breaks new ground in our understanding of the relationship between register, genre and context. Leckie-Tarry argues convincingly and engagingly for a functional theory of language which specifies register in terms of contextual and linguistic features, and which suggests a discursive relationship between the two. Moving beyond the limits of much of today's theory, this accessible volume develops a theoretical understanding of the relationship between text, context, langage function and linguistic form. Helen Leckie-Tarry, a specialist in the area of 'register and applied linguistics', died in 1991, aged 49. Although she had finished a large part of this work, her notes and draft chapters have been extensively edited by Professor David Birch. David Birch is currently Professor of Communication and media Studies at Central Queensland University, Australia, and previously taught at Murdoch University, Western Australia, and the National University of Singapore.
Context and Contexts
Based on papers from the IPrA Conference, which was held in Melbourne in 2009.
Context and Communication
Context and Communication provides an introduction to a central theme in the study of language: the idea that what we say (or ask, or think) depends on the context of speech and thought. It explores key data, questions, concepts, and theories of context sensitivity, and is written to be accessible to those with no prior knowledge of the subject.
Context and Culture in Language Teaching
"This book takes cultural knowledge in language learning not only as a necessary aspect of communicative competence, but as an educational objective in its own right. If the aim of foreign language education is to foster cross-cultural awareness and self-realization, language pedagogy needs to come to grips with a range of fundamental issues: what do we mean by cultural context? Can discourse practices be taught like rules of grammar? What role does literature play in the development of second language literacy? How can learners acquire both an insider's and an outsider's understanding of the foreign culture as expressed through its language? By exploring these and other issues, the book can help language teachers reflect on their profession and place it within its larger societal and educational context. In turn, they can help learners become not only skilful users of the language, but also active architects of a new cross-cultural world order.".
The Contextualization of Language
This volume suggests a novel treatment of context in the analysis of everyday interaction. On a theoretical level, it advocates a switch of focus from 'context' as a preestablished, monolithic category which constringes co-participants' verbal and nonverbal behaviour, to an active notion of 'contextualization' in order to make oneself understood, participants have to establish and maintain those shared contextual frames which in turn are relevant to the local interpretation of their verbal and nonverbal activities. On an empirical level, the volume contains exemplary analyses that show how participants employ 'contextualization cues' of prosodic (rhythm, intonation, tempo, etc.) or nonverbal (gaze, gesture, etc.) nature in order to 'achieve context'.The volume is also an appraisal of the theory of contextualization developed by John Gumperz. In their contributions, researchers from various schools of research, such as conversation analysis, micro-ethnography, phonetics/phonology and metapragmatics, relate their work to this theory.
