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Rapid changes in communication channels, tools, and conventions of interaction over the last two decades have paved the way for increasingly digital learning environments. In second language (L2) education, shifts toward digital learning and teaching were intensified during the pandemic and many such formats are here to stay. At the same time, a growing interest in socially oriented pedagogies in L2 learning and teaching is prompting many L2 researchers and practitioners to investigate new research areas and explore post-communicative language teaching pedagogies that engage learners more deeply with cultural texts, using a range of semiotic and linguistic resources. Digital Social Reading (DSR) is a pedagogical approach that affords technology-mediated collaborative reading, where texts are read through a digital platform that allows two or more readers to highlight the same virtual copy of a text and discuss it through a digital interface that affords synchronous or asynchronous margin dialogues anchored in specific passages. This book offers empirical studies demonstrating how DSR can foster-and illuminate-learner interactions that mediate learning, and also work that focuses on language teaching perspectives in DSR environments, including task design and assessment issues.

Accesibilidad, traducción y nuevas tecnologías es un volumen académico esencial en el que se presentan nueve interesantes artículos escritos por expertos en los campos de la accesibilidad y la traducción. Esta completa colección ofrece análisis académicos rigurosos y perspectivas innovadoras sobre la lectura fácil, la accesibilidad lingüística legal, los enfoques educativos del subtitulado para el público sordo y con discapacidad auditiva y la intertextualidad en la audiodescripción. Cada artículo ofrece una exploración en profundidad y soluciones prácticas, lo que convierte a este volumen en un recurso inestimable para investigadores, profesionales y estudiantes, preparado para hacer avanzar significativamente el mundo académico y la práctica en estos ámbitos dinámicos e interrelacionados. This is a scholarly volume featuring nine insightful articles authored by experts in the fields of accessibility and translation. This comprehensive collection offers rigorous academic analyses and innovative perspectives on easy reading, legal linguistic accessibility, educational approaches to subtitling for Deaf and Hard-of-Hearing audiences, and intertextuality in audio description. Each article provides in-depth exploration and practical solutions, making this volume an invaluable resource for researchers, practitioners, and students, poised to significantly advance academic and practice in these dynamic and interrelated domains.

La integración de la pronunciación en el aula de ELE es una obra colectiva de 23 especialistas que abordan la enseñanza de la pronunciación del español como lengua adicional desde distintas perspectivas con el fin de enriquecer su didáctica. El objetivo es mostrar que la pronunciación encuentra su lugar en el aula de lenguas integrada con los contenidos y destrezas presentes en la enseñanza de idiomas, desde la ortografía, el léxico y la gramática hasta la pragmática y las actividades comunicativas de la lengua. Este libro incluye, además, diversas consideraciones sobre metodología de enseñanza, evaluación, tecnología y factores sociales y afectivos que interactúan con el aprendizaje de la pronunciación del español. Todos los capítulos ofrecen una panorámica de su área de especialidad que contiene la investigación más reciente sobre pronunciación junto con recomendaciones de buenas prácticas docentes para llevar al aula de ELE, estableciendo un fructífero puente entre los estudios sobre este tema y la didáctica del español. This is a collective work by 23 specialists that addresses the teaching of Spanish pronunciation as an additional language from various perspectives to enhance its instruction. The aim is to show that pronunciation belongs in the language classroom, integrated with the content and skills present in language teaching, from spelling, vocabulary, and grammar to pragmatics and communicative activities. Furthermore, the book includes considerations on teaching methodology, assessment, technology, and social and affective factors that influence the learning of Spanish pronunciation. Each chapter offers an overview of its area of expertise, containing the latest research on pronunciation along with recommendations for best teaching practices in the ELE classroom, establishing a valuable bridge between studies on this subject and the didactics of Spanish.

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.

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 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.

Contemporary schools are enlivened by a multitude of children with rather disparate linguistic, cultural, and socioeconomic backgrounds. These children spend most of their school hours in interaction with other children, engaging in multifarious activities (conflict, gossip, play, humor, task-related activities) that gradually come to constitute the local culture and social organization of their peer group. The book illustrates the multimodal and sequential organization of these mundane peer choreographies, describing the resources through which children co-ordinate their social actions in the complex linguistic and socio-material landscape of diverse classrooms. Moving beyond the focus on teacher-led socialization in previous literature, the analyses shed light on the relevance of everyday peer practices to the negotiation of children's social roles and identities and to their overall developmental trajectories in the community. The volume adopts an interdisciplinary perspective and addresses scholars from different academic fields, including sociology, linguistics, anthropology, social and developmental psychology, and education.

This book contributes to the discussion of challenges faced in different areas of corpus linguistics, namely the compilation, annotation, and analysis of linguistic corpora. In a field of growing corpus sizes and expanding possibilities of gathering data, some old issues persist, while at the same time new problems have emerged. As the compilation and study of language corpora gets increasingly sophisticated and complex, continuous attention on ways of dealing with the data in question and challenges in text selection and interpretation is needed. The contributions to this volume address problems relating to a variety of areas in corpus linguistic study, including corpus annotation, data variability, learner language, social media texts, and database utilization. The authors provide critical overviews and research-based analyses, discuss the nature of some of the common pitfalls, and offer solutions to existing problems.

The volume aims to advance understanding of argumentative practices in different communicative contexts, with special regard for those with heightened public resonance: politics, media, and public debate in general. Furthermore, it intends to explore the linguistic aspects of argumentation, including both explicit codification, with the related issue of indicators, and the activation of implicit meanings. Bringing together different paradigms to account for the relations between contextual factors and discourse realizations, the contributions articulate around three foci, placing emphasis on one or more of them: the communicative purpose within a given genre or activity type; the argumentative and linguistic features of the investigated discourses, among which prototypical patterns, argumentative styles, and implicit meanings; the assessment of argumentation quality and strategies to cope with illegitimate practices.

An overview of Yugoslav contributions to the theoretical study of literature, this work presents works of nearly 50 writers ranging from the 16th century to the present. Featuring theorists from the Baroque to Surrealism, it includes coverage of thematics, poetics, narratology and metrics.

Part of a two-volume overview of Yugoslav contributions to the theoretical study of literature, this work presents contemporary studies. There are sections on poetics, literary semiology, thematics, narratology, stylistics, metrics, literary genology, text mediation and reception theory.

At a time when we have all lived through profound and unexpected disruptions to our shared spaces, routines, economies, societies, and work-lives, this book considers the nature and implications of rupture, the commons, and their conjoining. Addressing rupture and disruption through the lens of literary and cultural studies, this volume traverses genres - film, fiction, theatre, poetry, and the graphic novel - and continents, and addresses histories and identities as ecologies. The focus is resolutely contemporary, with nearly all of the texts being analyzed produced within the last decade. Beginning with the history of, and debates about, Garrett Hardin's famous "tragedy of the commons," Ruptured Commons engages with texts and cultures of disaster wherein artistic expression becomes a form of protest and a path to change. This collection both critically examines our arrival at and understanding of this moment, and explores diverse, and hopeful, visions for the future embedded within contemporary culture.

Literary drafts are a constant in literatures of all ages and linguistic areas, and yet their role in writing processes in various traditions has seldom been the subject of systematic comparative scrutiny. In 38 chapters written by leading experts in many different fields, this book charts a comparative history of the literary draft in Europe and beyond. It is organised according to eight categories of comparison distributed over the volume's two parts, devoted respectively to 'Text' (i.e. the textual aspects of creative processes) and 'Beyond Text' (i.e. aspects of creative processes that are not necessarily textual). Across geographical, temporal, linguistic, generic and media boundaries, to name but a few, this book uncovers idiosyncrasies and parallels in the surviving traces of human creativity while drawing the reader's attention to the materiality of literary drafts and the ephemerality of the writing process they capture.

This book provides a comprehensive description of the situational and linguistic characteristics of undergraduate student writing, considering both assignment type and discipline. Drawing on a corpus of more than 900 undergraduate student assignments from four disciplinary groups (Arts and Humanities, Social Sciences, Physical Sciences, and Life Sciences), the book combines corpus-based analyses of linguistic features with analyses of communicative purposes and text characteristics. Variation in University Writing takes a new approach to register variation by grouping assignments by their communicative purpose (to argue, to explain, to compare, to describe, to narrate a personal event, to give a procedural recount, to give personal advice, and to propose), rather than register categories. A multidimensional analysis provides a detailed description of the linguistic patterns of undergraduate writing. The findings presented in this book will be of interest to teachers of writing, instructors of English for Academic Purposes (EAP), and researchers of university writing.

This book offers a fresh perspective on how natural languages encode grammatical relations, by delving into the interplay between oblique cases, adpositions, serial verbs, and applicatives. This book reveals, through a series of case studies, the pervasive role of the 'inclusion' relator across diverse linguistic contexts. Departing from traditional views that obliques lack interpretive content, this work presents a unified conceptual framework of relations in grammar. Drawing on minimalist principles, the book posits a preeminence of the lexicon in syntactic projection, shedding light on the underlying ontology of language. By exploring cross-categorial variation and syncretism, it outlines an inventory of primitives shaping morpho-syntactic derivations.

This book challenges several assumptions commonly encountered in Japanese dialectology: that the pitch-accent analysis of modern Tokyo Japanese is an appropriate basis for describing the suprasegmental phonology of other dialects and earlier stages of Japanese; that the Kyoto-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-Ryukyuan; 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.

This book is an attempt to revisit the main specifically corpus-linguistic statistics/measures the field has been relying on for decades: frequency, dispersion, association, and keyness. The book first discusses the purpose of these measures and how they have been measured. Then, the book makes three main proposals: First, that many measures of dispersion, association, and keyness are too confounded with frequency and how to 'take frequency out of them' to obtain conceptually cleaner and more interpretable measures. Second, that many existing measures can be replaced by the simple information-theoretic measure of the Kullback-Leibler divergence and that it, too, can have frequency 'removed' from it. Third, that corpus linguistics should abandon the tradition of trying to describe its findings with a single number and adopt a tupleization approach instead, where we use several separate dimensions of information for description and interpretation. The book is written in an informal, hands-on style and comes with its own R package featuring functions, example data, and several thousand lines of code exemplifying all applications.

This volume aims to stretch the boundaries of text and discourse linguistics, exploring organization and structuring in discourse across a variety of communication forms, from written to spoken to visual, in old and new media. It presents a collection of case studies ranging in focus from the micro-level discourse functions of pronouns and emojis, to the macro-level structure of online interaction, all from their different perspectives drawing inspiration from the notion of text as structure and process. In a world of proliferating media and discourse types, the papers collected here reflect the latest scholarship in text and discourse studies, highlighting the value of combining multiple approaches and suggesting future directions and possibilities for research. Structures in Discourse will be of interest to students and researchers in pragmatics, discourse analysis, media studies and digitally mediated communication.

Legal translation is hallmarked by peculiarities revolving around language intricacies, particular formulae, and system-specificity issues. At present, there is a spectrum of legal corpora dedicated to court-related topics and legislation, but there is no corpus composed of private legal documents such as contracts and agreements. This book wishes to bridge this gap by providing English-Italian comparable corpora related to the domain of (general) terms and conditions of service, together with a model for their use in the translation classroom. It offers a novel contribution to the scientific community as it makes corpora of private legal documents available for consultation. In addition, it shows that legal corpora built by following rigorous methods can become reliable tools in translator training and, most likely, in translation practice. This book is for students in Translation Studies, professional translators, researchers and scholars in legal language and legal translation, as well as legal practitioners and lawyers.

This book presents three major hypotheses concerning the development of fricatives in Gothic. First, Gothic introduced aspiration or a phonological feature [spread glottis] to the fricative system. Second, this acquisition of aspirated fricatives should be explained as a contact-induced change. Specifically, a Gothic/Greek bilingual community may be held responsible for initiating and diffusing the contact change. Third, I claim that this contact-driven featural enrichment prompted an array of radical restructurings of fricatives in their phonological and morphological organizations in Gothic, notably the occurrence of Final Devoicing in contrast to the nonoccurrence of medial voicing, the elimination of Verner's Law effects in strong verbs, the operation of Thurneysen's Law, and the apparently irregular split of PGmc. */fl-/ to Go. /fl-/ and /þl-/. Thus, privileged by a Lower Danube community largely composed of Greek/Gothic bilinguals, this cluster of mid-fourth-century innovations came to define the phonological and morphological identities of Biblical Gothic.

This collection of original papers illustrates recent trends and new perspectives for future research in Interactional Linguistics (IL). Since the research program was started around the turn of the century, it has prospered internationally. Recently, however, new developments have opened up new perspectives for interactional linguistic research. IL continues to study the details of talk in social interaction, with a focus on linguistic resources and structures of verbal and vocal interaction in bodily-visible interactional settings. Increasingly, though, it embraces methods supported by new technology and broadens its data and research questions to applications in teaching, therapy, etc. The volume comprises three parts with 14 contributions: (1) Studying linguistic resources in social interaction; (2) Studying linguistic resources in embodied social interaction; and (3) Studying social interaction in institutional contexts and involving speakers with specific proficiencies.

The research presented in this volume covers first language acquisition, second language acquisition, language heritage and language impairment. Papers in this collection use a variety of experimental methods, such as eye-tracking, elicitation tasks, production tasks administered off-line and untimed, transcriptions of spontaneous speech, production elicitation, Truth Value Judgement tasks, standardized tests and multiple choice tasks. The studies included in this book try to cover most of the methods used in first and second language acquisition in typical and atypical populations. This book will be useful for linguists, speech therapists, and psycholinguists working on first, second and impaired language acquisition.

Transformative Reading belongs to a growing tradition of studies investigating the functions of aesthetic experiences in our lives. Philosophers, literary theorists, and psychologists have suggested that aesthetic experiences implicate and develop our sense of ourselves. Literary texts, as one such experience, challenge readers and extend their imagination by means of complex or deviating plots. Reading literary narrative fiction helps readers develop imaginary selves in a safe way, enhancing their theory of mind. It might also contribute to the development of readers' interpersonal competencies and foster pro-sociality, altruistic behaviour, and empathy. This book uses empirical research methods to focus on the processes of literary reading, revealing two pathways for the transformative powers of literature. It also reveals how an understanding of these pathways might be beneficial in educational settings - in schools, in the workplace, and in medical contexts.

This book presents the first in-depth investigation of modality in Galician linguistics, offering a theoretical discussion of modal categories and a fine-grained description of epistemic adverbs. The first half of the monograph deconstructs the most relevant approaches to modal categories and shows how the traditional concept of modality is a problematic notion, how it relates to other concepts such as evidentiality and mitigation, and how it ought to be conceived of in order to become a more useful instrument for linguistic analysis. A new way of understanding modality is explored and illustrated through Galician examples. The second half of the book zooms in on six epistemic adverbs, which are exhaustively studied from both a formal and a functional perspective. Combining a quantitative and a qualitative perspective, the book shows that adverbs make up a rich semantic scale and establishes several factors that condition their occurrence in discourse, challenging previous conceptions of this grammatical domain.

This book addresses the problems and challenges of studying the discourse of danger cross-linguistically and cross-culturally, and proposes the cultural pragmatics of danger as a new field of inquiry. Detailed case studies of several linguacultures include Arabic, Chinese, Danish, German, English, Japanese and Spanish. Focusing on global and local contexts surrounding "living in dangerous times", this book showcases how the new model of cultural pragmatics can be used to illuminate cultural meanings in discourse. Unlike the universalist approaches to pragmatics, cultural pragmatics focuses on understanding the linguacultural logics of discourse, and in the case of "danger", the multiple cultural logics around which the themes and domains of "danger" revolve. The approach makes use of natural semantic metalanguage (NSM) as its principal analytical tool, and concepts such as "cultural keywords" and "cultural scripts" figure prominently as bearers of culture-specific meanings. The book will be of interest to students of pragmatics and discourse studies, researchers in cultural and cognitive semantics, anthropological linguistics, global humanities, political rhetoric and environmental studies, as well as linguists working in applied areas, such as risk and disaster studies, crisis and emergency communication.

This monograph explores the diverse sociopragmatic functions and meanings of humorous discourse in various online contexts affecting its use. To this end, an analytical model is proposed which takes into consideration the aspects of context which are relevant to the production and reception of humor, and hence to its sociopragmatic analysis. The model is employed for addressing research questions such as the following: Why may an utterance/text be intended and perceived as humorous by some speakers and fail for others? How and why may speakers attempt to regulate language use through humor? Why and how may the same humorous utterance/text engender diverse and contradictory interpretations? How do speakers create social groups and project social identities through humor? How could the sociopragmatic analysis of humor form the basis for teaching about humor within a critical literacy framework?