Linguistics Books

Book SynopsisThis volume contains the contents of George Kiraz's catalogue of over 1300 people and places related to the Syriac tradition, expanded to include Latin names and citations as well as references to the Gorgias Encyclopedic Dictionary of the Syriac Heritage.

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Book SynopsisTable of ContentsAcknowledgements Contributors List of Maps List of Tables List of Abbreviations Introduction, John McKenny 1. Historical Perspectives on the Development of English, Paul Cavill 2. Englishes of London and the Southeast of England, Joanna Ryfa 3. Yorkshire English, Barry J. H. Rawling 4. North East Dialect, the late Bill Griffiths 5. West Midlands English, Steve Thorne 6. South West English, Susanne Wagner 7. English in Scotland, John Corbett and Jane Stuart-Smith 8. North West English, Phillip Tipton 9. English in Wales, Heli Paulasto 10. English in Ireland, John Wilson and Sharon Millar 11. The Isle of Man, Andrew Hamer 12. English in Orkney and Shetland Islands, Klaske van Leyden 13. English in the Channel Islands, Heinrich Ramish Index

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Book SynopsisAnalyses how teacher identities and power relationships are oriented to and made relevant in social interaction.

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Book SynopsisA beginner's guide to the corpus analysis of style in texts

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Book SynopsisLaurie Bauer has expertly crafted a compendium of essential things for linguistics students to know.

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Book SynopsisIn a first phase of the project, I obtained drawings of the six different building types treated in this book from more than 100 children aged 3-12 years in Turkey during a stay there as part of the faculty of Architecture of the Karadeniz Technical University in Trabzon under the auspices of the UN ESCO/UNDP program TUR/75/012.Table of ContentsI. The Development of Intelligence and Drawing Ability in Children.- 1. Introduction.- 2. Developmental Semiotics.- 3. The Mental Image.- 4. Drawing Development.- 5. Drawing in Nursery School.- 6. Grapheme Development.- II. Children’s Drawings of Buildings.- 7. Introduction to the Study of Children’s Drawings of Buildings.- 8. Methods of the Central Study.- 9. Results of the Central Study.- 10. Discussion of the Results.- References.

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Book SynopsisI try to leave out the parts that people skip. Elmore Leonard This book is all about writing: it is both a practical and a personal account. When you write a book like this you put yourself on the line: you run the risk of people reading what you have written and saying 'he's saying one thing and doing another'. You stand to break the rules that you set up - quite badly. That is probably not such a terrible thing; besides, that should be part of the process of using this book. As you read it, notice when rules are broken. Check the phrasing, the sentence and paragraph construction, and see whether or not I have stuck to the rules. Then see whether or not the rules would have improved the passage in question. Begin to read books as much for their style, layout and general format as for their con­ tent. If you are going to write, you need to see plenty of examples of all of these things - good, bad and indifferent. to write for some time but was always This is a book I have wanted nervous of writing, so here it is: an introduction to some of the ways and means of writing. lt is, as I say, personal; I hope it will be useful. A word about sexism and the writing process. I find the use of 'his or her' and its variants clumsy.

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Book SynopsisThinking Through Questions is an accessible and compact guide to the art of questioning, covering both the use and abuse of questions. Animated by wide-ranging and engaging exercises and examples, the book helps students deepen their understanding of how questions work and what questions do, and builds the skills needed to ask better questions. Cowritten by two of today's leading philosopher-teachers, Thinking Through Questions is specifically designed to complement, connect, and motivate today’s standard curricula, especially for classes in critical thinking, philosophical questioning, and creative problem- solving (called here "expansive questioning"). Offering students a wide and appreciative look at questions and questioning, this small book will also appeal to faculty and students across the disciplines: in college writing courses, creativity workshops, education schools, introductions to college thinking, design thinking projects, and humanities and thinking classes. Open-ended, creative, and critically self-possessed thinking is its constant theme—what field doesn’t need more of that?Trade Review"This small book holds big value for teachers of philosophy and teachers of critical thinking in any discipline. If you want your students to be more ‘curious, critical, exploratory, and creative,’ this book will serve well as a supplementary or core text. It offers appreciation for the power of questioning, opportunities to identify types of questions, and practice in questioning skills. The authors, both recognized as master teachers, bring their own considerable pedagogical experience and engaging style to encouraging better questioning in all of us." —Donna Engelmann, Alverno College"Highly accessible, Thinking Through Questions guides students to greater freedom regarding how, why, when, and when not to ask or answer critical, expansive, and philosophical questions. It is an especially good choice for courses where critical thinking figures prominently, both because of its content and because of the practice exercises it contains. But more fundamentally, this book leaves readers more able to resist coercive questions, reconfigure false dilemmas, question more creatively, and diagnose embedded philosophical and other assumptions. It teaches how to profitably answer questions, do valuable things with questions other than answer them, ask better questions, and liberate oneself from cognitive traps many questions set." —David Concepción, professor of philosophy, Ball State University"Thinking Through Questions can be put to many good uses in the classroom. Weston and Bloch-Schulman have done an admirable job of creating a text which embodies a novel approach to the numerous pedagogical situations instructors might find themselves in across the academy, especially in humanities courses and any course centered on critical reasoning and writing." —Michael Gifford, Arizona State University, in Teaching Philosophy

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Book SynopsisA new approach to training and evaluating world languages online instructors The rapid growth in online world language programs in the United States coupled with the widespread implementation of virtual teaching in response to COVID-19 have pushed the field to reconceive instruction. Virtual learning creates unique challenges for instructors, who need to ensure that their students have adequate interaction with their peers, their professor, and native speakers of the language. Even with a growing demand for online language courses, there are few tools that evaluate the training and assessment of online language instructors. In Online World Language Instruction Training and Assessment, authors Carmen King Ramírez, Barbara A. Lafford, and James E. Wermers fill that gap, providing a critical pedagogical approach to computer-assisted language learning (CALL) teacher education (CTE). By combining best CTE training and evaluation practices with assessment tools, the authors explain how teachers can integrate technology to build successful online programs. Their ecological, holistic approach addresses all facets of learning online—including pressing challenges of moving courses online, teacher training, developing core competencies and skills, instructions for assessment and self-evaluation, goal setting, and the normalization of critical CTE practices in an increasingly digital environment. The authors propose new solutions to teacher training challenges, providing extensive rubrics and tools that can equitably assess online language instructor skills, the training they receive, the assessment process they undergo, and the instruments used for instructor assessment. A list of CALL and CTE resources (available on the Press’s website) further supports readers’ successful adaptation to an everchanging learning environment.Table of ContentsIntroduction 1. The Challenges of Moving Online 2. CALL Teacher Education for Online Environments 3. Online Language Instructor Training Challenges and Strategies 4. Core Competencies and Skills for Online Language Instructors 5. Online Language Instructor Assessment 6. Instruments for the Assessment of Online Language Instructors 7. Self-Evaluation Practices in Formative Assessment 8. The Mentoring Relationship in Formative Assessment Processes 9. Debriefing and Goal Setting in Instructor Assessment 10. An Ecological Approach to the Normalization of a Critical CTE Appendix A: Checklists for Online Language Instructor Training and Assessment Appendix B: Rubrics for Evaluation of Online Language Instructor Training and Assessment Appendix C: Online Language Instructor Student Evaluation Rubric and Modular Rubric Bibliography Glossary

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Book SynopsisIn Making Sense of Metaphors and Other Tropes, veteran literary scholar David Reid examines figures of speech, arguing that figures of speech in prose and poetry, literature and talk, make sense as turns of rhetoric by means of their energeia (vividness, radiance, éclat). Reid analyzes figures from Homer to literary giants of the twentieth century, mostly drawn from poetry, but also from prose and colloquial turns of phrase. Making Sense of Metaphors will delight all those who enjoy literature and good talk, and make them think about what so takes their fancy.The book’s case for the centrality of energeia will also command the interest of philosophers, linguists, and theorists of poetry, not least for the objections it raises to some of their favorite lines of thought. The book concludes with an examination of transference of agency, an effect of many tropes. Although transference of agency reorders our ideas, the argument of the book is that agency falls under the rule of rhetoric, a forceful expressing of an idea rather than a means of arriving at one — a process of speech, not a fundamental shape of understanding or trick of mind.

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Book SynopsisWith the expansion of online language learning opportunities, language teachers and learners are presented with an increasingly diverse range of tools to facilitate language learning in various contexts. However, CALL researchers and practitioners often have limited knowledge about the effectiveness of online language learning primarily due to a lack of research on online language learning outcomes and on valid assessment measures. Despite the challenges in assessing language learning online, the editors of this volume believe the wide range of online language learning opportunities has brought new tools and methods to both strengthen assessment and inform pedagogical decisions in online language teaching. In terms of assessment, technology first provides researchers and practitioners with more options to document learners' language use in different contexts and their progress over time. The instances of learners' actual use of language will complement any achievement and proficiency measures of language learning outcomes. Moreover, the use of technology motivates researchers and practitioners to re-conceptualize assessment of online language learning. More importantly, technologies make it possible for the assessment to be incorporated for the purpose of learning (e.g., adaptive learning) and teaching (e.g., technology-mediated dynamic assessment and teacher intervention). Assessment Across Online Language Education examines these challenges emerged in online language teaching and learning, explores the new opportunities for language teachers and learners, and provides suggestions for future research on assessment and learning in online language education.Table of ContentsINTRODUCTION 1. The Online Language Learning Imperative: Maximizing Assessment Practices to Ensure Student Success Stephanie Link and Jinrong Li PART ONE: ASSESSING LEARNER PROGRESS AND DEVELOPMENT 2. Assessing Language and Intercultural Learning during Telecollaboration Senta Goertler, Michigan State University, Theresa Schenker, Yale University, Carly Lesoski, Michigan State University, and Sonja Brunsmeier, University of Education, Freiburg 3. Assessing the Effect of Pedagogical Interventions on Success Rates and Students' Perceptions of Connectedness Online Victoria Russell, Valdosta State University 4. Language MOOCs: Assessing Student Knowledge and Comprehension of Clinical Terminology Carrie Demmans Epp, University of Pittsburgh, Rae Mancilla, University of Pittsburgh, and Valerie Swigart, University of Pittsburgh PART TWO: ASSESSING ONLINE TEACHERS 5. Issues and Challenges in the Assessment of Online Language Teacher Performance Barbara Lafford, Arizona State University, Carmen King de Ramirez, University of Arizona, and James Wermers, Arizona State University 6. Evaluating Teacher Tech Literacies Using an Argument-based Approach Jesse Gleason, Southern Connecticut State University, and Elena Schmitt, Southern Connecticut State University 7. The Transition from Face-to-face Teacher to Online Course Developer David Donnarumma, BPP University, and Sarah Hamilton, BPP University PART THREE: ASSESSMENT TOOLS FOR ONLINE ENVIRONMENTS 8. Innovative Implementation of a Web-Based Rating System for Individualizing Online English Speaking Instruction Hyejin Yang, Iowa State University, and Elena Cotos, Iowa State University 9. A Systematic Approach to Vetting Reading Comprehension Items for Inclusion in Cloud-based Assessments Fabiana MacMillan, Rosetta Stone 10. The Lingo of Language Learning Startups: Congruency Between Claims, Affordances, and SLA Theory Gabriel Guillen, Middlebury Institute of International Studies, Thor Sawin, Middlebury Institute of International Studies, and Sarah Springer, Independent Scholar PART FOUR: FUTURE DIRECTIONS FOR ONLINE LANGUAGE ASSESSMENT 11. Toward Technology-enhanced Alternative Assessment for Online Language Education Zhi Li, Paragon Testing Enterprises, BC, Canada, and Stephanie Link 12. Argument-based Approach to Validation in Online Language Education Erik Voss, Northeastern University

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Book SynopsisA Short Introduction to the Study of Language provides an accessible and up-to-date invitation to key concepts of modern language study. Readers gain awareness of the scientific approach to language through examination of varied topics of current research interest. The book explores the following issues: How are young children, who have limited general cognitive capability, able to automatically pick up and use any language that is in their environment, quickly, easily and without effort? Do other animals have language - what about the complex communication systems of apes, bees and cephalods? What happens when an individual is raised in an environment in which they are not exposed to language? Are some languages simpler than others - do some languages lack grammar? Is English getting worse over time, and is there one "correct" way to speak English? This book introduces readers to work that linguists are engaged in today which explores these questions, and sheds light on a number of widespread myths and misconceptions about language.Table of Contents1. What is Language? 2. Language and Other Animal Communication Systems 3. Teaching Human Language to Apes 4. Language Learning 5. Experiments in Language Acquisition 6. Abnormal Language 7. Bilingualism 8. Are there Primitive Languages? 9. Non-Standard Dialects

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Book SynopsisChallenging the boundaries of linguistics as a field, and transgressing the limitations of genre in writing about language, this book explores the possibilities of what the authors call a hospitable linguistics'. It represents a crucial intervention in attempts to fashion a more integrative, responsible and respectful linguistics.

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Book SynopsisThe Seminar for Arabian Studies is the principal international academic forum for research on the Arabian Peninsula. First convened in 1968, it is the only annual academic event for the study of the Arabian Peninsula that brings together researchers from all over the world to present and discuss current fieldwork and the latest research. The Seminar covers an extensive range of diverse subjects that include anthropology, archaeology, architecture, art, epigraphy, ethnography, history, language, linguistics, literature, numismatics, theology, and more besides, from the earliest times to the present day or, in the fields of political and social history, to around the end of the Ottoman Empire (1922). The Seminar meets for three days each year, with an ever-increasing number of participants coming from around the globe to attend. In 2018 the fifty-second meeting took place, in which fifty-seven papers and posters were presented in London at the British Museum, where this prestigious event has been hosted since 2002.Table of ContentsIn memoriam Paolo M. Costa, 1932–2019 A documentation of Old Jiddah’s Ottoman arbiṭah: selected case studies (poster) – by Hidaya M. Abbas Initial results of a research programme on Iron Age II pottery production in the al Ḥajar mountains: compositional analyses of pottery vessels used in a domestic context, in a reception building and in a ritual area at Masāfī (Fujairah, UAE) – by Anne Benoist, Sophie Méry, Steven Karacic, Maël Crépy, Louise Purdue & Sophie Costa An overview of the latest prehistoric research in Qumayrah Valley, Sultanate of Oman (poster) (Białowarczuk & Szymczak) [Open Access: Download] Pottery from al-Zubārah, Qatar: reference collection and ware typology – by Agnieszka Magdalena Bystron Production and provenance of Gulf wares unearthed in the Old Doha Rescue Excavations Project – by José C. Carvajal López, Marcella Giobbe, Elizabeth Adeyemo, Myrto Georgakopoulou, Robert Carter, Ferhan Sakal, Alice Bianchi & Faisal Al-Na’īmī Sultanate of Oman (seasons 2016–2018): insights on cultural interaction and long-distance trade – by Maurizio Cattani, Jonathan Mark Kenoyer, Dennys Frenez, Randall W. Law & Sophie Méry Al-Khutm Project 2017/2018: a Bronze Age monumental tower (Bat, Oman) – by Enzo Cocca, Giacomo Vinci, Maurizio Cattani, Alessandro Armigliato, Antonio Di Michele, Marco Bianchi & Ilenia Gennuso The Late Iron Age of central Oman (c.300 BC–AD 300) — new insights from Salūt – by Michele Degli Esposti, Enrica Tagliamonte, Marzia Sasso & Philip Ramorino The Bronze Age cultural landscape of Wādī al-Zahaimi – by Bleda S. Düring, Samatar A. Botan, Eric Olijdam & Jordy H.J.M. Aal New project on Islamic ceramics from al-Balīd: chronology, technology, tradition, and provenance – by Agnese Fusaro Triliths, the stone monuments of southern Arabia: preliminary results and a path towards interpretation – by Roman Garba The gendered household: making space for women in the study of Islamic archaeology in Qatar (poster) – by Elizabeth R. Hicks The Palaeolithic of the northern Red Sea — new investigations in Tabuk and Al-Jawf provinces, Saudi Arabia – by Robyn H. Inglis, Anthony Sinclair, Abdullah Alsharekh, Christopher Scott & Dhaifullah Al Otaibi Variation in the Dadanitic inscriptions: the case of RḌY – by Fokelien Kootstra Modern South Arabian material from the diaries of Eduard Glaser – by Anton Kungl The necropolis of Thāj (Eastern Province, Saudi Arabia): an archaeological and anthropological approach (poster) – by Marie Laguardia, Olivia Munoz & Jérôme Rohmer ‘The numerous islands of Ichthyophagi’: Neolithic fisheries of Delma Island, Abu Dhabi Emirate (UAE) – by Kevin Lidour & Mark Jonathan Beech Neolithic settlement pattern and environment evolution along the coast of the northern UAE: the case of Umm al-Quwain UAQ36 vs. UAQ2 and Akab shell-middens – by Sophie Méry, Michele Degli Esposti, David Aoustin, Federico Borgi, Claire Gallou, Chantal Leroyer, Kevin Lidour, Susanne Lindauer, Gareth W. Preston & Adrian G. Parker Rhodian amphora trade in Arabia (poster) – by Bruno Overlaet, Patrick Monsieur, Sabah Jasim & Eisa Yousif A Friday Mosque founded in the late first century A.H. at al-Yamāmah: origins and evolution of Islamic religious architecture in Najd – by Jérémie Schiettecatte, Christian Darles & Pierre Siméon The Hafit period at Al-Khashbah, Sultanate of Oman: results of four years of excavations and material studies – by Conrad Schmidt & Stephanie Döpper Early Islamic and Ancient North Arabian graffiti and petroglyphs in Tabūk province — Saudi-Japanese al-Jawf/Tabūk Archaeological Project (JTAP), March 2017 field season (poster) – by Risa Tokunaga, Sumio Fujii & Takuro Adachi Anthropomorphic figurines from Area 2A of Sārūq al-Ḥadīd, Dubai, UAE – by Tatiana Valente, Fernando Contreras, Ahmed Mahmud, Yaaqoub Yousif Ali Al Ali & Mansour Boraik Radwan Karim The origins of the traditional approach towards the jinn of poetic inspiration in tribal Arab culture – by Maxim Yosefi Papers read at the Seminar for Arabian Studies held at the British Museum, London, 3–5 August 2018

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Book SynopsisThe book comprises a selection of papers concerning the general theme of cultural conceptualizations in language. The focus of Part 1, which includes four papers, is on Metaphor and Culture, discussing general as well as language-specific metaphoricity.Part 2, which also includes three papers, is on Cultural Models, dealing with phenomena relating to family and home, nation and kinship, blood, and death in different cultures. Six papers in Part 3, which refers to questions of Identity and Cultural Stereotypes, both in general language and in literature, discuss identity in native and migration contexts and take up motifs of journey and migration, as well as social and cultural stereotypes and prejudice in transforming contexts. Three papers in the last Part 4 of the book, Linguistic Concepts, Meanings, and Interaction, focus on the semantic interpretation of the changes and differences which occur in their intra- as well as inter-linguistic contexts. Table of ContentsCultural metaphors for the nation: conceptualisation of its BODY and/or PERSON.- Why is death the end of the game and what game is it in the first place? – the universality and variation of the LIFE IS A GAME and DEATH IS THE END OF THE GAME metaphors in languages and cultures around the world.- On Patterns of Conceptual Construal in Tok Pisin.- The red pill, unicorns and white knights: cultural symbolism and conceptual metaphor in the jargon of online incel communities.- Iconic nature of board game rules and instructions.- Kazakh Cultural Models of family and home in contrast.- Family networking of bilingual couples: Between shock and acceptance.- Framing the conceptualization of obesity in online Chinese and British quality newspapers: a corpus-assisted study.- From the Theatre-in-the-Round to the Theatre of the Oppressed- a Process of Forming Interaction.- Changes in the Stereotype of Italians in Polish Students of Italian Philology.- The theme of journey in the modern (migration) German literature.- Trans(de)formations- Migrant Traumas in Aga Maksimowska’s Giant.- The ethnos of the Volhynia Germans in the patriotic book Die deutschen Siedlungen in Wolhynien by Alfred Karasek and Kurt Lück, and in the collective volume Das Buch vom großen Treck by Otto Engelhardt Kyffhäuser – from the study of language islands to national socialist propaganda.- Austrian and German identity in contemporary Slavic Osijek.- Can prejudice be overcome with the help of the social ecological model?.- The formal development and the grammaticalization of the verb wollen.- Conceptualizng modality: A case study of Polish modal verbs.- Semantic Compositionality of Compounds in the Cognitive and Construction Grammar Frameworks: A Comparative Study of Korean and Polish Compounds.

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Book SynopsisThis open access book is a timely contribution in presenting recent issues, approaches, and results that are not only central to the highly interdisciplinary field of concept research but also particularly important to newly emergent paradigms and challenges. The contributors present a unique, holistic picture for the understanding and use of concepts from a wide range of fields including cognitive science, linguistics, philosophy, psychology, artificial intelligence, and computer science. The chapters focus on three distinct points of view that lie at the core of concept research: representation, learning, and application. The contributions present a combination of theoretical, experimental, computational, and applied methods that appeal to students and researchers working in these fields.Table of ContentsChapter 1. Introduction (Lucas Bechberger).- Chapter 2. The Geometric Structure of Word (Peter Gärdenfors).- Chapter 3. Aligning between Conceptual Systems Using Internal and External Information (Robert Goldstone).- Chapter 4. Lexical and Structural Divergences between WordNets of Different Languages (Christiane D. Fellbaum).- Chapter 5. Emergence of Grounded Communication and Concepts using Deep Reinforcement Learning (Michael Spranger).- Chapter 6. Prototypes, Theory, Trust: A Multi-Dimensional Model of Concepts And a Computational Approximation (David Schlangen).- Chapter 7. Machine Learning in Conceptual Spaces: Two Learning Processes (Lucas Bechberger).- Chapter 8. On the Evaluation of Conceptual Spaces: Qualitative and Quantitative Approaches (Hadi Banaee).- Chapter 9. Kind formation by Similarity (Helmar Gust).- Chapter 10. Theories about World Representations for the Internet of Things (Michael Färber).- Chapter 11. Effects of semantic specificity in action verb processing (Margit Scheibel).- Chapter 12. Evaluating Semantic CoCreation in Cognitive Representation Models (Stefan Schneider).- Chapter 13. Grounding Abstract Concepts in Action (Paola Vernillo).- Chapter 14. (José V. Hernández-Conde).- Chapter 15. Does the Activation of Motor Information Affect Semantic Processing? (Elisa Scerrati).

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Book SynopsisThe guide was assembled by researchers working on the Decoding Antisemitism project at the Centre for Research on Antisemitism at Technische Universität Berlin, building on existing basic definitions of antisemitism, and drawing on expertise in various fields.

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Book SynopsisTable of ContentsFrontmatter -- Acknowledgments -- Contents -- Introduction: Ekphrasis, Iconotexts, and Intermediality – the State(s) of the Art(s) -- Ekphrasis and Theories of Reading Visual Representations -- Iconolâtrie et iconoclastie de l’écriture libertine -- Ekphrasis as Art Criticism: Diderot and Fragonard’s “Coresus and Callirhoe” -- Ekphrasis and the Mimetic Crisis of Romanticism -- Ecritures de l’image chez Théophile Gautier -- Icono texts: The Eighteenth Century -- Watteau: The Aesthetics of Pleasure -- Sterne and Fragonard: “The Escapades of Death” -- The Harlot, Her Father, and the Parson: Representing and Interpreting Hogarth in the Eighteenth Century -- La mise en scène de la table de travail: poétologie et épistémologie immanentes chez Guillaume-Thomas Raynal et Alexander von Humboldt -- Icono texts: The Nineteenth Century -- The Strategic Withdrawal from Ekphrasis in Jane Austen’s Novels -- Appropriating Botticelli: English Approaches 1860–1890 -- Entering the Museum of Words: Browning’s “My Last Duchess” and Twentieth-Century Ekphrasis -- Oscar Wilde’s “Impression du matin” – an Intermedial Reading -- Iconotexts: Caricature -- Text as Design in Gillray’s Caricature -- The Battle of the Signs: Robert Crumb’s Visual Reading of James Boswell’s “London Journal” -- Bibliography -- List of Illustrations -- Notes on Contributors -- Index -- Colour Plates -- 418-420

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Book SynopsisWriting, reading, and interpretation are acts of human minds, requiring complex cognition at every point. A relatively new field of studies, cognitive linguistics, focuses on how language and cognition are interconnected: Linguistic structures both shape cognitive patterns and are shaped by them. The Cognitive Linguistics in Biblical Interpretation section of the Society of Biblical Literature gathers scholars interested in applying cognitive linguistics to biblical studies, focusing on how language makes meaning, how texts evoke authority, and how contemporary readers interact with ancient texts. This collection of essays represents first fruits from the first six years (2006–2012) of that effort, drawing on cognitive metaphor study, mental spaces and conceptual blending, narrative theory, and cognitive grammar. Contributors include Eve Sweetser, Ellen van Wolde, Hugo Lundhaug and Jesper T. Nielsen.

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Book SynopsisThis volume brings together sixteen in-depth studies of final particles in various languages of the world, offering a rich variety of approaches to this still relatively underresearched class of elements. The volume is of interest to typologists, to experts in syntax and the analysis of spoken language, and to linguists studying the form and function of final particles in single languages. Final particles offers an overview of the different types of final particles found in typologically distinct languages, different methological approaches to the study of final particles, and of typical grammaticalization pathways that these elements have taken in different languages.

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This monographs investigates into the influence of the individual-/stage-level distinction (IL/SL) on order restrictions of multiple prenominal adjectives (AORs). It rejects the restriction regularly postulated—across different research frameworks—that SL-adjectives are being realized farther from the head noun than IL-adjectives, relegating the alleged constraint to an epiphenomenon of more general principles. While formal-theoretic hypotheses on AORs are formulated and put to the test empirically via a large corpus as well as two rating studies, the book also addresses adjective classification, modification patterns, and the IL-SL-debate in general. The preferred prenominal positions of typical SL-adjectives are argued to follow from their nature as absolute-gradable adjectives as well as from the distinction between object- and kind-modification. The empirical studies corroborate these considerations. The book critically discusses and opposes several well-established hypotheses on AORs, sketches a flexible and parsimonious syntax of adjectival modification, and will be of interest to syntacticians and semanticists working on DP-structure, the IL-SL-debate, and adjectival modification

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Book SynopsisWordplay can be seen as a genuine interface phenomenon. It can be found both in everyday communication and in literary texts, and it can fulfil a range of functions – it may be entertaining and comical, it may be used to conceal taboo, and it may influence the way in which the speaker’s character is perceived. Moreover, wordplay also reflects on language and communication: it reveals surprising alternative readings, and emphasizes the phonetic similarity of linguistic signs that also points towards relations on the level of content. Wordplay unravels characteristics of literary language in everyday communication and opens up the possibility to analyze literary texts from a linguistic perspective. The first two volumes of the series The Dynamics of Wordplay therefore aim at bringing together contributions from linguistics and literary studies, focusing on theoretical issues such as basic techniques of wordplay, and its relationship to genres and discourse traditions. These issues are complemented by a series of case studies on the use of wordplay in individual authors and specific historical contexts. The contributions offer a fresh look on the multifaceted dynamics of wordplay in different communicative settings.

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Book SynopsisThis book evaluates whether or not we can decide on the best theory of concepts by appealing to the explanatory results of cognitive science. It undertakes an in-depth analysis of different theories of concepts and of the explanations formulated in cognitive science. As a result, two reasons are provided for thinking that an appeal to cognitive science cannot help to decide on the best theory of concepts.

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Book SynopsisThe book demonstrates that it is possible to study the language faculty with the core scientific method, i.e., by deducing definite predictions from hypotheses and obtaining and replicating experimental results precisely in accordance with the predictions.In light of the "reproducibility crisis" as extensively addressed in recent years in a number of fields, the demonstration that rigorous replication can be obtained in the study of the language faculty in terms of correlational and categorical predictions is particularly significant. While the claim has been made over the years that Chomsky’s research program is meant to be a scientific study of the language faculty, a conceptual and methodological articulation has never been made as to how we can accumulate our knowledge about the language faculty by the basic scientific method, including, most crucially, how exactly we can put our hypotheses to rigorous empirical and experimental test.The book proposes how to do that by providing a conceptual basis for the methodology for language faculty science. The book also offers empirical demonstrations of the viability of the proposed methodology. The experiments were conducted with Japanese and English speakers. Overall, the book explores new directions for the study of the mind.

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Book SynopsisThis is a comprehensive linguistic description of Kunbarlang (Gunbalang), a highly endangered polysynthetic language of northern Australia. Kunbarlang belongs to the non-Pama-Nyungan Gunwinyguan language family and is currently spoken by nearly 40 people. This work draws on elicitations and analysis of narratives from the author's original field work (2015--2018), as well as those from previous recordings. The main areas covered are the sound system, morphology, syntax, and aspects of lexical and constructional semantics. Dictated by the polysynthetic structure of the language and the patterns of its use, the principal focus of the work is the analysis of the verbal complex and the interaction between the verb and other constituents of the clause. The analysis strike a balance between taking into consideration the areal and genetic context, being informed by linguistic typology and theory, yet at the same time remaining data-driven and theory-neutral in the way generalisations are stated. Against the Australian and a broader cross-linguistic background, Kunbarlang possesses remarkable features at all levels of its organisation.

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Book SynopsisNo detailed description available for The concept of identity.

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Book SynopsisThis volume lists, in alphabetical order, all the Latin words that appear in the Vulgate translation of the New Testament and the various ancient Latin translations of the "Apostolic Fathers". Following each Latin word are listed all the Greek words that are attested as translational antecedents, or "Vorlagen", for that Latin word in the Greek New Testament and the Greek Apostolic Fathers. Each Greek word is followed by a numerical marker indicating its page location in a particular Greek concordance of the New Testament or the Apostolic Fathers.Containing approximately 9,000 Latin words and phrases, and approximately 13,800 Greek translational equivalents, the index is sure to be of interest to anyone, including classicists and medievalists, studying Latin texts that were translated or may have been translated from Greek originals.

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Book SynopsisThis book presents reflections on the relationship between narratives and argumentative discourse. It focuses on their functional and structural similarities or dissimilarities, and offers diverse perspectives and conceptual tools for analyzing the narratives’ potential power for justification, explanation and persuasion. Divided into two sections, the first Part, under the title “Narratives as Sources of Knowledge and Argument”, includes five chapters addressing rather general, theoretical and characteristically philosophical issues related to the argumentative analysis and understanding of narratives. We may perceive here how scholars in Argumentation Theory have recently approached certain topics that have a close connection with mainstream discussions in epistemology and the cognitive sciences about the justificatory potential of narratives. The second Part, entitled “Argumentative Narratives in Context”, brings us six more chapters that concentrate on either particular functions played by argumentatively-oriented narratives or particular practices that may benefit from the use of special kinds of narratives. Here the focus is either on the detailed analysis of contextualized examples of narratives with argumentative qualities or on the careful understanding of the particular demands of certain well-defined situated activities, as diverse as scientific theorizing or war policing, that may be satisfied by certain uses of narrative discourse.Trade Review“Narration as Argument is an excellent and informative book that can spur trans-disciplinary conversations with scholars in Black studies, Marxist and feminist theories, literary studies, and media studies, just to name a few.” (Charles Athanasopoulos, Argumentation and Advocacy, Vol. 56 (3), 2020)“It seems clear that Paula Olmos has succeeded in her aim of exhibiting the wide range of approaches to the relation between narration and argument, given the variety of approaches to narration as argument exhibited in these twelve chapters. … She has reserved a table for everyone and bade them sit down side by side, in the hope that they will all begin to talk to one another. It’s a start.” (J. Anthony Blair, Argumentation, Vol. 33, 2019)Table of ContentsChapter 1. Introduction: Narratives, Narrating, Narrators; Paula Olmos.- Part I Narratives as Sources of Knowledge and Argument.- Chapter 2. Narratives and the Concept of Argument; Christopher Tindale.- Chapter 3. Arguing with Stories; Floris Bex and Trevor Bench-Capon.- Chapter 4. Narrative Fiction as a Source of Knowledge; Mitchell Green.- Chapter 5. Analogy, Presupposition and Transcendentality in Narrative Argument; Gilbert Plumer.- Chapter 6. Parables: Crossroads Between the Cognitive Theory of Metaphor and Argumentation Theory; Eduardo de Bustos.- Part II Argumentative Narratives in Context.- Chapter 7. Narratives and Pragmatic Arguments: Iven’s The 400 million; Paul van den Hoven.- Chapter 8. The Sample Convention, or, When Fictionalized Narratives. Can Double as Historical Testimony; Leona Toker.- Chapter 9. From Narrative Arguments to Arguments that Narrate; Adrien Frenay and Marion Carel.- Chapter 10. Narrative as Argument in Atul Gawande’s. “On Washing Hands” and “Letting Go”; James Phelan.- Chapter 11. On Thought Experiments and other Narratives in Scientific Argument; Paula Olmos.- Chapter 12. How to Win Wars: The Role of the War Narrative; Tone Kvernbekk and Ola Bøe-Hansen.

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Book Synopsis

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Book Synopsis

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Book Synopsis

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Book Synopsis

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Book Synopsis

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Book Synopsis

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Book Synopsis

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Book Synopsis

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Book Synopsis

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Book Synopsis

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