Search results for ""Equinox Publishing Ltd""

This book explores how language is acquired via enculturation. It combines research and perspectives from anthropology, sociology, applied linguistics, developmental psychology and neurobiology to argue for a theory of language acquisition via enculturation. The first part of the book examines the practices by which we are enculturated. Indeed, members of a society are socialized into their culture, and more specifically to use language through language via processes that include eavesdropping, observation, participation, imitation, and language socialization. However, ethnographic accounts also overwhelmingly show that children become enculturated in large part on their own initiative. Thus, the second part of the book argues for a motivation to attune to, seek out, and become like others - or an Interactional Instinct, which facilitates enculturation and the biology that subserves it. The final chapters explore more of our biological readiness and the neurological structures and systems that may have evolved to respond to the input provided by society to facilitate the learning of cultural practices and traditions by its youth. The picture that emerges indicates that biology is nature and culture is nurture, but there is no nurture without nature, and it is nurture that provides for the phylogenetic development of our biological nature. The ontogenesis of language behavior, i.e. its acquisition, cannot occur without its evolved biology or without its evolved cultural practices for socialization.

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A focus on learner individuality in Applied Linguistics has been considered a mark of theoretical weakness from several perspectives. One branch of second language acquisition research has systematically discounted individual characteristics in favour of a search for universal acquisition processes. Another has adopted 'individual differences' as its object of inquiry, but emphasises psychological and sociological group characteristics over those of individuals. At the other end of the spectrum, critical researchers have viewed these approaches as 'individualistic' and have emphasised instead the deeply social character of second language acquisition. More recently, however, the qualitative approaches favoured by socially-oriented researchers have begun to bring issues of individuality to the fore. Autonomy, agency and identity have emerged as important constructs through which researchers are seeking to understand relationships between individuals and the social contexts in which they learn and use languages, and case studies of individuals have become a preferred approach to Applied Linguistics research. These developments raise important questions about the relationship between the social and individual, which has now become a key philosophical and methodological issue in research. This volume addresses this issue through contributions from researchers who carry out their work in a variety of settings in Asia, Australasia, Europe, and North and South America. The authors explore how individuality is conceptualised in socially-oriented approaches to Applied Linguistics research, including Sociocultural Theory, Situated Learning, Imagined Communities, Complexity Theory, and Autonomy Theory. Is there a tension between the social and the individual in these approaches, and if so, how is it manifested and resolved in empirical research?

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The book presents a survey of the studies of metonymy in various aspects of language from the cognitive linguistic perspective. It discusses the role of metonymy not only in the traditional domain of semantics but also in morphology, linguistic pragmatics and formal dimensions of language, including syntax. The most influential modern theories of metonymy are thoroughly and critically discussed and the author also proposes his own original solutions to the problems which arise, taking into account his Polish perspective. Since the picture that emerges shows metonymy as a universal conceptual phenomenon, the last chapter is devoted to the discussion of the possible biological, neural and evolutionary reasons why metonymy is so rampant. Thus, another important aim of this study is to consider the problem of the embodiment of metonymy from the point of view of modern neuroscience.

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In the early twentieth century The Eastern Buddhist not only shared in pioneering presentations of Buddhism to the west but invited interaction with non-Japanese authors. This interactive process increased dramatically in the post-war period, when dialogue between Buddhist and Christian thought began to take off in earnest. Significant here was the philosophical Buddhism of the frequently cited Kyoto School, a tradition of thought and teaching named after Kyoto University where it was largely based. At the same time these debates and dialogues brought in not only Zen voices but also thinkers from the Shin Buddhist tradition. Both of these orientations are reflected here. While the contributions stem mainly from the fifties, sixties and seventies, they have significantly influenced subsequent Buddhist-Christian dialogue. It was still a time of exciting mutual discovery. Anybody wishing to enter into this process of dialogue and exchange will therefore find it of great interest and value to approach it by considering the ideas and insights presented here. Because of the wealth of materials the selection has been spread across two volumes in the series Eastern Buddhist Voices and the present volume includes contributions from the earlier part of the period (Interactions with Japanese Buddhism includes contributions from the later part).

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The concept context of situation introduced by Malinowski some eighty years ago has now become an essential element of the vocabulary of any linguistic theory whose aim it is to reveal the nature of language. With the abandonment of the spurious distinction between competence and performance, the process of language, i.e., language use, has claimed its rightful place in the study of language. The chapters of this book focus on the relations of context and text, conceptualising the latter as language operative in some recognizable social context. It is argued that context is not simply a backdrop for the occurrence of words; rather, it is an active element which on the one hand plays a crucial role in the progression of human discourse and on the other enters into and shapes the very nature of language as process and as system, furnishing the foundation for functionality in language. Acting as the interface between language and society, context analysis reveals the power of language for creating, maintaining, and changing human relationships.

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Functional Dimensions of Ape-Human Discourse asks the question 'what do interactions between apes and humans mediated by language tell us?'. In order to answer this question the authors explore language-in-context, drawing on a multi-leveled, multi-functional linguistics. The levels are context of culture, context of situation, semantics, lexicogrammar, and phonology; and the functions are ideational, interpersonal, and textual. Chapter 1 discusses a negotiation between the bonobo Kanzi and Sue Savage-Rumbaugh in terms of discourse-semantics, lexicogrammar, and the ideational and interpersonal metafunctions of language. Chapter 2 reinterprets Sue Savage-Rumbaugh et. al. Language Comprehension in Ape and Child (1993) in terms of the ideational metafunction, and provides corroborative evidence for Kanzi's symbolic processing abilities, opening a window into the consciousness of at least one non-human primate. Chapter 3 compares three snapshots from comprehensive studies based on large amounts of data (monkey calls, language development in a human child, and a dialogue between Kanzi's sibling Panbanisha and Sue Savage-Rumbaugh) from an evolutionary perspective, showing different ways in which the level of grammar comes to be wedged in between semantics and expression. Chapter 4 articulates a methodology incorporating public domain software for the comprehensive analysis of ape-human interaction. Although bonobo-human interaction is used as an example, the methodology could be utilized for studies of chimpanzees, gorillas, and orangutans.

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'Mario Liverani's work is among the most original and penetrating in the discipline of ancient Near Eastern studies. I recommend this brilliant and fascinating book with high enthusiasm.' Benjamin R. Foster, Laffan Professor of Assyriology and Babylonian Literature and Curator of the Yale Babylonian Collection, Yale University 'This collection of his classic essays, selected by Liverani himself, and presented in English for the first time, displays Liverani's brilliance in dissecting a variety of myths, treaties, royal inscriptions, letters and Biblical narratives. Liverani's influence on the interpretation of history is generously acknowledged by professional historians of the Ancient Near East and by the Italian reading public. This collection will bring his substantive contributions and his method to a wider audience of historians, anthropologists, and literary critics. The editors have done a splendid job introducing the essays, revising Liverani's own translations and providing handy references to studies that have appeared since Liverani's original work.' Norman Yoffee, Professor of Near Eastern Studies, University of Michigan The essays collected in this volume represent a selection of studies, previously published mainly in Italian, that make explicit use of anthropological and semiological tools in order to analyze important texts of historical nature from various regions of the Ancient Near East. They suggest that these historiographical texts were of a 'true' historical nature, and that the literary forms and mental models employed were very apt at accomplishing the intended results. Two different aspects are especially emphasized: myth and politics.

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Why did some Buddhist translators in China interpolate terms designating an agent which did not appear in the original texts? The Chinese made use of raw material imported from India; however, they added some seasoningsA" peculiar to China and developed their own recipesA" about how to construct the ideas of Buddhism. While Indian Buddhists constructed their ideas of self by means of empiricism, anti-Brahmanism and analytic reasoning, the Chinese Buddhists constructed their ideas of self by means of non-analytic insights, utilising pre-established epistemology and cosmogony. Furthermore, many of the basic renderings had specific implications that were peculiar to China. For example, while shen in philosophical Daoism originally signified an agent of thought, which disintegrates after bodily death, Buddhists added to it the property of permanent existence. Since many Buddhists in China read the reinterpreted term shen with the implications of the established epistemology and cosmogony, they came to develop their own ideas of self. After the late 6C, highly educated Buddhist theorists came to avoid including the idea of an imperishable soul in their doctrinal system. However, the idea of a permanent agent of perception remained vividly alive even during the development of Chinese Buddhism after the 7C.

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Since her death in 2003, Nina Simone has continued to be revered as a cultural icon and role model for scores of fans and fellow musicians. Much of her fame derives from her association with the civil rights movement, for which she wrote such classic songs as 'Mississippi Goddam', 'Four Women' and 'Young, Gifted and Black'. The defiance and affirmation of such anthems was accompanied by an equal dedication to songs of melancholy, yearning and spiritual questing. Placing Simone and her music firmly within the socio-historical context of the 1960s, this book also argues for the importance of considering the artist's entire career and for paying greater attention to her music than is often the case in biographical accounts. Simone defied musical categories even as she fought against social ones and the result is a body of work that draws upon classical and jazz music, country blues, French chanson, gospel, protest songs, pop and rock tunes, turning genres and styles inside out in pursuit of what Simone called "black classical music". The book begins with a focus on the early part of Simone's career and a discussion of genre and style.Connecting its analysis to a discussion of social categorization (with particular regard to race), it argues that Simone's defiance of stylistic boundaries can be seen as a political act. From here, the focus shifts to Simone's self-written protest material, connecting it to her increasing involvement in the struggle for civil rights. The book also provides an in-depth account of Simone's 'possession' of material by writers such as Leonard Cohen, Bob Dylan, Sandy Denny and Judy Collins, while exploring the relationship between the personal and the political. In considering material from the Simone's lesser-known work from the 1970s to the 1990s, the study proposes a theory of the "late voice" in which issues of age, experience and memory are emphasised. The book concludes with a discussion of Simone's ongoing legacy.

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The Semantics of English Negative Prefixes proposes a new system for describing the semantic properties of negative prefixes in English. Specifically, the system captures the semantic distinctions between pairs of negative words that share same bases but end in different prefixes like amoral vs. immoral, dissatisfied vs. unsatisfied, maltreat vs. mistreat, non-human vs. anti-human, etc. The book provides guidance on two matters. As a reference for derivation, it informs the readers about the mechanisms of forming negative words. To do so, it describes the prefixes in terms of the cognitive theories of category, domain and construal. As a reference for usage, it informs the readers about the meaning differences between prefixally-negated words. To do so, it bases the description on actual instances and supports the differences by means of collocations. The Semantics of English Negative Prefixes outlines a model which unifies the principles of two popular approaches to language description. Cognitive Semantics is the theory that takes account of mental operations. Usage-based Semantics is the practice that focuses on actual utterances. Accordingly, it is an essential source for any reader interested in English language. It achieves its aims by means of clear layout, actual data, ample exemplification, lucid explanation and discrete evidence.

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"Modality: Studies in Form and Function" reflects the diversity of theoretical frameworks and the heterogeneity of linguistic phenomena under the general heading of modality. Researchers in the fields of logic, philosophy and linguistics have for many years been pondering the elusive nature of modality and grappled with ways of capturing it. The 11 studies included here cover the span from contributions that seek to clarify controversial theoretical constructs to studies which take an empirical approach to linguistic categories and cross-linguistic typological issues. The key concepts addressed are the structure of modal subcategories, subjective versus objective modality, force dynamics, evidentiality, Spanish and English modal auxiliaries, modal uses of Italian tenses, linearization patterns in German verb chains, determinant TAM categories, modal polyfunctionality across languages and rapport management in discourse.

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This book explores some of the developments in Stylistics since its pioneer, Roman Jakobson, identified the patterning of the message as the poetic function. It analyzes in turn Golding's "Pincher Martin", Rowling's "Harry Potter and the Philosopher's Stone", Housman's "A Shropshire Lad", Elizabeth Jennings' poem "One Flesh", Harold Pinter's "The Birthday Party", Ishiguro's "The Remains of the Day", and a range of poems by John Donne. The analyses show how Jakobson's emphasis on the message gives way to emphasis on the code or on undermining the code (in the Golding and Donne chapters), on the context (in the Rowling and Golding chapters), on the reader's response (in the Housman chapter), on the relationship between the addresser's and the addressee's shared assumptions and their use of pragmatic principles (in the Pinter and Ishiguro chapters). The pivotal Jennings' chapter shows how these different stylistic perspectives can be applied variously to the same text. This collection of essays will be especially useful for students of Stylistics courses at the undergraduate and graduate level as it illustrates the use of a range of analytical tools: Systemic Functional Grammar's analysis of transitivity and theme; pragmatic theories of co-operation, politeness, presupposition and inferencing; and, conceptual metaphor theory. Additionally it demonstrates central stylistic concepts such as foregrounding, and how to analyse rhythmical, lexical, grammatical and semantic patterning.

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Exploring College Writing: Reading, Writing and Researching across the Curriculum is a rhetoric for first-year and sophomore composition courses that uses a constructivist, ethnographic approach to introducing students to academic reading, writing, and researching. This text will be especially useful to composition instructors who wish to provide students with both a general overview of academic discourse and an introduction to the purposes, audiences, and genres of writing across disciplines. This textbook works from the premise that the best way to initiate students to academic discourse is to have them explore academic literacies using an ethnographic, fieldwork approach to their own institution. Students are cast in the role of researchers, exploring their own experiences as college writers and investigating writing in General Education and in their prospective majors. The book provides instructors and students sequences of engaging and exploratory Writing to LearnA" and Learn by DoingA" activities and formal, extended writing projects that ask students to interview professors, analyze writing assignments, and reflect on their own reading, writing, and researching processes and histories. These writing projects connect to students' interests, experiences, and goals and provide them with a sense of purpose and audience for writing.

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Linguistic Penalties and the Job Interview looks at a relatively untapped area of language and social life: the role of language and interaction in constructing the job interview and how this role produces disadvantage in the linguistically diverse communities of the western world. It relates the specific activity of the job interview to the wider field of institutional discourse and discusses relevant social theories in the light of the data. The volume considers job interviews as key 'gatekeeping' encounters within the workplace from two main perspectives: interviews as extreme examples of social evaluation, showing how inferential processes of moment to moment talk in interaction can lead to the 'small tragedies' of everyday life; and interviews as a window into social inequality more generally. It illustrates interactional sociolinguistic and linguistic ethnography methodology through the job interview and workplace data and argues for the importance of practical relevance - applying sociolinguistic analysis to educational interventions.

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The theory of prosodic hierarchy, proposed and developed by a series of work by Elisabeth O. Selkirk, has been one of the most important areas of research in the past few decades. The current volume puts together papers that address issues surrounding the theory of prosodic hierarchy, from its bottom (mora) to the top (utterance). The topics addressed in this volume include, but are not limited to, prosodically-defined phonological processes, phonetics-phonology interface, syntax-phonology interface, semantic-prosody interface, the nature of phonological grammar, and the origins of phonological patterns. Evidence is drawn from languages as diverse as Arabic, Berber, Chadic, Dutch, English, French, German, Japanese, Korean, and Russian. All contributors are colleagues, or former students/collaborators of Elisabeth O. Selkirk. The volume will be of interest to all linguists working on all areas of linguistics, as well as to advanced undergraduate students and graduate students.

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Citadel and Cemetery in Early Bronze Age Anatolia is the first synthetic and interpretive monograph on the region and time period (ca. 3000-2200 BCE). The book organizes this vast, dense and often obscure archaeological corpus into thematic chapters, and isolates three primary contexts for analysis: the settlements and households of villages, the cemeteries of villages, and the monumental citadels of agrarian elites. The book is a study of contrasts between the social logic and ideological/ritual panoply of villages and citadels. The material culture, social organization and social life of Early Bronze Age villages is not radically different from the farming settlements of earlier periods in Anatolia. On the other hand the monumental citadel is unprecedented; the material culture of the Early Bronze Age citadel informs the beginning of a long era in Anatolia, defined by the existence of an agrarian elite who exaggerated inequality and the degree of separation from those who did not live on citadels. This is a study of the ascendance of the citadel ca. 2600 BCE, and related consequences for villages in Early Bronze Age Anatolia.

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This volume brings together a number of people professionally engaged in the study of literacy, either because they are teachers or teacher educators of language and literacy, or because they are involved as social and/or educational workers researching or providing programs to address the needs of people at risk because of inadequate literacy skills. It thus sets up a dialogue between these two communities of writers, all bringing different perspectives to the issues, some from the context of Literacy Education, others from the context of Social Work. All are committed to the view that provision of effective literacy programs is a matter of equity and social justice, though the ways in which they address such a view can differ. Issues addressed include: the changing nature of literacy in the modern world; the impact of the multimodal environment in which literacy now functions; the implications of this environment for pedagogical practices in the teaching of literacy; the causes and consequences of social disadvantage in learning literacy among various groups; and means to address such disadvantage.

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Buddy Holly occupies an enigmatic position in pop and rock music history, partly because of his premature death at the age of 22 in a plane crash in February 1959. Designated in Don MacLean's hit "American Pie" as 'the day the music died', this enabled him to be included in the trope 'the death of rock 'n roll', alongside the less drastic musical demises of Elvis Presley (joined army), Chuck Berry (imprisoned), Jerry Lee Lewis (disgraced) and Little Richard (joined priesthood). The view that Holly belongs only to the 1950s has often obscured the originality of his music. In an era when the music world was divided into hard rockers, soft pop balladeers and hardcore Nashville country & western singers, his songs transcended the boundaries. Equally innovatory was his use of the recording studio as a laboratory, a place to experiment with sounds. In addition, the two guitars, bass and drums line-up of his group the Crickets was the major contributor to the small group template for generations of rock musicians down to the present day. As well as becoming an influence on other musicians in a conventional sense, Buddy Holly has had his own lengthy musical and cultural afterlife.From the vantage point of 2009, a half century after 'the day the music died', Holly has been the longest-serving member of the rock immortals club, those singers and musicians for whom death seemed to inaugurate a new phase of their career. He has been re-embodied in a biopic, a stage show, in iconic images and numerous reissues of his recordings. While he cannot rival Elvis Presley in terms of sightings (nobody, I think, believes Buddy is still alive) or in terms of 'virtual' performance with his old band, he has been re-embodied in a biopic, a stage show, in iconic images and numerous reissues of his recordings. This book is partly based on the author's 1970 study in the "Rockbooks" series. But it aims to provide a new perspective on Buddy Holly by discussing his career and art in the context of his unique contribution to the swiftly-evolving music scene of the late 1950s and his posthumous 50 year multi-media career through films, stage-shows and copious reissues of his oeuvre.

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The nature of applied linguistics is an issue that has kept reappearing again and again during several decades. An established paradigm met severe difficulty during the 1960s, but has never been replaced by a coherent alternative. The major aim of this book is to present a new approach to the discussion about the nature of applied linguistics, one that investigates its deeper theory of science underpinnings. A second important aim is to explore what an alternative might actually look like, granted diverse developments since the original paradigm began to be questioned. Rather than argue the case for one specific alternative, the book suggest a viable 'tertium comparationis' for intellectual discussion across current tension and disparity. Such a common ground is strongly needed within our graduate and postgraduate programmes. The first part of the book consists of three chapters presenting applied linguistics as seen within theory and history of science. The emerging picture is empirically confronted with the world of practitioners. The second part of the book consists of four chapters presenting tentative integration, in theory of language, theory of learning and research methodology and ends with an empirical study illustrating principles of research. The third part consists of a final chapter returning to theory of science, discussing ontological aspects of our core research object - problems of linguistic communication.

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The history of Soul music has been defined, first and foremost, by a succession of exceptional vocalists. It is impossible to conceive of the genre without them. This does not mean, however, that those who back singers, those who play instruments - bassists; drummers; guitarists; keyboardists; saxophonists - were reduced to nothing other than walk on parts. If Aretha Franklin and Otis Redding were able to move audiences, then their band members and arrangers, the likes of King Curtis and Booker T. Jones, played a key role in creating tracks that had commensurate emotional depth and technical ingenuity. These lesser known figures have heightened our listening pleasure. In Soul Unsung Kevin Le Gendre celebrates the contribution of players of instruments to soul. He analyses, in forensic detail, the inspiring creativity and imagination that several generations of musicians have brought to black pop, and highlights how they have broadened its sound canvas by adopting unusual stylistic approaches and embracing the latest available technology. Furthermore, the book offers insights into the state of contemporary soul and its relationship with jazz, rock and hip-hop. It is precisely because soul has not evolved in a vacuum that it has a canon that is enviably rich in variety. Soul Unsung shines a light on the plethora of mesmerising sounds that constitute this heritage and explains why they affect the listener as much as a great singer. Placing the focus squarely on the band, Le Gendre sets out to change perceptions of one of the great forms of expression to have marked popular culture in the 20th century, so that those who play are given, alongside those who sing, their rightful place in the pantheon of contemporary music.

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Gender Matters presents a feminist linguistic analysis of texts - literature, media and lyrics - and conversation. It explores how gender relates to and shapes our understanding of sexism, reading and writing, politeness and public speaking. The essays in the book examine a range of questions: why is it necessary for feminists to analyse or comment on sexism when sexism is widely regarded as an anachronistic concern? How can feminists describe the effect of gender on the experience of literature? Why are women conA--sidered more capable of private rather than public speech? What is the relation between gender and politeness and are women more polite than men? In analysing these themes, Gender Matters highlights the insights and strengths of both second and third wave feminist analysis for linguistics.

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Tend Your Garden offers an original and adaptable classroom model, built on a foundation of educational research, for motivating young adolescent writers. The Young Adolescent Motivation Model of Writing (YAMM) places the young adolescent learner, aged 11-14, at its center, surrounded by the components needed to motivate the learner to high levels of academic composition or creative writing. The components of the model are: teaching to the whole child; developing a writing community; presenting motivating, high-interest lessons; integrating process writing across the curriculum; offering choice and critical thinking; building upon each writer's strengths; and using authentic assessment. Each component is revealed within succeeding chapters that blend best practice pedagogy with related theory. Sample lessons that fit the needs and engagement levels of young adolescent writers are provided, representing a wide array of writing genres and content area subjects. The YAMM model and the illustrative lessons build upon a background of motivation theory, authentic inquiry, and multi-modal responses. Literature, drama, music, drawing, and painting are offered both as invitations to writing and as responses to writing, and these are applied within a process-based, workshop format, with teacher modeling of each stage of the writing process. The approach recognizes motivation that is tied to the needs of young adolescent writers and that places responsibility on students in their development as writers and learners, while the teacher assumes a facilitative and supportive role of discovering the strengths, interests, and literacy needs of each student. The holistic, learner-centered process approach represented by the YAMM model nurtures students' motivation for achieving success in writing because it necessitates evolving, facilitative roles for the teacher in a collaborative writing community decidedly focused on the success of all young adolescent writers. A primary purpose for writing the text is to identify and describe the characteristic needs of young adolescents, and what these needs imply for those student writers, to the key adults in their lives-teachers, school officials, and parents-who undoubtedly support these young people's achievements. The author selects and weaves thirty years of classroom teaching experiences into each chapter, highlighting memorable moments with her students and inserting her own reflections and inspirations of learning to write along with her students.

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In the past, Bronze Age painted plaster in the Aegean and the Eastern Mediterranean has been studied from a range of different but isolated viewpoints. One of the current questions about this material is its direction of transfer. This volume brings both technological and iconographic (and other) approaches closer together: by completing certain gaps in the literature on technology and, by investigating how and why technological transfer has developed and what broader impact this had on the wider social dynamics of the late Middle and Late Bronze Age in the eastern Mediterranean. This study approaches the topic of painted plaster by a multidisciplinary methodology.Moreover, when human actors and their interactions are placed in the centre of the scene, it demonstrates the human forces through which transfer was enabled and how multiple social identities and the inter-relationships of these actors with each other and their material world were expressed through their craft production and organization. The investigated data from sixteen sites has been contextualized within a wider framework of Bronze Age interconnections both in time and space because studying painted plaster in the Aegean cannot be considered separate from similar traditions both in Egypt and in the Near East. This study makes clear that it is not possible to deduce a one-way directional transfer of this painting tradition. Furthermore, by integrating both technology and iconography with its hybrid character, a clear 'technological style' was defined in the predominant al fresco work found on these specific sites.The author suggests that the technological transfer most likely moved from west to east. This has important implications in the broader politico-economic and social dynamics of the eastern Mediterranean during the LBA. Since this art/craft was very much elite-owned, it shows how the smaller states in the LBA, such as the regions of the Aegean, were capable of staying within the large trade and exchange network that comprised the large powers of the East and Egypt. The painted plaster reflects a very visible presence in the archaeological record and, because it cannot be transported without its artisans, it suggests specific interactions of royal courts in the East with the Aegean peoples. The painted plaster as an immovable feature required at least temporary presence of a small team of painters and plasterers.Exactly this factor forms an argument in support of travelling artisans, who, in turn, shed light onto broader aspects of contact, trade and exchange mechanisms during the late MBA and LBA.

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This book is aimed at fellow practitioners and researchers in functional linguistics. It offers a friendly but critical appraisal of a major component of the 'standard' version of SFL, i.e. the account given by Halliday and Matthiessen of tense and aspect in English. Supporting his criticisms with evidence from a project in corpus linguistics, Bache suggests that this account fails in several ways to satisfy accepted functionalist criteria, and hence needs revising and extending. After surveying alternative functionalist approaches to modeling time and tense in English (including Fawcett's Cardiff school approach and Harder's instructional-semantic approach), and after presenting a number of principles of category description, Bache goes on to offer an alternative SFL account of this area of grammar. In Bache's model, the focus is on the speaker's communicative motivation for choosing particular verb forms.The relevant choice relations are seen to draw on metafunctionally diverse resources, such as tense, action, aspect and other domains. The basically univariate, serial structure of the verbal group is accordingly enriched with certain characteristics associated with multivariate structures, and the idea of recursion is abandoned. Bache finally examines the descriptive potential of his model in connection with projection, conditions, and narration.

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Disjunctive application is a type of interaction between phonological mappings that has received special attention since the inception of generative phonology (Chomsky & Halle 1968) and has significantly impacted research in other subfields in linguistics. The principle commonly held to be responsible for disjunctive application, the Elsewhere Condition (Kiparsky 1973), is argued in this book to be little more than a collection of necessary stipulations within Chomsky & Halle's original SPE framework. By contrast, disjunctive application is shown to follow automatically from the most basic assumptions of Optimality Theory (Prince & Smolensky 1993), with no added stipulations necessary. The stage for these demonstrations is set with in-depth discussion of the history and analysis of blocking interactions, of which disjunctive application is a special case. The distinguishing feature of disjunctive application is shown to be complementarity. The analyses of two types of complementarity (allophonic or 'unbounded' complementary distribution as opposed to 'bounded' complementary distribution) in both SPE and Optimality Theory are discussed in detail, and it is shown that both have been analyzed very differently in SPE but very similarly in Optimality Theory. The various stipulated components of the Elsewhere Condition are then discussed and contrasted with the lack of any such stipulation in Optimality Theory. This is followed by a proof of two theorems within Optimality Theory that solidify the result that two mappings in a particular formal relation to each other are bound to apply in complementary fashion.

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In his short life, Parker was one of the most influential musicians in jazz, and together with Dizzy Gillespie, Bud Powell and Thelonious Monk, he was the main architect of the modern jazz revolution of the 1940s known as bebop. Addicted to drugs and alcohol, and with a tangled private life, Parker died young, and a legend grew up about his tragic genius. "Chasin' the Bird" is a completely revised and expanded edition of the short biography of Charlie Parker by Brian Priestley, first published in 1984, which quickly established itself as the most succinct, accurate and readable book on Parker. This edition, which is twice the length of the original, incorporates material which has come to light since the first edition was published. It also provides an expanded discussion of performances and recordings, with a complete discography, notes and bibliography.

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This book traces the development of the scientific journal article as a linguistic genre in terms of its linguistic features. It looks at Chaucer's "Treatise on the Astrolabe", as the first technical text written in English. Texts by Boyle, Power and Hooke from the late seventeenth century are then considered. This leads to the detailed analysis of a corpus of texts taken from the Philosophical Transactions of the Royal Society covering the period 1700 to 1980. The main linguistic features studied are passive forms, first person pronouns, nominalization, and thematic structure. From the study of these linguistic features emerges a picture of the development of science where the physical sciences can be distinguished form the biological. The physical sciences are experimental from the beginning of this period, whereas the biological sciences only begin to become so towards the middle of the nineteenth century. Until then they are observational. With the turn of the twentieth century the physical sciences adopt mathematical modelling as their major focus, a feature which has not affected the biological sector by the end of the period under study. Thus it is seen that the language is intimately related to the context within which it is produced.

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This book is the first to combine interests in two currently popular approaches to language description, both of which are based on the observation of naturally-occurring, as opposed to invented, language. Systemic Functional Linguistics is a theory that focuses on meaning, choice and probability in language and on language as a social phenomenon. Corpus Linguistics is a practice, rather than a theory: a corpus is a large collection of texts that are used as the basis for language description. It is natural that SFL should turn to corpora as a source of information about grammatical preference, probability and variety, and some of the papers in this collection explore this dimension of the interaction between system and corpus. Conversely, corpus linguists have made generalisations about language that contextualize but also challenge the theories of SFL. Some of the papers in the collection expand on this theme. A concluding paper by M.A.K. Halliday responds to the issues raised. This book will therefore be of interest to students and researchers involved in either of these two influential topics in linguistics.

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Processing Instruction (PI) is an approach to grammar instruction for second language learning. It derives its name from the fact that the instruction (both the explicit explanation as well as the practices) attempt to influence, alter, and/or improve the way learners process input. PI contrasts with traditional grammar instruction in many ways, most principally in its focus on input whereas traditional grammar instruction focuses on learners' output. The greatest contribution of PI to both theory and practice is the concept of "structured input", a form of comprehensible input that has been manipulated to maximize learners' benefit of exposure to input. This volume focuses on a new issue for PI, the role of technology in language learning. It examines empirically the differential effects of delivering PI in classrooms with an instructor and students interacting (with each other and with the instructor) versus on computers to students working individually. It also contributes to the growing body of research on the effects of PI on different languages as well as different linguistic items: preterite/imperfect aspectual contrast and negative informal commands in Spanish, the subjunctive of doubt and opinion in Italian, and the subjunctive of doubt in French. Further research contributions are made by comparing PI with other types of instruction, specifically, with meaning-oriented output instruction.

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This book brings together pioneering studies on the world's oldest literature, which was composed before and after 2000 BCE in the extinct language Sumerian. All the contributions are based on the Electronic Text Corpus of Sumerian Literature (ETCSL), a project of the Faculty of Oriental Studies at Oxford University that has edited and published nearly four hundred compositions and acts as a repository for research in Sumerian grammar, lexis, and style. The ETCSL, which is accessible through the internet and can be read for pleasure as well as study, is the only linguistically annotated and translated corpus of an ancient Near Eastern language. Each chapter of this book uses the ETCSL to approach a specific question relating to one or more compositions in the corpus, exploiting the new possibilities it offers to use quantitative methods and verify results. In addition to the themed studies, the book includes introductions to Sumerian literary language and corpus-linguistic approaches to research, as well as a catalogue of compositions. The material, methods, and results will be of great value to Assyriologists, literary scholars, and others investigating languages through a corpus.

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Since 1985, Spanish archaeology has radically improved its organisation and effectiveness, supported by law and the transfer of powers to deal with archaeology from central to regional governments. There have been many excavations on development sites in towns and the countryside, but also new studies of rural landscapes and monuments. As in other European countries, this has produced a mountain of as yet undigested information about the history and archaeology of this fascinating country over four centuries. Now two Spanish archaeologists, aided by a large number of colleagues in Spain, France, Germany and Britain, have produced the first survey in either English or Spanish of the last 30 years of investigations, new discoveries and new theories. Chapters deal with the rural and urban habitat, daily life, trade and technology, castles and fortifications, the display of secular power and all three religions of medieval Spain: Islam, Christianity and Judaism. This is a major contribution to the archaeology of medieval Europe and a handbook for archaeologists and travellers.

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This book takes apart and problematises the whole process of identifying and explaining the patterning of words in sentences. It brings together two concepts - syntax and text - that are normally treated separately, and shows how they can best be understood in relation to each other. Part 1, Processing the text, concentrates on getting texts ready for syntactic analysis. Since the data needs to be mediated through the processing of the text, the nature of that processing and its effects on subsequent analysis need to be made explicit. Part 2, Analysing the clause, introduces the relevant syntactic phenomena and the sorts of concepts normally used to explain them. It shows how many of the assumptions of traditional syntactic analysis derive from the languages which form the basis of the European tradition, and that different languages require the so-called "basic categories" of syntactic analysis to be rethought. Part 3, Theorising syntax, sketches the range of syntactic theories available for the "consumer". It gives a sense of developments in the field over the last 50 years not just in terms of the usual "schools", but by picking up on concepts such as the key complementarity between syntagmatic and paradigmatic to characterise the emphases and biases of different theories.

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A growing number of foreign language students are taking part in study and residence abroad programs but what actually happens when they cross cultures in an unfamiliar land? What effect can a sojourn have on their sense of self and their perceptions of the target language and culture? What factors affect their willingness to use the target language in social settings? This book is based on the premise that student sojourners and educators can benefit from a deeper understanding of the language, identity, and cultural factors that impact on the development of intercultural communicative competence and intercultural personhood, "a new, alternative identity that is broader, more inclusive, more intercultural...something that will always contain the old and the new side by side to form "a third kind" - a kind that allows more openness and acceptance of differences in people" (Kim, 2001: 232-3). Linking contemporary sociocultural/identity theories with practice, the relationship between language and cultural learning and identity reconstruction are examined through an ethnographic exploration of the actual experiences of study abroad participants. The book provides a unique, interdisciplinary perspective, addressing issues of importance to professionals in second language acquisition, sociolinguistics, cross-cultural psychology, speech communication, and intercultural communication.

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After the attack of 9/11, the FBI discovered at three different locations a document disclosing how the attackers of 9/11 conceived of their violence and prepared for it. The book contains the first scholarly edition of the "Arabic text of the Manual of the Attackers of 9/11", along with an English translation and commentary, and studies concerning its context. The 19 young attackers prepared for their action by spiritual means and this preparation is at the centre of the exercises of the "Manual", while the military character of the attack on the economic, military and political centres of today's "paganism" is merely tacitly presumed. Religious practices during the last night turn the young man into a warrior hero. A second stage addresses the perils at the airport. By recitations, the "warrior" gets protection in a world dominated by the mighty technology of the "Western Civilization". Finally, at the third stage in the plane, the perpetrator prays to become a martyr. By his readiness to die, he gives a practical proof for the existence of a power superior to "Western Civilization". Though it is based on scholarly research, this book is written for a broader audience. It makes a document available that is crucial in understanding the attacks of 9/11. It addresses all the issues debated in public: is the text a forgery? What is its content? Are suicidal attacks typical for Islam? Does Islam allow such kind of violence? How did the perpetrators perceive of the situation of Islam today? How did they justify the massacre? Were the attackers convicted Muslims? How did the theology of Usama bin Ladin affect the "Manual" and the attack? And is the "War on terror" an adequate response? The book is of interest for scholars in Islamic and Religious Studies and other disciplines dealing with the issue of 9/11, for journalists and politicians, and will serve as textbook in colleges and universities.

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Europe is going through a period of sustained and extensive social, political and economic transition, with language playing a pivotal role in this complex process. The papers in this volume address key issues including: nature and extent of multilingualism and multiculturalism; the role of English in the Europe Union; language, languages and democracy; and language and literacy development in emerging contexts.

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Intended for those working in the field of Japanese linguistics and language teaching but also to those working in comparative fields. Apart from the introductory survey chapter, the other 13 chapters in this volume are original treatments of Japanese from a systemic functional (SF) perspective from scholars in Australia and Japan.

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In contrast to a vast literature that provides information and guides about focus groups as a methodological tool, this book is an introduction to understanding focus groups as analytical means exploring socially shared knowledge, e.g. social representations of AIDS, biotechnology or democracy, beliefs and lay explanations of social phenomena. The main emphasis of the book is to examine how to analyse interaction and ideas expressed in focus groups. The book considers, first, different kinds of dynamic interdependencies among participants who hold the diverse and heterogeneous positions. Second, it explores circulations of ideas and contents in focus groups. More generally, the book is concerned with: language in real social interactions and sense-making, which are embedded in history and culture; the ways people draw upon and transform social knowledge when they talk and think together in dialogue; the ways people generate heterogeneous meanings in the group dynamics; and communicative activities and genres represented by different kinds of focus groups. This original approach to understanding focus groups will be of interest to researchers and advanced students in social sciences, communication studies, psychology, and language sciences.

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A revealing, impartial, exhaustive and definitive account, Longs Agos and Worlds Apart lays to rest several myths about the Small Faces while at the same time seeking to redress the lack of credit accorded a truly great band.

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Chapters in the book challenge the traditional Biblical Archaeology approach. They present their ideas about Community Archaeology in Israel/Palestine, bringing different questions and treating different case studies, and also reaching different though not unrelated conclusions.

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Examines the history of the Middle Way as the biological development of organisms in relation to reinforcing or balancing feedback loops, as the psychological development of individual humans during a lifetime, as a succession of reinforcing and balancing feedback tendencies in human culture through history.

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Extensively based on fieldwork material, From Tapas to Modern Yoga primarily analyses embodied practices of ascetics belonging to four religious orders historically associated with the practice of yoga and hatha yoga.

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Comprehensibility is considered central to successful communication (Munro & Derwing, 1995a, 2007). Yet, despite the crucial role it plays in communication and the contribution it makes towards the assessment of spoken language ability, comprehensibility has occupied an ambiguous position in language testing. At times, it is feature-driven, taking a linguistically-atomistic approach with little reference to context or communicative purpose, treating comprehensibility as an abstract construct made up only of linguistic components. At other times, the assessment of comprehensibility is an intuitive action, relying on a holistic sense of understanding by the assessor and rarely going beyond the speaker's utterances to include listener characteristics. The lack of a perspective that encompasses broader linguistic and socio-pragmatic factors that contribute to achieving meaning in spoken language has motivated us to propose the current manuscript as an approach to understanding, defining and assessing comprehensibility. In this monograph, we argue that conceptualising comprehensibility as a multidimensional construct and adopting a broader perspective to understanding and analysing it for communication purposes would benefit the fields of second language assessment and second language acquisition.

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Sasson's new book is a retelling of the story of the women's request for ordination. Inspired in particular by the Therigatha and building on years of research and experience in the field, Sasson follows Vimala, Patachara, Bhadda Kundalakesa, and many others as they walk through the forest to request full access to the tradition. The Buddha's response to this request is famously complicated and multi-faceted; he eventually accepts women into the Order, but attaches specific and controversial conditions (garudhammas). Sasson invites us to think about who these first Buddhist women might have been, what they hoped to achieve, and what these conditions might have meant to them thereafter. By shaping her research into a story, Sasson invites readers to imagine a world that continues to inspire and complicate Buddhist narrative to this day.

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Teaching Awareness in the Buddhist Tradition provides important contributions to understanding the teaching of mindfulness or awareness (Pāli sati, Sanskrit smṛti) in Buddhism and related traditions, examined in original ways through a collection of articles that approach this theme from different perspectives including philosophical, philological, exegetic, and anthropological. This volume is dedicated to Professor Corrado Pensa, a well-known Buddhist scholar and practitioner who has played an important role in spreading Buddhist practice through Italy and internationally. The majority of this book is based on the scholarly output of Professor Pensa’s former students, who engage in research on various topics concerning Buddhist awareness and other related topics. The last section consists of essays by contemporary meditation teachers offered as tribute to Corrado Pensa through reflections on practical topics such as developing attention in ordinary life, mindfulness of breathing, and awareness as wisdom. This volume integrates the theory and practice of the Buddhist tradition, and will be a valuable resource to both academics and practitioners of Buddhism.

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This book examines the lived experiences of oppression and opportunities encountered by contemporary Tibetan Buddhist nuns living in the People’s Republic of China and the Tibetan exile community in India. It investigates how the intersections of the nuns’ female gender, their Buddhist religion and their Tibetan nationality on the one hand produce subordination and an unequal distribution of power but, on the other, provide the nuns with opportunities and agency. Depending on the intersection of her status positions, the Tibetan nun can be either disadvantaged or privileged, and sometimes both at the same time. Power structures and relations that disadvantage nuns as women, as religious practitioners, and as Tibetans, are constructed and maintained in different domains of power. In the structural domain, traditional but still dominant institutions – such as the distribution of work, marriage, educational practices and religious institutions – disadvantage Tibetan nuns. In the disciplinary domain of power, the nuns are monitored by traditional culture and the Chinese authorities. The unequal distribution of power in these domains is justified by hegemonic ideas based on religious and cultural beliefs, ideas of religion and modernity, and religion and gender. These domains of power find their expression in the everyday life in the interpersonal sphere. Analysis also reveals that many nuns were highly active in choosing and determining their life course. Monastic life offers Tibetan women freedom from the suffering faced by laywomen. The juncture of their gender, religion and nationality also provides them with agency in their nationalism, which is both visible and more subtle. Monastic life also offers them religious agency as compassionate bodhisattvas, who aim to not only benefit other living beings but also themselves.

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This book, like others in the series, provides both theory and practical tools for TESOL educators (and others) to use as they guide pre-service teachers of English to reflect in meaningful ways in a service-learning context. Service-learning in TESOL is valuable because it enables pre-service teachers to collaborate with a community partner in implementing projects that benefit culturally and linguistically diverse learners, while concomitantly improving their own academic and professional skills through increased opportunities to practice and reflect on teaching and learning. Effectively reflecting on service-learning experiences helps pre-service teachers develop an inquiring disposition and transform their learning, enabling them to question their beliefs and challenge existing norms and work towards a more just future for learners of English. In this book, interpretations of service-learning are presented along with the crucial role that reflective practice plays in it. Challenges in defining and implementing reflective practice in TESOL service-learning contexts are explored and practical tools and strategies to help address them are shared.

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