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ISBN: 9783110755121

Series Statement: The Mouton-NINJAL Library of Linguistics [MNLL] , 7

Content: Polarity (positive, negative) is one of the most fundamental concepts in the system of language and there are many expressions that are sensitive to polarity. For example, any in English and wh-mo in Japanese appear in negative contexts, but not in positive contexts. While previous studies have shown that polarity-sensitive expressions are a general phenomenon in languages, it has also become clear that there are variations in polarity-sensitive expressions. This volume explores the variations in polarity-sensitive expressions through comparisons between Japanese and other languages, such as English, German, Spanish, and Old Japanese, and examines the environments and contexts in which polarity-sensitive expressions occur, as well as the types of (cross-linguistic) variation allowed. The value of the present volume lies in its inclusion of research papers inquiring into various types of polarity-sensitive expressions, such as negative-, positive-, and discourse-sensitive polarity items as well as their variations. The research indicates new directions for the study of polarity-sensitive expressions in the fields of syntax, semantics, pragmatics, historical linguistics, corpus linguistics and psycholinguistics.

Note: Issued also in print. , Mode of access: Internet via World Wide Web. , In English.

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Language: English

Keywords: Aufsatzsammlung

DOI: 10.1515/9783110755121

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ISBN: 9781009264525 , 1009264524 , 9781009264532 , 1009264532 , 9781009264518 , 1009264516

Series Statement: Cambridge elements. Elements in psycholinguistics,

Content: Grammatical encoding is the process by which speakers translate a thought into a structured sentence appropriate to convey it. The authors review current theories of grammatical encoding and evaluate them in light of relevant empirical evidence.

Note: Also issued in print: 2023. , Cover -- Title page -- Copyright page -- Grammatical Encoding for Speech Production -- Contents -- 1 Introduction -- 1.1 Grammatical Encoding in Speech Production -- 1.1.1 The Component Processes for Speaking -- 1.1.2 Lexical Retrieval Processes -- 1.1.3 The Need for Syntax -- 1.1.4 Models of Grammatical Encoding: The Relationship between Words and Syntax -- 2 The Independence of Syntactic and Lexical Representations: Evidence from Structural Priming -- 2.1 Independence of Syntax from Meaning -- 2.2 Independence of Syntax from the Lexicon -- 2.2.1 The Lexical Boost in Structural Priming -- 2.2.2 Verb Bias and Structural Priming -- 2.2.3 Structural Priming in Bilinguals -- 2.2.4 Structural Priming in Dialogue -- 2.3 Conclusions -- 3 The Time-Course of Grammatical Encoding: Planning Scope -- 3.1 Evidence for Grammatical Planning Scope: Effects of Linguistic Structure -- 3.2 Evidence for Flexibility in Planning Scope: Effects of Non-linguistic Factors -- 3.2.1 Cognitive Load in Linguistic Processing -- 3.2.2 Individual Differences in Cognitive Abilities -- 3.2.3 Cognitive Load in Dialogue -- 3.3 Conclusions -- 4 Summing up -- 4.1 Methodological Review -- 4.1.1 Paradigms -- 4.1.2 Dependent Measures -- 4.2 Summary and Future Directions -- References.

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DOI: 10.1017/9781009264518

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Format: 1 online resource (530 pages)

Edition: 1st ed.

ISBN: 9781805112532

Series Statement: Semitic Languages and Cultures Series ; v.23

Note: Intro -- 0. Front matter -- Contents -- PREFACE -- LIST OF TABLES AND FIGURES -- Tables -- Figures -- ABBREVIATIONS AND SYMBOLS -- 1. Introduction -- 1. Introduction -- 1.0. Historical Background of the Jewish Community of Gabes -- 2.0. Linguistic Features of Jewish Gabes -- 3.0. Previous Research on North African Arabic and its Challenges -- 4.0. Languages Spoken in North Africa Prior to the Arrival of Arabs: Historical Background5F -- 4.1. Berber -- 4.2. Late Punic -- 4.3. African Latin -- 5.0. Aims of the Study -- 6.0. Methodology and Transcription -- 7.0. Structure of the Volume -- 2. Phonology -- Part I Phonology -- 2. Phonology -- 1.0. Introduction0F -- 2.0. Overview of the Consonants -- 3.0. Remarks on Realisation of Consonants -- 3.1. Bilabials -- 3.1.1. /b/-/ḅ/ -- 3.1.2. /m/-[ṃ] -- 3.2. Labiodentals -- 3.2.1. /f/-[ḟ] -- 3.3. Dentals -- 3.3.1. /t/ -- 3.3.2. /ṭ/ -- 3.3.3. /d/ -- 3.3.4. /ḍ/ -- 3.3.5. /n/-[ṇ] -- 3.4. Alveolars and Postalveolars -- 3.4.1. [s]-/ṣ/ -- 3.4.2. /š/ -- 3.4.3. [z]-/ẓ/-/ž/ -- 3.5. Laterals -- 3.5.1. /l/-[ḷ] -- 3.6. Trills -- 3.6.1. /r/-/ṛ/ -- 3.7. Uvulars -- 3.7.1. /q/ -- 3.7.2. /ġ/ -- 3.8. Velar Plosives -- 3.8.1. /k/ -- 3.8.2. /g/ -- 3.9. Velar Fricative -- 3.9.1. /x/ -- 3.10. Pharyngeals -- 3.10.1. /ḥ/ -- 3.10.2. /ʕ/ -- 3.11. Laryngeal -- 3.11.1. /h/ -- 3.12. Treatment of hamza -- 3.13. Emphasis and Emphaticisation: A Cross-Dialectal Perspective -- 3.14. Acoustic Data -- 3.15. Data Analysis -- 3.15.1. Leftward Spread -- 3.15.2. Rightward Spread -- 3.15.3. Summary of Findings -- 3.16. Assimilation -- 3.16.1. Partial Assimilation -- 3.16.2. Total Assimilation -- 4.0. Vowels -- 4.1. General Characteristics -- 4.2. Long Vowels -- 4.3. Short Vowels -- 4.3.1. /ə/ with the quality of [e] -- 4.3.2. /ə/ with the quality of [u] -- 4.3.3. /ə/ with the quality of [i] -- 4.3.4. The Distribution of /o/. , 4.3.5. Sounds Reflecting Hebrew Vocalisation Signs -- 4.4. Acoustic Analysis of Vowels -- 4.5. Diphthongs -- 5.0. Phonotactics -- 5.1. Syllabic Patterns -- 5.2. The Syllable Structure of Jewish Gabes as Compared to CA -- 5.3. Epenthetic Vowel -- 5.3.1. Word Initial -- 5.3.2. In the Middle of the Word -- 5.3.3. Word Final -- 5.4. Syllable Structure in the Perspective of Sonority -- 5.5. The Syllabic Typology of Jewish Gabes in a Cross-Dialectal Perspective -- 6.0. Stress -- 7.0. Conclusions -- 3. Verbal Morphology -- Part II Morphology -- 3. Verbal Morphology -- 1.0. General Characteristics of the Verbal System of Jewish Gabes -- 2.0. Stem Patterns of the Verbal System -- 2.1. Basic Form -- 2.2. Development of the Passive6F -- 2.3. Development of Form IV -- 2.4. Vestiges of Form VIII -- 2.5. Reflex of Form IX -- 3.0. Inflection -- 3.1. Stem I -- 3.1.1. Strong Roots -- 3.1.2. Geminated Roots -- 3.1.3. Weak First Radical -- 3.1.4. Weak Second Radical -- 3.1.5. Weak Third Radical -- 3.1.6. Verbs kla 'to eat' and xda 'to take' -- 3.1.7. Two Weak Radicals -- 3.1.8. Irregular Forms -- 3.2. Derived Stems -- 3.2.1. Stem II -- 3.2.2. Stem III -- 3.2.3. The /t-/ Passive Stem -- 3.2.4. Stem V -- 3.2.5. Stem VI -- 3.2.6. Stem VII -- 3.2.7. Stem VIII -- 3.2.8. Stem X -- 3.2.9. Stem XI -- 4.0. Conclusions -- 4. Nominal Morphology -- 4. Nominal Morphology -- 1.0. Theoretical Preliminaries -- 1.1. The Definition of 'Noun' and the Classification of the Nominal Patterns -- 1.2. Gender -- 1.3. Definite Article -- 1.4. Construct State -- 1.5. Number -- 1.5.1. Dual -- 1.5.2. Plural -- 1.5.3. Collective -- 2.0. Singular Nominal Patterns -- 2.1. Patterns with One Consonant -- 2.2. Patterns with Two Consonants -- 2.2.1. Cv̄C -- 2.2.2. Cv̄Ca -- 2.2.3. CCv -- 2.2.4. vCC -- 2.2.5. CāCi -- 2.2.6. CvCa -- 2.3. Patterns with Three Consonants -- 2.3.1. CvCC -- 2.3.2. CCvC. , 2.3.3. CvCCa -- 2.3.4. Cv̄CvC -- 2.3.5. Cv̄CCa -- 2.3.6. CCv̄C -- 2.3.7. CCv̄Ca -- 2.3.8. CCīC -- 2.3.9. CCīCa -- 2.3.10. CCūC -- 2.3.11. CCūCa -- 2.3.12. C1vC2C2āC3 -- 2.3.13. C1vC2C2āC3a -- 2.3.14. C1vC2C2ūC3 -- 2.3.15. C1vC2C2ūC3a -- 2.3.16. C1vC2C2īC3 -- 2.3.17. C1vC2C2īC3a -- 2.4. Patterns with Four Consonants -- 2.5. Items with Five Consonants -- 2.6. Patterns with Prefixes -- 2.6.1. Prefix /m-/ -- 2.6.2. Prefix /v-/ -- 2.7. Patterns with Suffixes -- 2.7.1. Suffix /-ān/ -- 2.7.2. Suffix /-i/ -- 2.7.3. Suffix /-īya/ -- 2.7.4. Suffix /-āni/ -- 2.7.5. Suffix /-ži/ -- 2.7.6. Suffix /-ūt/ -- 2.8. Irregular Nouns -- 3.0. Internal Plural Patterns -- 3.1. Patterns with Two Consonants and One Long Vowel -- 3.2. Patterns with Three Consonants -- 3.2.1. CCvC -- 3.2.2. CəCCa -- 3.2.3. CCāC -- 3.2.4. CCūC -- 3.2.5. CCīC -- 3.2.6. CvC2C2āC -- 3.2.7. CCāyvC -- 3.2.8. Suffix /-ān/ -- 3.3. Patterns with Four Consonants -- 3.3.1. CwāCəC -- 3.4. Patterns with Suffixes -- 3.4.1. Suffix /-i/ -- 3.4.2. Suffix /-a/ -- 4.0. Diminutive -- 5.0. Numerals -- 5.1. One to Ten -- 5.2. Eleven to Nineteen -- 5.3. Twenty to Ninety -- 5.4. Hundreds and Thousands -- 5.5. Days of the Week -- 6.0. Pronouns -- 6.1. Personal Pronouns -- 6.1.1. Independent Personal Pronouns -- 6.1.2. Pronominal Suffixes -- 6.1.3. Dative Marker /l-/ -- 6.2. Reflexive Pronoun -- 6.3. Relative Pronoun -- 6.4. Reciprocal Pronoun -- 6.5. Interrogative Pronouns -- 6.6. Exclamative Pronouns -- 6.7. Demonstrative Pronouns -- 6.7.1. Near Reference -- 6.7.2. Far Reference -- 6.7.3. Vestiges of /-ha/ -- 6.8. Indefinite Pronouns -- 6.9. Pronouns Related to Quantity -- 5. Syntax of Nouns -- Part III Diachronic and Comparative Studies in Syntax -- Introduction -- 5. Syntax of Nouns -- 1.0. Definiteness -- 1.1. Introduction -- 1.2. Data -- 1.3. The Arabic System of Definiteness and its Challenges. , 1.4. Animacy-Individuation-Discourse -- 1.5. The Indefinite-Specific and New Topic Marking -- 1.6. Definite Marking in Jewish Gabes as opposed to Moroccan -- 1.7. The Animacy Factor in Jewish Gabes -- 1.8. Conclusions -- 2.0. Genitive Constructions -- 2.1. Data -- 2.2. The Genitive Exponent from a Cross-Dialectal Perspective -- 2.3. The Synthetic Genitive in Jewish Gabes -- 2.3.1. Synthetic Genitive of Place -- 2.3.2. Synthetic Genitive of Quantity -- 2.3.3. Synthetic Genitive of Description -- 2.3.4. Synthetic Genitive of Possession -- 2.4. The Analytic Genitive in Jewish Gabes -- 2.4.1. Analytic Genitive of Alienable Possession -- 2.4.2. Analytic Genitive of Attribution -- 2.4.3. Analytic Genitive of Time -- 2.4.4. Analytic Genitive of Place -- 2.5. Formal Restrictions -- 2.6. The Genitive and Definiteness -- 3.0. Grammatical Concord18F -- 3.1. Historical Perspective -- 3.2. Data Analysis -- 3.3. Conclusions -- 6. Syntax of Verbs and Clauses -- 6. Syntax of Verbs and Clauses -- 1.0. Clausal Subordination -- 1.1. Relative Clauses -- 1.1.1. Data -- 1.1.2. Cross-Linguistic Typology -- 1.1.3. Relative Clauses from a Semitic Perspective -- 1.1.4. Data Analysis -- 1.2. Non-Attributive Relative Clauses -- 1.3. Adverbial Clauses -- 1.3.1. Definition and Cross-Linguistic Typology -- 1.3.2. Semitic Perspective -- 1.3.3. Purpose Clauses -- 1.3.4. Temporal Clauses -- 1.3.5. Conditional Clauses -- 1.3.6. Clauses of Reason -- 1.3.7. Clauses of Manner -- 1.3.8. Concessive Clauses -- 1.3.9. Summary -- 1.4. Complementation -- 1.4.1. Typological Preliminaries -- 1.4.2. Complementation in CA -- 1.4.3. Semantic Taxonomy of Complement-Taking Predicates22F in Jewish Gabes -- 1.4.4. Modal -- 1.4.5. Phasal -- 1.4.6. Manipulative -- 1.4.7. Desiderative -- 1.4.8. Perception -- 1.4.9. Knowledge -- 1.4.10. Propositional Attitude -- 1.4.11. Utterance -- 1.4.12. Emotion. , 1.5. Summary -- 2.0. Expressions of Tense and Aspect -- 2.1. Introduction32F -- 2.2. Syntax of Verbs in Jewish Gabes -- 2.3. Distinction between Preverbal Particles and Auxiliaries -- 2.4. The Origin of Preverbal Particles in Jewish Gabes -- 2.4.1. The Particle /ka-/ in Other Dialects -- 2.4.2. Origin and Distribution of the /kān/+p-stem Construction -- 2.5. Aspect and Tense: Theoretical Remarks -- 2.5.1. Aspect -- 2.5.2. Tense -- 2.6. Introduction to Analysis -- 2.7. Analysis: Plain Forms -- 2.7.1. P-stem -- 2.7.2. S-stem -- 2.7.3. Active Participle fāʕil -- 2.7.4. The Active Participle in Muslim and Jewish Varieties: A Historical Account -- 2.8. Analysis: Compound Forms -- 2.8.1. /qāʕd/, /qāʕ/, /ka/ + p-stem -- 2.8.2. /kān/ + p-stem -- 2.8.3. ḥabb + p-stem -- 2.9. Aspect in Narrative -- 2.10. Conclusions -- 3.0. Word Order -- 3.1. Theoretical Preliminaries -- 3.2. Typological Perspective -- 3.3. Subject-Predicate Alignment -- 3.3.1. Subgroups of Subject-Prominent Type -- 3.3.2. Data -- 3.3.3. Grammatical Features of S-P Sentences -- 3.3.4. Discourse Features of S-P Sentences -- 3.4. Topic-Comment Alignment -- 3.4.1. Data -- 3.4.2. Grammatical Features of T-C Structures -- 3.5. SVO Versus T-C -- 3.6. Points of Convergence and Divergence with NENA -- 7. Syntax of Pronouns -- 7. SYNTAX OF PRONOUNS -- 1.0. Demonstrative Pronouns -- 1.1. Historical Background -- 1.2. Typological Perspective -- 1.3. Pragmatic Analysis of the Data -- 1.3.1. Syntactic Distribution -- 1.3.2. Proximal Demonstratives -- 1.3.3. Distal Demonstratives -- 1.3.4. Unstressed Distal Demonstratives -- 1.4. Demonstratives in North African Arabic: A Comparative Perspective -- 8. Conclusion -- 8. Conclusion -- 9. Appendix -- APPENDIX A corpus of selected narratives quoted in the volume -- 1.0. The Tale of the Beggar and the Loaf of Bread -- 2.0. The Sultan and Three Daughters. , 3.0. Two Brothers.

Additional Edition: Print version: Gębski, Wiktor A Grammar of the Jewish Arabic Dialect of Gabes Cambridge, UK : Open Book Publishers,c2024

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ISBN: 9781800647374

Note: Intro -- List of Figures -- List of Tables -- Acknowledgements -- Preface -- Credits -- Note on Symbols -- 1 Introduction: Music and Darwinism -- 1.1 Prologue: What Can Evolution Tell Us about Music, and What Can Music Tell Us about Evolution? -- 1.1.1 What Can Evolution Tell Us about Music? -- 1.1.2 What Can Music Tell Us about Evolution? -- 1.2 Aims, Claims, Objectives and Structure -- 1.2.1 Aims -- 1.2.2 Claims -- 1.2.3 Objectives -- 1.2.4 Structure -- 1.3 Music and Musicality in Evolutionary Thought -- 1.4 Disciplines and Interdisciplines -- 1.4.1 Disciplines -- 1.4.2 Interdisciplines -- 1.5 The Ambit of the Evolutionary Algorithm -- 1.5.1 What Is Evolution? -- 1.5.2 Physical Evolution -- 1.5.3 Biological Evolution -- 1.5.4 Cultural Evolution -- 1.5.5 Evolution and Recursive Ontology -- 1.6 Core Elements in Universal Darwinism -- 1.6.1 Replicators and Vehicles -- 1.6.2 Replication Hierarchies and the Unit(s) of Selection -- 1.6.3 Replicator Attributes -- 1.6.3.1 Longevity -- 1.6.3.2 Fecundity -- 1.6.3.3 Copying-Fidelity -- 1.7 Taxonomy -- 1.7.1 A Metataxonomy of Taxonomy -- 1.7.2 Concepts of Cladism -- 1.7.3 Punctuationism versus Gradualism, The Unit(s) of Selection, and Taxonomy -- 1.8 Lamarckism versus Darwinism in Biological Evolution -- 1.9 Summary of Chapter 1 -- 2 The Evolution of Human Musicality -- 2.1 Introduction: What Is and What Is Not Music? -- 2.2 Non-Evolutionary and Evolutionary Explanations for Musicality -- 2.3 Hominin Evolution from Australopithecus afarensis to Homo sapiens -- 2.3.1 Bipedalism -- 2.3.2 Communal Living -- 2.3.3 Sexual Non-Dimorphism -- 2.3.4 Infant Altriciality -- 2.3.5 Vocal Grooming -- 2.4 Sound Archaeology as Evidence for Hominin Musicality -- 2.5 The Aptive Benefits of Musicality -- 2.5.1 Aptation, Adaptation and Exaptation -- 2.5.2 Rhythm, Sociality and Embodiment -- 2.5.3 Sexual Selection. , 2.5.4 Music and Infant-Caregiver Interaction -- 2.5.5 Summary of the Aptive Benefits of Musicality -- 2.6 The Evolution of Instrumental Music -- 2.7 The (Co)evolution of Music and Language I: Bifurcation from Musilanguage -- 2.7.1 Structural and Functional Commonalities between Language and Music -- 2.7.2 The Musilanguage Model -- 2.7.3 The Music-Language Continuum -- 2.7.4 Echoes of Musilanguage in the Modern World -- 2.7.5 The Power of Vocal Learning -- 2.7.6 Holistic versus Compositional Sound-Streams -- 2.7.7 Structural and Functional Lateralisation of Music and Language in the Brain -- 2.8 Summary of Chapter 2 -- 3 Music-Cultural Evolution in the Light of Memetics -- 3.1 Introduction: Cultural Replicators, Vehicles and Hierarchies -- 3.2 Why the Need for Cultural Replicators? -- 3.3 Pre- and Proto-Memetic Theories of Cultural Evolution -- 3.3.1 The Mneme -- 3.3.2 Evolutionary Epistemology -- 3.3.3 Cultural Ethology -- 3.4 Key Issues in Memetics -- 3.4.1 Qualitative versus Quantitative Memetics -- 3.4.2 Cultural Adaptation and Exaptation -- 3.4.3 Lamarckism versus Darwinism in Cultural Evolution -- 3.5 Memetics and Music -- 3.5.1 Overview of Musicomemetics -- 3.5.2 Musemic Hierarchies: Recursive-Hierarchic Structure-Generation via Allele-Parataxis -- 3.5.3 Improvisation and/as Composition -- 3.5.4 Performance -- 3.6 Music-Cultural Taxonomies -- 3.6.1 Species-Dialect -- 3.6.2 Group-Idiom/Genre/Formal-Structural Type -- 3.6.3 Organism-Movement/Work -- 3.6.4 Operon/Gene-M(us)emeplex/M(us)eme -- 3.6.5 Distinguishing Homologies from Homoplasies in Music-Cultural Evolution -- 3.6.6 Cultural Cladograms -- 3.7 Gene-Meme Coevolution -- 3.7.1 Memetic Drive -- 3.8 The (Co)evolution of Music and Language II: Semantics, Syntax and Thought -- 3.8.1 Language and Cognition -- 3.8.2 Modularity, Language and Thought -- 3.8.3 The Hexagonal Cloning Theory (HCT). , 3.8.4 Implementation of Linguistic Syntax in the Light of the HCT -- 3.8.5 Semantic Homologies between Language and Music -- 3.8.6 Implementation of Musical Syntax in the Light of the HCT -- 3.8.7 Escaping Determinism via Evolution -- 3.8.8 Summary of Music-Language (Co)evolution -- 3.9 Summary of Chapter 3 -- 4 Evolutionary Metaphors in Discourse on Music -- 4.1 Introduction: Metanarratives in Musical Scholarship -- 4.2 Metaphor in Evolutionary-Musical Scholarship -- 4.3 Evolutionary Metaphors in Music Historiography -- 4.3.1 Ontogenetic Metaphors of Composers' Styles -- 4.3.2 Ontogenetic Metaphors of Historical Styles, Genres and Formal-Structural Types -- 4.3.3 Phylogenetic Metaphors of Historical-Geographical Styles, Genres and Formal-Structural Types -- 4.3.4 Lamarckism versus Darwinism in Music Historiography -- 4.4 Evolutionary Metaphors in Music Theory and Analysis -- 4.4.1 The Work as Organism -- 4.4.1.1 Poiesis as Embryology -- 4.4.1.2 Diachronic Unfolding as Ontogeny -- 4.4.1.3 Synchronic Structure as Functional Differentiation -- 4.4.2 The Motive as Organism -- 4.4.3 Tones and Tonality as Organisms -- 4.5 The (Co)evolution of Music and Language III: Linguistic Tropes in Discourse on Music -- 4.6 The Evolution of Scholarly Discourses on Music -- 4.7 Culture-Music-Discourse Coevolutionary Models -- 4.8 Summary of Chapter 4 -- 5 Animal ``Musicality'' and Animal ``Music'' -- 5.1 Introduction: What Makes Us Unique? -- 5.2 Animal Vocalisations and Sexual Selection -- 5.3 Primarily Innate Vocalisations -- 5.3.1 Vervet Alarm Calls -- 5.3.2 Chimpanzee Pant-Hoots -- 5.3.3 Gibbon Songs and Duets -- 5.3.4 Ape Drumming -- 5.3.5 Innate Bird-Song -- 5.4 Primarily Learned Vocalisations -- 5.4.1 Learned Bird-Song -- 5.4.1.1 The Acquisition of Learned Bird-Song -- 5.4.1.2 The Structure of Learned Bird-Song. , 5.4.1.3 The Aptive Benefits of Learned Bird-Song -- 5.4.1.4 Learned Bird-Song and Human Music: The Bird Fancyer's Delight -- 5.4.2 Learned Whale-Song -- 5.4.2.1 The Acquisition of Learned Whale-Song -- 5.4.2.2 The Structure of Learned Whale-Song -- 5.4.2.3 The Aptive Benefits of Learned Whale-Song -- 5.4.2.4 Learned Whale-Song and Human Music -- 5.5 Musicality, Music and Creativity -- 5.5.1 Conceptions of Creativity -- 5.5.2 Darwinism as Creativity -- 5.5.3 Can Animals be Creative? -- 5.6 The (Co)evolution of Music and Language IV: Relationships between Animal Vocalisations and Hominin Music and Language -- 5.7 Summary of Chapter 5 -- 6 Computer Simulation of Musical Evolution -- 6.1 Introduction: Computer Analysis and Synthesis of Music -- 6.2 The Continuum of Synthesis and Counterfactual Histories of Music -- 6.3 The (Co)evolution of Music and Language V: Computer Simulation of Language Evolution -- 6.4 Music and/versus Its Representations -- 6.5 Overview and Critique of Music-Creative Systems -- 6.5.1 Machine-Learning Systems -- 6.5.1.1 Recombination Systems -- 6.5.1.2 Neural Networks -- 6.5.1.3 Markov Models -- 6.5.2 Knowledge/Rule-Based Systems -- 6.5.2.1 Grammar-Based Systems -- 6.5.2.2 Constraint-Satisfaction Systems -- 6.5.3 Optimisation Systems -- 6.5.3.1 Local Search Algorithms -- 6.5.3.2 Genetic/Evolutionary Algorithms -- 6.5.4 Hybrid Systems -- 6.5.4.1 Multi-Algorithm Systems -- 6.5.4.2 Multimedia Systems -- 6.6 Machine Creativity -- 6.6.1 Can Machines be Creative? -- 6.6.2 The Evaluation of Machine Creativity -- 6.6.3 The Theory and Analysis of Computer-Generated Music -- 6.7 Summary of Chapter 6 -- 7 Conclusion: Music, Evolution and Consciousness -- 7.1 Introduction: Why Is Music? -- 7.2 Consciousness, Musicality and Music -- 7.2.1 The ``Easy'' and ``Hard'' Problems of Consciousness -- 7.2.2 Metatheories of Consciousness. , 7.3 Consciousness as an Evolutionary Phenomenon -- 7.3.1 Evolution and The Hard Problem of Consciousness: The Multiple Drafts Model -- 7.3.2 Consciousness as Evolution and Evolution as Consciousness -- 7.4 The (Co)evolution of Music and Language VI: Memetics, Cognitivism and Communicativism, and Consciousness -- 7.4.1 Cognitivism and/versus Communicativism Revisited -- 7.4.2 Rehabilitating Memetics in Communicativism -- 7.5 Tonal-System Evolution as (Musical) Consciousness -- 7.5.1 Style Hierarchies and Music-Systemic Evolution -- 7.5.2 Mechanisms of Tonal-System Evolution -- 7.5.3 Two Strategies to Evidence Tonal-System Evolution -- 7.6 Cultural Evolution and Internet Consciousness -- 7.6.1 Replicators and Vehicles in Internet Evolution -- 7.6.2 Evidence for Memetic Evolution on the Internet -- 7.6.3 The Internet as (Musical) Consciousness -- 7.7 Summary of Chapter 7 -- 7.8 Epilogue: How Music Thinks -- References -- Glossary -- Index.

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Series Statement: Biblioteca di Studi di Filologia Moderna

Content: Recent work on second language acquisition within the generative framework has pointed out interfaces (syntax-discourse, syntax-semantics, etc.) as a residual domain of vulnerability in L2. Rather than in core syntax, it is at the interface level that the divergence between native and non-native grammars has been shown to be more prominent. In this book the investigation of answering strategies and the focalization of new information subjects, which require access to the syntax-discourse interface, will be pursued. Data is collected through an oral elicitation task on Finnish and Italian, a rather unexplored language pair, in various stages of language development: advanced and intermediate L2 acquisition, L1 under L2 attrition, early bilingualism, child monolingual L1 development.

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Edition: Second edition.

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Series Statement: The Cambridge applied linguistics series

Content: Understanding reading abilities and their development is fundamental for language comprehension and human cognition. Now in its second edition, this book draws on research from multiple disciplines to explain reading abilities in both L1 and L2, and shows how this research can be applied in practice in order to support reading development. Research into reading has progressed a great deal since the first edition was published, so this edition has been completely updated and revised, in order to reflect these advances. All chapters present updated research studies, and completely new chapters are included on the neurocognition of reading, reading-writing relationships, and digital reading. If you want to know how reading works, no matter the language(s) involved, as well as how it can be taught effectively, this book provides a persuasive research foundation and many practical insights. It is essential reading for academic researchers and students in Applied Linguistics and TESOL.

Note: Title from publisher's bibliographic system (viewed on 02 Sep 2022). , Cover -- Half-title page -- Series page -- Title page -- Copyright page -- Dedication -- Contents -- List of Figures -- List of Tables -- Preface -- Part I Foundations of Reading -- 1 The Nature of Reading: Defining Reading -- 1.1 Ways We Read and Why We Read -- 1.2 Reading for Different Purposes: Types of Reading -- 1.3 Reading for Different Purposes: The Validity of the Concept -- 1.4 A Definition of Reading -- 1.5 Learning to Read -- 1.6 Implications for Instruction -- 2 How Reading Works: The Building Blocks of Fluency and Comprehension -- 2.1 Word Recognition -- 2.1.1 Orthographic Processing -- 2.1.2 Phonological Processing -- 2.1.3 Semantic Processing and the Self-Teaching Hypothesis -- 2.1.4 Morphological Processing -- 2.1.5 Spelling Knowledge, Orthographic Mapping, and Word Recognition -- 2.2 Lexical Access -- 2.3 Automaticity and Lexical Access -- 2.4 Lexical Quality Hypothesis -- 2.4.1 Lexical Access and the Lexical Quality Hypothesis -- 2.4.2 Lexical Access, Syntactic Processing, and Semantic Processing -- 2.5 Syntactic Parsing: From Word to Clause Integration -- 2.6 Meaning Proposition Encoding: Word-to-Text Integration -- 2.7 Working Memory -- 2.8 Now-or-Never Processing and Lower-Level Processes -- 2.9 Implications for Instruction -- 3 How Reading Works: Comprehension Processes -- 3.1 Key Features of Higher-Level Processing -- 3.2 Building a Text Representation of Comprehension -- 3.3 Building a Situation Model of Reader Interpretation -- 3.4 A Two-Level Account of Comprehension -- 3.5 Working Memory as Executive Function -- 3.6 Other Executive Functions -- 3.7 Attentional Processing -- 3.8 Inferencing -- 3.9 Metacognitive and Metalinguistic Awareness -- 3.10 Comprehension Processes and Executive Control -- 3.11 Implications for Instruction -- 4 Cognitive Issues in Reading -- 4.1 Implicit and Explicit Learning -- 4.2 Frequency. , 4.3 Statistical Learning and Statistical Knowledge -- 4.4 Associative Learning, Co-occurrence, and Emergence -- 4.5 Language Processing Constraints: Reading and Now-or-Never Processing -- 4.6 Connectionism -- 4.7 Speed of Processing and Rapid Automatic Naming -- 4.8 Long-Term Memory and Background Knowledge -- 4.8.1 Long-Term Memory -- 4.8.2 Background Knowledge -- 4.9 Concepts, Categorization, and Reading Comprehension -- 4.10 Role of Context in Reading -- 4.11 Implications for Instruction -- 5 Neurocognitive Processing and Reading Ability -- 5.1 Neurolinguistic Research on Reading -- 5.2 A Tour of Major Brain Structures -- 5.3 Language-Associated Brain Areas -- 5.4 Networks and Pathways -- 5.5 Neurolinguistic Research Methods -- Appendix: Integrating a Reading Comprehension Timeline: Proposed attentional and Automatic Processing while Reading -- 6 Explaining Reading Comprehension: Models of Reading -- 6.1 Models of Reading -- 6.1.1 Simple View of Reading -- 6.1.2 Construction-Integration Model -- 6.1.3 The Landscape Model of Reading -- 6.1.4 Verbal Efficiency Model, Lexical Quality Hypothesis, and Word-to-Text Integration -- 6.1.5 Reading Systems Framework Approach -- 6.2 L2 Reading Comprehension and Models of Reading -- 6.3 Implications for Instruction -- Part II Patterns of Variation in Reading -- 7 Reading in Different Languages -- 7.1 Reading in Different Languages -- 7.2 Orthographic Systems -- 7.3 Traditional Taxonomic Classification of Languages -- 7.4 The Orthographic Writing System and Learning to Read -- 7.5 The Orthographic Depth Hypothesis -- 7.6 Consequences of the Orthographic Depth Hypothesis for Reading -- 7.7 Other Factors in Word Recognition Development -- 7.8 From the L1 to the L2: Transfer Effects of Different L1s on L2 Reading -- 7.9 Universals of Reading Development. , 7.10 Reading Universals and L1-L2 Transfer: The Role of Phonological Decoding -- 7.11 Implications for Instruction -- 8 L1 and L2 Reading Relationships -- 8.1 L1 Versus L2 Reading -- 8.1.1 Key Linguistic and Processing Differences in L1-L2 Reading -- 8.1.2 Cognitive and Educational Differences in L1-L2 Reading -- 8.1.3 Key Sociocultural and Institutional Factors in L1-L2 Reading -- 8.2 Similarities between L1 and L2 Reading -- 8.3 Relationships Between L1 Reading and L2 Reading Development -- 8.3.1 Interdependence Hypothesis and Linguistic Threshold Hypothesis -- 8.3.2 Common Underlying Cognitive Processing Framework -- 8.3.3 Transfer Facilitation Model -- 8.3.4 Language Threshold Hypothesis -- 8.3.5 Dual-Language Involvement in L2 Reading -- 8.4 Implications for Instruction -- 9 Social Contexts of Reading -- 9.1 Demographics on Students and Reading Development in the United States -- 9.2 Social Factors Influencing L1 and L2 Literacy -- 9.2.1 The Development of Emergent Literacy -- 9.2.2 Socioeconomic Status -- 9.2.3 Going Beyond SES -- 9.2.4 Family Beliefs and Values -- 9.2.5 Language Stimulation in the Home -- 9.2.6 Home Literacy Environment: Shared Reading Experiences -- 9.2.7 Training and Interventions for Early Literacy Development: Head Start -- 9.3 Teacher Professional Training and Teacher Effectiveness -- 9.4 Language-Minority Learners in Language Majority K-12 Schools -- 9.5 ESL Students in Academic Settings and EFL Students -- 9.6 Putting the Contextual Research into Context -- 9.7 Implications for Instruction -- 10 Motivation for Reading -- 10.1 Definitions of Motivation -- 10.2 Theories of Motivation -- 10.2.1 Expectancy-Value Theory -- 10.2.2 Attribution Theory -- 10.2.3 Social-Cognitive Theory -- 10.2.4 Goal Orientation Theory -- 10.2.5 Self-Determination Theory -- 10.2.6 Related Concepts -- 10.3 Motivation and Reading. , 10.4 Dimensions of Motivation and Motivation Measurement -- 10.5 Intrinsic and Extrinsic Motivation -- 10.6 Motivation and Reading Amount -- 10.7 Reading Motivation and Metacognitive Awareness of Strategy Use -- 10.8 Motivation, Engagement, and Reading Achievement -- 10.9 Motivation/Engagement, Instruction and Reading Achievement -- 10.10 Motivation in L2 Contexts -- 10.11 Motivation for L2 Reading -- 10.12 Implications for Instruction: Teaching Motivation for L2 Reading -- Part III Developing Reading Comprehension Abilities -- 11 Vocabulary and Reading Comprehension -- 11.1 The Close Relationship Between Vocabulary and Reading -- 11.2 Amount of Vocabulary Needed for Reading Comprehension -- 11.3 Identifying Individual Vocabulary Items: Exploring Lexical Quality -- 11.4 The Development of Vocabulary -- 11.5 The Value of Word Family and Lemma Analyses: Word Lists and Core Words -- 11.6 L2 Reading and L2 Word Knowledge -- 11.7 Learning Words from Context -- 11.7.1 Incidental Word Learning from Extensive Exposure -- 11.7.2 Using Vocabulary Learning Strategies -- 11.7.3 Guessing Word Meanings from Context -- 11.8 Background Knowledge and Word Learning Networks -- 11.9 Direct Instruction of Vocabulary -- 11.10 Implications for Instruction -- Appendix: Vocabulary Activities Using Graphic Organizers -- Semantic Map -- Word-stem Map -- Concept-of-Definition Map -- 12 Building Main Idea Comprehension: Syntax and Strategies -- 12.1 Syntactic Processes, Knowledge, and Awareness -- 12.1.1 Syntactic Processing -- 12.1.2 Syntactic Processing and Syntactic Awareness while Reading -- 12.1.3 Syntactic Knowledge (Awareness) and Reading Comprehension Abilities -- 12.2 Grammar as Functional Text Processing Knowledge -- 12.2.1 Grammatical Information as Discourse Signaling System -- 12.2.2 The Contribution of Grammar Knowledge to Reading Comprehension. , 12.2.3 Structure Building Model of Comprehension and Linguistic Cueing Systems -- 12.3 Academic Main Idea Comprehension -- 12.4 Reading Strategies That Support Comprehension -- 12.4.1 Previewing and Activating Prior Knowledge -- 12.4.2 Predicting -- 12.4.3 Forming Questions and Answering Questions -- 12.4.4 Summarizing -- 12.4.5 Monitoring Comprehension -- 12.4.6 Using Text Structure Awareness -- 12.4.7 Using Graphic Organizers -- 12.4.8 Inferencing -- 12.4.9 An L2-Specific Comprehension Strategy: Mental Translation -- 12.5 Strategies and Comprehension Development -- 12.6 Implications for Instruction -- 12.6.1 Implications for Grammar Instruction -- 12.6.2 Implications for Strategy Instruction -- Appendix: Major Reading Strategies -- 13 Becoming a Strategic Reader -- 13.1 Skills and Strategies -- 13.2 Metacognition and Strategies -- 13.3 Metalinguistic Awareness and Strategic Reading -- 13.4 Promoting Strategic Reading -- 13.5 Active Engagement in Reading -- 13.6 Strategic Reading and Strategies in Combination -- 13.7 Research on Multiple Strategies Instruction -- 13.7.1 KWL and DR-TA -- 13.7.2 Reciprocal Teaching -- 13.7.3 Collaborative Strategic Reading -- 13.7.4 Questioning the Author -- 13.7.5 Transactional Strategies Instruction -- 13.7.6 Promoting Adolescents' Comprehension of Text (PACT) -- 13.7.7 Concept-Oriented Reading Instruction (CORI) -- 13.7.8 Developing More Strategic Readers -- 13.8 Reading to Learn and the Challenge of Disciplinary Reading -- 13.9 Implications for Instruction -- 14 Building Awareness of Discourse Structure -- 14.1 Two Directions in Written Discourse Analysis -- 14.2 Text Structure: How Texts Signal Discourse Structure -- 14.2.1 Cohesion -- 14.2.2 Information Structuring -- 14.2.3 Lexical Signaling -- 14.2.4 Anaphoric Signaling -- 14.2.5 Topic Continuity Systems -- 14.2.6 Text Coherence. , 14.3 Text Genres and Text Purposes.

Additional Edition: ISBN 1-108-84010-8

Language: English

Subjects: Comparative Studies. Non-European Languages/Literatures

URL: https://doi.org/10.1017/9781108878944

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Format: 1 online resource

ISBN: 9781315213705 , 1315213702 , 9781351819381 , 1351819380 , 9781351819374 , 1351819372 , 9781351819398 , 1351819399

Content: "Chinese is a discourse-oriented language and the underlying mechanisms of the language involve encoding and decoding so the language can be correctly delivered and understood. To date, there has been a lack of consolidation at the discourse level such that a reference framework for understanding the language in a top-down fashion is still underdeveloped. The Routledge Handbook of Chinese Discourse Analysis is the first to showcase the latest research in the field of Chinese discourse analysis to consolidate existing findings, put the language in both theoretical and socio-functional perspectives, offer guidance and insights for further research and inspire innovative ideas for exploring the Chinese language in the discourse domain. The book is aimed at both students and scholars researching in the areas of Chinese Linguistics and Discourse Analysis"--

Note: Introduction. Discourse analysis in the Chinese context / Chris Shei -- Chinese conversation analysis / Kang-Kwong Luke -- Critical analysis of Chinese discourse / Weixiao Wei and Chris Shei -- Sociolinguistic approaches to Chinese discourse / Wei Wang -- Analyzing multimodal Chinese discourse: integrating social semiotic and conceptual metaphor theories / William Dezheng Feng -- Conceptual word order principles and Mandarin Chinese grammar / Anna Morbiato -- Grammatical constructions and Chinese discourse / Zhuo Jing-Schmidt -- Between factuality and counterfactuality: Chinese conditionals in conversations / Yu-Fang Wang and Wayne Schams -- Information structure in Chinese discourse / Yu-Yin Hsu -- Personal pronouns in Chinese discourse / Xuehua Xiang -- Aspect in Chinese narrative / Wendan Li -- The use of modal verbs in political debates / Maria Cheng -- Zero anaphora and topic chain in Chinese discourse / Ming-Ming Pu -- Politeness and impoliteness in Chinese discourse / Dániel Z. Kádár -- Pragmatic markers in Chinese discourse / Guangwu Feng -- The grammaticalization of stance markers in Chinese / Foong Ha Yap and Winnie Chor -- Language, gesture, and meaning / Kawai Chui -- The psycholinguistics of Chinese discourse processing / Chien-Jer Charles Lin -- The neurocognitive processing of Chinese discourse / Chiao-Yi Wu and Shen-Hsing Annabel Chen -- Language impairment in Chinese discourse / Yi-hsiu Lai and Yu-te Lin -- Discourse, gender and psychologization in contemporary China / Jie Yang -- Chinese business communication / Jiayi Wang -- Chinese workplace discourse: politeness strategies and power dynamics / Vincent X. Wang -- Legal discourse studies in the Chinese context / Zhengrui Han and Yunfeng Ge -- Authoritative classroom discourse: the abuse of power in a Chinese classroom / Wang Bo and Ma Yuanyi -- The discourse of Chinese social media: the case of weibo / Eileen Le Han -- Chinese censorship of online discourse / Juha A. Vuori and Lauri Paltemaa -- Don't talk back to your father: online anti-Taiwanese independence nationalist discourse / Ane Bislev -- Rescuing authoritarian rule: the anti-Gongzhi discourse in Chinese cyberspace / Rongbin Han and Linan Jia -- Discursive construction of national and political identities in China / Qing Cao -- Ideological patterns in Chinese state media narratives concerning issues of security and sovereignty / Lutgard Lams -- The cultural governance of China's mass media events / Florian Schneider -- Identity construction in Chinese discourse / Cheng-Tuan Li -- Development of computation models for Chinese discourse analysis / Hen-Hsen Huang and Hsin-Hsi Chen -- Chinese spoken dialogue system / Chung-Hsien Wu and Ming-Hsiang Su -- Corpus stylistics and Chinese literary discourses: a comparative study of four novels by Shen Congwen and Chang Eileen / Zhao-Ming Gao -- Tracking collective sentiment in Chinese finance-related discourse / Samuel W.K. Chan -- Code-switching in Singapore Mandarin / Cher Leng Lee -- Studies in Cantonese discourse: two examples / John C. Wakefield -- An introduction to Taiwan Hakka: focusing on its sounds, morph-syntax and social background / Huei-ling Lai -- The dynamics of Southern Min in Taiwan: from Southern Min dialects to Taigi / Hui-lu Khoo (Hui-ju Hsu) -- Discourse analysis in Chinese interpreting and translation studies / Binhua Wang -- Discourse analysis for Chinese language teaching / Julia Renner -- Critical cultural discourse analysis: a case study of Chinese official discourse on civil society / Runya Qiaoan -- A discourse analysis of Macau chefs' accounts of job crafting / Ting Wu.

Additional Edition: Print version: Routledge handbook of Chinese discourse analysis. Abingdon, Oxon ; New York, NY : Routledge, 2019 ISBN 9780415789790

Language: English

Subjects: Comparative Studies. Non-European Languages/Literatures

Keywords: Electronic books. ; Electronic books. ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung ; Aufsatzsammlung

DOI: 10.4324/9781315213705

URL: https://www.taylorfrancis.com/books/9781315213705

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Format: xvi, 344 p. : , ill.

Edition: 1st ed.

ISBN: 9789027271716 , 9027271712

Series Statement: Culture and Language Use ; 10

Content: Language and food are universal to humankind. Language accomplishes more than a pure exchange of information, and food caters for more than mere subsistence. Both represent crucial sites for socialization, identity construction, and the everyday fabrication and perception of the world as a meaningful, orderly place. This volume contains an introduction to the study of food and an extensive overview of the literature focusing on its role in interplay with language. It is the only publication fathoming the field of food and food-related studies from a linguistic perspective. The research articles assembled here encompass a number of linguistic fields, ranging from historical and ethnographic approaches to literary studies, the teaching of English as a foreign language, psycholinguistics, and the study of computer-mediated communication, making this volume compulsory reading for anyone interested in genres of food discourse and the linguistic connection between food and culture.

Note: Bibliographic Level Mode of Issuance: Monograph , Intro -- Culinary Linguistics -- Editorial page -- Title page -- LCC data -- Dedication page -- Menu -- Aperitivo -- Overview of the volume -- Food and language - language and food -- 1. Introduction -- 2. The study of food -- 2.1 Classic early literature -- 2.2 Second half of the 20th Century till today -- 3. Food and language - an overview -- 3.1 Comparative linguistics -- 3.2 Morphology and word formation -- 3.3 Syntax and grammar -- 3.4 Words and meaning -- 3.5 Spoken discourse -- 3.5.1 Analyzing dinner talk -- 3.5.2 Other spoken discourses -- 3.6 Food writing -- 3.6.1 Cookery books and recipes -- 3.6.2 Restaurant menus -- 3.6.3 Labeling food products -- 3.7 Mediated food discourse -- 4. Conclusion -- PRIMI PIATTI. Genres of food discourse -- When making pie, all ingredients must be chilled. Including you -- 1. Introduction -- 2. Food blogs as a sub-genre of CMC -- 3. The Food Blog Corpus (FBC) -- 4. Analysis -- 4.1 Lexical features -- 4.1.1 Special-purpose vocabulary (excluding verbs) -- 4.1.2 Verb use -- 4.1.3 Modification, evaluation and hedging -- 4.1.4 Reference to place and time -- 4.1.5 Non-standard lexis and spelling -- 4.2 Syntax -- 4.3 Audience address and audience involvement -- 5. Conclusion -- References -- Appendix -- Passionate about food -- 1. Introduction -- 2. A brief overview of TV cookery in the UK -- 2.1 The "personality system" -- 2.1.1 Jamie Oliver -- 2.1.2 Nigella Lawson -- 3. Jamie and Nigella performing food-talk -- 3.1 The DVDs -- 3.1.1 The paratexts -- 3.1.2 The titles -- 3.2 The talk -- 3.2.1 The introductions -- 3.2.2 Giving instructions -- 3.2.3 Interacting with the audience -- 3.2.4 Fillers versus fluency -- 3.2.5 Vague language -- 3.2.6 Expressing emotion -- 4. Conclusions -- References -- The addressee in the recipe -- 1. Introduction -- 2. Designing documents for a particular audience -- 3. Recipes. , 4. Audience design in cookbooks -- 4.1 Cookbook for students -- 4.2 Cookbook for girls -- 4.3 Cookbook for people with health issues -- 4.4 'Mastering the art of French cooking' -- 5. Conclusion -- References -- Food for thought - or, what's (in) a recipe? -- 1. Introduction -- 2. One dish - two recipes -- 2.1 The history of the notion recipe -- 2.2 "Beef y-Stywyd" as in MS. Harl. 279, f. 6v -- 2.3 "Beef and ale stew" as presented by Jamie Oliver -- 3. Form and function: Two perspectives on one recipe -- 3.1 A formal comparison -- 3.2 A functional comparison -- 4. Results and conclusion: Same old, same old? -- References -- Online Sources: -- Recipes and food discourse in English - a historical menu -- 1. Hors d'oeuvre: Old English -- 2. Le.j. cours: Middle English -- 3. Le.ij. cours: Early Modern English -- 4. Le.iij. cours: Late Modern English -- 5. A review of courses -- 6. Vn sotelte: Apple pie across time -- 7. Room for dessert? -- References -- A note on the recipes -- The way to intercultural learning is through the stomach - Genre-based writing in the EFL classroom -- 1. Introduction -- 2. Theoretical framework -- 2.1 Intercultural learning and recipes as a locus of culture -- 2.2 The genre-based approach to foreign language text production -- 2.3 The language of recipes -- 2.3.1 Macro-structure -- 2.3.2 Micro-structure -- 2.3.2.1 Syntax -- 2.3.2.2 Lexis -- 3. Corpus of mirror texts -- 3.1 Macro-structure -- 3.2 Micro-structure -- 3.2.1 Syntax -- 3.2.2 Lexis -- 4. Classroom applications -- 4.1 Genre competence -- 4.2 Intercultural competence -- 4.3 Writing competence -- 5. Analysis of students' writing products -- 5.1 Linguistic features -- 5.1.1 Macro-structure -- 5.1.2 Micro-structure -- 5.1.2.1 Syntax -- 5.1.2.2 Lexis -- 5.2 Cultural elements -- 5.2.1 The origin of dishes -- 5.2.2 Etymological explanations -- 5.2.3 Occasions of consumption. , 5.2.4 Comments on preparation effort -- 6. Conclusion -- References -- Recipe sources -- Appendix -- I. Corpus of mirror texts (MT) -- MT 1: Caesar Salad -- MT 2: Fantastic fish pie -- MT 3: Carrot pachadi -- MT 4: Spiced Pumpkin Soup with Bacon -- II. Corpus of student texts (ST) -- ST 1: Geheirate -- ST 2: Geheirate mit Specksauce - the Main thing is to eat well! -- ST 3: The saarländish Bubble & -- Squeak - Dibbelabbes -- ST 4: Delicious Dibbelabbes -- ST 5: Dibbelabbes -- ST 6: Dibbelabbes -- ST 7: Fried potatoes -- ST 8: German potato-heads with tasty sausage from Lyon -- ST 9: Schwenker -- ST 10: Traditional German "Currywurst" -- ST 11: Delicious "Maultaschen" -- ST 12: Box-Pickert - The delicious Eastern Westfalian speciality -- ST 13: The excellently flavoured gravy - Ghormey Sabzi -- ST 14: Torator -- ST 15: Filled wine leaves -- SECONDI PIATTI. Food and culture -- How permeable is the formal-informal boundary at work? -- 1. Introduction -- 2. Literature survey -- 3. Database and methodology -- 4. Food talk at boundaries -- 5. Food talk affects formality -- 6. Food talk indexes boundaries and informality -- 7. Conclusion -- References -- Appendix -- Transcription conventions -- Acknowledgement -- Comparing drinking toasts - Comparing contexts -- 1. Comparative ethnopragmatics and local constructions of 'us' and 'them' -- 2. Rituals of positive politeness -- 3. Georgian toasts -- 3.1 Drinking to wish God's grace -- 3.2 Communicating honor and artistry -- 4. Comparing toasts and their etiquette -- 4.1 Russian toasts -- 4.2 Swedish toasts -- 4.3 Foreigners' toasts -- 5. Conclusion: 'Doing difference' in intercultural encounters -- References -- The flavors of multi-ethnic North American literatures -- 1. Introduction: Spicing up the literary mainstream -- 2. "Lo que no mata, engorda" ("What doesn't kill you, makes you fat"). , 3. Chum Chum and Kitchen Indians -- 4. A simple recipe for making rice -- 5. Conclusion: Not a simple recipe -- References -- Men eat for muscle, women eat for weight loss -- 1. Introduction -- 1.1 Critical discourse analysis and hegemonic discourse -- 1.2 Previous research on discourses of food and gender -- 2. Data and methodology -- 3. Discourses of food (and gender) in Women's Health and Men's Health magazines -- 3.1 Eat good food… It makes you a better person -- 3.2 Food and control -- 3.2.1 Food and guilt -- 3.2.2 Food and morality -- 4. Construction of hegemonic gender identities -- 5. Conclusion -- References -- Appendix A: List of Magazines Included in the Analysis -- "Bon Appétit, Lion City" -- 1. What's in the name of a restaurant? -- 2. Singapore's linguistic market and the status of French -- 3. Foreign languages as added value -- 4. Meanings and motivations of French in business names -- 5. The corpus of shop signs and the sample of food retailers -- 6. Analysis and discussion of form and function -- 6.1 Forms of French in the names of food retailers -- 6.2 Functions of French in the names of food retailers -- 6.2.1 A French name for French food -- 6.2.2 A French name for Asian food -- 6.2.3 Using a French function word -- 7. Conclusions -- References -- Appendix A -- Talking about taste -- 1. Introduction -- 1.1 Language and the mind/brain -- 1.2 Describing object knowledge -- 1.3 Taste words in use -- 2. Discussion and conclusion -- References. , English

Additional Edition: ISBN 9789027202932

Additional Edition: ISBN 9027202931

Additional Edition: ISBN 9781299736085

Additional Edition: ISBN 1299736084

Language: English

Keywords: Terminology. ; Dictionaries. ; Controlled vocabulary.

DOI: 10.1075/clu.10

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ISBN: 1-108-98563-7 , 1-108-97956-4 , 1-108-98393-6

Content: The way the brain, body, and mind interact with social structure to shape communication has so far not received the attention it deserves. This book addresses this gap by providing a novel account of communication as a social, biological and neurological force. Combining theories from communication studies and psycholinguistics, and drawing on biological and evolutionary perspectives, it shows how communication is inherently both biological and social, and that language and the neural systems that support it have evolved in response to a complex social environment. It introduces a clear set of terms based on current research, and illustrates key concepts using real-life examples from everyday conversation - speaking to a number of current debates around the evolutionary and biological basis of language, and the relationship between language, cognition, and environment. Thought provoking and engaging, it will change the way we think about the relationship between communication and cognition.

Note: Title from publisher's bibliographic system (viewed on 12 Sep 2022). , Cover -- Half-title -- Title page -- Copyright information -- Dedication -- Contents -- List of Figures -- Preface -- The Purpose of the Book -- 1 The Embodiment Perspective -- The Embodiment Perspective -- Communication Is Biological. -- Metaphors of Communication. -- Communication Is Cognitive. -- Communication Is Social. -- Communication Is Cultural. -- Concepts and Metaphorical Terms -- Homeostasis, Representation, and Communication -- Summary -- 2 Homeostasis: Perception, Feelings, and Signaling -- Embodied Cognition -- Evolutionary Perspective. -- Homeostasis -- The Brain and Central Nervous System -- Neural Function. -- The Computer Metaphor for Mind. -- Structure of the Brain -- Physiology of Communication. -- Perception. -- Experience. -- Memory. -- Hemispheric Specialization. -- Survival Circuits. -- Coordinating Representations and Actions. -- Physiological Adaptations for Communication -- Reward Systems: Why Solving Puzzles, Eating, and Sex Are Fun -- Summary -- 3 How Language and Conversation Evolved -- What Is Language? -- Language Evolution as a Response to Ecological Pressure -- Animal Communication -- Language as a Social Tool -- Play. -- Theory of Mind (ToM) and Signaling. -- Social Knowledge. -- The Gradual Development of Language -- Elaborating the Signal System. -- Expanding Vocabulary. -- Totemic Imitation. -- Elaborating Syntax. -- Metaphor. -- Abstraction and Ambiguity. -- Language for Coordinating Action. -- Implications for Our Understanding of Contemporary Language -- Memes: Units of Cultural Practice -- The Meme Theory Account of Culture and Brain Evolution. -- Language and Homeostasis -- Summary -- 4 Thinking: Using and Understanding Language -- Mind -- Identity and the Self. -- Consciousness -- What Does Consciousness Do? -- Metacognition. -- Memory. -- Perception, Understanding, and Language. , The Conventional Story: The Digital Mind. -- Perceptual Symbols. -- Evidence for Perceptual Simulations -- Simulating Visual Experience. -- Simulating Muscular Experience. -- Objections to the PSS (Perceptual Symbols Systems) Account. -- Metaphor. -- Schemas, Scripts, and Scenarios. -- Frames. -- Emotion. -- Natural Language Statistics (Semantic Connections). -- Synthesis: Context-Limited Simulation Theory Extended -- Summary -- 5 Emotion -- The Classic View: Basic Emotions -- The Expanding List of Emotion Categories. -- Methodological Issues. -- Survival Circuits -- Cultural Construction of Emotion -- Self-Attribution. -- Excitation Transfer. -- The Facial Feedback Effect. -- Emotion and Homeostasis -- Strategic Emotional Expression. -- The Enactive View -- Synthesis: Affect, Arousal, and Emotion -- Emotion and Reason -- Communicating Emotion -- Emotion Cues and Signals. -- Feelings. -- Emotion Categories and Terms. -- Communicating about Emotions -- Summary -- 6 Signals -- Signaling -- Intentionality. -- Signals. -- Language -- Word Meaning. -- Word Form (Morphology). -- Emblems (Code-Like Gestures). -- Illustrators. -- Utterances -- Conversation Support -- Supporting the Flow of Language. -- Turn-Taking. -- Speaker Support. -- Expressive Signals -- Emotions. -- Social Status and Power. -- Sexual Interest/Availability. -- Relationship and Affiliation. -- Digital or Analog? -- Ad Hoc Signals -- Summary -- 7 Context -- Cognitive Context and Relevance -- Context and Interpretation -- Establishing Common Ground. -- Social Settings -- Participants. -- Secondary Audiences. -- Face-to-Face vs. Mediated. -- The Discourse Context -- Nature and Purpose of the Talk. -- What Has Been Said Before, by Whom, and in What Sequence. -- Relationship to Broader Discourse. -- Relationship -- Affective Valence. -- Framing -- Physical Surroundings -- Culture. , Politeness and Relevance -- Summary: Context and Homeostasis -- 8 Relationships and Groups -- Basic Human Relationships -- Homeostasis, Relationships, and Social Groups -- Facework: Politeness and Impoliteness -- Impoliteness. -- Theory of Mind and Moral Judgment. -- Morality. -- Facework, Homeostasis, and Morality. -- Strategic Impoliteness and Morality: Trade-Offs. -- Social Control. -- Power and Status -- Signals of Power. -- Bases of Power. -- Managing Social Distance. -- Relationships of Equal Status -- Culture and Representation -- Relationship Dimensions -- Summary -- 9 Conversation -- Conversation and Homeostasis -- Telic Communication. -- Structure of Conversation -- Fine Structure of Conversation - Moment by Moment. -- Conversation Scripts -- Beginnings. -- Terminations. -- Topic Changes and Framing. -- Power and Status. -- Turn-Taking. -- Delays. -- Formulating a Response. -- Repairs. -- Recursion -- Settings and Genres -- Conflict Talk. -- Argumentation and Logic. -- Summary -- 10 Play -- The Nature of Play -- Juvenile Play -- Adult Play -- Language Play -- Play in Conversation -- Play and Homeostasis -- Play and the Origins of Language Use -- Summary -- 11 Metaphor -- Lexical Metaphor and Metonymy -- Semantic Association and Simulation -- Conceptual Metaphors -- From Code to Conceptual Metaphor - and Back? -- Grammatical Metaphor -- Multimodal Metaphor -- Metaphorical Stories and Story Metaphors -- Playful Metaphors. -- Understanding Metaphors -- Contextual Influences on Individual Interpretations. -- Convolution and the Cognitive-Affective Model. -- Analogy Versus Conceptual Metaphor: Comparing To or Experiencing As. -- Metaphor, Social Structure, and Personal Identity -- Synthesis: Context-Limited Simulation Theory (CLST) -- Summary -- 12 Humor and Irony -- Theories of Humor -- Humor as Sublimated Aggression. , Incongruity and Frame-Shifting. -- A Cognitive/Evolutionary Account of Humor. -- Relevance. -- Playful Humor. -- Social Functions of Humor and Play -- Humor Cultures. -- Humor as a Coping Mechanism -- Irony -- Summary -- 13 Stories -- Defining Story -- Master-Plots, Setting, and Character Types -- Setting. -- Types of Story. -- Storytelling in Conversations -- Identity Stories -- Summary -- 14 Media Technology, Social Reality, and Discourse -- Communication Technology -- Language and Conversation. -- Social Reality. -- How Media Affect Cognition. -- Visual Images -- Written Language -- Print -- The Audience -- Electronic Media -- Radio and Television. -- Computer/Internet. -- The Cellphone. -- Elaborating and Fragmenting Social Reality -- Public Discourse -- Narratives -- Frame Conflicts. -- Example: Public Discourse about the US Civil War -- Conflicting Narratives: ''That's Not Who We Are.'' -- Lies and Fake News -- Summary -- 15 Recap: Homeostasis and Communication -- Cognition -- External Signals. -- Extending Homeostasis. -- Language, Personhood, and Conversation -- Conversation. -- Discourse -- Emotions and Values -- Summary -- Post-Script, Methodological Implications: Polysemy and Objectivity -- References -- Index.

Additional Edition: Print version: Ritchie, L. David Feeling, Thinking, and Talking Cambridge : Cambridge University Press,c2022 ISBN 9781108839044

Language: English

Subjects: Psychology

URL: https://doi.org/10.1017/9781108979566

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Format: 1 online resource (xvi, 387 pages) : , digital, PDF file(s).

ISBN: 0-511-89631-X

Series Statement: Studies in natural language processing

Content: This volume is a collection of original contributions from outstanding scholars in linguistics, philosophy and computational linguistics exploring the relation between word meaning and human linguistic creativity. The papers present different aspects surrounding the question of what is word meaning, a problem that has been the centre of heated debate in all those disciplines that directly or indirectly are concerned with the study of language and of human cognition. The discussions are centred around a view of the mental lexicon, as outlined in the Generative Lexicon theory (Pustejovsky, 1995), which proposes a unified model for defining word meaning. The individual contributors present their evidence for a generative approach as well as critical perspectives, which provides for a volume where word meaning is not viewed only from a particular angle or from a particular concern, but from a wide variety of topics, each introduced and explained by the editors.

Note: Title from publisher's bibliographic system (viewed on 05 Oct 2015). , Linguistic creativity and the lexicon. Introduction / Federica Busa and Pierrette Bouillon ; Chomsky on the creative aspect of language use and its implications for lexical semantic studies / James McGilvray ; The emptiness of the lexicon : critical reflections on J. Pustejovsky's "The generative lexicon" / Jerry A. Fodor and Ernie Lepore ; Generativity and explanation in semantics : a reply to Fodor and Lepore / James Pustejovsky ; The "Fodor"-FODOR fallacy bites back / Yorick Wilks -- The syntax of word meaning. Introduction / Federica Busa and Pierrette Bouillon ; Type construction and the logic of concepts / James Pustejovsky ; Underspecification, context selection, and generativity / Jacques Jayez ; Qualia and the structuring of verb meaning / Pierrette Bouillon and Federica Busa ; Sense variation and lexical semantics : generative operations / Patrick Saint-Dizier ; Individuation by partitive constructions in Spanish / Salvador Climent ; Event coreference in causal discourses / Laurence Danlos -- Interfacing the lexicon. Introduction / Federica Busa and Pierrette Bouillon ; Metaphor, creative understanding, and the generative lexicon / Julius M. Moravscik ; Metaphor in discourse / Nicholas Asher and Alex Lascarides ; Syntax and metonymy / Jerry Hobbs ; Generative lexicon meets corpus data : the case of nonstandard word uses / Adam Kilgarriff -- Building resources. Introduction / Federica Busa and Pierrette Bouillon ; Generative lexicon and the SIMPLE model : developing semantic resources for NLP / Federica Busa, Nicoletta Calzolari, and Alessandro Lenci ; Lexicography informs lexical semantics : the SIMPLE experience / Nilda Ruimy, Elisabetta Gola, and Monica Monachini ; Condensed meaning in EuroWordNet / Piek Vossen. , English

Additional Edition: ISBN 0-521-08014-2

Additional Edition: ISBN 0-521-78048-9

Language: English

Subjects: Comparative Studies. Non-European Languages/Literatures

URL: https://doi.org/10.1017/CBO9780511896316

URL: https://doi.org/10.1017/CBO9780511896316

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URL: Inhaltsverzeichnis