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E-raamat: English Language: Description, Variation and Context

Edited by (Lancaster University, Lancaster), Edited by (University of York, York), Edited by (Wodak, UK), Edited by (University of Lancaster, UK), Edited by (Lancaster University, Lancaster)
  • Formaat: 686 pages
  • Ilmumisaeg: 16-Jan-2018
  • Kirjastus: Bloomsbury Academic
  • Keel: eng
  • ISBN-13: 9781137571854
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  • Formaat: 686 pages
  • Ilmumisaeg: 16-Jan-2018
  • Kirjastus: Bloomsbury Academic
  • Keel: eng
  • ISBN-13: 9781137571854

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The second edition of this hugely successful textbook provides comprehensive coverage of a wide range of topics in theoretical and applied linguistics. Written by leading academics in the field, this text offers a firm grounding in linguistics and includes engaging insights into current research.

It covers all the key areas of linguistic analysis, including phonetics, morphology, semantics and pragmatics, and core domains of study, comprising the history of the English language, regional and social variation, style and communication and interaction. Fresh material on research methods outlines key areas for consideration when carrying out a research project, and provides students with the framework they need to investigate linguistic phenomena for themselves.

This is an invaluable resource for both undergraduate and postgraduate students on English language and linguistics degree programmes.

New to this Edition: - Seven new chapters covering topics such as second language acquisition, corpus linguistics and research methods - A number of chapters have been substantially revised, including those on World Englishes, Literacies in Cyberspace and TEFL, TESOL and Linguistics - Fully updated throughout to reflect the latest advances in the field

Arvustused

This is an unusually rich textbook that combines breadth of coverage with depth of analysis. It provides accessible yet rigorous introductions to all aspects of the English language and uncovers English in all its fascinating varieties. * Professor Andreas H. Jucker, University of Zurich, Switzerland * The second edition acquaints readers with insights from top experts and provides an up-to-date overview from several points of departure. Engagingly written, this will be a rewarding read for undergraduates and more advanced students and scholars alike. * Irma Taavitsainen, Professor Emeritus, University of Helsinki, Finland * This comprehensive, well-written and interesting book covers a range of important topics that are central to the study of the English language, including the structure and history of English, its use in speech and writing, and the role it plays in human interaction, teaching and learning. * Charles F. Meyer, University of Massachusetts, USA *

Muu info

This hugely successful textbook provides comprehensive coverage of a wide range of topics in theoretical and applied linguistics.
Preface to the Second Edition viii
Acknowledgements ix
Introduction 1(8)
1 Studying the English Language
3(6)
Jonathan Culpeper
Ruth Wodak
Paul Kerswill
Part 1 English: Structure 9(156)
Edited by Jonathan Culpeper
2 Phonetics
11(18)
Kevin Watson
2.1 Introduction
11(4)
2.1.1 Making And Hearing Noise
12(1)
2.1.2 The Human Vocal Tract
12(1)
2.1.3 Writing Speech Down
13(2)
2.2 Initiating Speech
15(2)
2.2.1 Voicing
15(1)
2.2.2 Pitch
16(1)
Advances Box 2.1 The Vocal Folds And Voice Quality
16(1)
Advances Box 2.2 Can You Hold A Tune?
17(1)
2.3 Articulating English Consonants
17(1)
Illustration Box 2.2 Articulating Sounds
17(1)
2.3.1 Place Of Articulation
18(1)
Illustration Box 2.3 [ S] And
18(1)
2.3.2 Manner Of Articulation
19(1)
Advances Box 2.3 The Patterning Of Plossives
20(1)
Advances Box 2.4 More Manners
20(1)
2.3.3 Putting The Descriptions For Consonants Together
21(1)
2.4 Describing English Vowels
21(6)
2.4.1 The Vowel Space
21(2)
2.4.2 Describing Vowels
23(2)
2.4.3 Putting The Descriptions For Vowels Together
25(2)
2.5 'Exotic' Sounds In English
27(1)
2.5.1 Fricatives In Liverpool English
27(1)
2.5.2 Retroflex Consonants In Indian Englishes
27(1)
2.5.3 The Lateral Fricative
27(1)
2.5.4 The Labiodental Approximant
27(1)
2.5.5 The Long High Front Rounded Vowel
28(1)
2.6 Advice For Transcribing Sounds Using IPA
28(1)
Recommended Readings
28(1)
3 Phonology
29(13)
Sam Kirkham
Claire Nance
3.1 Segmental Phonology: Phonemes And Allopohones
30(4)
Illustrationi Box 3.1 Dialect Variation
33(1)
3.2 Suprasegmental Phonology: Syllables, Stress, Tone And Intonation
34(5)
3.2.1 Syllables
34(1)
3.2.2 Tone
35(1)
Advances Box 3.1 Sonority And Syllables
36(1)
3.2.3 Stress
37(1)
3.2.4 Intonation
38(1)
Illustration Box 3.2 Variation In English Intonation
38(1)
3.3 Case Study: Laterals In British English
39(2)
Advances Box 3.2 The Dance Of The Tongue
39(1)
Advances Box 3.3 Gradience And Phonology
40(1)
Recommended Readings
41(1)
4 Morphology: Word Structure
42(22)
Francis Katamba
4.1 Morphology: The Study Of Word Structure
42(3)
Advances Box 4.1 Neologisms - Are You A Shlumpadinka?
44(1)
4.2 Simple And Complex Words
45(1)
4.3 Word Structure: A Closer Look
46(1)
4.4 Inflection Versus Derivation
47(2)
4.5 Morphological Processes
49(5)
Advances Box 4.2 Inflection Vs. Derivation - The Importance Of Function
52(1)
Advances Box 4.3 Shm-Reduplication
53(1)
4.6 Derivation
54(5)
4.6.1 Affixation
54(1)
4.6.2 Coversion
54(1)
4.6.3 Compounding
55(1)
Advances Box 4.4 Cranberry Words
58(1)
4.7 Further Sources Of English Words
59(3)
Advances Box 4.5 Backformation On The March In Current Journalistic Writing (After Neal, 2006)
60(2)
4.8 Summing Up
62(1)
Recommended Readings
63(1)
5 Grammar: Words (and Phrases)
64(18)
Geoffrey Leech
5.1 Introducing Word Classes
64(1)
5.2 NAVA Words - Or 'Content Words'
65(2)
5.3 Defining Word Classes: Form, Function And Meaning
67(3)
Illustration Box 5.1 Defining Word Classes: Form, Function And Meaning
67(2)
Illustration Box 5.2 A Hierarchy Of Units
69(1)
5.5 Defining 'Content Word' Classes In Terms Of Function, Form And Meaning
70(5)
5.5.1 Nouns
71(1)
5.5.2 Adjectives
71(2)
5.5.3 Verbs
73(1)
5.5.4 Adverbs
74(1)
5.6 'Function Word' Classes
75(3)
5.6.1 Determiners
76(1)
5.6.2 Pronouns
76(1)
5.6.3 Numerals
76(21)
5.6.4 Prepositions
97
5.6.5 Conjuctions
77(1)
5.6.6 Auxiliaries
77(1)
5.6.7 Discourse Markers
78(1)
5.7 Summary
78(1)
5.8 The Fuzzy Boundaries Of Grammatical Classes: Prototypes
79(2)
Advances Box 5.1 Word Classes And Frequency - Comparing Nouns And Pronouns
79(2)
5.8 A Last Word On Terminology: Morphology And Syntax
81(1)
Recommended Reading
81(1)
6 Grammar: Phrases (and Clauses)
82(19)
Geoffrey Leech
6.1 Classes Of Phrase
82(1)
6.2 Phrases Inside Phrases
83(5)
6.2.1 Embedded Phrases
83(4)
6.2.2 A Preview Of Embedded (=subordinate) Clauses
87(1)
6.3 Noun Phrases (NP) And Related Types Of Phrases
88(1)
6.4 A Preview Of Clauses
89(2)
6.4.1 Subjects And Objects
89(1)
6.4.2 Adjuncts
90(1)
6.5 More On The Structure Of The Noun Phrase (NP)
91(1)
Illustration Box 6.1 Noun Phrase Structure
91(1)
6.5.1 Determiners: Are They Modifiers?
92(1)
6.5.2 Pronouns And Determiners
93(1)
Illustration Box 6.2 Pronoun And Determiners
93(1)
6.6 The Verb Phrase (VP)
94(2)
6.6.1 Verb Forms
95(1)
6.7 Grammar Wars?
96(4)
Advances Box 6.1 Comparing The 'small VP' and 'large' VP' analysis
99(1)
Recommended Readings
100(1)
7 Grammar: Clauses (and Sentences)
101(18)
Geoffrey Leech
7.1 Another Look At ClaUse Structure
101(3)
7.1.1 Defining Subjects
102(1)
Advances Box 7.1 On The Definition Of Subjects
102(1)
7.1.2 Defining Objects - And A Glance At The Passive
103(1)
7.1.3 Direct And Indirect Objects
104(1)
7.2 Making Statements, Asking Questions, Giving Orders And Uttering Exclamations
104(1)
Illustration Box 7.1 Clause Types
105(1)
7.2.1 Declarative Clauses
105(1)
7.2.2 Interrogative Clauses
105(1)
7.2.3 Imperative Clauses
105(1)
7.2.4 Exclamatory Clauses
106(1)
7.2.5 More About Questions
106(1)
7.2.6 The 'Dummy' Auxiliary Do
107(1)
7.3 Subordination: Embedded Clauses
108(2)
Illustration Box 7.2 Three Key Types Of Embedded (Or Subordinate) Clause
109(1)
7.4 Embedding And Coordination
110(2)
7.4.1 Coordination
111(1)
7.5 Non-Finite Clauses
112(2)
7.5.1 Simple, Compound And Complex Sentences
113(1)
Illustration Box 7.3 A Traditional Classification Of Sentences
113(1)
7.6 Spoken Language And The Sentence
114(4)
Illustration Box 7.4 Applying Grammar To Genres Of Text
116(2)
Recommended Readings
118(1)
8 Text Linguistics
119(15)
Paul Chilton
Christopher Hart
8.1 What Is Text?
119(1)
Illustration Box 8.1 The Bully Text
120(1)
8.2 Is There A Grammar Of Texts?
120(1)
8.3 Cohesion And Coherence
121(2)
8.4 Reference
123(2)
Advances Box 8.1 Models And Frames
125(1)
8.5 Junctions
125(2)
Advances Box 8.2 Text Worlds
127(1)
8.6 A Method For Analysing Cohesion And Coherence
127(4)
8.7 Superstructure And Sequence
131(2)
8.8 To Conclude
133(1)
Recommended Readings
133(1)
9 Semantics
134(12)
Daniel Van Olmen
Panos Athanasopoulos
9.1 What Is Semantics?
134(1)
9.2 Three General Approaches To Semantics
135(6)
9.2.1 The Referential Approach
135(2)
9.2.2 The Relational Approach
137(1)
Illustration Box 9.1 Can And May
138(1)
9.2.3 The Denotational Approach
139(2)
9.3 Thre Questions
141(4)
9.3.1 How Many Meanings Does An Expression Have?
141(1)
Advances Box 9.1 More On Protype Theory
142(1)
9.3.2 How To Sentences Make Sense?
143(1)
9.3.3 How Are Meaning And Mind Related
143(1)
Advances Box 9.2 Two Empirical Examples Of Linguistic Relativity
144(1)
Recommended Readings
145(1)
10 Pragmatics
146(19)
Jonathan Culpeper
Gila A. Schauer
10.1 What Is Pragmatics?
146(1)
10.2 On The Semantic-Pragmatic Interface: A Glance At Deixis And Presuppositions
147(4)
Advances Box 10.1 Grammaticalized Deictic Expression In The History Of English
149(2)
Advances Box 10.2 Presuppositions And Assumed Common Ground
151(1)
10.3 Speech Act Theory
151(4)
Advances Box 10.3 Problems With Speech Act Theory
154(1)
10.5 Grice's Conversational Implicature
155(1)
Advances Box 10.4 Pragmatic Meaning
156(2)
Illustration Box 10.1 Flouts Of Grice's Maxims
158(1)
Advances Box 10.5 More On The Non-Observance Of Maxims
159(1)
10.6.1 Pragmatics Across Languages And Cultures
159(3)
10.6.2 Case Study On Expressions Of Gratitude
162(1)
Recommended Readings
163(1)
Notes
163(2)
Part 2 English: History 165(104)
Edited by Jonathan Culpeper
11 Standard English and Standardization
167(19)
Paul Kerswill
Jonathan Culpeper
11.1 Introduction: What Do We Mean By A 'Standard Language'?
167(4)
Illustration Box 11.1 Standard English In Writing And Speech In The United States, Scotland, Northern England And Southern England
168(3)
11.2 What Is 'English'?
171(1)
Illustration Box 11.2
171(1)
11.2.1 The Boundaries Of English And The Observer's Viewpoint
171(1)
11.2.2 The 'Standard Ideology'
172(1)
Illustration Box 11.3 The Standard Ideology In Action
174(1)
11.2.3 The Standard Ideology And Writing The History Of English
175(1)
Illustration Box 11.4 Northern Linguistic Forms Arriving In London By The End Of The Fifteenth Century
178(1)
Advances Box 11.1 Northern Influence On Standard English
178(2)
11.3 Where Did Standard English Come From?
180(1)
11.4 Defining Standard English
181(1)
Advances Box 11.2 Can We Define Standard English Purely Linguistically?
181(1)
11.5 Received Pronunciation
182(1)
11.6 RP Subverted
183(1)
11.7 The Standard Ideology Strikes Back
184(1)
Recommended Readings
184(2)
12 The History of English Spelling
186(14)
Jonathan Culpeper
Dawn Archer
12.1 Is English Spelling A Problem? Can It Easily Be Fixed?
186(2)
Illustration Box 12.1 A System Of Systems?
188(1)
12.2 Historical Explanations For Apparent Chaos In Spelling
188(7)
12.2.1 The Development Of The English Stock Of Letters
188(2)
12.2.2 Spelling Of The OE Period
190(1)
Illustration Box 12.3 Spellings Before Standardization
191(1)
12.2.3 French Influence And Development In ME
192
12.2.4 Developments In Early Modern Period
182(11)
12.2.5 The Impetus For Early Modern Spelling Standardization
193(2)
12.3 Variability In English Spelling Across Time
195(2)
12.4 Order In Chaos
197(2)
Recommended Readings
199(1)
13 Phonological Change
200(25)
Francis Katamba
Paul Kerswill
13.1 Introducing Phonological Change
200(3)
13.1.1 What Is Sound Change?
200(1)
13.1.2 Evidence Of Earlier Pronunciation
200(3)
13.2 Language Change: Why Does Prounciation Change?
203(1)
13.3 Old English Phonology (450-1150)
204(9)
13.3.1 Major Developments In OE Segmental Phonology
207(6)
13.4 Middle English (1150-1450)
213(2)
13.4.1 ME Stres: Competing Strss Rules
214(1)
13.5 Early Modern English (1450-1800)
215(5)
13.5.1 The Great Vowel Shift
215(2)
13.5.2 Early Modern English Consonants (Based On Dobson, 1968; Gorlach, 1991 74-6)
217(1)
Advances Box 13.1 Phases Of The GVS
218(1)
Advances Box 13.2 Persistent Trends: Syllable Structure Constraints And Conspiracies
219(1)
13.6 Present-Day English: Phonological Change From 1800 To Today
220(4)
13.6.1 The Aftermath Of The Great Vowel Shift
220(2)
13.6.2 Other Vowels
222(1)
13.6.3 Consonants
223(1)
Recommended Readings
224(1)
Note
224(1)
14 Lexical Change
225(13)
Sebastian Hoffmann
14.1 Introduction
225(1)
14.2 Why Does A Language Acquire New Words?
226(1)
14.3 Old English - The Germanic Basis Of English
227(1)
14.4 Borrowing I: Early Influences On English
227(2)
14.5 Borrowing II: French Influence Of English Vocabulary
229(1)
14.6 Borrowing III: From Early Modern To Present-Day English
230(3)
Advances Box 14.1 Quantifying The Extent Of Borrowing
231(1)
Illustration Box 14.1 An Extract From Harry Potter
232(1)
14.7 Internal Lexical Change
233(2)
Advances Box 14.3 Lexicalization/Grammaticalization
234(1)
14.8 Very Recent Lexical Change
235(1)
14.9 What If...?
236(1)
Recommended Readings
237(1)
15 Semantic Change
238(12)
Willem B. Hollmann
15.1 Preliminaries
238(1)
15.2 Semantic Change And Semantic Theory
239(1)
15.3 Semantic Change: Traditional Classifications
240(5)
Illustrative Box 15.1 Another Use Of The Term Metonymy
243(2)
15.4 Recent Developments: Regularities In Semantic Change
245(2)
Advances Box 15.1 Subjectification And Egocentricity In Cognition And Language
246(1)
15.5 Semantic Change: Diachronic Or Synchronic?
247(1)
15.6 Conclusions
248(1)
Recommended Readings
249(1)
Notes
249(1)
16 Grammatical Change
250(19)
Willem B. Hollmann
16.1 Preliminaries
250(2)
16.2 Structural Changes In The History Of English
252(9)
16.2.1 Changes In Constituent Order And Changes In (Pro)nounts
252(1)
Advances Box 16.1 The Structure Of OE And ME And Chomsky's View Of Language
254(1)
Illustration Box 16.1 Simplification Of Noun And Pronoun Inflections From OE To PDE
256(3)
16.2.2 Changes In Verbal Morphology
259(1)
Illustration Box 16.2 Simplification Of Verbal Morphology From OE To PDE
260(1)
16.3 Recent Trends In The Study Of Grammatical Change In English: Grammaticalization
261(4)
16.3.1 From A Changing Language To Changing Constructions
261(1)
Advances Box 16.2 More Problems For The Synthetic-To-Analytic Claim: Developments In Causative Constructions After Middle English
263(1)
16.3.2 Who Changes The Grammar? Grammaticalization vs. The Child-Based Theory
263(2)
16.4 Concluding Remarks
265(1)
Recommended Readings
266(1)
Notes
267(2)
Part 3 English Speech: Regional and Social Variation 269(94)
Edited by Paul Kerswill
17 Regional Variation in English Accents and Dialects
271(20)
Kevin Watson
17.1 What Are Regional Varieties And How Do They Vary?
271(4)
17.1.1 What Varies?
272(1)
17.1.2 Who Varies
272(3)
17.2 Why Do Regional Varieties Exist?
275(2)
17.3 Examining Contemporary Dialects
277(5)
17.3.1 Dialects And Correctness
277(1)
17.3.2 Exploring Dialect Variation In English
277(1)
Illustration Box 17.1 Negatives
279(1)
Advances Box 17.1 Exploring Dialect Features
281(1)
17.4 Examining Contemporary Accents
282(7)
17.4.1 Phonological Variation, Variables And Lexical Sets
282(1)
17.4.2 Exploring Accent Variation In English
283(1)
Advances Box 17.2 Exploring Accent Features
287(1)
Illustration Box 17.2 How To Compliment A Kiwi
288(1)
17.5 Are Reginal Accents Disappearing?
289(1)
Recommended Readings
290(1)
Note
290(1)
18 Language and Social Class
291(14)
Paul Kerswill
18.1 Introduction
291(1)
18.2 Feudalism, Caste And Class: The Importance Of Mobility
291(3)
Illustration Box 18.1 Social Class Differences In English Pronunciation
292(1)
Illustration Box 18.2 Social Class Differences In English Grammar
293(1)
18.3 Social Class
294(1)
18.3.1 Social Status And Functionalism: Weber And Parsons
294(1)
18.4 Class And Stratification In Contemporary Western Societies
295(5)
18.4.1 Integrated Models
295(1)
18.4.2 How Many Classes?
296(1)
Advances Box 18.1 Gender And Class
297(1)
18.4.3 Inequality And Mobility
297(1)
18.4.4 A Hierarchical Model Of Class: The 2001 UK Socio-Economic Classification
298(1)
Illustration Box 18.3 Attitudes To Working-Class Accents
299(1)
18.4.5 Trudgill's Model Of Social Class And Language Variation In Great Britain
300(1)
18.5 Language And The Social Class Hierarchy
300(3)
18.6 Social Class Differences In Discourse
303(1)
18.7 Conclusion
304(1)
Recommended Readings
304(1)
Note
304(1)
19 Language and Ethnicity
305(14)
Arfaan Khan
19.1 Ethnicity: Definitions And Perspectives
305(3)
Illustration Box 19.1 Essentialism
306(1)
Illustration Box 19.2 Constuctivism
307(1)
Advances Box 19.1 A Post-Modern Perspective
307(1)
19.2 Ethnolinguistic Differences And Language Variation
308(3)
Illustration Box 19.3 Code Switching
310(1)
19.3 Ethnolects: Emergence, Maintenance, Variation And Change
311(7)
19.3.1 The Labovian Framework
311(1)
19.3.2 Social Network Framework
312(1)
Illustration Box 19.4 Ethnolinguistic Variation Among Adolescents In Birmingham
313(1)
19.3.3 Social Psychology Framework
313(1)
Illustration Box 19.5 Social Network And Accent Maintenance In Birmingham
314(2)
19.4 Ethnic And Ethnolinguistic Differences In A Multi-Ethnic Community
316(1)
Illustration Box 19.6 Ethnic Orientation And Linguistic Variation Among The British Caribbean Adolescents In Birmingham
317(1)
Recommended Readings
318(1)
20 Pidgins and Creole Englishes
319(15)
Mark Sebba
20.1 What Are Pidgins And Creoles?
318(3)
Illustration Box 20.1 Tok Pisin
320(3000)
Illustration Box 20.2 Sranan
3320
20.2 English-Lexicon Pidgins And Creoles Around The World
321(9)
20.2.1 Stages Of Pidgin And Creole Development
322(1)
20.2.2 Linguistic Characteristics Of Pidgins And Creoles
323(1)
20.2.3 The Origins Of Pidgin And Creole Characteristics
324(1)
Illustration Box 20.3 A Pidgin And Its Lexifier
325(2)
20.2.4 A 'Layered' Model Of Pidgin And Creole Development
327(3)
20.2.5 Attitudes Towards Pidgins And Creoles
330(1)
20.3 Case Study: Jamaican Creole
330(2)
20.3.1 A Comparison Of Some Features Of Standard English And Jamaican Creole Grammar
330(1)
Illustration Box 20.4 A Sample Of Jamaican Creole
331(1)
Recommended Readings
332(2)
21 World Englishes and English as a Lingua Franca
334(17)
Mark Sebba
Luke Harding
21.1 Introduction: Diverse Englishes
334(3)
21.2 Diverse Ways Of Learning English: Three Types Of Acquisition
337(2)
21.2.1 Normal Transmission
337(1)
21.2.2 Interrupted Transmission: Pidginization, Creolization, Restructuring
337(1)
21.2.3 School And Peer Group Transmission
338(1)
21.2.4 Acquisition Types And Variation
338(1)
21.3 More About World Englishes
339(7)
21.3.1 English Of The British Isles
339(1)
21.3.2 English In The Inner Circle - Countries Settled By Speakers Of English From Britain
339(1)
Advances Box 21.1 New Dialect Formation In New Zealand
341(2)
21.2.3 English As An Elite First Language Or Second Language In The British Empire - The Other Circle
343(1)
Illustration Box 21.2 English In Ghana
343(2)
21.3.4 Restructured And Creolized Englishes In West Africa, The Caribbean, South Pacific And Elsewhere
345(1)
21.3.5 English As A Foreign Language
345(1)
21.4 Case Study: Jamaica
346(2)
21.4.1 The Creole Continuum
346(1)
Advances Box 21.2 London Jamaican
347(1)
21.5 English As A Lingua France (ELF)
348(1)
21.6 Future Directions For World Englishes
349(1)
Recommended Readings
350(1)
Notes
350(1)
22 Discourse on Language: Attitudes to Diversity
351(12)
Johann W. Unger
22.1 Introduction
351(1)
22.2 Why Do People Talk About Language...
352(4)
22.2.1 ...In Conversations
352(1)
22.2.2 ...In The Media?
352(1)
Advances Box 22.1 Indexicality And Enregisterment
353(1)
Illustration Box 22.1 Newspapers Use Stories About Language Change To Push Ideological Agendas
354(1)
22.2.3 Socially Ratified Language Ideologies
355(1)
22.2.4 Is Everyone Stupid (About Language) Apart Form Linguistics?
355(1)
22.3 Language Attitudes (Or Language Ideologies)
356(2)
22.3.1 The Matched Guise Technique And Its Successors
357(1)
22.3.2 Other Ways Of Finding Out About Language Attitudes
357(1)
22.4 Case Study: Discourse On Language In Scotland
358(3)
Advances Box 22.2 Bourdieu's Concepts: Symbolic Capital, The Linguistic Marketplace And The Linguistic Habitus
358(3)
Recommended Readings
361(2)
Part 4 English Writing: Style, Genre and Practice 363(72)
Edited by Jonathan Culpeper
23 Speech, Writing and Discourse Type
365(13)
Andrew Wilson
23.1 Medium Versus Discourse Type In Language Variation
365(3)
23.2 Medium
368(4)
23.2.1 The Primacy Of Speech Or The Primacy Of Writing?
368(1)
23.2.2 Things That You Can't Do In Writing But You Can Do In Speech
369(1)
23.2.3 Features Unique To Written Language
369(1)
Illustration Box 23.1 Creative Punctuation
370(1)
Illustration Box 23.2 Cross-Linguistic Variation In Written Language
371(1)
23.3 Discourse Type
372(4)
23.3.2 Genre, Text-Type, Style And Sublanguage
373(1)
Illustration Box 23.3 A Suggested Checklist For Discourse Type Analysis (Adapted From Weise, 1993, And Hoffmann, 1991)
373(1)
Advances Box 23.1 Multidemensional Analysis
374(1)
23.3.3 Interdiscursivity
375(1)
23.4 Bringing It All Together: Medium And Discourse Type Variation In The British National Corpus
376(1)
Recommended Reading
377(1)
24 Language in Newspapers
378(14)
Elena Semino
24.1 Introduction
378(1)
24.2 Newspapers And News Values
378(2)
Illustration Box 24.1 The Main Front-Page Headlines Of Four UK Natinal Daily Newspapers On 17 July 2017
379(1)
24.3 Genres In Newspapers
380(1)
24.4 The Language Of News Reports
381(1)
Illustration Box 24.2 Opening Of Front-Page Article Form The Guardian, 17 July 2007
381(1)
Illustration Box 24.3 Opening Of Page 2 Article From The Sun, 17 July 2007
382(1)
24.4.1 Headlines
382(2)
24.4.2 Leads And News Stories
384(2)
24.4.3 The Presentation Of Speech In News Reports
386(1)
Advances Box 24.1
390(1)
24.5 Conclusions
391(1)
Recommended Readings
391(1)
25 Language in Advertisements
392(9)
Greg Myers
25.1 Why Study Advertisements?
392(1)
25.2 Advertising Texts Foreground Unusual Stylistic Choices
392(1)
25.3 Advertising Texts Have A Purpose
393(1)
25.4 Advertising Texts Address An Audience
394(1)
25.5 Advertising Texts Work In Relation To Other Texts
395(1)
25.6 Advertising Texts Are Placed In Space And Time
396(1)
25.7 Advertising Texts Are Regulated
396(1)
25.8 Advertising Texts Use All Modes Available
397(2)
Illustration Box 25.2 Skoda 'The Climb' (2017)
398(1)
25.9 Advertising Texts Are Changing
399(1)
Recommended Readings
400(1)
26 Language in Literature: Stylistics
401(12)
Mick Short
26.1 What Is Stylistics And How Will This
Chapter Work?
401
26.2 Style And Meaning: Choice, Foregrounding And Appropriateness
400(4)
26.2.1 Style, Meaning And Choice
400(2)
26.2.2 Unusual Choices And Their Effects: Deviation, Parallelism, Foregrounding And Appropriateness
402(1)
Advances Box 26.1 More On Stylistics
404(1)
26.3 Stylistic Choice In 'Flying Crooked'
404(1)
Illustration Box 26.1 'Flying Crooked' By Robert Graves
405(1)
26.3.1 Why The Change From Definite To Indefinite Reference In Line 1?
405(1)
26.3.2 Is Flying Crooked A Good Thing Or A Bad Thing In This Poem?
406(1)
26.3.3 Why Are Honest Idiocy Of Flight In Line 2 And Flying-Crooked Gift In Line 10 Foregrounded?
407(1)
26.3.4 What, If Anything, Is Odd About Here And Here In Line 7?
407(1)
26.3.5 How Is By Guess/ And By God And Hope And Hopelessness In Lines 7-8 Deviant And In What Ways Does It Exhibit Parallelism?
408(1)
26.3.6 Is The Poem Just About Butterflies? If Not, What Else Is It About And Why?
409(1)
26.3.7 In What Ways Could The Linguistic Form Of The Poem Be Said To Be Iconic Of Its Content
410(1)
Advances Box 26.2 More On Iconicity/Enactment
411(1)
26.4 Conclusions And Prospects
411(1)
Recommended Readings: More Advanced Work In Stylistics
411(1)
Note
412(1)
27 Literacy Practices
413(10)
David Barton
Karin Tusting
27.1 Introduction
413(1)
27.2 Everyday Literacies
413(2)
27.3 Literacy Events And Literacy Practices In Cooking
415(2)
Illustration Box 27.1 Cooking Literacies
416(1)
27.4 Office Literacies
417(3)
Illustration Box 27.2 Office Literacies
418(2)
27.5 Case Study: Situated Literacies
420(2)
Advances Box 27.1 Literacies Across Time And Space
421(1)
27.8 Concluding Remarks
422(1)
Recommended Reading
422(1)
28 New Technologies: Literacies in Cyberspace
423(12)
Uta Papen
28.1 What Do We Mean By Literacies In Cyberspace?
423(2)
28.2 We No Longer Knkock Att Each Other's Doors, But We Chat With People In New Zealand: Literacy And New Social Relations
425(3)
Advances Box 28.1 How To Research Digital Literacies
427(1)
28.3 From Diaries To Blogs: Identity, Performance And New Forms Of Writing
428(3)
Illustration Box 28.1 Affinity Spaces
428(1)
Illustration Box 28.2 Twitteracy
429(1)
Advances Box 28.2 Digital Literacies And Identity
430(1)
28.4 Endless Choices: The World Wide Web As A New Source Of Information And Advice
431(1)
28.5 New Winde In Old Bottles: New Technologies = New Practices = New Ethos?
432(1)
Recommended Readings
433(2)
Part 5 English: Style, Communication and Interaction 435(104)
Edited by Ruth Wodak
29 Structures of Conversation
437(10)
Greg Myers
29.1 Defining 'Conversation'
437(1)
29.2 Different Approaches
437(1)
29.3 Key Concepts
438(4)
29.3.1 Turn-Taking, Gaps And Overlaps
438(1)
29.3.2 Adjacency Pairs And Preference
439(1)
29.3.3 Managing The Flow Of Conversation
440(2)
29.4 An Example Of Talk In A Group
442(2)
Illustration Box 29.1 Telling A Story
443(1)
29.5 Mediated Conversation
444(2)
Illustration Box 29.2 White House Press Briefing
445(1)
29.6 Transcription
446(1)
Recommended Readings
446(1)
30 Language, Reality and Power
447(10)
Norman Fairclough
30.1 Introduction
447(4)
30.1.1 Construing Reality
447(1)
Illustration Box 30.1 An Example Of Construing
448(1)
30.1.2 Power
448(1)
Illustration Box 30.2 Classroom Interaction
450(1)
30.1.3 How Does Power Affect The Construal Of Reality?
450(1)
Advances Box 30.1 Globalization
451(1)
30.2 Why Should We Analyse Language Critically?
451(3)
30.2.1 How Can Construals Of Reality Be Evaluated?
452(1)
Advances Box 30.2 Chomsky's Position
4535
30.3 What Can Critical Analysis Of Language Contribute To Social Research?
454(2)
30.3.1 An Example - We Thank You For Your Understanding
455(1)
Illustration Box 30.3 Thanking
456(1)
Recommended Readings
456(1)
31 Politeness in Interaction
457(12)
Jonathan Culpeper
Claire Hardaker
31.1 What Is Politeness?
457(1)
31.2 Two General Approaches To Politeness
458(2)
31.2.1 The Social-Norm View Of Politeness
458(1)
31.2.2 The Pragmatic View Of Politeness
459(1)
31.3 The Two Classic Pragmataic Politeness Theories
460(6)
31.3.1 A Note On The Conversational-Maxim View: Leech (1983)
460(1)
31.3.2 The Face-Saving View: B&L (1987)
461(1)
Advances Box 31.1 Moreon Face
462(1)
Advances Box 31.2 Beyond FTAs
463(1)
Advances Box 31.3 More On Sociological Variables
463(1)
Illustration Box 31.1 B&L (1987) Applied
464(2)
31.4 Recent Developments
466(2)
31.4.1 The Notion Of Politeness
466(1)
31.4.2 Impoliteness
466(2)
Recommended Readings
468(1)
32 Gender and Language
469(13)
Jane Sunderland
32.1 Introduction
469(1)
32.2 Gender 'In' The English Language
469(2)
32.3 Gende3r And Language Use
471(4)
Advances Box 32.1 Diversity
474(1)
32.4 Gender, Language And Discourse
475(4)
32.5 Third Wave Feminism And 'Subtle Sexism'
479(2)
Advances Box 32.2 Third Wave Feminism, Subject Positioning, Agency And Resistance
480(1)
Recommended Readings
481(1)
33 Language and Sexuality
482(13)
Paul Baker
33.1 Introduction
482(1)
33.2 Early Work
483(1)
33.2.1 Gay Lexicons
483(1)
33.2.2 Gay Speak
483(1)
Illustration Box 33.1 Polari Joke
484(1)
33.3 Lavender Linguistics
484(5)
33.3.1 The Gay Voice
484(1)
33.3.2 Cooperation And Communities
485(1)
33.3.3 Performativity And Queer Theory
486(1)
Advances Box 33.1 Criticisms Of Queer Theory
488(1)
33.4 Sexuality And Discourse
489(3)
33.4.1 Heteronormativity And Subtle Homophobia
489(1)
34.4.2 Hegemony And Erasure
490(1)
Illustration Box 33.2 Examples Of Bisexual From Teh British National Corpus
491(1)
33.5 New Directions
492(2)
33.5.1 Rethinking Power: Marketization Of Sexual Identity
492(1)
Illustration Box 33.3 Adverstising Targeted At Gay And Lesbian People
492(1)
Illustration Box 33.4 Gay Personal Adverts
492(1)
33.5.2 Global And Local Approaches
493(1)
Recommended Readings
494(1)
34 Bad Language
495(13)
Tony McEnery
Robbie Love
34.1 Introduction
495
34.2 What Is Bad Language?
494(2)
34.3 Bad Language, Insult And Taboo
496(3)
Illustration Box 34.1 The Corrupting Power Of Bad Language
498(1)
34.4 Types Of Bad Language
499(2)
Advances Box 34.1 Morphosyntax And Types Of Swearing
500(1)
34.5 Swearing In Modern British English
501(5)
34.5.1 Gender Of Speaker
501(1)
Advancs Box 34.2 The Strength Of Particular Swearwords
502(1)
34.5.2 Age Of Speaker
503(1)
34.5.3 Social Class Of Speaker
504(1)
Advances Box 34.3 Language Change And Teh Case Of Fuck
505(1)
34.6 Conclusion
506(1)
Recommended Readings
507(1)
35 Language and Politics
508(18)
Ruth Wodak
35.1 Performing Politics
509(2)
Advances Box 35.1 Politics And Critial Discourse Analysis
510(1)
35.2 Defining The Field
511(3)
35.2.1 Two Definitions Of 'Politics'
511(1)
35.2.2 A Brief History Of The Field
511(1)
Advances Box 35.2 What Does The Term Discourse Mean?
512(2)
35.3 Frameworks And Methods
514(4)
35.3.1 Binarity: Us And Them (Positive Sefl- And Negative Other-Presentationi)
515(1)
Advances Box 35.3 Burkhardt's Procedures
515(1)
Illustration Box 35.1 President's Address
516(1)
35.3.2 Context And Genres
517(1)
35.4 A Second Example: Political Speeches At Commemorative Events
518(6)
35.4.1 The Year
2005 519(1)
Illustration Box 35.2 Chancellor Schussel's Speech (1)
520(1)
Advances Box 35.4 Scenarios
521(1)
Illustration Box 35.3 Chancellor Schussel's Speech (2)
522(1)
Illustration Box 35.4 Ronald Reagan's Speech (1986)
523(1)
Recommended Readings
524(1)
Note
525(1)
36 Business Communication
526(13)
Veronika Koller
36.1 What Is Business Communication?
526(1)
36.2 Research Interests In Business Communication
527(1)
36.3 How To Do Research Into Business Communication
528(5)
36.3.1 Collecting Business Communication Data
528(1)
Advances Box 36.1 Critical Views On Business Communication
529(1)
Advances Box 36.2 Outlook
529(1)
36.3.2 Methods In Researching Business Communication
530(1)
36.3.3 Commercial Applications Of Business Communication Research
531(1)
Illustration Box 36.1 Negotiating Refusals And Achieving Compliance At Work
532(1)
36.4 Case Study: Porsche
533(4)
Recommended Reading
537(1)
Notes
537(2)
Part 6 English: Learning and Teaching 539(54)
Edited by Jonathan Culpeper
37 First Language Acquisition
541(19)
Andrew Hardie
Silke Brandt
37.1 Language Learning Versus Language Acquisition
541(1)
37.2 Checkpoints In Language Learning
541(8)
37.2.1 From Sounds To Speech Sounds
541(2)
37.2.2 From Pre-Words To Words
543(1)
Advances Box 37.1 Research On The Psychological Processes Of Work-Learning
544(1)
37.2.3 From Words To Sentences
545(1)
Advances Box 37.2 Individual Differences In Syntactic Development
548(1)
37.3 Theories Of Language Learning
549(7)
37.3.1 Chomsky's Universal Grammar
549(1)
Illustration Box 37.1 How Poor Is The Stimulus?
551(1)
37.3.2 Learning Through Interaction
552(2)
37.3.3 The Usage-Based Approach
554(2)
37.4 Modern Methods: Large-Scale Data Analysis
556(3)
Recommended Readings
559(1)
Notes
559(1)
38 Languages and Literacies in Education
560(19)
Roz Ivanis
Diane Potts
38.1 The Roles Of Languages And Literacies In Education
560(1)
38.2 Language As A Tool For Learning
561(8)
38.2.1 Talking Knowledge And Understanding Into Being
561(1)
38.2.2 Specialist Languages Of 'Education' And Of Subject Areas/Disciplines
561(1)
Illustration Box 38.1 Examples Of Specialist Languages Of Subject Areas In Education
563(1)
38.2.3 Linguistic Features Of Assignment And Examination Prompts
563(1)
Illustration Box 38.2 The Variety Of Linguistic Devices Used To Elicit The Demonstration Of Knowledge
564(1)
38.2.4 Characteristics Of Communicative Practices In Educational Settings
565(1)
Advances Box 38.1 The Study Of The Textual Mediation of Learning
566(1)
Illustration Box 38.3 Interactive Reading And Writing On A Painting And Decorating Course
567(1)
38.2.5 Multilingualism: What Is The Language Of This Class?
568(1)
38.3 The Language Of Classroom Interaction
569(1)
Illustration Box 38.4
570(1)
38.3.1 The IRF Structure
571(1)
Illustration Box 38.5 The IRF Structure In Everyday Conversation And In A Stereotypic Teaching Event
571(1)
38.3.2 Types Of Question In Classroom Interaction
572(1)
Illustration Box 38.6 Closed Questioning In The Classroom
573(1)
38.3.3 Learning Through Small-Group Interaction
574(1)
38.3.4 Language And Identity In Educational Settings
575(1)
38.3.5 The Language Of Evaluation
576(1)
Illustration Box 38.7 Alternative Wordings For Evaluating A Learner's Performance
577(1)
38.4 Conclusion
577(1)
Recommended Reading
578(1)
39 TESOL and Linguistics
579(14)
Martin Bygate
39.1 Introduction
579(2)
39.2 An Illustrative Case: Teaching Speaking Ain A Second Language
581(4)
Illustrative Box 39.1 Three Students In The Classroom
582(3)
39.3 A Communicative Response: A First Sample Of A Learners' Talk
585(2)
Illustration Box 39.2 Story Telling
586(1)
39.4 A Further Sample Of The Learner's Talk
587(2)
Illustration Box 39.3 So Try Telling (Second Attempt)
588(1)
39.5 Some Implications For The Practice Of TESOL
589(2)
Advances Box 39.1 Teacher Intervention
590(1)
39.6 TESOL And Language Research
591(1)
Recommended Readings
592(1)
Part 7 English: Investigating 593(33)
Edited by Jonathan Culpeper
40 The Corpus Method
595(15)
Vaclav Brezina
Dana Gablasova
40.1 What Is Corpus Linguistics?
595(1)
40.2 Corpus Tools And Techniques
596(1)
Advances Box 40.1 Overview Of Tools
597(1)
40.2.1 Frequency Lists
598(1)
Illustration Box 40.1 Which Are The Most Frequent Words In English?
599(1)
40.2.2 Concordances
599(1)
40.2.3 Collocations
600(1)
Advances Box 40.2 Association Measures
601(1)
40.2.3 Keywords
602(1)
40.3 Research Design: How Do We Search Corpora?
603(3)
Illustration Box 40.2 How To Analyse Corpus Data
605(1)
40.4 Types Of Corpora: How To Choose A Corpus?
606(1)
40.5 Conclusion: Applications Of The Corpus Method
607(2)
Advances Box 40.3 Overview Of Some Available Corpora
608(1)
Recommended Readings
609(1)
41 Methods for Researching English language
610(16)
Tineke Brunfaut
Alison Sealey
41.1 What Is Research
610(2)
41.2 Where To Start?
612(2)
Illustration Box 41.1 Research Questions
613(1)
41.3 Which Methodological Approach?
614(1)
Illustration Box 41.2 From Quantitative To Qualitative
615(1)
41.4 How Can We Collect Data?
615(7)
Illustration Box 41.3 Observation Schedules
617(1)
Advances Box 41.1 The Lilkert Scale
618(2)
Illustration Box 41.4 Think-Aloud Protocols
620(1)
Illustration Box 41.5 Multiple Methods
621(1)
41.5 How Can We Analyse Data?
622(2)
41.6 A Bigger Methodological Picture?
624(1)
Recommended Reading
625(1)
Note
625(1)
Appendix: The IPA Chart 626(1)
Bibliography 627(47)
Index 674
Jonathan Culpeper is Professor of English Language and Linguistics in the Department of Linguistics and English Language at Lancaster University, UK. Spanning pragmatics, stylistics and the history of English, his major publications include Early Modern English Dialogues: Spoken Interaction as Writing (2010, CUP; co-authored with Merja Kytö), Impoliteness: Using Language to Cause Offence (2011, CUP), and most recently Pragmatics and the English Language (2014, Palgrave; with Michael Haugh). He is currently leading the AHRC-funded Encyclopaedia of Shakespeare's Language project, which will provide evidence-based and contextualised accounts of Shakespeare's language.

Paul Kerswill is Professor of Sociolinguistics at the University of York. His research has focused on migration and dialect contact in both Norway and Britain, including Bergen and the New Town of Milton Keynes. He has worked on projects on the emergence of Multicultural London English. His publications include work on the role of children in language change, the phonology of new dialects and the representation of youth language in the media. He has co-edited Dialect Change: Convergence and Divergence in European Languages (with Frans Hinskens and Peter Auer, 2005) and The Sage Handbook of Sociolinguistics (with Ruth Wodak and Barbara Johnstone, 2010).

Ruth Wodak is Emeritus Distinguished Professor of Discourse Studies at Lancaster University, UK, and affiliated to the University of Vienna. Besides various other prizes, she was awarded the Wittgenstein Prize for Elite Researchers in 1996 and an Honorary Doctorate from University of Örebro in Sweden in 2010. She is member of the British Academy of Social Sciences and of the Academia Europaea. Currently, she is PI of a three-year research project on The Discursive Construction of Austrian identity 2015. (http://nationale-identitaet-2015.univie.ac.at/) Recent book publications include The Politics of Fear. What Right-wing Populist Discourses Mean (Sage, 2015; translation into the German 2016); The Discourse of Politics in Action: Politics as Usual (Palgrave), revised edition (2011); Migration, Identity and Belonging (with G. Delanty, P. Jones, 2011); The Discursive Construction of History. Remembering the German Wehrmachts War of Annihilation (with H. Heer, W. Manoschek, A. Pollak, 2008); and The SAGE Handbook of Sociolinguistics (with Barbara Johnstone and Paul Kerswill, 2010).

Tony McEnery is Distinguished Professor of English Language and Linguistics at Lancaster University. His research interests include English corpus linguistics as well as corpus linguistics applied to languages other than English. He has wide experience of editing and authoring, and is currently editor of the book series Advances in Corpus Linguistics (Routledge). His books include Corpus Linguistics: Method, Theory and Practice (with Andrew Hardie, CUP, 2011) and Discourse Analysis and Media Attitudes (With Paul Baker and Costas Gabrielatos, CUP, 2013).

Francis Katamba is Emeritus Professor of Linguistics in the Department of Linguistics and English Language at the University of Lancaster, UK. His research interests are in the areas of phonology and morphology. His publications include An Introduction to Phonology (1989), Morphology: Critical Concepts in Linguistics (2004), English Words (2nd edition, 2005), Morphology (2nd edition with John Stonham, 2006) and Contemporary Linguistics: An Introduction (2nd edition, with William O'Grady and John Archibald, 2011).