Psykolingvistik

This edited book examines the multilingual culture of medieval England, exploring its impact on the development of English and its textual manifestations from a multi-disciplinary perspective. The book offers overviews of the state of the art of research and case studies on this subject in (sub)disciplines of linguistics including historical linguistics, onomastics, lexicology and lexicography, sociolinguistics, code-switching and language contact, and also includes contributions from literary and socio-cultural studies, material culture, and palaeography. The authors focus on the variety of languages in use in medieval Britain, including English, Old Norse, Norn, Dutch, Welsh, French, and Latin, making the argument that understanding the impact of medieval multilingualism on the development of English requires multidisiplinarity and the bringing together of different frameworks in linguistics and cultural studies toachieve more nuanced answers. This book will be of interest to academics and students of historical linguistics and medieval textual culture.

¿This edited book explores stories of linguistic and spiritual identity in the urban and rural Australian landscape. It is an innovative mix of thirty six personal narratives and eleven research studies, which together offer accounts of the intersection of languages, religion and spirituality in people¿s lives. Teachers of Indigenous languages speak of the critical connection between language revitalization, the spirituality of Country, and well-being. Both new and long-established diaspora individuals speak of the often complex but vital joint role of language and faith in belonging and heritage. The new dimension which the book brings to multilingualism is relevant to all complex global societies. Language and Spirit is ideal for both the general reader interested in community languages and interfaith issues, and academics in global intercultural studies and Applied Linguistics study wishing to gain a nuanced insight into the Language and Spirit intersection.

This book examines the language policies in the constitutions, legal statutes, and regulations of Sweden, Denmark, Norway, Iceland, the Faroe Islands, and Greenland. In these countries and territories, modern descendants of Old Norse (North Germanic) are spoken today: Swedish, Danish, Norwegian, Icelandic, and Faroese. In addition, there are regions of Scandinavia where speakers of minority languages were conquered or incorporated, with their languages suppressed or neglected, as well as recent developments in the status and use of English, and immigrant populations who do not speak a Scandinavian language as their native language. This book adopts a comparative approach to trace the development of language policies and rights in Scandinavia, and it will be of interest to students as well as scholars of European and Scandinavian studies, applied linguistics, sociolinguistics, education, political science, and law.

This book adopts a multidisciplinary approach to try to answer the question of how do we, as human beings, go from the socially neutral linguistic act of discriminating external stimuli to the socially loaded act of promoting social discrimination though language? This contributed volume brings together works presented at the international event "e;From Discriminating to Discrimination - The Influence of Language on Identity and Subjectivity"e;. This was an online event hosted and organized by the Brandenburg University of Technology (BTU), Germany, in partnership with Sao Paulo State University (UNESP), Brazil, that brought together lecturers from different universities around the world. During the event, linguists, psychologists, language teachers, social workers and pedagogues got together to discuss how discriminating can be recognized as a natural and important ability of the human being in the early stages of life and, after that, how to avoid discriminatory acts against others. The debates held online took into account the important and necessary dialogue between linguistics and other social sciences to discuss the role played by language as a form of building subjectivity and teaching practices that can contribute to minimize discrimination and promote integration and acceptance in a broad sense, understanding the preponderant role of language in recognizing what is different (discriminating), without diminishing or excluding it (discrimination). From Discriminating to Discrimination: The Influence of Language on Identity and Subjectivity will help linguists, psychologists, educators, social workers and a broad range of social scientists working with cognitive, linguistic and educational studies understand the path taken by differentiation, from the beginning of the child's language development - when discrimination (of sounds, gestures, etc.) is essential for the acquisition of language to occur -, until the moment when differentiation, discrimination, ceases to be an essential factor and becomes a means of social segregation.

This book presents a case study on lexical error analysis in the translation products of Arab English majors at the university level with important implications for Arabic-speaking countries. It provides detailed analyses and explanations of the main lexical areas that cause specific difficulties for these students, while also identifying their potential sources. The respective chapters discuss several areas related to the context of the research, the field of SLA, error analysis, language transfer, error taxonomies, language learning, language teaching, and translation training.The analyses and findings presented here contribute to the linguistic field by developing a comprehensive list of lexical error categories based on form, content, and origin of influence regarding translation products. In addition, the book sheds light on the pedagogical aspects contributing to the enhancement of ESL/EFL teaching in the Arab context as well as other contexts where English is taught as a foreign language. The book will help educators and curriculum writers in designing materials, and language researchers as a groundwork for their studies of L2 learners' written products.

This book brings together research on multilingualism, identity and intercultural understanding from a range of locations across the globe to explore the intersection of these key ideas in education. It addresses the need to better understand how multilingual, identity, and intercultural approaches intersect for multilingual learners in complex and varied settings. Through global examples, it explores how identities and multilingualism are situated within, and surrounding intercultural experiences. This book examines the different theoretical interpretations as encountered and used in different contexts. By doing so, it helps readers better understand how teachers approach multilingualism and diversity in a range of contexts.

Today, English is the global lingua franca and competent English communication skills should be one of the rights of all educated individuals irrespective of any socio-cultural limits.  By introducing a new method, this book focuses on helping any learner to get sufficient communication skills in English as much as in the native language. This method helps one to avoid translating from mother tongue to English. And by using the method of thinking in English, one could acquire the required English bilingual skills naturally. The method is founded on the philosophical idea of mentalese-mind language as the base language of thinking available for humans for constructing thoughts. The proposed English Bilingual Project (EBP) helps one to transfer thoughts from a structureless mentalese to the grammatical structure of any language English/Japanese/Chinese. The method described in this book works in two ways: one it helps one to intuitively understand the working of mentalese; the other is by practicing think in English with the mentalese, one could generate the bilingual brain. The main procedure for transferring thoughts from the mentalese to English is through writing one's thoughts. This helps one to think effectively in English like one's own mother tongue. This method works as a prime requirement model for one to generate multilingual skills.  The book resourced the idea of mentalese from the classical philosophy, reflects it with the modern generative theories, links it with the studies in neuro-linguistic studies on bilingualism and the bilingual brain.

This book traces and summarizes the author's theoretical insights and empirical findings in the field of foreign language education. The volume explores individual differences in L1 ability and their connection to L2 aptitude and L2 achievement, L2 anxiety as an affective or cognitive variable, and the relationship between L1 and L2 reading.

Despite their opposite emotional effects, humor and horror are highly similar phenomena. They both can be traced back to (the detection, resolution, and emotional elaboration of) incongruities, understood as semantic violations through unexpected combinations of oppositional information. However, theoretical and experimental comparisons between humor and resolvable incongruities that elicit other emotions than exhilaration have been lacking so far. To gain more insights into the linguistic differences between humor and horror and the cognitive real-time processing of both, a main concern of this book is to discuss the transferability of linguistic humor theories to a systematic horror investigation and directly compare self-paced reading times (SPR), facial actions (FACS), and event-related brain potentials (ERP) of normed minimal quadruplets with frightening and humorous incongruities as well as (in)coherent stimuli. The results suggest that humor and horror share cognitive resources to detect and resolve incongruities. To better distinguish humor from neighboring phenomena, this book refines current humor theories by incorporating humor and horror in a cognitive incongruity processing model.

How can insights from Construction Grammar (CxG) be applied to foreign language learning (FLL) and foreign language teaching (FLT)? This volume explores several aspects of Pedagogical Construction Grammar, with a specific look at issues relevant to second language acquisition, FLL, and FLT. The contributions in this volume discuss a wide range of constructions, as well as different resources, methodologies, and data used to learn constructions in the language classroom. More specifically, they seek to provide answers to the following questions: What do new constructional approaches to teaching and learning foreign language look like that take the insights of CxG seriously? What should electronic resources using constructions and semantic frames for foreign language instruction look like? How should constructions (pairings of form with meaning/function) in the foreign language classroom be introduced? What role does frequency play in learning constructions in the language classroom? What types of strategies does CxG offer to facilitate the acquisition of a second language? This volume is relevant for anyone interested in second language acquisition, foreign language pedagogy, Construction Grammar, and Cognitive Linguistics. Endorsements: If first language learning flows forth from language use, teaching language should be based on relevant usage-patterns, modified in accordance with the advanced cognitive and linguistic knowledge of older learners. The current volume shows how insights from first and second language learning and usage-based Construction Grammar can be turned into evidence-based teaching strategies.Heike Behrens, University of Basel Usage-based Construction Grammar has changed our view of language learning, but it is only recently that researchers have begun to apply the insights of the constructionist approach to language pedagogy. This volume brings together a collection of articles in which experts of Construction Grammar and Usage-based Linguistics make concrete proposals for teaching constructions by using corpora and other resources. A must read for everybody interested in grammar teaching.Holger Diessel, University of Jena With Directions for Pedagogical Construction Grammar, Boas has produced an impressive and much-needed volume which excels at illustrating the immense potential of constructionist approaches to improve language pedagogy. The contributions to this volume, all authored by leading cognitive and corpus linguists, convincingly describe what a successful future of language teaching could look like¿one that is founded in usage-based linguistics and takes language patterns seriously. I consider this volume essential reading for any applied linguist.Ute Römer, Georgia State University

What is the boundary between lying and (intentionally) misleading? How does perjury differ from a garden-variety lie? In these fourteen essays, distinguished linguists, philosophers, cognitive scientists, and legal scholars draw on theoretical and empirical studies to map the landscape of falsehood, deception, and perjury and to survey practices of manipulation through puffery, bluffing and bullshit in courtrooms, politics, and everyday life.

Contemporary data analytics involves extracting insights from large volumes of data and translating these insights into action to enhance knowledge and practice. Combining tutorial-style chapters and empirical studies, this collection of papers explains the distinction between data analytics and statistics as typically conceived, and shows how data analytic approaches can inform different areas of cognitive linguistic research and application.

The book deals with the important shift that has been heralded in cognitive linguistics from mere universal matters to cultural and situational variation. The discussions examine cognitive and cultural linguistics¿ theories in relation to the following areas of research: (i) metaphorical conceptualization; (ii) the influence of culture on metaphor, metonymy and conceptual blends; (iii) the impact of culture and cognition on metaphorical lexis; (iv) the interface of pragmatics and cognition when metaphor is studied in situ, that is, in face-to-face as well as in virtual multimodal interaction; (v) the application of insights from metaphorical conceptualizations to language teaching, and (vi) recent methods for revealing (inter)cultural metaphorical conceptualizations (corpus-based approaches, gesture studies, etc.). The book brings together cognitive, functional, and (inter)cultural approaches.

 This book examines the emergence of psychologised discourses of the self in education and considers their effects on children and young people, on relationships both in and out of school and on educational practices. It undertakes a Foucauldian genealogy of the discourses of the self in education in order to scrutinise the 'focal points of experience' for children and young people.  Part One of the book offers a critical analysis of the discourses of the self that operate within interventions of self esteem, self concept, self efficacy and self regulation and their incursions into education. Part Two provides counter-narratives of the self, drawn principally from the arts and politics and providing alternative, and potentially radical, ways of when and how the self might speak. It also articulates how teachers may support children and young people in giving voice to these counter-narratives as they move through school. 

Diese Studie soll dazu beitragen, den Sprachgebrauch einzelner Individuen als relevanten Forschungsgegenstand für die Linguistik auszuweisen. Durch die Analyse dialektaler Daten aus einem umfangreichen Korpus von WhatsApp-Textnachrichten werden neue Erkenntnisse zur intraindividuellen sprachlichen Variation gewonnen. Im Fokus stehen drei Themenbereiche, die innerhalb der soziolinguistischen Forschung von großer Relevanz sind: stilistische Variation, Akkommodation und Real-Time-Change. Die individuenzentrierten Fallanalysen zeigen, wie Variationsmuster dazu dienen, soziale Bedeutungen in die Interaktion einzubringen, wie sich Personen, die miteinander kommunizieren, in ihrem Sprachgebrauch aneinander angleichen und wie sich individuelle sprachliche Muster im Laufe der Zeit verändern.

Este es el primer estudio global y actualizado de los anglicismos en el español contemporáneo, en el que se examinan las diferentes perspectivas lingüísticas que cabe considerar en el proceso que conduce a su integración en la lengua. Se analizan los principales niveles lingüísticos (fonológico, morfosintáctico, semántico y de formación de palabras), que se entremezclan con otros de la lingüística aplicada, como el tratamiento lexicográfico y la traducción. Igualmente, trata de problemas relacionados con la terminología y la tipología. Se incluye un amplio estudio sobre los calcos léxicos, un tipo estrechamente vinculado con el anglicismo. El libro resultará de interés también para investigadores en otros campos como la lexicología, la sociolingüística y la historia del español y el inglés.

In den Folgejahren der Weltfinanz- und Weltwirtschaftskrise (ab 2007) kommt es zu neuen Formen innereuropäischer Arbeitsmigration. Das Buch untersucht am Beispiel der Migration von Spanien nach Deutschland empirisch, von welchen sprachlich-kommunikativen Barrieren Migrierende betroffen sein können und über welche Kompetenzen, Potentiale und Strategien diese verfügen, um Partizipationsbarrieren zu überwinden. Zentral ist hierbei ein Modell partizipativen Sprachlernens im Sprachkontakt, das auf Konzepten kommunikativer und semiotischer Kompetenz aufbaut und eine Interdependenz von Sprache und gesellschaftlicher Teilhabe impliziert: Menschen lernen Sprache durch Partizipation, und Partizipation ist durch Sprache möglich.

This book introduces studies on infant and early childhood development that are in a permanent dialogue with the psychology of music, the philosophy of mind, and human movement studies. They are based on an innovative framework that combines embodied cognition, the multimodal approach to child development, and the second-person perspective in social cognition. This frame of reference allows authors to revisit relevant topics in developmental psychology, such as adult-infant interactions; early intersubjective experiences; the development of perceptual, verbal and gestural communication skills; as well as the complexity of play in infancy and early childhood.In the field of infancy and early childhood studies, the three viewpoints brought together in this volume had a clear innovative impact. Embodied psychology showed the body to be the primary agent in the interactions that shape the infant's psyche. The second-person perspective exhibited the direct, transparent, I-Thou contact involved in the first patterns of reciprocity between adult and infant, and the multimodal theory of perceptual development revealed an infant immersed in a multisensory environment conveying information to all perceptual systems as a unified experience. The studies presented in this volume combine these three viewpoints and link them through the use of analytical tools and concepts from the temporal arts (music and dance). This way of conducting empirical research on some central topics in early infancy led to an aesthetic conception of development that emphasizes bodily experience, temporal affects and their intertwining with symbolic capacitiesMoving and Interacting in Infancy and Early Childhood: An Embodied, Intersubjective, and Multimodal Approach to the Interpersonal World will provide innovative tools for developmental and cognitive psychologists studying the development of early socio-cognitive skills in infants and young children, and will also serve as a rich source of information for researchers and practitioners in other fields, such as education and nursing, who can benefit from cutting-edge knowledge in developmental sciences.

This book presents an original empirical study on the linguistic repertoires of post-2008 Italian migrants living in London. The author interrogates how migrants' trajectories and their relation with their homeland's migration history are displayed through the engagement of new multilingual practices, such as translanguaging, and how new identities are negotiated during conversational acts. The book will be of interest to students and scholars of Sociolinguistics and Migration Studies.  

Sociolinguistics and the social sciences more generally tend to take an interest in norms as central to social life. The importance of norms is easily discernible in the sociolinguistic canon, for instance in Labov¿s definition of the speech community as ¿participation in a set of shared norms¿ and Hymes¿ concepts of ¿norms of interaction¿ and ¿norms of interpretation¿. Yet, while the notion of norms may play a central role in sociolinguistic theory, there is little explicit theoretical work around the notion of norms itself within the discipline. Instead, norms tend to be treated as conceptual primes ¿ convenient building blocks, ready-made for sociolinguistic theorizing ¿ rather than theoretical constructs in need of reflexive attention. The aim of this book is to assess and advance current understandings of norms as a theoretical construct and empirical object of research in the study of language in social life. The contributors approach the topic from a range of complementary disciplinary perspectives, including sociolinguistics, linguistic anthropology, EM/CA, socio-cognitive linguistics and pragmatics, to provide a multifaceted view of norms as a central concept in the study of language in social life.

This book summarizes more than four decades of research on imitation in infancy and its relation to early learning and sociocognitive development in typically and atypically developing children. The studies were carried out in a Scandinavian context and thus provide important cultural validation of the central developmental processes. The book is divided into three parts: Part one focuses on the social and cognitive aspects of imitation, discussing links to early parent-infant interaction, and developmental meaning. It addresses evidence for an imitative capacity at birth for typical and atypical infants. Also covered are early individual differences in imitation, the role of imitation as a social and cognitive learning mechanism in early development, and possible links between imitation and temperament. Part two presents unique longitudinal studies on early memory development using deferred imitation as the key method. It discusses the biological basis of memory and explores the idea that deferred imitation is an indicator of an infant's ability to understand intentions. Part three focuses on imitation in young children with autism and with Down syndrome. It examines the role of imitation as a "e;deficit"e; as well as a vehicle for change when used interactively in early interventions for children with autism.  Imitation from Infancy Through Early Childhood is an essential resource for researchers, professors, and graduate students as well as clinicians and other professionals in developmental psychology, cognitive development, psycholinguistics, child psychiatry, and developmental neuroscience.

This collection argues for the need to promote intercultural understanding as a clear goal for teaching and learning pragmatics in second and foreign language education.The volume sees the learning of pragmatics as a challenging yet enriching process whereby the individual expands their capacity for understanding how meaning making processes influence social relationships and how assumptions about social relationships shape the interpretation and use of language in context. This locates pragmatics within a humanistically oriented conception of learning where success is defined relative to the enrichment of human understanding and appreciation of difference. The book argues that intercultural understanding is not an "add on" to language learning but central to the learner's ability to understand and construct meaning with individuals from diverse linguistic and cultural backgrounds. Chapters analyse teachers' and learners' ways of making sense of pragmatics, how their assumptions about social relationships impact their perceptions of language use, and how reflection on pragmatic judgments opens up possibilities for developing intercultural understanding.This book will be of interest to students and scholars in intercultural communication, language education, and applied linguistics.

This innovative collection explores critical issues in understanding multilingualism as a defining dimension of identity creation and negotiation in contemporary social life.Reinforcing interdisciplinary conversations on these themes, each chapter is co-authored by two different researchers, often those who have not written together before. The combined effect is a volume showcasing unique and dynamic perspectives on such topics as rethinking of language policy, testing of language rights, language pedagogy, meaning-making, and activism in the linguistic landscape. The book explores multilingualism through the lenses of spaces and policies as embodied in Elizabeth Lanza's body of work in the field, with a focus on the latest research on linguistic landscapes in diverse settings. Taken together, the book offers a window into better understanding issues around processes of change in and of languages and societies.This ground breaking volume will be of particular interest to students and scholars in multilingualism, applied linguistics, and sociolinguistics.