Psykolingvistik

This book examines the benefits of an Australian in-country study (ICS) in China programme and explores ways to maximise the short-term ICS experience in a multilingual space. The book employs an ecological perspective which has seldom been used to examine the study abroad context. It emphasises the importance of the space itself as an arena of interaction, belonging and power, where conduct and modes of communication are often regulated by political authorities and societal expectations. Specifically, the book focuses on the following:nbsp; the extent to which the ICS facilitated interaction in different settingsnbsp; the way in which interaction during ICS contributed to language learningnbsp; the degree in which the interaction during ICS contributed to culture learning andnbsp; the role of identity in the learning process in the ICS.The main argument of the book is that while the ICS promoted multilingual learning space for in-class and out-of-class interactions, which further facilitated language and culture learning to a great extent, Australian students' identities and self-concepts also played a core mediating role throughout individual learning trajectories.

This book proposes a comprehensive discussion of the issue of linguistic feeling, the subject¿s metalinguistic capacity to intuitively apprehend the normative ¿ lexical, syntactic, morphological, phonological¿ ¿ dimensions of a definite language he or she is acquainted with. The volume¿s twelve contributions aim to revisit a concept that, through a fluctuating terminology (¿Sprachgefühl,¿ ¿sentiment de la langue,¿ ¿linguistic intuitions,¿ etc.), had developed, since the late 18th century, within a variety of cultural contexts and research traditions, and whose theoretical, epistemological, and historical ins and outs had not been systematically explored so far. Beginning with a long opening chapter, the book consists of two parts, one tracing the multifaceted approaches to linguistic feeling from Herder to Wittgenstein, and one offering a representative overview of the debates about the issue at stake in current linguistics and philosophy, while addressing the question of the place of metacognition, normativity, and affectivity in language processes.

Este libro presenta una serie de propuestas de investigación, intervención y mediación sobre las alteraciones del lenguaje y la comunicación en contextos clínicos. El leitmotiv de la obra es el sujeto afectado por una alteración del lenguaje: su imagen social, su idiosincrasia cultural y lingüística. La metodología incluye tanto aportaciones de corte experimental como basadas en corpus, o reflexiones metodológicas y epistemológicas, con un enfoque pluridisciplinar y ampliamente pragmático donde la sociología, las ciencias cognitivas, la neurología, las ciencias de la educación y la reflexión filosófica complementan a la lingüística. Refleja, en suma, un clima intelectual y académico, un "estado del arte": el de la lingüística clínica, en general, y en el ámbito hispánico en particular.

This volume highlights unique features of L2 teachers' motivation, autonomy and career development in Far East counties (including Japan, South Korea and China), using diverse methodological research approaches incorporating both quantitative and qualitative paradigms. While much of current research focuses on students' psychology, this volume looks into EFL teachers' motivation and autonomy. Both discussions of theoretical issues of teacher motivation and autonomy and practical, classroom-based investigations are included and written to appeal to researchers, as well as applied teacher audiences. The theoretical chapters give readers a solid grounding in the issues of interest to the field. The practical chapters offer cutting edge insights and can also serve as templates on which postgraduate and postdoctoral researchers can base future studies. This helps the book to offer a dual service to the research community, addressing both issues of theorization of research and the practice of conducting research investigations.  

If coherence is the sine qua non of nearly all written communication, why do we not have a comprehensive treatment of it, especially for those who study or teach formal, academic writing? Beyond Cohesion: Toward a Theory of Coherence builds on the seminal work of Halliday and Hasan and offers a comprehensive treatment of coherence along three lines¿linguistic, cognitive, and culturally salient¿using close linguistic argument and several illustrative figures. While the main audience is that of graduate studies in rhetoric and composition, those working in linguistics, language and cognition, and artificial intelligence will also benefit from this approach.Beyond Cohesion: Toward a Theory of Coherence is a fascinating, thorough, and highly useful investigation into a rhetorical concept that is often referenced, but rarely systematically studied. Synthesizing theories of coherence from rhetoric and composition, linguistics, psychology, and related fields, Frank Davis provides a wide-ranging, interdisciplinary resource for those beginning their study of coherence or looking to expand it.¿Amanda Sladek, Associate Professor of English, University of Nebraska at Kearney

This edited volume offers an insightful theoretical conceptualization of issues central to 21st century foreign language learning and teaching. Drawing on research results obtained in the fields of pedagogy, social psychology and sociology of education, this book provides a comprehensive practical exploration of issues experienced by researchers in Poland and in Europe, and which can easily find far-reaching implications in other educational contexts.Part I, Focus on the Teacher, includes seven texts discussing topics relevant to teacher initial and in-service education, as well as the functioning of foreign language instructors in educational systems. The eight contributions included in Part II, Focus on the Learner, explore learner-internal and learner-external factors that affect the effectiveness of the language learning process. The exploration of key contemporary topics and the wide range of methodologies applied make this book of high relevance to Second Language Acquisition scholars, teacher educators, teachers, and language education policy makers.

Das Lehrbuch führt in die zentralen Forschungsgebiete der Neurolinguistik ein. Es stellt grundlegende Erkenntnisse, maßgebliche Theorien und Modelle sowie aktuelle Forschungsmethoden der Untersuchung der Verarbeitung von Sprache im Gehirn vor. Die behandelten Fachgebiete reichen von der Psycholinguistik über das Brain Imaging und die Klinische Linguistik bis zur experimentellen Neurolinguistik. Gut verständlich und mit zahlreichen Abbildungen versehen, bietet der Text für Bachelor-Studierende auch ohne Vorwissen einen raschen Einstieg in die Materie. ¿ Für die zweite Auflage wurde der Band komplett überarbeitet, aktualisiert und erweitert.

Die vorliegende Einführung besteht aus 16 Einheiten, die alle so konzipiert sind, dass sie auch unabhängig voneinander gelesen werden können. Jedes Kapitel führt in einen bestimmten Bereich der Linguistik ein: in Semantik, Sprachgeschichte, Spracherwerb, mentales Lexikon, Pragmatik, Dialektologie, Phonetik, usw. Als Ausgangspunkt und Kapitelüberschrift dienen dabei beispielsweise Fragen wie «Können Wörter müde machen?» (Semantik), «Gibt es Sprachen ohne Grammatik?» (Syntax), «Was ist Deutsch eigentlich für eine Sprache?» (Sprachgeschichte) oder «Wo sind die Wörter im Kopf und wie greift man auf sie zu?», die zugleich das Konzept dieses Buches illustrieren: Die wichtigsten linguistischen Themenkomplexe und Grundlagen sollen nicht nur in leicht zugänglicher und gut verständlicher Form vermittelt werden, sondern es soll auch Neugier auf die Fragen geweckt werden, um die es jeweils geht. Vorkenntnisse werden dabei bewusst nicht vorausgesetzt. Da eine Einführung naturgemäß nur jeweils einen begrenzten Einblick in ein Themengebiet geben kann, werden am Ende jeder Einheit stets auch Literaturtipps zur weitergehenden und vertieften Beschäftigung mit dem behandelten Thema gegeben.

Multilinguals are not multiple monolinguals. Yet multilingual assessment proceeds through monolingual norms, as if fair conclusions were possible in the absence of fair comparison. In addition, multilingualism concerns what people do with language, not what languages do to people. Yet research focus remains on multilinguals¿ languages, as if languages existed despite their users. This book redresses these paradoxes. Multilingual scholars, teachers and speech-language clinicians from Europe, Asia, Australia and the US contribute the first studies dedicated to multilingual norms, those found in real-life multilingual development, assessment and use. Readership includes educators, clinicians, decision-makers and researchers interested in multilingualism.

"Bringing together research from some of the most influential scholars in linguistics today, this Handbook provides a thorough guide to how context interacts with language. Surveying the latest work from a range of theoretical perspectives, it is essential reading for researchers and advanced students across a range of linguistic subfields"--

This collection is about how law makes meaning and how meaning makes law. Through clear methodology and substantial findings, chapters expose the deficits of ¿literal¿ meaning and the difficulties in 'ordinary' meaning, in international legal contexts and in more immediate social ones, as well as in courtrooms. Further, chapters in this volume see the challenges to national and international commitments to all speakers sharing a common meaning.

Cognitive Sociolinguistics draws on the rich theoretical framework of Cognitive Linguistics and focuses on the social factors that underlie the variability of meaning and conceptualization. In the last decade, the field has expanded in various way. The current volume takes stock of current and emerging advances in the field in short academic contributions. The studies collected in this book have a usage-based approach to language variation and change, drawing on the theoretical framework of Cognitive Linguistics and are sensitive to social variation, be it cross-linguistic or language-internal. Three types of contributions are collected in this book. First, it contains theoretical overview papers on the domains that have witnessed expansion in recent years. Second, it presents novel research ideas in proof-of-concept contributions, aimed at blue-sky research and out-of-the-box linguistic analyses. Third, it showcases recent empirical studies within the field. By combining these three types of contributions, the book provides an encompassing overview of novel developments in the field of Cognitive Sociolinguistics.

This book focuses on the role of cross-language awareness in foreign language learning, especially unrelated languages as a third or additional language. It brings together theoretical and empirical approaches to the study of foreign language acquisition, with special emphasis on the role of discrepancies in the cognitive processing of typologically different languages. The author defines unrelated languages in the context of methodological approaches to foreign language acquisition, investigates cross-language awareness competence in the context of unrelated language acquisition, establishes cognitive approaches to foreign language acquisition, and provides empirical evidence of discrepancies between languages using verbal aspect as an example. Finally, the empirical results are put into practice through guidelines and recommendations for raising cross-language awareness in third language acquisition. The interdisciplinary understanding of foreign language acquisition presented in this book will make it appealing to a wide readership of graduate students, faculty members and academic researchers in the fields of Second Language Acquisition (SLA), Third Language Acquisition (TLA), Psycholinguistics, Cognitive Psychology and Education.

The notion of the native speaker and its undertones of ultimate language competence, language ownership and social status has been problematized by various researchers, arguing that the ensuing monolingual norms and assumptions are flawed or inequitable in a global super-diverse world. However, such norms are still ubiquitous in educational, institutional and social settings, in political structures and in research paradigms. This collection offers voices from various contexts and corners of the world and further challenges the native speaker construct adopting poststructuralist and postcolonial perspectives. It includes conceptual, methodological, educational and practice-oriented contributions. Topics span language minorities, intercomprehension, plurilingualism and pluriculturalism, translanguaging, teacher education, new speakers, language background profiling, heritage languages, and learner identity, among others. Collectively, the authors paint the portrait of the "changing face of the native speaker" while also strengthening a new global agenda in multilingualism and social justice. These diverse and interconnected contributions are meant to inspire researchers, university students, educators, policy makers and beyond.

Most of us spend the entirety of our lives trying to rationalize communication between significant others. The greatest challenge can sometimes be seen when multicultural couples have misunderstandings based on miscommunication that stems from perception. One's culture can change the interpretation of events. This book bridges the gap between cultures to allow the reader to understand how easily miscommunications can occur and why they occur. The authors map out the exploration of the perception dynamic for those with relationships where their partner was of another ethnic origin. Some have had very intense experiences. This book allows those seeking clarity to understand some unexplained reactions of their partner. One will also learn how it is possible to overcome obstacles of miscommunication regardless of cultural or language barriers. This book is not just a guiding post for intimate relationships. Communication across cultural barriers is essential in today's global economy. Miscommunication between different cultures can cost a multinational company loss in revenue or public embarrassment. The authors have carefully drawn out solutions for all persons attempting to communicate on an international scale. These solutions provide the ability to avoid common pitfalls across cultural divides. The advice in each chapter is relevant whether one plans to relocate to another country or simply visit another country. Not understanding the culture around you can lead to isolation and feelings of loneliness. This book explains based on years of theories developed from therapeutic practice. The expertise of the researchers is invaluable to modern society.

This book is intended to help language teachers to work effectively and successfully with students who have specific learning differences (SpLD) such as dyslexia. The book takes an inclusive and practical approach to language teaching and encourages teachers to consider the effects that an SpLD could have on a language learner. It suggests strategies that can be implemented to enable learners to succeed both in the classroom and in formal assessment. The book places issues of language teaching for learners with an SpLD in a broad educational context and, in addition to practical advice on methodologies and classroom management, also discusses discourses of the field, the identification of SpLDs and facilitating progression.

Wie Sie professionell, wertschätzend und sensibel in verständlicher Sprache sprachfördern, erfahren Sie in diesem Buch. Die Autorinnen verfügen als ausgewiesene Expertinnen über den nötigen Erfahrungsschatz in Theorie und Praxis, um Ihnen das relevante Wissen einfach zu vermitteln. Das Buch klärt vorab grundlegende Fragen: Was ist eine Sprache überhaupt? Welche Funktionen hat sie und wie erwerben sie Kinder, Jugendliche und Erwachsene? Anschließend lernen Sie wirksame sprachdiagnostische Verfahren und ihre Anwendung in der täglichen Praxis kennen, bevor Sie sich dem zweiten Schwerpunkt des Buches zuwenden: der konkreten Planung und Umsetzung sprachfördernder Maßnahmen in Kitas, Grundschulen und der Sekundarstufe. Wenn Sie funktionierende Lösungen für die erfolgreiche Planung und Durchführung sprachfördernder Maßnahmen in verständlicher Sprache suchen, dann ist dieses Buch für Sie geschrieben!

This timely book provides effective methods and authentic examples of teaching about climate change through digital and multimodal media production in the English Language Arts classroom.

This book explores how young children's language development is intricately connected to the context in which it takes place. The term 'context' not only specifies a geographical location, but also encompasses notions of culture, community and activity.