Bøger udgivet af John Benjamins Publishing Co

As the legislative bodies of democratic nations, parliaments play a fundamental role in society. Consequently the linguistic practices observed in parliamentary discourse are of importance to everyone. This volume brings together leading researchers in areas of corpus linguistics, big data, parliamentary discourse, and historical linguistics in a truly interdisciplinary exploration at the vanguard of big data and corpus methods with the aim to investigate the intersection between linguistic and social change. Making use of both quantitative and qualitative methods, the studies included in this volume range from a focus on explicitly linguistic phenomena to topics that contribute to our understanding of language and society more generally. It breaks new ground in its critical reflection on the conceptual and methodological challenges of using large corpora of parliamentary discourse to study both the specialised language of parliamentary speech and the societies that the parliaments in question represent and govern.

The range of meanings expressed by derivatives formed by the attachment of the four principal verb-forming suffixes - ate, - en, - ify and - ize has been the subject of extensive analysis for over two decades. From a descriptive perspective, the research reported in this volume constitutes the most comprehensive usage-based analysis of verbal derivatives available to date and provides register-based and diachronic comparisons of usage and distribution patterns across corpora of spoken English. The semantic analysis adopts the seven well-established semantic categories of verbal derivatives and extends the set to twenty by including further meaning classes documented in the morphological literature and additional senses that emerged from the contextualized analysis of complex verbs in the datasets. From a theoretical standpoint, the novel approach involves the explicit linking of affix schemas to argument structure constructions, and proposes a unified model of verb-forming suffixation that accounts for the multi-functional characteristics of verbal derivatives, from a constructional perspective.

Differential marking as applied to direct objects has long been discussed as one of the characterizing traits of many Romance languages. There is, however, wide consensus that a detailed investigation into the nature of this phenomenon raises numerous challenges both at the empirical and theoretical level. Many questions are still being raised regarding which precise morpho-syntactic strategies count as differential object marking, whether the data can be unified, and, subsequently, how they are to be unified formally and theoretically. Additionally, a thorough investigation of this phenomenon is still needed for many Romance languages and especially at the micro-variation level. This volume brings together original papers addressing various aspects of differential object marking in Romance languages, focusing on micro-variation, from both a descriptive and formal perspective, touching on diachrony, language contact, synchrony, and using a large set of methodologies.

This book addresses an under-researched area within populism studies: the discourse of supporters of populist parties. Taking the 2019 European elections as their case study, the authors analyse how supporters in eleven different countries construct identities and voting motivations on social media. The individual chapters comprise a range of methods to investigate data from different social media platforms, defining populism as a political strategy and/or practice, realised in discourse, that is based on a dichotomy between ¿the people¿, who are unified by their will, and an out-group whose actions are not in the interest of the people, with a leader safeguarding the interests of the people against the out-group. The book identifies what motivates people to vote for populist parties, what role national identities and values play in those motivations, and how the social media postings of populist parties are recontextualised in supporters¿ comments to serve as a voting motivation.

English Sentence Constructions departs from a usage-based theoretical perspective in which all language units -- which we refer to as constructions -- have both a meaning and form, and context is all-important in determining the function and form of these constructions. As a starting-level module, English Sentence Constructions guides students of English or Language at tertiary level through different levels of analysis at the sentence, clause, phrase, and word level. The book starts with an explanation of different sentence types and structures (Chapters 1 and 2), zooms in on the verb phrase as the central component of any sentence (in Chapters 3 and 4), before zooming in even closer, discussing word classes (Chapter 5) and phrases (Chapter 6). The next two chapters explicate the intricacies of sentence constituents that function as clauses (Chapter 7) and aid students in integrating all chapters by discussing sentence analysis at all levels (Chapter 8). The last chapter (Chapter 9) shows how knowledge about sentence constructions can be applied to effective writing in English. English Sentence Constructions can be used in teacher-led modules, but the many exercises in each chapter, the clearly worked out answer keys, and a comprehensive glossary of terminology also make it suitable for self-study. For each chapter, there is an online test in which students can check their understanding. The exercises can be found on the book's companion website: https://doi.org/10.1075/z.240.website

This volume demonstrates how various methodologies and tools have been used to analyze the multidimensional, dynamic, and complex nature of identities and professional development of language teachers in digital contexts that have not been adequately examined before. It therefore offers new understandings and conceptualizations of language teacher development and learning in varied digital environments. The collection of pieces illustrates a field that is recognizing that digital environments are the contexts of teacher learning, not simply the object of it, and that issues of identity and agency are central to that learning. As an excellent resource on digital technologies, CALL, gaming, or language teacher identity and agency, the book can be used as a textbook in various applied linguistics courses and graduate seminars.

This book illustrates the use of ethnography as an analytical approach to investigate academic writing, and provides critical insights into how academic writing research can benefit from the use of ethnographic methods. Throughout its six theoretical and practice-oriented studies, together with the introductory chapter, foreword and afterword, ethnography-related concepts like thick description, deep theorizing, participatory research, research reflexivity or ethics are discussed against the affordances of ethnography for the study of academic writing. The book is key reading for scholars, researchers and instructors in the areas of applied linguistics, academic writing, academic literacies and genre studies. It will also be useful to those lecturers and postgraduate students working in English for Academic Purposes and disciplinary writing. The volume provides ethnographically-oriented researchers with clear pointers about how to incorporate the telling of the inside story into their traditional main role as observers.

This book offers the first systematic study of the early phases in the acquisition of derivational morphology from a cross-linguistic and typological perspective. It presents ten empirical longitudinal studies in genealogically and typologically diverse languages (Indo-European, Finno-Ugric, Altaic) with different degrees of derivational complexity. Data collection, analysis and systematic comparison between child speech and parental child-directed speech are strictly parallel across the chapters. In order to identify the productivity of a derivational pattern, signalling the crucial developmental stage in its acquisition, the concept of the mini-paradigm criterion was applied. Similar developmental processes can be observed in all children, independent of the language they acquire, but the children's courses of development also show obvious typological differences. This points towards an important impact of the structural properties of the specific language on emergence, use and the early course of development of derivational patterns.

As part of the "Pragmatics and Beyond" series, this text covers such topics as strategic vagueness in academic writing, academic writing in computer science, discourse competence, and writing in Czech and English.

Divided into seven sections, this work covers such topics as: linguistic theory; generative approaches to and acquiring semantics-syntax correspondences; semantic structure; testing knowledge of semantics-syntax correspondences in foreign languages; and analysis and discussion.