bluuebunny/crossref_metadata_2025_split huggingface dataset:
Brown, Penelope
Authors: Kim Younhee 
Published: December 2012

AbstractBrown, Penelope (born on November 2, 1944 in Summit, New Jersey, USA) is probably best known for the monograph,Politeness: Some Universals in Language Usage(Brown & Levinson, 1987) coauthored with Stephen Levinson. Penelope Brown is currently a senior researcher emerita at the Max Planck Institute for Psycholinguistics in the Netherlands.
Central Institute of Indian Languages
Authors: Singh Udaya Narayana 
Published: December 2012

Abstract
The Central Institute of Indian Languages (abbreviated as CIIL) was established in mid‐1969 by the government of India to coordinate between the central and state governments as well as among state language institutes, tribal research institutes and bureaus, institutions dealing with languages such as the Central Institute of English, Hyderabad (now known as EFLU), the Central Institute of Hindi, the Anthropological Survey of India, the Language Division of the Registrar‐General's Office, and university departments of languages and linguistics.
Chapelle, Carol A.
Authors: Jamieson Joan 
Published: December 2012

AbstractCarol A. Chapelle (1955– ) is distinguished professor of liberal arts and sciences at Iowa State University, where she has taught and conducted in research applied linguistics since 1985. Her research and teaching is aimed at developing productive links between knowledge in applied linguistics and educational practices, particularly with respect to the use of technology for language learning and assessment. Her limited success as a learner of Russian in high school and college may have prompted her interest in the challenges faced by the adult language learner and their practical consequences for teaching—an interest that has sustained her teaching and research in computer‐assisted language learning and language assessment.
Child Pragmatic Development
Authors: Cekaite Asta 
Published: December 2012

AbstractLanguage is a tool that children and adults use to act in and explore the social world; to create, develop, and sustain social relationships; and to engage with others in culturally meaningful activities. Thus, pragmatic development involves children's acquisition of communicative competences, that is, learning how to use language, to communicate and understand others appropriately and effectively in a widening range of social contexts and activities while assuming increasingly complex social roles (Hymes, 1972). In contrast to children's development of grammar and syntax, consistently shown to be largely completed by the age of 5 years, children's sophisticated mastery of varied conversational skills is a long‐term process. Basic pragmatic skills emerge at quite an early age, but are refined and developed throughout preadolescence and adolescence, over time allowing the child to engage in a constantly broadening range of social activities, and to become a full‐fledged member of the culture and society. Indeed, children's acquisition of communicative competence has crucial social and educational implications. Conversational skills play a major role in a child's access to interactions with peers and in forging peer‐group relations in the first and second language. Such skills are important in adult‐child relations, qualifying children as interactionally competent students in educational settings, and play a significant role in shaping children's written literacy skills.
Classroom Research
Authors: Spada Nina 
Published: December 2012

AbstractClassroom research (CR) in applied linguistics has evolved from descriptions of pedagogic practices used primarily for second/foreign language (L2) teacher training purposes, to experimental investigations of the effects of instruction on L2 learning, to analyses of a wide range of learner factors that are thought to contribute to more (or less) successful learning. Below CR is defined along with a description of how it has evolved, how it has been conducted and the types of questions and topics that have been investigated.
Comparing Two+ Related Samples
Authors: Mihai Florin M. 
Published: December 2012

Abstract
In a survey of four major applied linguistics journals, more than 40% of the linguistics studies had used a design where the means of more than two samples were compared (Lazaraton, 2005). In many instances, researchers have employed a repeated measures design with the purpose of measuring the same dependent variable across two or more intervals. For example, a linguist might want to measure pronunciation accuracy of students taking an accent reduction course at 1‐, 3‐, and 6‐month intervals after course completion.
Complexity in Multilingual Systems
Authors: Jessner Ulrike 
Published: December 2012

AbstractAlthough multilingualism (or plurilingualism, to use a more Eurocentric term to describe the individual level) is by no means a new phenomenon, this field has only recently begun attracting a growing number of researchers. In a number of publications authors have referred to multilingual development as both a dynamic and a complex process. Today scholars are realizing more and more that in the study of multilingualism, the interaction of a variety of factors needs to be taken into consideration. The investigation of the complexity of multilingualism, a phenomenon which seems to lend itself to being approached from a dynamic systems theory (DST)/complexity theory (CT) perspective, has become one of the most challenging scientific undertakings of the linguistic academic community.
Computer‐Assisted Vocabulary Load Analysis
Authors: Webb Stuart , Nation Paul 
Published: December 2012

Abstract
The development of computer software and frequency‐ranked word lists has made it easier to determine the representation and frequency of words in text. It has allowed researchers to collect data on the millions of words in corpora in a matter of seconds. Analysis of the vocabulary in text and corpora can provide data about the ease or difficulty with which discourse may be understood, the extent to which words may be learned through reading and listening, and the words which may be most useful for comprehension.
Conversation Analysis and Interactional Linguistics
Authors: Kern Friederike , Selting Margret 
Published: December 2012

AbstractInteractional linguistics is grounded on the premise that language should not be analyzed in terms of context‐free linguistic structures but as a resource for the accomplishment of actions in social interaction. With this in mind, interactional linguistics takes an interdisciplinary approach to a linguistic analysis that aims at an understanding of how language is both shaped by and itself shapes the actions it is used for. Interactional linguistics combines an interest in linguistic phenomena and structures with the theory and methodology of conversation analysis (CA) and contextualization theory (CT). It is conceptualized as an interface between linguistic analysis and the analysis of social interaction.
Conversation Analysis and Communication Disorders
Authors: Wilkinson Ray 
Published: December 2012

AbstractA communication disorder can profoundly affect a person's ability to convey information to others and to produce a full range of social actions within conversation (such as requesting, offering, telling off, correcting, telling jokes or stories, etc.). It can have a significant impact on a person's social and personal identity and their ability to create and maintain interpersonal relationships. The investigation of communication disorders is important in order to be able to analyze their causes and the forms they take and, ultimately, to improve treatment for those affected. At the same time, analyzing how communication may break down or not function with normal limits holds out the promise of being able to tell us something about the workings of normal, non‐disorder, communication and its components. Other approaches such as neuropsychology, for example, have long drawn on communication disorder data in order to learn about both normal and disordered functioning (Ellis & Young, 1996).
Conversation Analysis Methodology in Second Language Studies
Authors: Brouwer Catherine E. 
Published: December 2012

AbstractThe use of the concepts and methodology of conversation analysis (CA) for second language (L2) studies has been argued widely (Firth &Wagner, 1997, 2007; Markee, 2000; Kasper, 2006; Kasper &Wagner, 2011). However, when CA and second language acquisition (SLA) are brought together, compromises need to be made and the methodology needs to be made explicit. Hellermann (2006) describes his study as amicroethnographic longitudinal case study, using methods from CA. Such carefully deployed terminology indicates that there are issues at stake in the ways in which CA is applied to L2 studies.
Corpora in Language for Specific Purposes Research
Authors: Cortes Viviana 
Published: December 2012

Abstract
Among the various approaches that are often used to study language for specific purposes (LSP), those focusing on the analysis of the genres used by the target discourse communities have attracted a high degree of attention in the last decade. The members of different discourse communities develop specific communicative practices and conventions to communicate with one another and with other communities. Language learners who need to acculturate to a new community that uses a specific language type need to become aware of the forms of discourse used by those communities. For many decades, the description of these discourses was done by analyzing a single text or a very limited number of texts, in an attempt to provide language learners with a framework of reference for the acquisition of this specific language and to help materials designers develop materials that could be used for the teaching of LSP. With the advancements in computer technology and the collection of language corpora (large collections of machine‐readable language texts) that have been taking place in the past two decades, the use of recurrent features of language that mark the tendencies of a discourse community can now be easily identified and analyzed. Technology now allows for the collection and storage of hundreds of thousands or millions of texts that provide data to describe language in detail, basing that language description on empirical findings instead of mere intuition.
Corpus Analysis of Child Language
Authors: Behrens Heike 
Published: December 2012

AbstractCorpus research has a long‐standing tradition in child language research: Observational data provide the basis for our knowledge about developmental processes including their individual and crosslinguistic differences (for more detail, see Behrens, 2008). But the analyses critically depend on an appropriate corpus design that provides sufficient information on and appropriate transcription and annotation of the linguistic structures at stake. In the following, I will discuss the implications for analysis that result from corpus design, and outline the main research questions addressed by corpus analyses of child language. I will conclude with a sketch of the research perspectives made possible by new achievements in corpus linguistic methodology.
Corpus Analysis of English as a Lingua Franca
Authors: Seidlhofer Barbara 
Published: December 2012

AbstractThe acknowledged advantage of corpus linguistics is that it provides access to data derived from actually attested language upon which a reliable description can be based. This enables linguists to make use of observation rather than being dependent on less reliable data, based on either introspection or elicitation. A prior decision that has to be taken, however, is what kind of attested language is to be selected.
Corpus Analysis of the World Wide Web
Authors: Fletcher William H. 
Published: December 2012

AbstractThe World Wide Web has become a primary meeting place for information and recreation, for communication and commerce, for a quarter of the world's population. Millions of Web authors have created billions of Web pages, unknowingly providing texts to be mined for their linguistic and cultural content. The Web has evolved into the resource of first resort for lexicographers and linguists, for translators, teachers, and other language professionals. As a source of machine‐readable texts for corpus linguists and researchers in complementary fields like natural language processing (NLP), information retrieval, and text mining, the Web offers extraordinary accessibility, quantity, variety, and cost‐effectiveness. Investigators in these disciplines have developed scores of tools and products from Web content for both researchers and end users, and authored hundreds of scholarly papers on their projects.
Council of Europe Language Policy and Planning
Authors: Martyniuk Waldemar , Sheils Joseph 
Published: December 2012

Abstract
The Council of Europe, currently (December 2010) encompassing 47 European states, was founded in 1949 as a platform for intergovernmental cooperation aiming at promoting democracy, human rights, and the rule of law. Language education plays an important role in pursuing these goals, and programs of intergovernmental cooperation in the field of languages have been carried out by the Council for over 50 years now.
Discourse and Identity
Authors: Fina Anna De 
Published: December 2012

Abstract
The relationship between language and identity has been a topic of interest for language scholars for centuries. As early as in the 1800s many philologists, including the famous brothers Jacob and Wilhelm Grimm, were proposing the idea that language reflected the collective identity of national communities. Benveniste (1971), one of the most important linguists of the 20th century, also stressed the centrality of identity in language through the notion of subjectivity. In his view, the direct or indirect presence of the speaker as a subject in the utterance had the power to transform language as an abstract system into discourse as an act of communication. In sum, theorizations about language and identity have always had a significant place in linguistics, but it is only in the last 20 years that this field has established itself as an area of investigation in its own right and as a field fundamentally concerned with discourse. Indeed, modern research on ways in which identity is constructed and conveyed in talk is firmly grounded in a view of language as discourse, that is as “actual instances of communication in the medium of language” (Johnstone, 2002, p. 2), and as phenomena embedded in concrete social contexts.
Elite/Folk Bilingual Education
Authors: de Mejía Anne‐Marie 
Published: December 2012

AbstractThe literature on bilingualism and bilingual education is full of dichotomies. Thus, we hear frequent references to such “polar opposites” (Hornberger,1989, p. 273) as: additive versus subtractive bilingualism, transitional versus maintenance models of bilingual education, and international versus intranational languages.
Functional Grammar
Authors: Velasco Daniel García 
Published: December 2012

AbstractThe theory of Functional Grammar (FG) was originally developed by the late Simon C. Dik and his associates at the University of Amsterdam, the Netherlands. It takes a functional approach to the study of language which is reflected in (a) the description of language as an instrument of social interaction whose main function is the establishment of interhuman communication; (b) the requirement that language structure be studied within the framework of the rules, principles, and strategies which govern its communicative use and (c) the integration of functional relations in the organization of the theory.
Haberland, Hartmut
Authors: Preisler Bent 
Published: December 2012

Abstract

Hartmut Haberland (b. 1948) is a German‐Danish linguist whose main contributions to applied linguistics, within the areas of pragmatics and sociolinguistics, include being founder, in 1977 (with Jacob L. Mey), and coeditor of the internationally recognized
Journal of Pragmatics
.
History of Interpreting
Authors: Andres Dörte 
Published: December 2012

AbstractIn the Bible, Prov. 18:21 reads “[D]eath and life are in the power of the tongue.” These ancient words convey the fact that language is a powerful tool, upon which life and death (may) depend. Solomon was certainly not referring to interpreters but, nevertheless, interpreters work with language, and they can use words to exercise power. There are many accounts of the power of interpreters. Some of these show that the question of life or death often depended on the interpreter. Other accounts illustrate the responsibility invested in interpreters and how the right or false handling of that responsibility determined the fate of individuals and even peoples. What do we know about interpreters in history? What were their tasks? Locating historical accounts of interpreters is arduous, since accounts are few and far between and most interpreters are only mentioned in passing (Hermann, 1956; Roland, 1982; Bowen, Bowen, Kaufmann, & Kurz, 1995; Wilss, 1999; Pöchhacker, 2000; Wiotte‐Franz, 2001; Andres, 2008). Although more information is now available concerning the “Eastern world” (Kaufmann, 2005; Lung & Li, 2005; Lung, 2006), most accounts refer to the “Western world,” which is thus the focus of this entry.
Language of Jury Instructions
Authors: Dumas Bethany K. 
Published: December 2012

AbstractJury instructions, also called jury charges, jury directions, or simply instructions, charges, or directions, are the legal guidelines provided by judges to jurors at trial, civil and criminal, usually at the conclusion of all evidence. Their function is to instruct juries in how to reach decisions or findings of fact based upon the evidence presented. Jury trials are distinguished from bench trials, in which judges make all decisions. Jurors are the triers of fact in jury trials, and their decisions must be based on the evidence presented at trial by following the law that is provided in the instructions. Thus the communicative effectiveness of the instructions is crucial to a fair trial. Jury trials are not used in all countries today, but they are used, in both civil and criminal cases, in most adversarial or common law jurisdictions: Britain (though not Scotland), Continental Europe, the USA, Canada, Australia, and New Zealand, as well as a few other countries (those influenced by colonialism). Jurors must make decisions by deciding which witnesses are believable, which ones appear to be telling the truth, and how much weight to give to testimony—all in the context of the legal rules that specify exactly how to apply the law to the evidence. Jurors make decisions about blame and guilt, and degrees of blame and guilt, based on the evidence that they have heard and the instructions that they have received. Because the instructions must explain relevant law, they must contain some legal language. Legal language has long been recognized as difficult for nonlawyers (Mellinkoff, 1963; Steele & Thornburg, 1988; Tiersma, 1999), and jury instructions can present special difficulties because of their linguistic complexity and length, sometimes hundreds of pages. They may contain definitions of special legal terms likemens rea(criminal intent) andres ipsa loquitur(“the thing speaks for itself”). Comprehension difficulties faced by jurors are well documented, particularly in the USA, where as early as 1979 (Charrow & Charrow), empirical research demonstrated that long, complex sentences and certain grammatical structures as well as specialized terms created severe difficulties for jurors. Some reform efforts have succeeded in improving comprehensibility, but there is consensus among linguists and other social scientists, as well as many judges and lawyers, that jury instructions used in most adversarial or common law jurisdictions need further improvement. This entry briefly describes the nature of jury instruction in the courtroom, traces the history of jury instructions and reform efforts, then illustrates comprehension problems and summarizes needed revisions.
Language of Police Interviews
Authors: Haworth Kate 
Published: December 2012

AbstractInterviews conducted on behalf of institutions have long been recognized by linguistic researchers as important sites of social interaction, and few have such significant consequences as interviews conducted by the police in the course of a criminal investigation. Alongside the high‐stakes nature of the interaction on the personal level of the interviewee, they are also a socially significant site of direct contact between the institutions of the police, the legal system, and the state, and the individuals whom they control and protect. This therefore represents a particularly fascinating and important area of linguistic study, which has been analyzed from a wide variety of methodological perspectives. Key aspects of interest are issues of power and dominance, question types and questioning strategies, the creation of records of interview interaction for later use in the judicial process, historical miscarriages of justice connected with the falsification of interview records, interviews with vulnerable groups such as children or speakers of different languages, and the communication of rights.
Language Study Abroad
Authors: Kinginger Celeste 
Published: December 2012

AbstractStudents, parents, educators, and policy makers often assume that study abroad is a prime context for language learning, providing “high quality, contextualized exposure” to language in abundant interaction with expert speakers. Yet, empirical evidence suggests the need for a more nuanced understanding of the relationship between study abroad and developing language ability. This entry offers an overview of research on second language acquisition (SLA) in study abroad.
Leech, Geoffrey
Authors: Hoffmann Sebastian 
Published: December 2012

AbstractGeoffrey Neil Leech was born in Gloucester, in the west of England on 16 January 1936. After attending Tewkesbury Grammar School, he studied at University College London (BA honors in English Language and Literature, 1959; MA in Linguistics, 1963), where he also took up his first academic teaching position as an assistant lecturer—later lecturer— in 1962. His first monograph,English in Advertising: A Linguistic Study of Advertising in Great Britain(Leech, 1966), grew out of his MA thesis, which was submitted in 1963.
L
evinson,
S
tephen
C
.
Authors: Blitvich Pilar Garces‐Conejos 
Published: December 2012

Abstract

Stephen C. Levinson is currently the director of the language and cognition group at the Max Planck institute for psycholinguistics in Nijmegen, the Netherlands (see
www.mpi.nl/people/levinson‐stephen
).
Models of Lexical and Conceptual Representations in Second Language Acquisition
Authors: Van Hell Janet G. , Poarch Gregory J. 
Published: December 2012

Abstract

Words are the basic building blocks of a language. A simple combination of the letters
d
,
o
, and
g
opens up a world of meaningful images and experiences with this four‐legged hairy pet. Over the years, children who learn a language accrue fine‐grained knowledge on the various meaning aspects related to a word form like
dog
, and learn that not only grandma's black doggie is a dog but also the white barking creature living next door.
Lexical Erosion
Authors: Dorian Nancy C. 
Published: December 2012

AbstractLexical erosion refers to reduction and loss in the lexical resources of a language. A certain amount of lexical loss is a normal feature of language change, especially when changes in lifeways or technology result in the abandonment of some traditional occupations, pastimes, or earlier technologies. In English, for example, the terminology of falconry, once widely in use, is known today only to historians and avocational falconers. Equally unfamiliar today are the precise distinctions among the many types of horse‐drawn vehicles prominent in English life before the introduction of the automobile. Under particularly negative circumstances, however, lexical loss can be accelerated in a language with a contracting speaker base, to the point where it reduces the full and distinctive range of expression originally offered by the language.