bluuebunny/crossref_metadata_2025_split huggingface dataset:
Regards croisés Ontario-Québec : les services de soins de santé mentale des communautés de langue officielle en situation minoritaire de 1950 à nos jours
Authors: Thifault Marie-Claude , Lebel Marie , Perreault Isabelle , Desmeules Martin 
Published: December 2012

Considérant qu’un Canadien sur neuf hospitalisé pour maladie mentale retournera à l’urgence moins d’un mois après sa sortie d’hôpital, il importe de documenter, dans une perspective socio-historique, les itinéraires « transinstitutionnels » des personnes souffrant de troubles psychiques. Nous proposons ici une note de recherche sur l’enquête que nous menons sur l’évolution des services de soins de santé mentale des communautés de langue officielle en situation minoritaire, en particulier, les communautés francophones de l’Est et du Nord ontarien ainsi que de la communauté anglophone de l’Ouest du Québec. Ces regards croisés entre deux régions francophones de l’Ontario et le Montréal anglophone visent une meilleure compréhension de l’impact des facteurs de « langue de service » et de « culture » sur la santé mentale des communautés francophones en situation minoritaire (CFSM).
L’école québécoise et la « culture scolaire » : développement intégral de l’enfant, développement cognitif de l’élève et contextes éducatifs
Authors: Levasseur Louis 
Published: December 2012

La réforme de l’éducation entamée en 2000-2001 au Québec a été justifiée en partie par la nécessité de mettre l’accent sur le développement intellectuel de l’élève et non plus, comme ça aurait été le cas dans les années 1970, sur le développement intégral de la personne. Or, aujourd’hui, le développement intellectuel est-il réellement devenu une priorité dans l’enseignement ? Sans répondre de manière définitive ou catégorique, l’auteur soutient que dans certains milieux, la socialisation a plus d’importance que l’instruction et que dans certaines matières, la justification subjective de la connaissance prend le dessus sur une justification strictement épistémologique.
Abercrombie, David
Authors: Brown Adam 
Published: December 2012

AbstractDavid Abercrombie (1909–1992) was born into a family with a literary heritage—his father was the poet Lascelles Abercrombie. When World War I began, his family moved to Liverpool, where his father subsequently became a lecturer at Liverpool University and David was educated at Liverpool College. His father was then appointed professor of English literature at Leeds University and David attended Leeds Grammar School. He went on to Leeds University where he graduated with a third‐class honours BA in English. While living with his parents in London, he worked on an MA on i‐mutation, which he never completed. As Ladefoged (1997, p. 85) notes, he “never set much store on academic credentials.” His father served on the BBC Advisory Committee on Spoken English with George Bernard Shaw and Daniel Jones. When Jones was told of David's interest in speech, he mentored him for the next seven years at University College London (UCL). As a result, David became involved in topics such as spelling reform and the teaching of English to native speakers of other languages.
Accent Reduction
Authors: Thomson Ron I. 
Published: December 2012

AbstractThe term “accent reduction” is normally used by individuals or businesses offering to help second language (L2) learners reduce or eliminate their foreign accent. These services are provided under what Derwing and Munro (2009) refer to as a business view of accent, and are often premised on the belief that foreign accents are a negative trait, and a detriment to L2 speakers' ability to establish relationships and find employment. A Google search for the term “accent reduction” results in well over 100,000 hits, primarily linked to Web sites offering courses that promise to rid speakers of a foreign accent, some in as little as 2.5 hours. In this unregulated market niche, no specialized training is required of instructors in accent reduction programs, although some do have backgrounds in English language teaching (ELT) or as speech language pathologists (SLPs). While some accent reduction programs and instructors are well‐intentioned, many others appear to be solely profit‐driven. This section will contrast accent reduction with related terms and practices, and briefly summarize the perspective of applied linguists and learners.
Adverbs
Authors: Francis Hoye Leo 
Published: December 2012

AbstractAdverbs are the “bête noire” of English grammar. Their use attracts praise or censure in equal measure. Henry James remarked: “I'm glad you like adverbs—I adore them; they are the only qualifications I really much respect” (James, 1920, pp. 214–15), a view not shared by the writer Stephen King: “I believe the road to hell is paved with adverbs” (King, 2000, p. 95). While mostly optional in a grammatical sense, adverbs can add meaning to other clause elements, such as adjectives, other adverbs, nouns, verbs, even entire clauses. Concluding an interview with the wife of a suspect, a detective instructs:“‘Perhapsyou would notify us, if he returns?’ ‘Ohdefinitely; surely, absolutely, no doubtabout it’” (Furst, 2010, p. 23). Cull the adverbs (italicized) and the exchange sounds lame: “‘You would notify us, if he returns?’ ‘Oh yes.’” The oblique command and the unease it engenders are now gone. Adverbs can be persuasive:The political system ishistoricallygood at promoting social over private interests—notimmediately, notperfectly, notalways, butgenerally. And sometimes ironical: “Yes Mr. [French President] we [the UK]absolutely, categorically, possibly, maybe, could be going into Europe” (Hoye, 1997, p. 236, 2009, p. 112). Positionally mobile and semantically versatile, adverbs cover a range of meanings and grammatical functions, and several may co‐occur. They can be used at best to marked effect; at worst, to create a verbal swamp. Their sheer diversity of use and function has earned them a maverick status as “the most nebulous and puzzling of the traditional word classes” (Quirk, Greenbaum, Leech, & Svartvik, 1985, p. 438). Adverbs are heterogeneous: Their miscellany of assorted features has bolstered the argument that, where a word cannot be assigned to another word class (such as noun, verb, adjective), it must be an adverb by default, rendering this a “catch‐all” or “residual” category (Huddleston & Pullum, 2002, p. 563). Such heterogeneity makes for considerable semantic and syntactic diversity—something of a linguistic smorgasbord! In profiling their main features, this entry seeks to highlight the role and significance of adverbs for our everyday spoken or written communication. The examples that follow are given in italics, and the adverb(ial) forms are underlined. Frequent reference is made to three state‐of‐the‐art grammars of contemporary English: Quirk et al. (1985); Biber, Johansson, Leech, Conrad, and Finegan (1999), and Huddleston and Pullum (2002).
Advocacy in Language Teaching
Authors: Ehlers‐Zavala Fabiola P. 
Published: December 2012

AbstractAdvocacy in language teaching refers to the act of positively advancing the public and political realities connected to issues in language and language teaching. An advocate in language teaching is someone who espouses and argues for one or more issues in language teaching hoping to positively influence its outcome for the common good. When it is enacted by those who are directly involved with the language teaching profession (e.g., applied linguists, language teacher educators, classroom teachers), such actions represent instances of participatory professionalism.
Affect and Language Teaching
Authors: Dewaele Jean‐Marc 
Published: December 2012

Abstract
Affect is at the heart of the foreign language (FL) learning and teaching process and yet, as Garrett and Young (2009) point out: “affect and emotion are terms that have been in the shadows of discussions of classroom foreign language learning, where the primary focus has been on the development of knowledge and use of the new language” (p. 209). The crucial role of the teacher is to nurture positive affect within the group of learners (Arnold, 1999). This implies a use of teaching techniques to encourage the development of learners' positive attitudes toward the FL and the FL culture, to strengthen their self‐belief in their capacity to learn an FL, to increase their motivation to become capable users of the FL, and to control their foreign language anxiety (FLA). Numerous researchers have reflected on the best ways to achieve these goals. I will present a short overview of ways to achieve the goals, and I will reflect on the underlying theories.
Analysis of Gender in Interaction
Authors: Wei Jennifer M. 
Published: December 2012

Abstract
Our conventional idea of gender can be seen from three major perspectives: biological, social, and cultural. That is, we are born with a set of genes that determine our biological sex—either male or female in most of the clear‐cut cases. A male brain is larger than that of a female but that does not make much difference to its overall capacity. Men are also said to be more visual and spatially oriented while women are more audio and emotionally oriented. According to a recent study based on a large corpus of English, the researchers Newman, Groom, Handelman, and Peenebaker (2008, p. 211) found that “Women used more words related to psychological and social processes. Men referred more to object properties and impersonal topics.” It can be said also that society sets gendered expectations or gendered roles for boys and girls, men and women, and husbands and wives, roles that we internalize and with which we socialize as we go through schooling, working, and living in a certain society. We learn that, in most societies, women are thought to be cooperative and family‐oriented while men seem more aggressive, competitive, and career‐oriented. Gender also plays a role culturally as different cultures and the weight of different histories can influence how certain gender traits, especially notions of masculinity and femininity, will interact in our lives.
Assessment of Vocabulary
Authors: Read John 
Published: December 2012

Abstract
Vocabulary is such an integral component of language use that to some degree any form of language assessment is a measure of vocabulary ability, among other things. However, assessing vocabulary is normally understood to be a process of testing learners' knowledge of a sample of content words, not simply to find out whether they know those particular words but to investigate their ability to understand and use vocabulary in a more general sense.
Attrition and Multilingualism
Authors: Schmid Monika S. 
Published: December 2012

AbstractTo think “bilingualism” is usually to think “second language” (L2). Virtually all research that is conducted on multilinguals focuses on the way in which they acquire and use the languages which are not their “native” one. Observations gained from that study are then compared to first language (L1) speakers, and attempts are made to pinpoint and explain the differences between the two populations (L1 speakers vs. L2 learners).
Audiovisual Translation
Authors: Chiaro Delia 
Published: December 2012

Abstract

Audiovisual translation (AVT) is the term used to refer to the transfer from one language to another of the verbal components contained in audiovisual works and products. Feature films, television programs, theatrical plays, musicals, opera, Web pages, and video games are just some examples of the vast array of audiovisual products available and that require translation. As the word suggests, audiovisuals are made to be both heard (
audio
) and seen (
visual
) simultaneously but they are primarily meant to be seen. We talk of “watching” a movie, a show, or even an opera; we “see” programs that are “shown” on television. However, while the verbal and visual codes in audiovisuals are linked to such an extent that the words naturally tend to rely heavily on the visuals, the translation of these products operates on a verbal level alone.
Austin, John L.
Authors: Mar Torreblanca López María Del 
Published: December 2012

AbstractJohn Langshaw Austin (1911–1960) is considered one of the most influential representatives of postwar Oxfordordinary languagephilosophy. Among his main contributions to the philosophy of language is the analysis of performative utterances and its subsequent development into a general conception of “language as action,” which gave rise tospeech act theory.
Biber, Douglas
Authors: Atkinson Dwight 
Published: December 2012

AbstractDouglas Biber is a linguist who has spearheaded the computerized analysis of large, systematically constructed text corpora, yielding new and more sophisticated ways of understanding language and its use. Hismultidimensionalapproach to analyzing discourse, which examines co‐occurrence patterns of large numbers of linguistic features across a broad range of spoken and written texts, has been highly influential in applied linguistics, sociolinguistics, and English linguistics. Biber also led the intensive, multiyear effort to produceThe Longman Grammar of Spoken and Written English(Biber, Johansson, Leech, Conrad, & Finegan, 1999), a major academic grammar of English based on corpus findings. He has been active in developing pedagogical applications of corpus‐analytic results as well.
Bilingualism and Cognition
Authors: De Groot Annette M. B. 
Published: December 2012

AbstractScientific interest in the effects of (individual) bilingualism on cognition dates back to at least the first quarter of the 20th century, as illustrated by two articles that were published in 1923 on the relation between bilingualism and mental development (Smith, 1923) and between bilingualism and intelligence (Saer, 1923). In addition to engaging scientists, the question of whether and how bilingualism affects cognition also concerns policy makers, educators, and parents of bilingual families. The reason for this widespread interest in this issue plausibly is the high incidence of bilingualism and the appreciation that knowing about the way in which bilingualism affects cognition is a prerequisite for creating the circumstances that foster any of its beneficial effects on cognitive functioning while at the same time preventing any adverse effects it might have. In one domain of cognition, namely, language representation and use, the influence of bilingualism is ubiquitous, affecting all components of the language system, but there is also plenty of evidence to suggest that bilingualism affects nonlinguistic cognitive domains as well. In this entry the influence of bilingualism on language (verbal cognition) will first be discussed and, next, its effect on various aspects of nonverbal cognition.
Brazil, David
Authors: Cauldwell Richard 
Published: December 2012

Abstract

David Brazil (1925–1995) was the originator of
discourse intonation—
a distinctive approach to research into spontaneous speech and the teaching of pronunciation and intonation (see
http://www.speechinaction.com/Brazil.htm
). This approach has influenced research, teacher training, and classroom practice around the world. Publications influenced by his work started appearing in the 1980s, and continue to appear—they include Bradford (1988), Hewings and Goldstein (1993), Cauldwell (2002), and Gorsuch, Meyers, Pickering, and Griffee (2010).
Chaos/Complexity Theory for Second Language Acquisition
Authors: Larsen‐Freeman Diane 
Published: December 2012

AbstractChaos/complexity theory (C/CT) and closely related dynamic systems theory were first proposed in the physical sciences and mathematics to explain the behavior of complex dynamic systems. The systems usually involve a large number of elements or agents, which interact and give rise to a different order of complexity at a higher level. An oft‐cited example is how individual birds interact to form a flock of birds. The systems are dynamic because they are always changing, sometimes gradually, sometimes abruptly. Thus, the study of change is central to C/CT researchers. They seek to understand how change occurs and how elements or agents interact to produce it. Change in such systems is often nonlinear, which means that the effect is not proportionate to the cause. The nonlinearity is attributed to the fact that such systems are sensitive to initial conditions, a characteristic popularly referred to as thebutterfly effect, whereby even the flapping of a single butterfly's wings in one part of the world can have an effect on a weather system in another. It is this sensitivity to initial conditions that makes complex systemschaotic—they can change in unpredictable ways.
Classroom Research in Second Language Acquisition
Authors: Hall Joan Kelly , Johnston Duff 
Published: December 2012

AbstractA sociocultural perspective of language and learning has had a major impact on classroom research on second language acquisition (SLA) over the last two decades. This perspective considers language to be a fundamentally social phenomenon, comprised of linguistic resources whose meanings are both embodied in and constitutive of everyday communication. Language learning is viewed as a collaborative process that begins in our regularly occurring communicative activities. Through repeated experience and the guidance of more capable others, individuals acquire not only the grammatical, lexical, and other communicative resources essential to full participation, but also the communicative intentions and specific perspectives on the world that are embedded in these resources.
Cognitive Approaches to Translation
Authors: Risku Hanna 
Published: December 2012

AbstractObviously, there is more to translation than just associating words in one language with those in another. Cognitive scientific approaches to translation try to understand and explain the workings of translators' minds: How do translators and the other actors involved in translation create meaning in the situations and texts they handle? How do they arrive at their strategies and choices? How does their cultural and linguistic background influence their thinking and understanding? How do they develop translation competence?
Cognitive Constructivism
Authors: Hruby George G. , Roegiers Anthony B. 
Published: December 2012

AbstractCognitive constructivism is an umbrella term for a host of related epistemological and psychological theories about the nature of knowledge and how it is formed through a knower's mental (hencecognitive) processes. As the metaphor ofconstructionimplies, cognitive constructivist theories assume that knowledge is a thing made by the mind rather than received from a source. Knowledge, in this view, is not transmitted all of a piece with meaning intact or contained, nor accrued piecemeal and then reconstituted. Rather, knowledge is said to beconstructed, or actively structured, by a knower's mental processes even as particular purposes and contextual constraints guide the result. The anthropomorphic image of a builder orbricoleur(tinkerer) creating a knowledge structure, edifice, or machine is occasionally employed to illustrate this metaphor of mental process, and may be helpful if not taken too literally.
Cognitive Linguistics of Second Language Acquisition
Authors: Verspoor Marjolijn , Boers Frank 
Published: December 2012

AbstractWhen investigating second language development or deciding on ways to teach it, it is important to know how language and language development are viewed in general, because it will determine to a great extent what you look for, what you find, and what you teach. For example, if you think that syntax (form) drives a modular system, your attention will focus mainly on form. On the other hand, if you think the need to communicate and express meaning drives a dynamic, complex system, your attention turns to how language users develop their meaning system and how insights into this development may help in teaching an L2. Cognitive linguistics (CL) holds the latter view. In this entry, we will first explain the basic concepts in CL, contrast them with syntax‐driven approaches to SLA, and finally show how CL insights may be applied in the L2 classroom.
Community Interpreting
Authors: Pöllabauer Sonja 
Published: December 2012

Abstract
Community interpreting (CI) refers to interpreting in public service institutions and differs from other types of interpreting in a number of aspects (e.g., mode of delivery, interaction situation, level of formality/orality present, level of interpreter involvement, status and roles of the participants, level of professionalization, and power asymmetries) (Hale, 2007, p. 31). Compared to conference interpreting, which has achieved the highest level of professionalization within the interpreting world since the 1950s (Pöchhacker, 2004, p. 29), CI is sometimes described as “the poor relation” (Mason, 2001, p. i), a phrase which reflects the status CI has had in the interpreting community until recently. In spite of its low prestige, CI can be said to be one of the most common and oldest types of interpreting (Roberts, 2002, p. 157). Through the centuries, interpreters have had to bridge communication barriers between speakers of different languages and cultures. In interpreting studies (IS), CI has long been neglected. Throughout the 1990s it has gradually become an accepted field of research (Pöchhacker, 2004, pp. 28–9). With respect to practice and training though, its professionalization and acceptance among practitioners, clients, and the public still varies, with a high level of service provision in only a few pioneer countries and the majority of countries lagging behind. This entry will provide an overview of different aspects of CI, the state of training and CI research. It attempts to address both spoken and signed language (SL) interpreting, specifically highlighting aspects in which SL, which enjoys a higher degree of professionalization, differs from spoken‐language interpreting.
Conversation Analysis and Meetings
Authors: Asmuß Birte 
Published: December 2012

AbstractMeetings have traditionally been dealt with as preplanned, ordered organizational events, in line with Schwartzman's definition of a meeting as “a communicative event involving three or more people who agree to assemble for a purpose ostensibly related to the functioning of an organization or a group” (1989, p. 7). As a response to this rather functionalistic view, an increased focus on interaction in meetings has developed in recent years. Cooren (2007) sees a move from the “interpretive turn” in the 1980s and the “discursive turn” in the 1990s toward the “interactional turn” (p. xii). The “interactional turn” is characterized by the increasing focus on studying and understanding the details of complex workplace interactions, and is methodologically mainly based on conversation analysis (CA).