This comprehensive and detailed analysis of second language writers' text identifies explicitly and quantifiably where their text differs from that of native speakers of English. The book is based on the results of a large-scale study of university-level native-speaker and non-native-speaker essays written in response to six prompts. Specifically, the research investigates the frequencies of uses of 68 linguistic (syntactic and lexical) and rhetorical features in essays written by advanced non-native speakers compared with those in the essays of native speakers enrolled in first-year composition courses.
Key Concepts in Language and Linguistics is an A-Z guide to the main terms and concepts used in the study of language and linguistics. The book includes definitions of terms used in grammatical analysis from phoneme to componential analysis; branches of linguistics from semantics to neurolinguistics; approaches used in studying language from discourse analysis to systemic linguistics; linguistic phenomena from code-switching to conversational implicature; and language varieties from pidgin to standard language. Each entry begins with a brief definition of the term followed by a more detailed description. Entries trace the origin of the concept, mention the key associated individuals, provide a guide to further reading and are extensively cross- referenced.
A comprehensive and critical A-Z guide to the main terms and concepts used in the study of language and linguistics, definitions featured include: terms used in grammatical analysis, branches of linguistics from semantics to neurolinguistics, approaches used in studying language from critical discourse analysis to systemic linguistics, linguistic phenomena from code-switching to conversational implicature and language varieties from pidgin to standard language.
This landmark text is the first introduction to concepts and issues in
critical discourse analysis for educational researchers. The central
premise is that critical discourse analysis must be conducted
"systematically," which means conducting inquiry into the ways in which
language form and function correlate with social practices. Bringing
together the work of New Literacy Studies, situated literacy, critical
discourse theory and analysis with theories of learning, the text is
distinctive in providing not just useful analytic accounts of discourse
in classroom and other settings, but going on to identify ways in which
these forms of language are connected to theories of learning.
This volume presents interdisciplinary and international contributions to relevant issues debated in the Social Sciences, specifically in the field of Discourse Analysis and Critical Discourse Analysis. It also marks two celebrations. The first is the existence for about thirty years now of CDA and its forerunner Critical Linguistics. The second is the end of a six year research centre financed by the Wittgenstein Prize, awarded in 1996 to the first editor, RuthWodak, of the present volume, by the Austrian Science Foundation (FWF).
