This textbook provides a thought-provoking introduction to the practice of literary stylistics. It is based on extensive teaching experience, and makes new insights from linguistic and literary scholarship accessible to students in their daily practice of reading, analysing and evaluating literary texts. The twelve chapters, written by experts in the field, provide a firm foundation for the development of language and context-based literary criticism. The book allows students to increase their creative responsiveness to the interplay between text and context, and between language and social situation.
This fully-revised edition builds on the task-based learning approach that has made Cutting Edge so popular. With fresh, new, integrated DVD material and digital components, learners can be confident of improving their language skills through a carefully balanced range of activities.
New features include World Culture lessons that encourage discussion of contemporary global issues and Language Live lessons that enable students to practise functional language and writing skills.
'Metonymy' is a type of figurative language used in everyday conversation, a form of shorthand that allows us to use our shared knowledge to communicate with fewer words than we would otherwise need. 'I'll pencil you in' and 'let me give you a hand' are both examples of metonymic language. Metonymy serves a wide range of communicative functions such as textual cohesion, humour, irony, euphemism and hyperbole - all of which play a key role in the development of language and discourse communities. Using authentic data throughout, this book shows how metonymy operates, not just in language, but also in gesture, sign language, art, music, film and advertising.
The book concerns the ways in which the new media shape communication along with educational expectations and practices in foreign language classrooms. Although foreign language learners have cheap and easy access to information and ways of communication, they also wrestle with problems that have always accompanied language learning. The focus of the book is two-fold. On the one hand, the authors demonstrate how using social networks, videoconferencing, mobile phones, wikis, and computer-mediated interaction contributes to the development of language skills, negotiated interaction, autonomy, and intercultural competence.
The spread of English as an international language along with the desire to maintain local languages lead us to consider multilingualism as the norm rather than the exception. Consequently, bi/multilingual education has bloomed over the last decades. This volume deals with one such type of education currently in the spotlight as an essentially European strategy to multilingualism, CLIL (Content and Language Integrated Learning), in which curricular content is taught through a foreign language.
