03885nam 2200673Ia 450 991096581940332120200520144314.09786612160455978128216045312821604519789027295491902729549210.1075/pbns.117(CKB)1000000000551667(OCoLC)70773836(CaPaEBR)ebrary10057354(SSID)ssj0000284429(PQKBManifestationID)11257211(PQKBTitleCode)TC0000284429(PQKBWorkID)10261786(PQKB)10633419(MiAaPQ)EBC623144(DE-B1597)720377(DE-B1597)9789027295491(EXLCZ)99100000000055166720030912d2003 uy 0engurcnu||||||||txtccrStance in talk : a conversation analysis of Mandarin final particles /Ruey-Jiuan Regina Wu1st ed.Amsterdam ;Philadelphia J. Benjamins20031 online resource (276 p.) Pragmatics & beyond,0922-842X ;new ser. 117Bibliographic Level Mode of Issuance: Monograph9781588114532 1588114538 9789027253590 9027253595 Includes bibliographical references and index.Stance in Talk: A conversation analysis of Mandarin final particles -- Editorial page -- Title page -- LCC page -- Dedication page -- Contents -- Transcription conventions -- Glossing conventions -- Acknowledgments -- Chapter 1. Introduction -- Notes -- Chapter 2. Preliminaries and methodology -- Notes -- Chapter 3. Final ou -- Notes -- Chapter 4. Final a -- Notes -- Chapter 5. Conclusion -- Notes -- References -- Name index -- Subject index -- The Pragmatics &amp -- Beyond New Series.Guided by the methodology of conversation analysis (CA), this book explores how participants in Mandarin conversation display stance in the unfolding development of action and interaction, and, in particular, how this is accomplished through the use of two Mandarin final particles. Through a close examination of the sequential environments of these two particles and the interactional work accomplished by their use, the research presented in this book seeks to demonstrate how a participant-oriented, action-based micro approach to data can help us gain analytic leverage in understanding the functions and meanings of these particles - an area which has long posed a challenge to Chinese linguists. On the other hand, in utilizing a CA-based framework applied to Mandarin, this study also seeks to contribute to conversation analytic research by revealing previously uninvestigated language-specific phenomena while at the same time showing how talk-in-interaction in a non-western language, i.e., Mandarin, can also display the same striking systematicity and orderliness as observed in many western languages. As one of the pioneering CA studies of Mandarin, this book will be of interest to researchers in Chinese linguistics and conversation analysis, as well as those in fields which touch upon the relationships between languages and cultures.Pragmatics & beyond ;new ser. 117.Conversation analysis of Mandarin final particlesChinese languageParticlesConversation analysisChinese languageParticles.Conversation analysis.495.1/16Wu Ruey-Jiuan1802323MiAaPQMiAaPQMiAaPQBOOK9910965819403321Stance in talk : a conversation analysis of Mandarin final particles4347976UNINA05368nam 22006731 450 991096677840332120251116163306.09781612775395161277539X(CKB)3170000000046793(EBL)3120221(SSID)ssj0000605953(PQKBManifestationID)11376170(PQKBTitleCode)TC0000605953(PQKBWorkID)10582284(PQKB)10786928(MiAaPQ)EBC3120221(MdBmJHUP)muse6738(Au-PeEL)EBL3120221(CaPaEBR)ebr10795292(CaONFJC)MIL561757(BIP)48997362(BIP)34222289(EXLCZ)99317000000004679320100610h20102010 uy 0engur|n|---|||||txtccrLiterature in translation teaching issues and reading practices /edited by Carol Maier and Françoise Massardier-Kenney1st ed.Kent, Ohio :Kent State University Press,[2010]©20101 online resource (256 p.)Translation studies ;8Description based upon print version of record.9781606351086 1606351087 Includes bibliographical references and index.""Cover""; ""Title""; ""Dedication""; ""Copyright""; ""Contents""; ""Acknowledgments""; ""Introduction""; ""Part One: General Principles""; ""Choosing and Introducing a Translation""; ""Translation Theory and Its Usefulness""; ""â€œToto, Iâ€?ve a Feeling Weâ€?re Not in Kansas Anymoreâ€?: Reading and Presenting Texts in Translation from â€œFamiliarâ€? Cultures""; ""â€œTake It with a Grain of MSGâ€?: Reading Translated Literatures from Other Shores""; ""Fictional Texts as Pedagogical Tools""; ""Between Reading and Writing""; ""Translation Transvalued""; ""Part Two: Issues and Contexts""""Identity and Relationships""""Identity and Relationships in Translated Japanese Literature""; ""Literature as Identity Formation: Reading Chinese Literature in Translation""; ""Identity and Relationships in the Context of Latin America""; ""Nordic Exposure: Teaching Scandinavian Literature in Translation""; ""Power Struggles""; ""Translations from South Asia: The Power of Babel""; ""African Europhone Literature in Translation: Language, Pedagogy, and Power Differentials""; ""The North-South Translation Border: Transnationality in the New South American Writing""; ""Beliefs and Values""""Translating Eastern Europe and Russia""""Translation of Modern and Contemporary Literature in Arabic""; ""Hebrew Poetry, Ancient and Contemporary, in Translation""; ""Notes on Contributors""; ""Index""New pedagogy for studying literature in translation In the last several decades, literary works from around the world have made their way onto the reading lists of American university and college courses in an increasingly wide variety of disciplines. This is a cause for rejoicing. Through works in translation, students in our mostly monolingual society are at last becoming acquainted with the multilingual and multicultural world in which they will live and work. Many instructors have expanded their reach to teach texts that originate from across the globe. Unfortunately, literature in English translation is frequently taught as if it had been written in English, and students are not made familiar with the cultural, linguistic, and literary context in which that literature was produced. As a result, they submit what they read to their own cultural expectations; they do not read in translation and do not reap the benefits of intercultural communication. Here a true challenge arises for an instructor. Books in translation seldom contain introductory information about the mediation that translation implies or the stakes involved in the transfer of cultural information. Instructors are often left to find their own material about the author or the culture of the source text. Lacking the appropriate pedagogical tools, they struggle to provide information about either the original work or about translation itself, and they might feel uneasy about teaching material for which they lack adequate preparation. Consequently, they restrict themselves to well-known works in translation or works from other countries originally written in English. Literature in Translation: Teaching Issues and Reading Practices squarely addresses this pedagogical lack. The book's sixteen essays provide for instructors a context in which to teach works from a variety of languages and cultures in ways that highlight the effects of linguistic and cultural transfers.Translation studies ;8.LiteratureStudy and teachingTranslating and interpretingLiteratureStudy and teaching.Translating and interpreting.418/.02Maier Carol1943-1863510Massardier-Kenney Françoise1120006MiAaPQMiAaPQMiAaPQBOOK9910966778403321Literature in translation4470162UNINA