Info
- Utilizzare la checkbox di selezione a fianco di ciascun documento per attivare le funzionalità di stampa, invio email, download nei formati disponibili del (i) record.
Contemporary computer-assisted language learning [[electronic resource] /] / edited by Michael Thomas, Hayo Reinders and Mark Warschauer
| Contemporary computer-assisted language learning [[electronic resource] /] / edited by Michael Thomas, Hayo Reinders and Mark Warschauer |
| Pubbl/distr/stampa | London ; ; New York, : Bloomsbury Academic, 2013 |
| Descrizione fisica | 1 online resource (417 p.) |
| Disciplina | 401.93 |
| Altri autori (Persone) |
ThomasMichael <1969->
ReindersHayo WarschauerMark |
| Collana | Contemporary studies in linguistics |
| Soggetto topico |
Language and languages - Computer-assisted instruction - Research
Language and languages - Research - Methodology Language acquisition - Research - Methodology |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-283-85336-1
1-4411-3450-6 1-4411-1300-2 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Half Title; Series; Title; Copyright; Dedication; Contents; Notes on contributors; Foreword; List of figures and tables; 1 Contemporary computer-assisted language learning: The role of digital media and incremental change; Summary; Introduction; Contemporary CALL: An exemplary case study; Aspects of contemporary CALL; Digital media and social CALL; Conclusion; PART ONE The CALL context; Section introduction; 2 Historical perspectives on CALL; Summary; Introduction; Origin of the term CALL; Early CALL: 1960's to 1970's; CALL and the microcomputer: The 1980's; Repositioning CALL: The 1990's
CALL and Web 2.0: The 2000's Conclusions; 3 Researching language learning in the age of social media; Summary; Introduction; Traditions; Environments, socio/affective dimensions and pedagogical processes; Conclusion, future directions; 4 Second language teacher education for CALL: An alignment of practice and theory; Summary; Introduction; The broad domain; Second language teacher education for CALL; The sociocultural in SLTE for CALL; Sociocultural theory; Activity theory; The Cambridge study; Conclusions; Acknowledgements; 5 Research on computers in language testing: Past, present and future Summary Introduction; Overviews of CBLT; CBLT delivery; CBLT content; Example CBLT's; Conclusions; 6 Materials design in CALL: Social presence in online environments; Summary; Introduction; Social presence; The project: Set-up, participants, methodology and task design; Some findings; Conclusions; PART TWO CALL learning environments; Section introduction; 7 Telecollaboration and CALL; Summary; Introduction; The origins of telecollaboration; Models of telecollaborative exchange; Areas of telecollaborative research; Telecollaboration 2.0: Current approaches and research; Conclusions 8 Distance CALL online Summary; Introduction; What is distance CALL?; An integrated model of distance language learning; DCALL research seen through the integrated model; Current and future directions; 9 Language learning in virtual worlds: Research and practice; Summary; Introduction; A history and overview of VWs; Research on virtual worlds; Potential barriers to language learning in VWs; Primary education in virtual worlds: To Rez or not to Rez?; Conclusions; 10 Digital games and language learning; Summary; Introduction; Emerging initiatives on digital game-based learning Adaption of commercial off the shelf (COTS) games Design of serious educational language learning games; Future development and research directions; 11 Mobile-assisted language learning; Summary; Introduction; Enabling aspects of mobile learning; Uses of mobile devices in language learning; Issues of concern with mobile learning; Emerging directions; Conclusions; 12 CALL in low-tech contexts; Summary; Introduction; Definition of low-technology contexts; Overview of how technology has been used in educational settings in the last few decades; CALL and low-tech environments How to use CALL in low-tech contexts |
| Record Nr. | UNINA-9910462561703321 |
| London ; ; New York, : Bloomsbury Academic, 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Contemporary computer-assisted language learning [[electronic resource] /] / edited by Michael Thomas, Hayo Reinders and Mark Warschauer
| Contemporary computer-assisted language learning [[electronic resource] /] / edited by Michael Thomas, Hayo Reinders and Mark Warschauer |
| Pubbl/distr/stampa | London ; ; New York, : Bloomsbury Academic, 2013 |
| Descrizione fisica | 1 online resource (417 p.) |
| Disciplina | 401.93 |
| Altri autori (Persone) |
ThomasMichael <1969->
ReindersHayo WarschauerMark |
| Collana | Contemporary studies in linguistics |
| Soggetto topico |
Language and languages - Computer-assisted instruction - Research
Language and languages - Research - Methodology Language acquisition - Research - Methodology |
| ISBN |
1-283-85336-1
1-4411-3450-6 1-4411-1300-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Half Title; Series; Title; Copyright; Dedication; Contents; Notes on contributors; Foreword; List of figures and tables; 1 Contemporary computer-assisted language learning: The role of digital media and incremental change; Summary; Introduction; Contemporary CALL: An exemplary case study; Aspects of contemporary CALL; Digital media and social CALL; Conclusion; PART ONE The CALL context; Section introduction; 2 Historical perspectives on CALL; Summary; Introduction; Origin of the term CALL; Early CALL: 1960's to 1970's; CALL and the microcomputer: The 1980's; Repositioning CALL: The 1990's
CALL and Web 2.0: The 2000's Conclusions; 3 Researching language learning in the age of social media; Summary; Introduction; Traditions; Environments, socio/affective dimensions and pedagogical processes; Conclusion, future directions; 4 Second language teacher education for CALL: An alignment of practice and theory; Summary; Introduction; The broad domain; Second language teacher education for CALL; The sociocultural in SLTE for CALL; Sociocultural theory; Activity theory; The Cambridge study; Conclusions; Acknowledgements; 5 Research on computers in language testing: Past, present and future Summary Introduction; Overviews of CBLT; CBLT delivery; CBLT content; Example CBLT's; Conclusions; 6 Materials design in CALL: Social presence in online environments; Summary; Introduction; Social presence; The project: Set-up, participants, methodology and task design; Some findings; Conclusions; PART TWO CALL learning environments; Section introduction; 7 Telecollaboration and CALL; Summary; Introduction; The origins of telecollaboration; Models of telecollaborative exchange; Areas of telecollaborative research; Telecollaboration 2.0: Current approaches and research; Conclusions 8 Distance CALL online Summary; Introduction; What is distance CALL?; An integrated model of distance language learning; DCALL research seen through the integrated model; Current and future directions; 9 Language learning in virtual worlds: Research and practice; Summary; Introduction; A history and overview of VWs; Research on virtual worlds; Potential barriers to language learning in VWs; Primary education in virtual worlds: To Rez or not to Rez?; Conclusions; 10 Digital games and language learning; Summary; Introduction; Emerging initiatives on digital game-based learning Adaption of commercial off the shelf (COTS) games Design of serious educational language learning games; Future development and research directions; 11 Mobile-assisted language learning; Summary; Introduction; Enabling aspects of mobile learning; Uses of mobile devices in language learning; Issues of concern with mobile learning; Emerging directions; Conclusions; 12 CALL in low-tech contexts; Summary; Introduction; Definition of low-technology contexts; Overview of how technology has been used in educational settings in the last few decades; CALL and low-tech environments How to use CALL in low-tech contexts |
| Record Nr. | UNINA-9910786585903321 |
| London ; ; New York, : Bloomsbury Academic, 2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Dimensions of L2 performance and proficiency [[electronic resource] ] : complexity, accuracy and fluency in SLA / / edited by Alex Housen, Folkert Kuiken, Ineke Vedder
| Dimensions of L2 performance and proficiency [[electronic resource] ] : complexity, accuracy and fluency in SLA / / edited by Alex Housen, Folkert Kuiken, Ineke Vedder |
| Pubbl/distr/stampa | Amsterdam ; ; Philadelphia, : John Benjamins Pub. Co., 2012 |
| Descrizione fisica | 1 online resource (317 p.) |
| Disciplina | 418.0072 |
| Altri autori (Persone) |
HousenAlex <1964->
KuikenFolkert <1953-> VedderIneke |
| Collana | Language learning and language teaching |
| Soggetto topico |
Second language acquisition - Research - Methodology
Language and languages - Research - Methodology Literacy - Research |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-283-89482-3
90-272-7326-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Dimensions of L2 Performance and Proficiency; Editorial page; Title page; LCC data; Table of contents; Acknowledgements; Notes on contributors; Complexity, accuracy and fluency; 1. Introduction; 1.1 The origins of CAF; 1.2 Complexity, accuracy and fluency as research variables; 2. Challenges for CAF research; 2.1 How can complexity, accuracy and fluency be conceptualised and defined as constructs?; 2.2 What are the cognitive, linguistic and psycholinguistic correlates and underpinnings of CAF?; 2.3 How are the CAF components interconnected?; 2.4 How can CAF be operationalised and measured?
2.5 Which factors affect CAF?3. This volume; 4. Conclusion; References; Defining and operationalising L2 complexity; 1. Complexity in SLA research; 2. Defining complexity; 3. L2 complexity; 4. A survey of complexity measurement; 5. A closer look at syntactic complexity measures; 6. Conclusion; References; Complexity, Accuracy and Fluency from the perspective of psycholinguistic Second Language Acquisition research; 1. Introduction; 2. A model of second language acquisition; 2.1 Mental representation; 2.2 Kinds of learning; 2.3 Frequency; 2.4 Memory 3. Definitions of the constructs and relationship with the background assumptions 3.1 Accuracy; 3.2 Complexity; 3.3 Fluency; 4. Empirical investigations; 4.1 Linguistic competence: Triggering in L2; 4.2 Building mental representations for learned linguistic knowledge; 4.3 Mental representations in language processing: Proceduralisation; 5. Conclusion; References; Complexity, accuracy and fluency*; 1. Introduction; 2. Methodological issues; 2.1 Definition; 2.2 Identification; 2.2.1 Greater length and complexity; 2.2.2 Greater phonological coherence 2.2.3 Inappropriate use and overgeneralization 2.2.4 Non-substitutability; 2.2.5 Accuracy; 3. The study; 3.1 Participants; 3.1.1 Beginners; 3.1.2 Post-beginners; 3.2 Formulaic sequences investigated and their development; 3.2.1 Verb sequences: j'aime, j'adore, j'habite (I like, I love, I live); 3.2.2 Interrogative sequences; 3.2.2.1 Development of the interrogative system. Thirteen out of the sixteen beginner learners produce comment t'appelles-tu from the very first round of data collection, without any internal modification. By contrast, if we examine the interrogative 3.2.2.2 The development of interrogative sequences. This section analyses the development of the formulaic sequence comment t'appelles-tu? ("what's your name?"), as well as the different contexts in which it is used. More specifically, as this FS is in t4. Discussion; 4.1 Relationship between learnt knowledge and acquired knowledge; 4.2 Grammatical status of formulaic sequences; 4.3 Contribution of FS to the development of complexity, accuracy and fluency; 5. Conclusion; References; The growth of complexity and accuracy in L2 French; 1. Introduction 2. Past observations on developmental stages |
| Record Nr. | UNINA-9910461801903321 |
| Amsterdam ; ; Philadelphia, : John Benjamins Pub. Co., 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Dimensions of L2 performance and proficiency [[electronic resource] ] : complexity, accuracy and fluency in SLA / / edited by Alex Housen, Folkert Kuiken, Ineke Vedder
| Dimensions of L2 performance and proficiency [[electronic resource] ] : complexity, accuracy and fluency in SLA / / edited by Alex Housen, Folkert Kuiken, Ineke Vedder |
| Pubbl/distr/stampa | Amsterdam ; ; Philadelphia, : John Benjamins Pub. Co., 2012 |
| Descrizione fisica | 1 online resource (317 p.) |
| Disciplina | 418.0072 |
| Altri autori (Persone) |
HousenAlex <1964->
KuikenFolkert <1953-> VedderIneke |
| Collana | Language learning and language teaching |
| Soggetto topico |
Second language acquisition - Research - Methodology
Language and languages - Research - Methodology Literacy - Research |
| ISBN |
1-283-89482-3
90-272-7326-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Dimensions of L2 Performance and Proficiency; Editorial page; Title page; LCC data; Table of contents; Acknowledgements; Notes on contributors; Complexity, accuracy and fluency; 1. Introduction; 1.1 The origins of CAF; 1.2 Complexity, accuracy and fluency as research variables; 2. Challenges for CAF research; 2.1 How can complexity, accuracy and fluency be conceptualised and defined as constructs?; 2.2 What are the cognitive, linguistic and psycholinguistic correlates and underpinnings of CAF?; 2.3 How are the CAF components interconnected?; 2.4 How can CAF be operationalised and measured?
2.5 Which factors affect CAF?3. This volume; 4. Conclusion; References; Defining and operationalising L2 complexity; 1. Complexity in SLA research; 2. Defining complexity; 3. L2 complexity; 4. A survey of complexity measurement; 5. A closer look at syntactic complexity measures; 6. Conclusion; References; Complexity, Accuracy and Fluency from the perspective of psycholinguistic Second Language Acquisition research; 1. Introduction; 2. A model of second language acquisition; 2.1 Mental representation; 2.2 Kinds of learning; 2.3 Frequency; 2.4 Memory 3. Definitions of the constructs and relationship with the background assumptions 3.1 Accuracy; 3.2 Complexity; 3.3 Fluency; 4. Empirical investigations; 4.1 Linguistic competence: Triggering in L2; 4.2 Building mental representations for learned linguistic knowledge; 4.3 Mental representations in language processing: Proceduralisation; 5. Conclusion; References; Complexity, accuracy and fluency*; 1. Introduction; 2. Methodological issues; 2.1 Definition; 2.2 Identification; 2.2.1 Greater length and complexity; 2.2.2 Greater phonological coherence 2.2.3 Inappropriate use and overgeneralization 2.2.4 Non-substitutability; 2.2.5 Accuracy; 3. The study; 3.1 Participants; 3.1.1 Beginners; 3.1.2 Post-beginners; 3.2 Formulaic sequences investigated and their development; 3.2.1 Verb sequences: j'aime, j'adore, j'habite (I like, I love, I live); 3.2.2 Interrogative sequences; 3.2.2.1 Development of the interrogative system. Thirteen out of the sixteen beginner learners produce comment t'appelles-tu from the very first round of data collection, without any internal modification. By contrast, if we examine the interrogative 3.2.2.2 The development of interrogative sequences. This section analyses the development of the formulaic sequence comment t'appelles-tu? ("what's your name?"), as well as the different contexts in which it is used. More specifically, as this FS is in t4. Discussion; 4.1 Relationship between learnt knowledge and acquired knowledge; 4.2 Grammatical status of formulaic sequences; 4.3 Contribution of FS to the development of complexity, accuracy and fluency; 5. Conclusion; References; The growth of complexity and accuracy in L2 French; 1. Introduction 2. Past observations on developmental stages |
| Record Nr. | UNINA-9910785922903321 |
| Amsterdam ; ; Philadelphia, : John Benjamins Pub. Co., 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Dimensions of L2 performance and proficiency : complexity, accuracy and fluency in SLA / / edited by Alex Housen, Folkert Kuiken, Ineke Vedder
| Dimensions of L2 performance and proficiency : complexity, accuracy and fluency in SLA / / edited by Alex Housen, Folkert Kuiken, Ineke Vedder |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Amsterdam ; ; Philadelphia, : John Benjamins Pub. Co., 2012 |
| Descrizione fisica | 1 online resource (317 p.) |
| Disciplina | 418.0072 |
| Altri autori (Persone) |
HousenAlex <1964->
KuikenFolkert <1953-> VedderIneke |
| Collana |
Language Learning & Language Teaching
Language learning and language teaching |
| Soggetto topico |
Second language acquisition - Research - Methodology
Language and languages - Research - Methodology Literacy - Research |
| ISBN |
9781283894821
1283894823 9789027273260 902727326X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Dimensions of L2 Performance and Proficiency; Editorial page; Title page; LCC data; Table of contents; Acknowledgements; Notes on contributors; Complexity, accuracy and fluency; 1. Introduction; 1.1 The origins of CAF; 1.2 Complexity, accuracy and fluency as research variables; 2. Challenges for CAF research; 2.1 How can complexity, accuracy and fluency be conceptualised and defined as constructs?; 2.2 What are the cognitive, linguistic and psycholinguistic correlates and underpinnings of CAF?; 2.3 How are the CAF components interconnected?; 2.4 How can CAF be operationalised and measured?
2.5 Which factors affect CAF?3. This volume; 4. Conclusion; References; Defining and operationalising L2 complexity; 1. Complexity in SLA research; 2. Defining complexity; 3. L2 complexity; 4. A survey of complexity measurement; 5. A closer look at syntactic complexity measures; 6. Conclusion; References; Complexity, Accuracy and Fluency from the perspective of psycholinguistic Second Language Acquisition research; 1. Introduction; 2. A model of second language acquisition; 2.1 Mental representation; 2.2 Kinds of learning; 2.3 Frequency; 2.4 Memory 3. Definitions of the constructs and relationship with the background assumptions 3.1 Accuracy; 3.2 Complexity; 3.3 Fluency; 4. Empirical investigations; 4.1 Linguistic competence: Triggering in L2; 4.2 Building mental representations for learned linguistic knowledge; 4.3 Mental representations in language processing: Proceduralisation; 5. Conclusion; References; Complexity, accuracy and fluency*; 1. Introduction; 2. Methodological issues; 2.1 Definition; 2.2 Identification; 2.2.1 Greater length and complexity; 2.2.2 Greater phonological coherence 2.2.3 Inappropriate use and overgeneralization 2.2.4 Non-substitutability; 2.2.5 Accuracy; 3. The study; 3.1 Participants; 3.1.1 Beginners; 3.1.2 Post-beginners; 3.2 Formulaic sequences investigated and their development; 3.2.1 Verb sequences: j'aime, j'adore, j'habite (I like, I love, I live); 3.2.2 Interrogative sequences; 3.2.2.1 Development of the interrogative system. Thirteen out of the sixteen beginner learners produce comment t'appelles-tu from the very first round of data collection, without any internal modification. By contrast, if we examine the interrogative 3.2.2.2 The development of interrogative sequences. This section analyses the development of the formulaic sequence comment t'appelles-tu? ("what's your name?"), as well as the different contexts in which it is used. More specifically, as this FS is in t4. Discussion; 4.1 Relationship between learnt knowledge and acquired knowledge; 4.2 Grammatical status of formulaic sequences; 4.3 Contribution of FS to the development of complexity, accuracy and fluency; 5. Conclusion; References; The growth of complexity and accuracy in L2 French; 1. Introduction 2. Past observations on developmental stages |
| Record Nr. | UNINA-9910957695003321 |
| Amsterdam ; ; Philadelphia, : John Benjamins Pub. Co., 2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Discovering hidden gems in foreign languages / / M. D. Miller
| Discovering hidden gems in foreign languages / / M. D. Miller |
| Autore | Miller Michael Douglas <1949-> |
| Edizione | [1st ed. 2023.] |
| Pubbl/distr/stampa | Cham, Switzerland : , : Springer Nature Switzerland AG, , [2023] |
| Descrizione fisica | 1 online resource (299 pages) |
| Disciplina | 400 |
| Collana | Terrorism, Security, and Computation |
| Soggetto topico | Language and languages - Research - Methodology |
| ISBN |
9783031184796
9783031184789 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Introduction to Foreign Language Research -- Preparing to Conduct Foreign Language Research -- Discovering Foreign Language Resources Online -- Country-Specific Domains and Non-Latin Character Domains -- Translation Tools and Techniques -- Case Studies -- Citing Foreign Language Resources and Translations -- Appendices. |
| Record Nr. | UNISA-996547972203316 |
Miller Michael Douglas <1949->
|
||
| Cham, Switzerland : , : Springer Nature Switzerland AG, , [2023] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. di Salerno | ||
| ||
Research methods in language policy and planning : a practical guide / / edited by Francis M. Hult and David Cassels Johnson
| Research methods in language policy and planning : a practical guide / / edited by Francis M. Hult and David Cassels Johnson |
| Edizione | [First edition.] |
| Pubbl/distr/stampa | Chichester, West Sussex, England : , : Wiley Blackwell, , 2015 |
| Descrizione fisica | 1 online resource (276 pages) |
| Disciplina | 306.44/9 |
| Collana | Guides to research methods in language and linguistics |
| Soggetto topico |
Language policy - Research - Methodology
Language planning - Research - Methodology Language and languages - Research - Methodology |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-118-34034-5
1-118-33984-3 1-118-34044-2 |
| Classificazione | LAN009000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Machine generated contents note: Notes on Contributors vii Foreword xii Thomas Ricento 1 Introduction: The Practice of Language Policy Research 1 Francis M. Hult and David Cassels Johnson Part I Fundamental Considerations 7 2 Selecting Appropriate Research Methods in LPP Research: Methodological Rich Points 9 Nancy H. Hornberger 3 Researcher Positionality 21 Angel M.Y. Lin 4 Ethical Considerations in Language Policy Research 33 Suresh Canagarajah and Phiona Stanley 5 Language Policy and Political Theory 45 Stephen May 6 Language and Law 56 Dimitry Kochenov and Fernand de Varennes Part II Methodological Approaches to Language Planning and Policy Research 67 7 Exploring Language Problems through Sorting 69 Joseph Lo Bianco 8 Ethnography in Language Planning and Policy Research 81 Teresa L. McCarty 9 Classroom Discourse Analysis as a Lens on Language in Education Policy Processes 94 Marilyn MartinJones 10 Applying Corpus Linguistics to Language Policy 107 Shannon Fitzsimmons Doolan 11 The Economics of Language Policy: An Introduction to Evaluation Work 118 François Grin and François Vaillancourt 12 Analyzing Language Policies in New Media 130 Helen Kelly Holmes 13 Historical?]Structural Analysis 140 James W. Tollefson 14 Interpretive Policy Analysis for Language Policy 152 Sarah Catherine K. Moore and Terrence G. Wiley 15 Intertextuality and Language Policy 166 David Cassels Johnson 16 Mapping Language Ideologies 181 Adnan Ajsic and Mary McGroarty 17 Investigating Relationships between Language Attitudes and Policy Issues 193 Aringsa Palviainen and Ari Huhta 18 Using Census Data and Demography in Policy Analysis 205 Minglang Zhou 19 Making Policy Connections across Scales Using Nexus Analysis 217 Francis M. Hult Public Engagement and the LPP Scholar 233 Appendix A Interacting with Schools and Communities 235 Rebecca Freeman Field Appendix B Participating in Policy Debates about Language 240 John R. Rickford Appendix C Interacting with Politicians and Policymakers 244 Lava D. Awasthi Appendix D Managing Media Appearances 248 Kendall A. King Index 000 . |
| Record Nr. | UNINA-9910208956603321 |
| Chichester, West Sussex, England : , : Wiley Blackwell, , 2015 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Research methods in language policy and planning : a practical guide / / edited by Francis M. Hult and David Cassels Johnson
| Research methods in language policy and planning : a practical guide / / edited by Francis M. Hult and David Cassels Johnson |
| Edizione | [First edition.] |
| Pubbl/distr/stampa | Chichester, West Sussex, England : , : Wiley Blackwell, , 2015 |
| Descrizione fisica | 1 online resource (276 pages) |
| Disciplina | 306.44/9 |
| Collana | Guides to research methods in language and linguistics |
| Soggetto topico |
Language policy - Research - Methodology
Language planning - Research - Methodology Language and languages - Research - Methodology |
| ISBN |
1-118-34034-5
1-118-33984-3 1-118-34044-2 |
| Classificazione | LAN009000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Machine generated contents note: Notes on Contributors vii Foreword xii Thomas Ricento 1 Introduction: The Practice of Language Policy Research 1 Francis M. Hult and David Cassels Johnson Part I Fundamental Considerations 7 2 Selecting Appropriate Research Methods in LPP Research: Methodological Rich Points 9 Nancy H. Hornberger 3 Researcher Positionality 21 Angel M.Y. Lin 4 Ethical Considerations in Language Policy Research 33 Suresh Canagarajah and Phiona Stanley 5 Language Policy and Political Theory 45 Stephen May 6 Language and Law 56 Dimitry Kochenov and Fernand de Varennes Part II Methodological Approaches to Language Planning and Policy Research 67 7 Exploring Language Problems through Sorting 69 Joseph Lo Bianco 8 Ethnography in Language Planning and Policy Research 81 Teresa L. McCarty 9 Classroom Discourse Analysis as a Lens on Language in Education Policy Processes 94 Marilyn MartinJones 10 Applying Corpus Linguistics to Language Policy 107 Shannon Fitzsimmons Doolan 11 The Economics of Language Policy: An Introduction to Evaluation Work 118 François Grin and François Vaillancourt 12 Analyzing Language Policies in New Media 130 Helen Kelly Holmes 13 Historical?]Structural Analysis 140 James W. Tollefson 14 Interpretive Policy Analysis for Language Policy 152 Sarah Catherine K. Moore and Terrence G. Wiley 15 Intertextuality and Language Policy 166 David Cassels Johnson 16 Mapping Language Ideologies 181 Adnan Ajsic and Mary McGroarty 17 Investigating Relationships between Language Attitudes and Policy Issues 193 Aringsa Palviainen and Ari Huhta 18 Using Census Data and Demography in Policy Analysis 205 Minglang Zhou 19 Making Policy Connections across Scales Using Nexus Analysis 217 Francis M. Hult Public Engagement and the LPP Scholar 233 Appendix A Interacting with Schools and Communities 235 Rebecca Freeman Field Appendix B Participating in Policy Debates about Language 240 John R. Rickford Appendix C Interacting with Politicians and Policymakers 244 Lava D. Awasthi Appendix D Managing Media Appearances 248 Kendall A. King Index 000 . |
| Record Nr. | UNINA-9910830557703321 |
| Chichester, West Sussex, England : , : Wiley Blackwell, , 2015 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Ten lectures on field semantics and semantic typology / / Jürgen Bohnemeyer
| Ten lectures on field semantics and semantic typology / / Jürgen Bohnemeyer |
| Autore | Bohnemeyer Jürgen |
| Pubbl/distr/stampa | Leiden; ; Boston : , : BRILL, , 2018 |
| Descrizione fisica | 1 online resource |
| Disciplina | 410 |
| Collana | Distinguished Lectures in Cognitive Linguistics |
| Soggetto topico | Language and languages - Research - Methodology |
| ISBN |
9789004362628
9004362622 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Intro -- Contents -- Note on Supplementary Material -- Preface -- About the Author -- Lecture 1 Setting the Stage: Meaning, Cognition, Culture, and Crosslinguistic Variation -- Lecture 2 Field Semantics: Studying Meaning without Native Speaker Intuitions -- Lecture 3 Data Gathering in Linguistics: a Practical Epistemology of Elicitation Techniques -- Lecture 4 Sources of Evidence: Semantic and Pragmatic Diagnostics -- Lecture 5 Ethnosemantics and Cognitive Anthropology: a Short History -- Lecture 6 Semantic Typology: the Crosslinguistic Study of Semantic Categorization -- Lecture 7 Framing Whorf: Reference Frames in Language, Culture, and Cognition -- Lecture 8 Doing the Math: Quantitative Methods in Semantic Typology -- Lecture 9 Event Description: Variation at the Syntax-Semantics Interface -- Lecture 10 The Language-Specificity of Conceptual Structure: Taking Stock -- About the Series Editor -- Websites for Cognitive Linguistics and CIFCL Speakers. |
| Record Nr. | UNINA-9910964017203321 |
|
Bohnemeyer Jürgen
|
||
| Leiden; ; Boston : , : BRILL, , 2018 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
