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This paper examines the use of että-clauses in Finnish everyday conversation for extending a speaker’s turn after a possible point of turn completion for the purpose of pursuing uptake from a turn recipient. Although että-clauses are considered complements in most grammatical descriptions of Finnish, the paper questions their status as subordinate clauses. We show that they nevertheless could be considered to function as increments, as either Extensions (Glue-ons, in terms of Couper-Kuhlen & Ono, this volume) or Free Constituents. This is interesting in view of Ford, Fox & Thompson’s (2002) definition of increments as “nonmain-clause continuations after a possible point of turn completion.” We also show that what makes että-clauses ideal for the pursuit of uptake is that both as a conjunction and particle, että functions to open up the participation framework and import new voices to the conversation.

This paper sheds light on the concept of complimenting, based on its practice in the Moore language spoken in Burkina Faso, West Africa. It revisits Holmes’ (1986) definition of “compliments” and proposes a model which gives new insight into the concept of complimenting behaviour across languages and cultures. The proposed model may have implications for our understanding of politeness strategies as proposed by Brown and Levinson (1987), particularly with the urge to integrate third person in the model, as a close examination of data from Moore would suggest. The data analyzed were collected in naturally occurring discourse.

The identity test imposed by the Gileadites on the Ephraimite fugitives at the passages of Jordan suggests that the recognition of ways and means of speaking as indices of social categories has a venerable history. After the passage of several millenia, much the same associational understanding of the relationship between language and identity employed to such violent ends by the Gileadites guides the contemporary - and one would hope more benign line of sociolinguistic inquiry that centers on the investigation of ethnicity or region or gender or age or occupation as “sociolinguistic variables” (see, e.g., Coulmas 1997). The addition of a third term, performance, to the nexus of language and identity, however, occasions a reorientation of analytical perspective. If we take performance in the sense of linguistic practice - situated, interactional, communicatively motivated - our investigative focus shifts from correlational sociolinguistics to the pragmatically oriented exploration of “when and how identities are interactively invoked by sociocultural actors” through the discursive deployment of linguistic resources (Kroskrity 1993: 222). In this perspective, identity is an emergent construction, the situated outcome of a rhetorical and interpretive process in which interactants make situationally motivated selections from socially constituted repertoires of identificational and affiliational resources and craft these semiotic resources into identity claims for presentation to others. This is clearly a productive line of inquiry, and one to which all of the contributors to this issue would subscribe. While acknowledging and exploiting the analytical power of this practice-centered perspective, however, the authors of the papers collected here have taken an additional step into less well charted investigative territory, guided by a more marked conception of verbal performance. Here, performance is understood as a special mode of situated communicative practice, resting on the assumption of accountability to an audience for a display of communicative skill and efficacy. In this sense of performance, the act of expression is put on display, objectified, marked out to a degree from its discursive surroundings and opened up to interpretive scrutiny and evaluation by an audience. Performance foregrounds form-functionmeaning interrelationships through verbal display (Bauman 1977; Hymes 1975). The six casestudies that follow suggest some of the ways that an orientation to this mode of performance

Diasporic media, though widely discussed theoretically and occasionally ethnographically, are seldom explored with explicit attention to language. “Bollywood” films - feature-length movies produced and distributed in Bombay (Mumbai), India - are an excellent media source through which to examine linguistic anthropological topics of indexicality, bivalency, and identity in diasporic communities. In this paper, I analyze the circulation and consumption of Bollywood films - created in Hindi and subtitled in English - among South Asian-American (desi) communities in both Silicon Valley, CA and Queens, NY. Bollywood films are watched in family and peer groups, and portions of the films’ songs and dialogue become incorporated into everyday speech practices. I present and analyze instances of Hindi film dialogue interwoven into conversational exchanges between desi teens in ways that impact negotiations of style and identity. For many teens, the films provide narrative frameworks, prescripted dialogue, and socially recognizable registers and varieties of affect through which they enact their own dynamics of humor, flirting, conflict, and other types of talk. Drawing on ethnographic and sociolinguistic data, I contrast how these processes vary between these two diasporic communities.

The paper is a relevance-theoretic account of the meaning of the Serbian particle baš, once a content word, now a pragmatic particle restricted to informal discourse. It is argued that the emphatic and specificatory senses of baš can be subsumed under a single description of the particle as a marker of non-loose use. The argumentation is based on the relevance-theoretic distinction between description and interpretation in language use and on the notion of loose talk. The main issue of how the particle contributes to the relevance of its host-utterance is anchored in a tripartite distinction: Conceptual/procedural, truth-functional/non-truth-functional, explicature/implicature. It is claimed that the particle baš is a procedural, non-truth-functional linguistic item that contributes to relevance by constraining the explicit content of the host-utterance.

Prescriptivists have long proscribed sentence-initial And (SIA), and sentence-initial But (SIB). However, SIA and SIB are increasingly used in newspapers and style guides have softened strictures against their use. Moreover, SIA and SIB are amongst the most frequently occurring sentence-initial connectives within their respective semantic groups of additives and contrastives. Given their use despite prohibitions, this paper examines the patterns of occurrence and function of SIA and SIB in academic writing. The data come from 1 million words of academic prose: 11 journals representing science, social science, and humanities. The data confirm the findings of Biber et al. (1999) that while coordinator and is more frequent in academic prose than but, SIA is much less frequent than SIB. The data also reveal a marked difference between low SIA and SIB occurrences in scientific writing and much higher occurrences in social science and humanities. Plus, SIA is the preferred additive connective compared with moreover, furthermore, and in addition, etc., and SIB is the second most preferred contrastive connective after however. SIA and SIB in academic writing function in three very similar ways: (i) to mark off a discourse unit by indicating the last item on a list, (ii) to indicate the development of an argument, and (iii) to indicate a discontinuity or shift with a previous discourse unit. Whereas the most common function of SIA is that of indicating the last item on a list, the most common use of SIB is in the development of arguments. SIA and SIB perform special functions that the alternatives of asyndetic or “zero” coordination, the use of similar discourse markers: moreover, furthermore, in addition, and however, respectively, or intrasentential coordination cannot perform. These special functions are derived from their particular semantic meanings, their role as coordinating conjunctions, and their reduced phonological prominence. These features allow SIA and SIB to preface a wider range of lexico-grammatical units such as interrogatives, stance adverbs and other discourse connectives and to create a tighter form of cohesion. It is these special features of cohesion rather than a move to colloquiality which are held to explain the occurrence of SIA and SIB in academic writing.

Linguistic assumptions of an individual speaker-hearer are subtly reflected in analyses of code switching that assign switches to “conversational strategies,” categories that are treated as if they existed prior to, and independent of, actual interactions. While such categories provide convenient rubrics for many common and significant social functions of code switching, they fail to capture the interactionally emergent functions of many switches. In this article I highlight such locally emergent functions of code switching among Dominican American high school students by examining several transcripts of intra-group, peer interaction from a conversation analytic perspective. Many switches in such peer interaction are better explained in terms of the sequential, conversational management activities achieved by interlocutors than by pre-defined categories of switches.

The aim of this study is to examine the nature and extent of translational shifts in interpreter-mediated texts. 10 professional interpreters with 11-30 years experience participated in the study. A corpus of 10 source texts (full-length speeches) and 10 target texts (interpreter-mediated versions) recorded during international conferences is analyzed. Shifts in the following linguistic phenomena are assessed: Personal reference, agency, mood and modality, threats to face. Our findings reveal a significant trend of distancing, de-personalization and the mitigation of illocutionary force.

Linguistic hybridity is the process of the authorial unmasking of another’s speech, through a language that is double-accented and double-styled. The present study investigates how linguistic resources, especially code-switching is used for meaning making in local comedy shows in Hawai‘i. Local comedy is inseparable from the use of carnivalistic act. This act deconstructs attempts at stabilizing social systems by being playfully and non-violently subversive. While there are many studies of language and humor, there are much fewer studies on the use of code-switching in comedy. The present study is particularly interested in the latter and specifically addresses Bakhtin’s work on carnival. It is often maintained that ethnic jokes marginalize those of Filipino origin as the Other. However, the present paper claims that both functions of comedy - marginalizing of the Other and disrupting of official views of reality - are inseparably intertwined. Andy Bumatai, a local comic, tactically achieves carnivalistic effects while negotiating and juggling his subjectivity. Given this, code-switching as well as language selection can be a powerful tool for doublevoicing. Little is known about the pragmatics of pidgin and creole languages. Hence, the present study provides a starting point for future projects on the discursive practice in Hawai‘i Creole.

Employing a conceptual framework informed by theories of cultural production (Lave & Wenger 1991; Levinson & Holland 1996; O’Connor 2003; Willis 1977, 1981), and using notions of linguicism (e.g., Skutnabb-Kangas 2000) and identity “markedness” (Bucholtz & Hal 2004), I examine how an ESL subject position is locally produced by adolescents of Asian and Pacific Islander descent in one high school classroom. Arguing that “ESL” in this context signifies an exoticized cultural and linguistic Other – what some students refer to as “FOB” (“fresh off the boat”) – I analyse a series of classroom interactions in which long-term “generation 1.5” ESL students resist being positioned as FOB, first by challenging their teacher’s positioning, and second, by positioning a newcomer classmate as FOB, instead. While they thereby relationally distinguish themselves as “non-FOB,” these students’ actions reproduce the same linguicism they had ostensibly been resisting. I conclude by considering ways that the reproduction of linguicism might somehow be interrupted.

Two interviews by Christiane Amanpour televized September 8, 2000 on CNN, one with Ehud Barak and one with Yasser Arafat were analyzed for indicators of personal perspective. Generally, use of the same indicators as in Suleiman, O'Connell, & Kowal (2002) was confirmed: Number of syllables spoken; use of first-person singular and plural pronominals and second-person pronominals; hesitations; smooth and interruptive turn transitions; and questions posed by interviewees. The interview with Arafat was extraordinarily agonistic, as manifested in his excessive use of first-person singular and second-person pronominals, hesitations, questions, and interruptions. For her part, Amanpour incited the shift to agonism with her provocative questioning. She then moved toward a more personal perspective by speaking proportionally more and by using more first-person singular pronominals and hesitations, all the while still maintaining her professional style of smooth turn transition. The dialogical character of personal perspective is discussed. Keywords: Perspective, TV news interviews, dialogue.

The study of language contact has been traditionally carried out from a structural perspective (synchronic or diachronic), from a sociolinguistic perspective and/or from a rather psychological perspective, centered on the linguistic and communicative competence of the multilingual individual. However, a great number of linguistic and sociolinguistic topics that appear in language contact situations may be productively tackled from a pragmatic viewpoint. This pragmatic perspective takes into account linguistic use in communication contexts and raises, at a different level, questions that deal with the structures and the evolution of the codes in contact. The main aim of this presentation is the analysis of some of the specific problems that arise in given language contact situations from a pragmatic perspective, considering the adaptation processes of the speakers, their particular interactive strategies and the social meaning generated. Understanding pragmatics in its original sense, i.e. as the study of the relationship between linguistic signs and speakers (users of certain resources), these phenomena should be understood as the result of speakers’ adaptation to changing sociocultural circumstances. This adaptation creates a new distribution of the verbal resources (or linguistic economy) of the community and, consequently, modifies its varieties as far as form and function are concerned.

This paper examines the behavior of contrastive –wa in Japanese written discourse. While supporting its local nature (Clancy and Downing 1987), the paper argues, based on a survey of newspapers, that localness alone is not sufficient to understand the nature of contrast. It proposes that the use of contrastive –wa is motivated by how the writer perceives the world, or what Chafe (1994) calls ‘conscious experience’. We propose literal opposition, evaluation, association, and conflict as its main components. In the final part, the paper relates the results to the recent study on Contrastive Topic (Lee 1999, 2000, 2003), stating that the CT-approach is still unable to account for the entire range of phenomena discovered. The paper suggests that the discrepancies arise because of the fact that natural data integrates the writer’s context-specific intentions, to which priority is not given in formalistic approaches.

This paper explores grassroots historiographical writing from Congo in the context of globalization. The authors are both sub-elite writers, producing text for First-World readers, and they spend enormous efforts at producing a generically regimented text, based on borrowed models of text and textuality that are seen to offer spaces for identity-construction. Performing such models of text and textuality is a construction of Self vis-à-vis history. But in order to understand such moves into identity-constructing spaces, we need to take account of different economies of meanings and signs. The identity construction only works in one particular economy of meanings and signs, but loses ‘meaning’ as soon as it is being inserted into other economies. The shift from one frame into another involves relocations of referential and indexical meanings attached to signs, a phenomenon of semiotic mobility that needs to be addressed sociolinguistically. Detached from their local semiotic environment, such texts become ‘orthopractic’: Performances of shape detached from locally valid indexicalities.

This study investigates creative product descriptions (CPDs) in an intercultural context, especially with respect to cultural references (CRs) and lexical cohesion. More specifically, it examines (i) how CRs are utilized in CPDs written in English for intercultural communication, (ii) how lexical cohesion can be described in a culturally meaningful and context-sensitive way, and (iii) what role cultural reference terms play in shaping the lexical cohesion of such CPDs. By proposing a multi-layer framing model of cohesion, this paper shows how lexical cohesion results from interactions of four frames activated in the production and reception of a text: sociocultural, generic, interpersonal and conceptual. The study concludes with some practical implications for the writing of CPDs in English for intercultural communication.

Laughter in dialogue has been researched under the aegis of many different disciplines. The present approach is psycholinguistic, but with some reliance on recent research in phonetics and conversation analysis (CA). A corpus of laughter from four TV and two radio interviews of Hillary Clinton was analyzed by means of the PRAAT software (www.praat.org) for acoustic measurements. All the interviews had taken place in the several weeks immediately following the publication of her memoirs Living history (2003). The results showed that her laughter was concentrated mostly during the speech of the interviewers rather than during her own speech, and in the TV rather than in the radio interviews. The most frequent topic of her laughter concerned her own presidential candidacy rather than the historical contents of her book. The strong punctuation effect (Provine 1993, 2000), i.e., the claim that laughter occurs only during the pauses after phrases and sentences, was not confirmed; instead laughter occurred most frequently as a sort of back channeling on the part of the auditor. Contrary to the claim of Clayman and Heritage (2002) that media interviewers maintain a professional neutralism, interviewers in this corpus manifested their personal perspectives by laughing. These findings are discussed in light of current empirical research and in terms of a theory of perspectivity that conceptualizes laughter both in general and more specifically in media interviews as a nonverbal expression of personal perspective. Keywords: Laughter, Media interviews, Dialogue, Perspectivity.

This study investigates hedging (standardly assumed to express uncertainty, plausible reasoning and the like) in contemporary sermonic discourse as represented by sermon manuscripts and transcriptions of preacher interviews from three Christian denominations in the UK. The article addresses three research questions: (i) To what extent is preaching employed as a discursive resource during preaching; (ii) What form does hedging take in sermonic discourse; and (iii) What are preachers’ rationale for hedging? The results suggest that hedging is indeed of central concern in sermonic discourse with some kind of hedging device being called upon once every 32 seconds. When preachers hedge they rely on standard and transparent linguistic expressions that typically perform this discourse function, and the repertoire includes both ‘conversational’ hedges and hedges that recall practices characteristic of written academic discourse. When preachers self-report on their rationale for hedging a multitude of different discourse functions become apparent. However, it seems that hedging is rarely used to convey lack of epistemic confidence; rather, hedging is seen as a productive interpersonal means to address one of the main objectives of contemporary, turn-to-the-listener, preaching – namely acknowledging sermon listeners as active partners in a sermonic experience.

Recent approaches to genre as discourse practice have examined how genres as “orienting frameworks” allow speakers to creatively adapt conventional forms to specific situational contexts. This article analyzes congratulatory speeches at Japanese wedding receptions to show how the interaction of conventionalization and creative contextualization varies across both different parts of the wedding speech and different categories of wedding speakers. The analysis demonstrates how the wedding speech genre provides speakers with a spectrum of performance possibilities which are systematically linked to different speaking roles and social identities.

The paper examines the pragmatic roles that locutionary acts play in understanding the communication between doctors and patients in Southwestern Nigeria. Working within John Austin’s locutionary acts, with restrictions to the lexical occurrences and lexical relationships observed in the discourse, it got data through tape recordings of doctor-patient conversations and interviews of both doctors and patients (and/or their relations).The findings revealed that two categories of locutions were engaged in hospital interactions, namely, locutions intended to be understood by non-professionals and locutions not intended to be understood by non-professionals. The paper observes that locutions in medical discourse in Southwestern Nigeria bring standard lexical choices and local linguistic initiatives of medical practitioners into a pragmatic union. It therefore concludes that the pragmatic engagement of these choices displays the tact the practitioners use in dealing with patients, and it recommends the need for the practitioners to master the locutions and their pragmatic adaptation for effective management of patients.

Transcription is theory.l This inevitable conclusion has been brought home ever more forcefully in the years since Ochs' seminal article (7979), as our awareness of the tangible shape of discourse has sharpened, and as the push to comprehend language in relation to use has whetted appetites for more and more new discourse materiaF-transcribed with a penpicacity and insight that can nourish new theories with the vital information they need to grow. How we transcribe doesn't just reflect our theories of language, it also shapes them, drawing our eyes to some phenomena while leaving others in shadow. We know this, and yet surprisingly little has been written that might help discourse theorists think about how to get a discourse transcription to do what they want it to do (but see Ochs 1979, Edwards 1989 and forthcoming, Edwards and l-ampert forthcoming). Partly this involves unsessing what a discourse transcription needs to do, and partly it involves figuring out how to frame a system that can do it.

Um and uh are generally considered to be indicative of dysfluency and uncertainty in speech production. However, analysis of the academic seminar indicates that the distribution of um and uh is not random. In specific well-defined environments um is used to indicate the underlying structure of the talk. Although Swerts (1998) has already suggested that fillers such as um and uh could be treated as discourse markers in Dutch, the notion that such tokens are functioning as discourse markers has not been developed in detail. This paper analyses the role played by um in a series of computer science seminars. Using traditional conversation analysis techniques, the paper focuses on the way in which um indicates structure in the academic seminar by maintaining coherence across bits of talk. It thus argues that in specific well-defined environments um functions as a discourse marker. This paper therefore addresses such issues as the role and function of um in seminar talk, the environments in which it occurs, and its use in indicating the structure of the talk to the listening audience.

This article describes how comedians and radio professionals in Corsica draw on a bilingual linguistic and metalinguistic cultural repertoire. In the context of Corsica’s history of language domination, language shift, and linguistic revitalization efforts, many of the products of language contact - mixed codes and compentences - are socially stigmatized. In the logic of dominant language ideologies, these mixed codes do not ‘count as’ language and depreciate individual speakers and collective identitities. Comic performances, it is argued, derive part of their tension and effect from the dominant view of languages as fixed and bounded codes which index single identities. Yet at the same time, performers make use of bilingual repertoires in ways that validate mixed language practices and identities. They do so by making maximal use of fluidity and indeterminacy in speaker stances towards mixed codes and identities. Bilingual comic performance also validates mixed codes and identities by evoking an ‘expert’ bilingual audience.

Press releases are short pieces of writing issued by companies or institutions to communicate newsworthy information to the journalist community on the one hand, and to the general public (indirectly through newspaper reporting, or, increasingly, directly by making press releases available on corporate websites) on the other. While ostensibly informative, press releases also carry an implicitly self-promotional purpose, in so far as the information they contain comes from a source internal to the organization which is the object of the release itself. This paper explores the generic features of press releases and investigates the way in which they codify the different communicative purposes and multiple receiver roles which distinguish the genre. Drawing on Bhatia’s work on genre (Bhatia 1993, 2004), and building on Jacobs’s preformulating features (Jacobs 1999a), which can be seen as linguistic strategies aimed at achieving the primary and most ostensible purpose of the press release (i.e. getting the story in the news with as little manipulation as possible on the part of journalists), the paper identifies a set of moves and strategies common to the genre, and links them to communicative purposes on the one hand, and to envisioned audiences on the other. It is argued that the press release occupies a hybrid position along the informative-promotional continuum, and that identification of its communicative purpose relies as much on core as on peripheral textual features.

This paper describes and analyzes a series of paradigmatic oppositions between N’ constructions in the P-Celtic languages (Welsh, Breton, Cornish) which serve to code expressive pragmatics of adjectives. The paper considers both paradigmatic and syntagmatic aspects of these constructions, and shows that asymmetric interaction of constructions in paradigms influences their purely formal syntagmatic interactions. A typology of expressive categories is built to serve as a framework for comparison between constructions. It is argued that a view of grammar that includes both formal and functional dimensions (‘the coding view’) also provides valuable insight in matters of purely formal constructional interaction.

This paper investigates how some participants of a reality show, which featured on Brazilian television from January to April, 2004, produce and interpret discourse relationships. It will focus on the discursive relations among textual segments as well as on the pragmatic bonds between these segments and implicit information, all of which often signaled by linguistic elements, such as discourse markers. These linguistic elements contribute to the co-construction of text meaning since they point to a specific meaning relation among whatever potential meanings conveyed by the discourse content. This paper will also consider different discourse dimensions (syntactic, semantic and discursive) in order to investigate the properties of such linguistic elements and their function in the production of advisive speech acts.

A review of the current literature shows that by the age of two and a half (and probably earlier), children have already acquired a rich working knowledge of human intentionality and goal-directed action (Stein & Albro 1997: 7; Mandler 1998). The paper focuses on the ways in which children use this knowledge to tell stories from pictures. The story is the description of the actions performed by animate actors. We distinguish the main actors (protagonists in the narrative line) and the background actors (participants in the narrative field) who can observe and interpret what is going on in the main action. So the narrative text contains not only the action presented by the story-teller (landscape of action) but also how this action is interpreted by the story characters (landscape of consciousness). They are all thinking minds who can think similarly or differently about the plot. And the narrator uses characters' minds to produce different representations of the story (Bokus 1998, 2000). The narrator can confront one interpretation with another, and a) makes choices of the "true" representation of the main action (in doing this the child plays the role of the omniscient and omnipresent story-teller who is directly in touch with the ontology of the story), or b) presents a possible but not a certain story reality (the listener is not told how things are but rather how they seem to be). Therefore we can speak about the interplay of the narrator's mind and the minds of story characters in a kind of internal narrator's dialogue. The storyteller creates different minds and alternative ways of interpreting the main action. Also shown are examples of such inter-mind phenomena in the stories told by preschool children. Keywords: Child Discourse, Dual Narrative Landscape, Narrative Line, Narrative Field, Theory of Mind.

This paper presents an ethnographically sensitive account of a family of modal constructions in Sakapultek, a Mayan language spoken in highland Guatemala. The constructions in question share many characteristics with those that have been analyzed as ironic in English and are dubbed “moral irony,” due both to their similarities to irony in other languages and to their primary interactional function. The morphosyntactic composition and semiotic processes involved in moral irony are described and the proposed account of these semiotic properties makes use of Goffman’s distinction between author, animator and principal as dimensions of the speaker role. The indexical properties of moral irony are demonstrated and it is argued that they play a greater role in determining ironic meaning than speaker intentions. Using extended examples from naturally-occurring talk, the paper also demonstrates how irony functions in evaluative stance-taking in Sakapultek. Such examples illustrate both the relatively presupposing and entailing aspects of moral irony’s indexical meaning. Moral irony is argued to be modal in that it projects hypothetical or unreal possible worlds and ironic in that it indirectly and negatively evaluates the stances of an imagined principal. Finally, on the ethnographic level, moral irony is examined in light of what it reveals about Sakapultek notions of moral personhood.

Thought and logic are the underlying foundations of language in use. One of the representations of language in use is poetry; a widely used literary genre throughout the world. The current study aims to identify instances of silence as a metaphorical expression in Akhtar’s (2017) Lahore, I Am Coming. The metaphorical expressions are mapped into source domain and target domain by deciphering the underlying meaning (theme) of the keyword in context (KWIC) silence. The qualitative and interpretive research design is used with Lakoff and Johnson’s (1980) Conceptual Metaphor Theory to develop the linguistic metaphor of silence at the conceptual level via thematic study. The findings of the study reveal that silence is significantly used as a metaphorical expression to express several key themes such as human relationships (love), colonialism and imperialism, and representation of females. The conceptual metaphors of silence are used to convey unified themes of loss, love, and language. Future researchers can conduct a linguistic analysis, specifically cognitive-linguistic analysis of Akhtar’s (2017) Lahore, “I Am Coming” to study the creative use of the figurative use of language.

This hands-on half-day tutorial aims to explore the potential of the ParlaMint corpora – openly available collections of parliamentary records, which are uniformly sampled, annotated and rich in individual speaker and institutional group metadata. We show how the resource facilitates research into specific European parliaments and allows for transnational comparisons.

Stylistics has long claimed to be an empirical method of literary analysis. One aspect of this empiricism is stylistics’ commitment to studying the effect of texts on readers. Short (1996, p. 6) emphasises the reader-centred nature of stylistics, stating that researchers in the fi eld are ‘profoundly interested in the rules and procedures which we, as readers, intuitively know and apply in order to understand what we read’. In reality, however, stylisticians have tended to focus more on textual analysis than on the reader (Hall 2009, p. 331; see also Allington and Swann 2009), and generally the ‘reader’ has remained a theoretical construct, similar to the ideal reader in much literary reader-response criticism (see Culler 2002, Iser 1978, Fish 1980). However, there is a growing body of research within stylistics that is centrally interested in considering how readers fi nd meaning in literary texts and testing whether the assumptions and frameworks of stylistic analysis are supported by evidence from real readers.

How do style and translation interact? What is a stylistic approach to translation and what is a translational approach to stylistics? These are the central questions that this chapter attempts to answer. It begins by considering the location of stylistics with respect to both linguistics and to the study of literature, tracing its origins in early work of the Prague and Moscow Linguistic Circles, and setting its development alongside that of the discipline of translation studies. Both disciplines are concerned with similar linguistic issues: the relation of meaning to form; the choices the originator of a text makes; how these choices are reconstructed by the reader. For stylistics, we can gain interesting insights into the minute detail of a text, and the relations between its form and its meaning, by confronting the text with its translations. For translation studies, conversely, we can consider what a stylistic approach involves and what questions it raises: questions about the role of style in the production of the translation and in its reception. We must also ask in what sense stylistics can affect the practice of translation; one way of doing this is to consider how a stylistically-aware translation might differ from one that takes less account of the nuances of style. Future research might take this practical question further, paying more attention to the way a reader processes the stylistic detail of a translated text, and asking to what extent reading on the assumption that a translated text does not differ in any interesting way from its source text differs from a reading that takes full account of the fact that the translation has changed the text stylistically, and incorporated elements of the style of the translator.

Todos los manuales reconocen la necesidad de integrar el elemento cultural en el aula de ELE, pero hay que analizar de qué manera se ve reflejado. En muchas ocasiones los objetivos relacionados con la reflexión y la diversidad lingüística y cultural son insuficientemente presentados y contextualizados. Este artículo se centra en el análisis de algunos textos e imágenes de un manual de ELE, por la discusión y polémica que provocaron algunas de sus imágenes y determinados contenidos culturales al llevarlos al aula con algunos de nuestros alumnos universitarios jamaicanos. Algunos manuales pretenden ser globales e interculturales para evitar el choque con estudiantes de culturas distintas. Nuestra práctica docente en un contexto cultural diferente prueba que sí se produjeron algunos “choques” con la cultura de los estudiantes.

English exerts great influence on other languages at the lexical level, as seen from extensive borrowing of terminology and everyday words into many languages (i.e. Anglicisms such as swap, blog, etc.). Although much less studied, it is also clear that the “phrasicon” (Granger, Sylviane. 2009. Comment on: learner corpora: A window onto the L2 phrasicon. In Andy Barfield & Henrik Gyllstad (eds.), Researching collocations in another language. multiple interpretations, 60–65. Houndmills: Palgrave Macmillan) of a language can similarly be affected by such external influence. This paper investigates “the largely unexplored area of phraseological borrowing” (Fielder, Sabine (2017) Phraseological borrowing from English into German: Cultural andpragmatic implications. Journal of Pragmatics 113: 89–102, 90) by introducing the diachronic-contrastive corpus method and exemplifying it with reference to a set of expressions that have been considered the products of language contact between English and Norwegian. I argue that the proposed corpus method can be used efficiently for investigating phraseology across time, for shedding light on the question of whether cross-linguistically parallel structures are the result of borrowing or parallel developments, and – importantly – as a vehicle for rejecting preconceived ideas about a form’s alleged origin in English.

Thousands of non-native speakers have been taking international tests of English administered by long-established testing boards, such as ETC and PEARSON, for a wide range of purposes worldwide. These test-takers represent various Englishes of Outer and Expanding Circle countries. However, there is little information as to the degree to which their Englishes are recognized and represented in the major international tests of English. Thus, this study explores the websites and policy documents of the major international tests of English boards in relation to the kind(s) of Englishes against which they judge their test-takers’ English proficiency either by implication or by explicit statements through a documentary analysis approach. Informed by multimodal analysis of the visual data and content analysis of the textual data on the websites and the relevant documents, the study indicates that there is not much recognition of the diversity of English speakers from non-Anglophone countries and their diverse ways of English use in the tests at the level of practice in particular since they are rather standard English oriented for desired practices. The findings suggest that the testing boards should adjust their rubrics and assessment criteria in line with the current sociolinguistic profile of their test takers whose ways of doing English are relatively different from NESs and standard English norms.

Cet article a pour objectif d’explorer les attitudes de 157 locuteurs de français L1 âgés de 20 à 60 ans envers l’usage de la négation par trois locutrices de français L2. Selon les grammaires prescriptives, l’expression de la négation exige la présence du “ne” préverbal et d’un forclusif. L’omission de “ne”, pourtant fréquente à l’oral, n’est que rarement enseignée sous prétexte que les locuteurs L1 désapprouvent l’usage des registres non formels par les locuteurs L2. Adoptant la méthodologie des faux-couples, je teste cette allégation. L’omission ou la rétention de ne par les locutrices L2 influencent-elles les jugements sociaux des 157 témoins ? Leurs jugements varient-ils en fonction de leur âge, genre ou profession ? Les témoins estiment deux des locutrices L2 plus polies et plus distinguées quand elles retiennent le ne; les jugements sur la troisième locutrice ne suivent pas cette tendance. Il apparaît aussi que l’omission ou la rétention du ne influence l’évaluation de l’aptitude à diriger des locutrices. Ces résultats invalident l’hypothèse selon laquelle les locuteurs L1 voudraient que les locuteurs L2 privilégient la norme prescriptive indépendamment de tout contexte. En conclusion, je présente quelques applications pédagogiques (découverte des significations sociales des variantes stylistiques et développement de la compétence culturelle critique).

Introduction While authorship plays a powerful role in the academy, research indicates many authors engage in questionable practices like honorary authorship. This suggests that authorship may be a contested space where individuals must exercise agency-a dynamic and emergent process, embedded in context-to negotiate potentially conflicting norms among published criteria, disciplines and informal practices. This study explores how authors narrate their own and others' agency in making authorship decisions. Method We conducted a mixed-methods analysis of 24 first authors' accounts of authorship decisions on a recent multi-author paper. Authors included 14 females and 10 males in health professions education (HPE) from U.S. and Canadian institutions (10 assistant, 6 associate and 8 full professors). Analysis took place in three phases: (1) linguistic analysis of grammatical structures shown to be associated with agency (coding for main clause subjects and verb types); (2) narrative analysis to create a 'moral' and 'title' for each account; and (3) dialectic integration of (1) and (2). Results Descriptive statistics suggested that female participants used we subjects and material verbs (of doing) more than men and that full professors used relational verbs (of being and having) more than assistant and associate. Three broad types of agency were narrated: distributed (n = 15 participants), focusing on how resources and work were spread across team members; individual (n = 6), focusing on the first author's action; and collaborative (n = 3), focusing on group actions. These three types of agency contained four subtypes, e.g. supported, contested, task-based and negotiated. Discussion This study highlights the complex and emergent nature of agency narrated by authors when making authorship decisions. Published criteria offer us starting point-the stated rules of the authorship game; this paper offers us a next step-the enacted and narrated approach to the game.

This chapter draws on dialogic language and literacy education, focuses on writing – specifically on students’ thinking and linguistic decision-making in writing. It considers the limitations of binaries which position authoritative and dialogic talk as opposites and offers a critical reframing of the role of teacher as expert in dialogic teaching. The chapter shows that dialogic teaching which effectively promotes metalinguistic understanding and the capacity to think metalinguistically requires teachers to orchestrate metalinguistic discussion in a way which draws on both teacher-as-expert and teacher-as-facilitator. It addresses the significant gap in research on dialogic teaching specifically related to writing. The chapter argues that for the critical importance of dialogic teaching in opening up metalinguistic talk about linguistic choice in written text. M. A. K. Halliday describes becoming a more proficient language user as a process of learning how to mean: arguably, a process in which metalinguistic understanding needs to be activated and in which dialogic teaching can be a powerful enabler.

As connected platforms such as Twitter, Instagram and TikTok rise in popular use, communication strategies are forced to grow more condensed and to be transmitted primarily across digital screens. Online short-form video has consequently become a primary format for environmental communication, though research on digital communication remains largely limited to frame analysis and discussions of print and still images. Filling a need in current scholarship on environmental media and aiming to further bridge humanities and communication research, this article offers a model for assessing environmentally themed short-form videos that complements communication studies’ focus on messaging rhetoric with humanities-based film and visual culture analytic tools for assessing the connotative aspect of aesthetic and narrative elements. Intending to offer an applicable framework for environmental messengers, we develop a genre system of short-form videos along cognitive and emotional axes that can be quantitatively identified according to formal practices, demonstrated through an examination of four environmental short-form videos.