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"This book provides insight into the most relevant issues in literary education and digital learning, covering literary aspects both from educational and research perspectives"--Provided by publisher.
Scientific Approaches to Literature in Learning Environments is not just about what takes place in literary classrooms. Settings do have a strong influence on student learning both directly and indirectly. These spaces may include the home, the workplace, science centers, libraries, that is, contexts that entail diverse social, physical, psychological, and pedagogical variables that facilitate learning, for example, by grouping desks in specific ways, utilizing audio, visual, and digital technologies. Scientific Approaches to Literature in Learning Environments puts together a series of empirical research studies on the different locations of teaching and learning. These studies represent literary learning environment throughout the world, including Brazil, the USA, China, Canada, Japan and several European countries such as the Netherlands, Ukraine, the UK and Malta. The studies reported describe quantitative and/or qualitative research and cover pre-primary, primary, high school, college, university, and lifelong learning environments. They refresh the enigmatic ambience that often surrounds the teaching and learning that goes on in literary studies and offer transparent, useful and replicable research and practice. Students and teachers alike are encouraged to take them and own them.
Perspectives on Corpus Linguistics is a collection of interviews with fourteen well-known researchers in the field of linguistics. Each interview consists of a set of ten questions: the first seven are common to all contributors while the last three are connected to the research experience of each guest. In the general questions, the invited scholars explore (sometimes controversial) topics such as the concept of representativeness, the role of intuition and the status of Corpus Linguistics. In the specific questions, they provide a thorough discussion of materials and methods in corpus research as well as theoretical and applied perspectives on the use of corpora in language studies. Whether experts or novices, the volume should be of interest to all those who want to learn about corpus linguistics and carry out research in this fascinating and growing area.
Here is a much needed introductory textbook on empirical research methods for the Humanities. Especially aimed at students and scholars of Literature, Applied Linguistics, and Film and Media, it stimulates readers to reflect on the problems and possibilities of testing the empirical assumptions and offers hands-on learning opportunities to develop empirical studies. It explains a wide range of methods, from interviews to observation research, and guides readers through the choices researchers have to make. It discusses the essence of experiments, illustrates how studies are designed, how to develop questionnaires, and helps readers to collect and analyze data by themselves. The book presents qualitative approaches to research but focuses mostly on quantitative methods, detailing the workings of basic statistics. At the end, the book also shows how to give papers at international conferences, how to draft a report, and what is involved in the preparation of a publishable article.
The Digital Humanities is a comprehensive introduction and practical guide to how humanists use the digital to conduct research, organize materials, analyze, and publish findings. It summarizes the turn toward the digital that is reinventing every aspect of the humanities among scholars, libraries, publishers, administrators, and the public. Beginning with some definitions and a brief historical survey of the humanities, the book examines how humanists work, what they study, and how humanists and their research have been impacted by the digital and how, in turn, they shape it. It surveys digital humanities tools and their functions, the digital humanists' environments, and the outcomes and reception of their work. The book pays particular attention to both theoretical underpinnings and practical considerations for embarking on digital humanities projects. It places the digital humanities firmly within the historical traditions of the humanities and in the contexts of current academic and scholarly life.
This second edition of The Routledge Handbook of Stylistics provides a comprehensive introduction and reference point to key areas in the field of stylistics. The four sections of the volume encompass a wide range of approaches from classical rhetoric to cognitive neuroscience. Issues that are covered include: historical perspectives, centring on rhetoric, formalism and functionalism. the elements of stylistic analysis, including foregrounding, relevance theory, conversation analysis, narrative, metaphor, speech and thought presentation and point of view. current areas of influential research such as cognitive poetics, corpus stylistics, critical stylistics, multimodality, creative writing and reader response. four newly commissioned chapters in the emerging fields of cognitive grammar, forensic linguistics, the stylistics of children’s literature and a corpus stylistic study of mental health issues. All of these new chapters are written by leading researchers in their respective fields. Each of the 33 chapters in this volume is written by a specialist. Each chapter provides an introduction to the subject, an overview of its history, an instructive example of how to conduct a stylistic analysis, a section with recommendations for practice and a discussion of possible future developments in the area for readers to follow up on. The Routledge Handbook of Stylistics, second edition is essential reading for researchers, postgraduates and undergraduate students working in this area.
Pairing full-length scholarly essays with shorter pieces drawn from scholarly blogs and conference presentations, as well as commissioned interviews and position statements, Debates in the Digital Humanities 2016 reveals a dynamic view of a field in negotiation with its identity, methods, and reach. Pieces in the book explore how DH can and must change in response to social justice movements and events like #Ferguson; how DH alters and is altered by community college classrooms; and how scholars applying DH approaches to feminist studies, queer studies, and black studies might reframe the commitments of DH analysts. Numerous contributors examine the movement of interdisciplinary DH work into areas such as history, art history, and archaeology, and a special forum on large-scale text mining brings together position statements on a fast-growing area of DH research. In the multivalent aspects of its arguments, progressing across a range of platforms and environments, Debates in the Digital Humanities 2016 offers a vision of DH as an expanded field—new possibilities, differently structured. Published simultaneously in print, e-book, and interactive webtext formats, each DH annual will be a book-length publication highlighting the particular debates that have shaped the discipline in a given year. By identifying key issues as they unfold, and by providing a hybrid model of open-access publication, these volumes and the Debates in the Digital Humanities series will articulate the present contours of the field and help forge its future. Contributors: Moya Bailey, Northeastern U; Fiona Barnett; Matthew Battles, Harvard U; Jeffrey M. Binder; Zach Blas, U of London; Cameron Blevins, Rutgers U; Sheila A. Brennan, George Mason U; Timothy Burke, Swarthmore College; Rachel Sagner Buurma, Swarthmore College; Micha Cárdenas, U of Washington–Bothell; Wendy Hui Kyong Chun, Brown U; Tanya E. Clement, U of Texas–Austin; Anne Cong-Huyen, Whittier College; Ryan Cordell, Northeastern U; Tressie McMillan Cottom, Virginia Commonwealth U; Amy E. Earhart, Texas A&M U; Domenico Fiormonte, U of Roma Tre; Paul Fyfe, North Carolina State U; Jacob Gaboury, Stony Brook U; Kim Gallon, Purdue U; Alex Gil, Columbia U; Brian Greenspan, Carleton U; Richard Grusin, U of Wisconsin, Milwaukee; Michael Hancher, U of Minnesota; Molly O’Hagan Hardy; David L. Hoover, New York U; Wendy F. Hsu; Patrick Jagoda, U of Chicago; Jessica Marie Johnson, Michigan State U; Steven E. Jones, Loyola U; Margaret Linley, Simon Fraser U; Alan Liu, U of California, Santa Barbara; Elizabeth Losh, U of California, San Diego; Alexis Lothian, U of Maryland; Michael Maizels, Wellesley College; Mark C. Marino, U of Southern California; Anne B. McGrail, Lane Community College; Bethany Nowviskie, U of Virginia; Julianne Nyhan, U College London; Amanda Phillips, U of California, Davis; Miriam Posner, U of California, Los Angeles; Rita Raley, U of California, Santa Barbara; Stephen Ramsay, U of Nebraska–Lincoln; Margaret Rhee, U of Oregon; Lisa Marie Rhody, Graduate Center, CUNY; Roopika Risam, Salem State U; Stephen Robertson, George Mason U; Mark Sample, Davidson College; Jentery Sayers, U of Victoria; Benjamin M. Schmidt, Northeastern U; Scott Selisker, U of Arizona; Jonathan Senchyne, U of Wisconsin, Madison; Andrew Stauffer, U of Virginia; Joanna Swafford, SUNY New Paltz; Toniesha L. Taylor, Prairie View A&M U; Dennis Tenen; Melissa Terras, U College London; Anna Tione; Ted Underwood, U of Illinois, Urbana–Champaign; Ethan Watrall, Michigan State U; Jacqueline Wernimont, Arizona State U; Laura Wexler, Yale U; Hong-An Wu, U of Illinois, Urbana–Champaign.
This edited volume gathers corpus-based studies on topics including English grammar and discourses on media and health, mainly from a systemic functional linguistics (SFL) perspective, in order to reveal the potential of SFL, which has been emphasized by Halliday. Various other perspectives, such as philosophy, statistics, genre studies, etc. are also included to promote SFL’s potential interaction with other theories. Though they employ a diverse range of theoretical perspectives, all the chapters focus on exploring language in use with the corpus method. The studies collected here are all original, unpublished research articles that address significant questions, deepen readers’ understanding of SFL, and promote its potential interaction with other theories. In addition, they demonstrate the great potential that SFL holds for solving language-related questions in a variety of discourses.
This book offers a global exploration of current theory and practice in the teaching of stylistics and the implementation of stylistic techniques in teaching other subjects. Pedagogical stylistics is a field that looks at employing stylistic analysis in teaching, with the aim of enabling students to better understand literature, language and also improving their language acquisition. It is also concerned with the best practice in teaching stylistics. The book discusses a broad range of interrelated topics including hypertext, English as a Foreign Language, English as a Second Language, poetry, creative writing, and metaphor. Leading experts offer focused, empirical studies on specific developments, providing in-depth examinations of both theoretical and practical teaching methods. This interdisciplinary approach covers linguistics and literature from the perspective of current pedagogical methodology, moving from general tertiary education to more specific EFL and ESL teaching. The role of stylistics in language acquisition is currently underexplored. This contemporary collection provides academics and practitioners with the most up to date trends in pedagogical stylistics and delivers analyses of a diverse range of teaching methods.
The volume presents Louw's Contextual Prosodic Theory from its beginnings to its newest applications. It journeys from delexicalisation and relexicalisation into Semantic Prosody and then to the heart of its contextual requirements within collocation and the thinking of J.R. Firth. Once there, it moves much of Firth’s and Malinowski’s thinking into a computational method based upon the ability of language to govern and analyse itself using collocation to plot its scope and limits. With the assistance of analytic philosophy, it parts logic (grammar) from metaphysics (vocabulary) along the lines of a non-computational formula of Bertrand Russell, and so falsifies the major premise of the Vienna Circle using its own central tenet: the Principle of Verification. Having arrived at corpus-derived subtext (the semantic aura of grammar strings, as distinguished from Semantic Prosody), the second half of the book proceeds to verify the theory on Slavic languages. The focus is on the poet Alexander Pushkin, whose authorial intention becomes computationally recoverable. Prose is handled on samples authored by David Lodge, where authorial (in)sincerity (Louw 1993) is viewed on a cline of inspiration and quality of discourse. Other applications in the volume include studies on translation, negotiation, humour, and the reception of CPT.