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This volume presents how Chinese people communicate with various meta-level expressions for different purposes across contexts. It demonstrates empirically how the use of these expressions contributes to the management of meaning generation, interpersonal relating and discourse organization. It will serve to shed light on the understanding of how Chinese people monitor their speech in the course of communication, and will function as an important reference for researchers and students who conduct cross-linguistic comparative or contrastive metapragmatic research concerning Chinese and other languages.
This collection of papers fills a gap in current research on both metapragmatics and pragmatics in that it combines data-based pragmatic analysis with metapragmatic theory and focuses on the ways in which metadiscourse is actually used. The 12 contributions investigate speech acts and verbal (as well as non-verbal) expressions which highlight (meta-)linguistic aspects of ongoing discourse and thus provoke a deviation from the latter s original direction and purpose. All case studies discuss ways and means which interactants employ to resolve diverging pragmatic expectations in communication. The papers analyze authentic examples from English and other languages (and cultures), including Thai, Chinese and Japanese, and center around three principal domains of communication: ordinary everyday interaction, interaction in educational contexts and in specialized discourse. The introductory chapter locates the various contributions within a systematically broader theoretical framework. The wide scope of the collection, its empirical orientation and the reader-friendly form of presentation should appeal to anyone interested in pragmatics, whether scholar or student.
This book brings together new theoretical perspectives and bilingual education models from different sociopolitical and cultural contexts across the globe in order to address the importance of sociocultural, educational and linguistic environments that create, enhance or limit the ways in which diasporic children and young people acquire the ‘Chinese’ language. The chapters present a variety of research-based studies on Chinese heritage language education and bilingual education drawing on detailed investigations of formal and informal educational input including language socialization in families, community heritage language schools and government sponsored educational institutions. Exploring the many pathways of learning ‘Chinese’ and being ‘Chinese’, this volume also examines the complex nature of language acquisition and development, involving language attitudes and ideologies as well as linguistic practices and identity formation. Learning Chinese in Diasporic Communities is intended for researchers, teacher-educators, students and practitioners in the fields of Chinese language education and bilingual education and more broadly those concerned with language policy studies and sociolinguistics.
Examining how diverse social identities are constructed in digital communication in China, this edited collection provides a multidimensional exploration of the diverse, discursive forms and practices used to construct and present the “self” online. Contributing authors provide analyses of China’s digital communication platforms, such as social media platforms, news websites and short video applications, drawing from a wealth of data to study daily practices of digital performance of identity and maintenance of social bonds. Comprised of nine chapters, this essential volume is divided into three distinct sections, taking a hierarchical approach to analysing social identities within Chinese digital communication at the micro, meso and macro levels. Diverse methodologies are applied throughout, incorporating insights from both linguistic theories and semiotic or textually oriented analyses, while also considering the wider societal contexts. Readers are encouraged to analyse the main features of this digital culture and to investigate how language and discourse are encountered through media. This book will be of value to a wide variety of scholars and students in sociolinguistics, communication studies and Asian studies.
These innovative essays represent a critique of those researchers in the humanities and social sciences who fail to take language seriously.
While ritual is often associated with phenomena such as ceremonies, cursing and etiquette, it actually encompasses something much more important: it includes all instances of communally oriented language use. As such, ritual manifests itself in many forms in our daily lives, such as politeness, swearing and humour, and in many different life situations, spanning trash talk in sports events, through market bargaining, to conventional social pleasantries. This pioneering book provides an introduction to ritual language use by providing a cutting-edge, language-anchored and replicable framework applicable for the study of ritual in different datatypes and languages. The framework is illustrated with a wealth of case studies drawn from Chinese and Anglophone rituals which demonstrate how to use it effectively. The book is essential reading for both academics and students, and is relevant to pragmatics, applied linguistics and other fields.
This book presents a state-of-the-art account of what we know and would like to know about language, mind, and brain. Chapters by leading researchers in linguistics, psycholinguistics, language acquisition, cognitive neuroscience, comparative cognitive psychology, and evolutionary biology are framed by an introduction and conclusion by Noam Chomsky, who places the biolinguistic enterprise in an historical context and helps define its agenda for the future. The questions explored include: What is our tacit knowledge of language? What is the faculty of language? How does it develop in the individual? How is that knowledge put to use? How is it implemented in the brain? How did that knowledge emerge in the species? The book includes the contributor's key discussions, which dramatically bring to life their enthusiasm for the enterprise and skill in communicating across disciplines. Everyone seriously interested in how language works and why it works the way it does are certain to find, if not all the answers, then a convincing, productive, and lively approach to the endeavour.
This innovative book traces the impact of tradition on modern humour across several Asian countries and their cultures. Using examples from Japan, Korea, Indonesia and Chinese cultures in Mainland China, Hong Kong and Taiwan, the contributors explore the different cultural rules for creating and sharing humour. Humour can be a powerful lubricant when correctly interpreted; mis-interpreted, it is likely to cause considerable setbacks. Over time, it has emerged and submerged in different periods and different forms in all these countries but today’s conventions still reflect traditional attitudes to and assumptions about what is appropriate in creating and using humour. Under close examination, Milner Davis and her colleagues show how forms and conventions that differ from those in the west can also be seen to possess elements in common. With examples including Mencian and other classical texts, Balinese traditional verbal humour, Korean and Taiwanese workplace humour, Japanese laughter ceremonies, performances and cartoons, as well as contemporary Chinese-language films and videos, they engage with a wide range of forms and traditions. This fascinating collection of studies will be of great interest to students and scholars of many Asian cultures, and also to those with a broader interest in humour studies. It highlights the increasing importance of understanding a wider range of cultural values in the present era of globalized communication and the importance of reliable studies of why and how cultures that are geographically related differ in their traditional uses of and assumptions about humour.
The Routledge Handbook of Chinese Second Language Acquisition is the first reference work of its kind. The handbook contains twenty contributions from leading experts in the field of Chinese SLA, covering a wide range of topics such as social contexts, linguistic perspectives, skill learning, individual differences and learning settings and testing. Each chapter covers historical perspectives, core issues and key findings, research approaches, pedagogical implications, future research direction and additional references. The Routledge Handbook of Chinese Second Language Acquisition is an essential reference for Chinese language teachers and researchers in Chinese applied linguistics and second language acquisition.