New Perspectives In English Two 2005 Ed

La comunicazione interculturale è il filo rosso che attraversa quasi tutti i contributi di questo volume. Negli ultimi venti anni tale nozione è stata esplorata e, più recentemente, rivisitata in una prospettiva ELF in diverse aree di ricerca come, ad esempio, la comunicazione strategica d’affari, la consapevolezza interculturale, l’insegnamento delle lingue, la formazione docenti, i discorsi socioculturali, così come gli stessi studi interculturali. Scopo di questo libro è fornire ai lettori una selezione di articoli recenti e stimolanti, nonché contribuire alla fiorente crescita di pubblicazioni su ELF. Il libro è diviso in tre parti, che coprono tre temi principali: 1) ELF, insegnamento delle lingue e la formazione dei docenti; 2) La comunicazione in contesti migratori e plurilingui; atteggiamenti e interazioni; 3) ELF nel mondo degli affari e in quello universitario. Il volume contiene ventiquattro capitoli scritti da studiosi e ricercatori che hanno partecipato al Convegno Internazionale ELF6, svoltosi a Roma presso l’Università Roma Tre nel 2013. I contributi si fondano sulle presentazioni da loro fatte in occasione di tale convegno.

This edited collection provides a state-of-the art overview of research on willingness to communicate (WTC) in a second and foreign language. In particular, it includes innovative studies seeking to demonstrate the ways in which WTC can be examined within the framework of complex dynamic systems, how the construct is related to self-assessment, reticence and extroversion, and what is signifies in the case of immigrants. Another group of papers is related to the role of technology in fostering WTC in different contexts. The volume also comprises papers that touch on methodological issues in the study of WTC such as experience case sampling, the network approach or the integration of the macro- and micro-perspective. The book will be of values to researchers interested in the study of WTC but will also provide inspiration for students, teachers and materials writers.

This volume provides accounts of well-established themes of general Celtic inquiry from new theoretical perspectives, in addition to addressing new areas of research that have remained largely unexplored. The collection includes contributions by both established and young scholars on diverse aspects of culture, literature and linguistics, reflecting the multidisciplinary character of current trends in Celtology. The linguistic section of the book includes chapters dealing with Welsh phonology and possible areas of influence of the Brittonic language on English, as well as with the issues of translating culture-specific aspects of medieval Welsh texts and the problems of standardising Irish orthography and font. The second part of the volume is devoted to literature and considers neglected, and heretofore unexplored, aspects of Welsh-language poetry, fiction and children’s literature, the work of John Cowper Powys, and Scottish film in the theoretical context of post-humanism. Approaching these issues from different angles and using different methodologies, the collection highlights the connections between long-established academic areas of interest and popular culture, broadening the horizon of Celtic scholarship.

When people attempt to learn a new language, the language(s) they already know can help but also hinder their understanding or production of new forms. This phenomenon, known as language transfer, is the focus of this book. The collection offers new theoretical perspectives, some in the empirical studies and some in other chapters, and consists of four sections considering lexical, syntactic, phonological and cognitive perspectives. The volume provides a wealth of studies on the influence of Chinese on the acquisition of English but also includes studies involving Finnish, French, Hindi, Korean, Persian, Spanish, Swedish and Tamil. It will be of great interest to researchers and students working in the areas of crosslinguistic influence in second language acquisition, language pedagogy and psycholinguistics.

Edward II is one of the most unsuccessful and unconventional kings in English history, and is well-known for having passionate and probably intimate relationships with men. In modern times, he has often been considered an LGBT+ icon of sorts. Edward II: His Sexuality and Relationships looks at the men in the king’s life and examines the relations he had with them in the context of medieval notions of sexuality and the famous, albeit almost certainly mythical, idea that he was murdered with a red-hot poker as punishment for having sex with men. It also investigates Edward’s associations with women. Though often thought of as a gay man, it is more likely that Edward was bisexual: he fathered an illegitimate son in his early twenties, at the age of forty had an intimate encounter with a woman in London which is recorded in his household account, and might even have had an incestuous relationship with his own niece. Edward’s marriage to the king of France’s daughter Isabella, arranged when they were children, has often been depicted as a tragic disaster from start to finish. Edward II: His Sexuality and Relationships takes a detailed look at the royal marriage and at all the evidence that it was in fact a happy and mutually supportive partnership for many years, and at Isabella’s important though over-romanticized association with the baron Roger Mortimer. Because Edward is often assumed to have been solely attracted to men, numerous modern authors have depicted him as a grotesque caricature of a camp, weak, foppish gay man. Edward II: His Sexuality and Relationships reveals him as he truly was: as a chronicler puts it, ‘one of the strongest men in his realm.'

This edited collection explores the immense potential of translanguaging in educational settings and highlights teachers and students negotiating language ideologies in their everyday communicative practices. It makes a significant contribution to scholarship on translanguaging and considers the need for pedagogy to reflect and embrace diversity. The chapters provide rich empirical research and document translanguaging in varied educational contexts, with studies from pre-school to adult education in different, mainly European, countries, where English is not the dominant language. Together they expand our understanding of translanguaging and how it can be applied to a variety of settings. This book will be of interest to students and researchers, especially in education, language education and applied linguistics, as well as to professionals and policymakers.

This volume complements earlier work on English as a lingua franca (ELF) by providing an in-depth study of the phenomenon from a decidedly European perspective. Distancing itself from more traditional approaches to the study of English in Europe (linguistic imperialism and “Euro-English”), the study is theoretically grounded in more recent approaches, namely the ELF paradigm and the postmodernist conceptualisation of “English”. Methodologically speaking, the study analyses language use in Eurovision Song Contest press conferences as a community of practice of European salience. The ethnographically based analyses focus on various linguistic levels, thereby producing a comprehensive picture of European ELF as a discursive formation. Various qualitative and quantitative methods are used to shed light on the following aspects: code-choice practices in ELF talk, participants’ metalinguistic comments on the use of ELF, complimenting behaviour via ELF and relativisation patterns. On the basis of this data, the concluding section advances discussions revolving around the conceptualisation of ELF in general, the connection between ELF and Europeanness, and implications for European language policies.