Book Summary: New Ways in Teaching With Music shows how music can be incorporated into your lessons as a way to decrease anxiety, increase motivation and retention, and invigorate both students and teachers. This book is a collection of adaptable lessons that use music as a catalyst for effective, engaging, and enjoyable language learning. 101 activities for students of all skill levels and a companion website with online resources are included. The lessons are broken down by topic including: Reading, Writing, Listening, Speaking, Grammar, Vocabulary, Cultural Exploration, Integrated Skills

Book Summary: The study of language and gender has been greatly advanced by focusing on the local and the particular. Now is the time to explore what more we can learn by looking at gendered speakers’ use of typologically different languages. How do the resources provided by each language affect the ways in which women and men construct gendered identities in their cultures and communities? What resources do the languages provide at various linguistic levels? What frameworks account for gender-linked variation in specific local contexts? As we advance our understanding of locally constructed masculinities and femininities, these questions impel the studies brought together in this volume, which investigate Maori, Japanese, Hebrew, Tamil, Chinese, Korean, English, Arabic, Sinhala, and Ekegusii. Written for scholars of linguistics, this collection illustrates the current state of understanding of the interaction of language and social gender, and it suggests directions for future research.

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This study examines the relationship between types of gestures and instances of self-initiated self-repair (SISR) used by persons with non-fluent aphasia (NFA), which is a type of aphasia characterized by stilted speech or signing (Papathanasiou et al., 2013), in interactions with clinicians. Conversation repairs in this study are assessed using the framework of Conversation Analysis (CA), which is an approach for describing, analyzing, and understanding social interaction (Sidnell, 2010). Previous linguistic studies have demonstrated a distinct preference for the use of gesture during a repair by persons with aphasia (Goodwin, 1995; Klippi, 2015; Wilkinson, 2013). This study draws more conclusive generalizations than previous studies about the types of gesture used in successful and unsuccessful SISR by persons with NFA through the use of the AphasiaBank corpus. Results show that there does not appear to be a connection between the overall frequencies of gesture used by persons with NFA during a phase of the repair mechanism as compared to other phases in the repair mechanism. Additionally, there is a slight tendency in this dataset for persons with NFA to have more successful repairs when they use gesture during the initiation and reparable portions of the repair mechanism.

FundaÃÃo de Amparo à Pesquisa do Estado do Cearà / CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / O presente estudo propÃe uma aproximaÃÃo entre a LingÃÃstica Textual e a SemÃntica Argumentativa, ao tratar de um fenÃmeno comum a diversas Ãreas de estudo: a argumentaÃÃo. Nosso objetivo principal foi discutir a relaÃÃo argumentativa entre topos (ANSCOMBRE e DUCROT, 1995) e lei de inferÃncia (Adam, 1992) na seqÃÃncia argumentativa prototÃpica e a manifestaÃÃo das marcas de polifonia, pressuposiÃÃo e dos modificadores para determinar a orientaÃÃo desses termos. AlÃm disso, nos propusemos a: a) investigar, à luz dos pressupostos teÃricos de Anscombre e Ducrot (1983) e de Adam (1992), o tipo de relaÃÃo existente entre topos e lei de inferÃncia na passagem de P. arg.1 para P. arg.3 na seqÃÃncia argumentativa prototÃpica; b) avaliar a orientaÃÃo polifÃnica, bem como a manifestaÃÃo das marcas pressuposiÃÃo e dos modificadores como conducentes à seleÃÃo de determinadas formas tÃpicas concordantes ou discordantes; c) averiguar se o tipo de macroproposiÃÃo favorece o aparecimento de topoi diretos ou indiretos. A necessidade de investigar a relaÃÃo entre a orientaÃÃo tÃpica e o tipo de macroproposiÃÃo surgiu da constataÃÃo preliminar de que na macroproposiÃÃo conclusÃo o topos era geralmente indireto. Por isso, nos propusemos a fazer essa intersecÃÃo aqui e; d) discutir o estatuto macroproposicional da lei de inferÃncia na seqÃÃncia argumentativa prototÃpica, condiÃÃo proposta por Adam (1992). Trabalhamos, em virtude de nossos propÃsitos, com a hipÃtese de que nÃo hà uma lei de inferÃncia em textos argumentativos prototÃpicos ou em qualquer outro tipo de texto, mas, sim, uma relaÃÃo semÃntica entre palavras argumentativas, que constituem dados que, por sua vez, favorecem conclusÃes. Essa relaÃÃo entre os dados e a conclusÃo origina lugares comuns do discurso, compartilhados, graduais e gerais, denominados topoi. Para testar essa hipÃtese discutimos a relaÃÃo argumentativa entre topos e lei de inferÃncia na seqÃÃncia argumentativa prototÃpica, levando em conta tambÃm a contribuiÃÃo da orientaÃÃo polifÃnica, bem como das marcas de pressuposiÃÃo e dos modificadores para determinar a orientaÃÃo dos termos dessa relaÃÃo, a lanÃar mÃo de um exemplÃrio de seqÃÃncias argumentativas prototÃpicas para exemplificar os fenÃmenos discutidos. / The present study suggests a connection of Text Linguistics and Argumentative Semantics, since it is related to a common phenomenon to both areas: argumentation. Our primary aim was to argue on the argumentative relation of topos (ANSCOMBRE & DUCROT, 1995) and inference law (ADAM, 1992) within prototypical argumentative sequence, and the manifestation of polyphony and presupposition indexes as well as modifiers to determine these termsâ orientation. Besides, it was purposed to: a) investigate, based on the theoretical presuppositions of Anscombre and Ducrot (1983) and Adam (1992), the sort of relation between topos and inference law in the passage from P. Arg. 1 to P. Arg. 3 within the prototypical sequence, since Adam (1992) presents this position of inference law related to the passage of both of such macropropositions; b) evaluate polyphony orientation and the employment of presupposition and modifiers indexes as facilitators to the selection of concordant and discordant Topic Forms; c) examine whether the type of macroproposition facilitates direct or indirect topos raise; d) take inference law off its macropropositional status within prototypical argumentative sequence, as Adam (1992; 2004) proposed. Due to this researchâs purpose, it was operative the hypothesis that there is not an inference law in prototypical argumentative texts, as well as in any text. Nevertheless, there is a semantic relation among argumentative words, which constitute data, which lead to conclusions. Such relation of data and conclusion raises discourse shared, general and gradual common places called topoi. To prove our hypothesis, this study argues on the argumentative relation of topos and inference law within the prototypical argumentative sequence, considering as well polyphony, presupposition and modifier indexes to determine this relation termsâ orientation. In addition, it uses an exemplary of prototypical argumentative sequences to exemplify discussed phenomena.

In this thesis, I explore how performance storytellers create intense focus on imaginal realities through language—a phenomenon sometimes called “transport” or “realm-shift.” To this end, recordings of performances by two professional storytellers were transcribed and examined through the lens of frame theory and discourse analysis. Examination of these transcripts shows that storytellers employ clusters of linguistic involvement strategies around frame transitions, facilitating realm-shift. Additionally, it shows that throughout a telling, tellers shape discourse around frame shifts that draw attention to significant elements, particularly those that establish a story’s relevance to the occasion of its telling and those that contribute to meaningful story interpretation. This research highlights the ways that meaningful interpretation of a story depends on successful navigation of frames, revealing that the power of a storytelling event depends largely on the connections between realms of discourse.

This thesis investigates issues of intelligibility through the lens and focus of prosody when the Bostonian and Los Angeles-based accents are heard in casually occurring conversation by native and non-native speakers. Over the spring and summer of 2017, six native speakers and 11 non-native speakers of English were interviewed from having listened to two 2.5 minute audio sample clips of speakers who have these accents. Respondents were asked questions such as what was difficult or easy or whether they could summarize the recordings for me. Findings indicate that while the native speakers often had difficulty with vocabulary due to context, non-native English speakers frequently found the same recordings to sound continuous, blended or merged together when the Boston and Los Angeles audios were played to them. Native English speakers, by contrast, did not seem to face the same prosodic challenges of intelligibility as their non-native English-speaking counterparts when these two accents were heard in informal conversation. It has been found that L2 learners have a strong desire to learn English from their teachers through more naturally or informally occurring conversation. The argument is made that the teaching, practice and engagement of informal conversation is woefully inadequate for non-native speakers of English. Within this thesis the core subsets of the perceptions of prosody are analyzed between native and non-native speakers of English. The purpose of doing so is to pedagogically improve learning in EFL and ESL contexts.

<p>During a few hours of a school day, a student might read textbook texts which are highly diversified in terms of abstraction. Abstraction is a central feature of specialized language and the transition from everyday language to specialized language is one of the most important things formal education can offer students. That transition is the focus of this thesis.</p><p>This study introduces a new three-graded classification of abstraction including the levels of specificity, generalization and abstraction, based on a discussion of the concept of abstraction. The investigations performed, based on this classification, show that texts from different subject areas display distinct patterns of abstraction. The Swedish literary texts had the lowest degree of abstraction, the social science texts had an intermediate degree and the natural science texts were the most generalized and abstract. The results also show that the degree of abstraction in the textbook texts increases in later grade levels.</p><p>The thesis presents a new way of analyzing shifts between levels of abstraction and their functions. Interestingly, the texts with a medium degree of abstraction, the social science texts, are the ones with the greatest variety in shifts. The functions of the shifts differ with respect to cultural domains. The shifts in the Swedish literary texts in general belong to the everyday domain while the shifts in the natural science texts belong to a specialized domain. The shifts in the social science texts had features of both domains.</p><p>A secondary aim of the thesis is to develop the understanding of the relationship between author and reader in the texts. The results from my investigation of modality in the Swedish textbook texts confirm the earlier findings from English and Spanish textbooks. In comparison to other text types, textbook texts present knowledge in a more authoritative and less modalized way.</p><p>From time to time, abstraction is described as a feature that hinders students accessing texts. Some researchers even suggest a removal of features of specialized language in textbook texts, in order to increase students’ understanding. However, in a society where specialized knowledge is necessary, the access to specialized texts is important. A democratic view of education and school mandates that children and adolescents have the opportunity to encounter and learn to encounter specialized language in school. In analyzing the texts special attention is paid to the relationship between the texts, the contexts of use and the student readers.</p>

<p>Already in the second century, the Church Father Irenaeus warned against reading the Gospel of Truth that was used among the so-called Valentinians. For more than one and a half millennium GospTruth was lost until in the 1950s a Coptic text was discovered that could be a translation of that work both loved and hated.</p><p>Since the discovery scholars have tried to determine whether the Coptic text represents the one mentioned by Irenaeus, and whether its author might even be the famous Gnostic teacher Valentinus of Alexandria.</p><p>The text is very complex and the present study the first attempt to use text linguistic tools for analysing GospTruth. A new and sometimes radically different translation is presented, and an hypothesis of date of redaction and authorship is put forward. Previously Gnostic texts have usually been read in light of the reports of the Church Fathers. In this study an attempt is made to detect topics that were interesting for the Valentinians and that have so far been neglected. The analysis presents a new ethical debate among early Christians regarding the Biblical law, and a hypothesis of how the author of GospTruth wanted his or her community to act towards the neighbouring communities is elaborated. In addition my investigation draws attention to an interpretation of the crucifixion that seems to have distinguished Valentinians from others.</p><p>For a long time scholars depicted the Gnostics as evil opponents to the church. During the last decades this view has been criticized, and today many scholars abandon the term Gnostic altogether, and instead only use the term Christian. In my opinion such an approach risks to conceal the unique features of Valentinianism, and the results of the present study will hopefully shed new light on a branch of Christianity which still is relatively unexplored.</p>

During a few hours of a school day, a student might read textbook texts which are highly diversified in terms of abstraction. Abstraction is a central feature of specialized language and the transition from everyday language to specialized language is one of the most important things formal education can offer students. That transition is the focus of this thesis. This study introduces a new three-graded classification of abstraction including the levels of specificity, generalization and abstraction, based on a discussion of the concept of abstraction. The investigations performed, based on this classification, show that texts from different subject areas display distinct patterns of abstraction. The Swedish literary texts had the lowest degree of abstraction, the social science texts had an intermediate degree and the natural science texts were the most generalized and abstract. The results also show that the degree of abstraction in the textbook texts increases in later grade levels. The thesis presents a new way of analyzing shifts between levels of abstraction and their functions. Interestingly, the texts with a medium degree of abstraction, the social science texts, are the ones with the greatest variety in shifts. The functions of the shifts differ with respect to cultural domains. The shifts in the Swedish literary texts in general belong to the everyday domain while the shifts in the natural science texts belong to a specialized domain. The shifts in the social science texts had features of both domains. A secondary aim of the thesis is to develop the understanding of the relationship between author and reader in the texts. The results from my investigation of modality in the Swedish textbook texts confirm the earlier findings from English and Spanish textbooks. In comparison to other text types, textbook texts present knowledge in a more authoritative and less modalized way. From time to time, abstraction is described as a feature that hinders students accessing texts. Some researchers even suggest a removal of features of specialized language in textbook texts, in order to increase students’ understanding. However, in a society where specialized knowledge is necessary, the access to specialized texts is important. A democratic view of education and school mandates that children and adolescents have the opportunity to encounter and learn to encounter specialized language in school. In analyzing the texts special attention is paid to the relationship between the texts, the contexts of use and the student readers.