Language in Context


Book Description

Natural languages all contain constructions the interpretation of which depends upon the situation in which they are used. In Language and Context, Jason Stanley presents a series of essays which develop a theory of how the situation in which we speak interacts with the words we use to help produce what we say. The reason we can so smoothly operate with sentences that can be used to express very different items of information, Stanley argues, is that there are linguistically mandated constraints on the effects of the situation on what we say. These linguistically mandated constraints are most evident in the cases of sentences containing explicit pronouns, such as 'She is a mathematician', where interpretation of the information expressed is guided by the use of the pronoun 'she'. But even when such explicit pronouns are lacking, our sentences provide similar cues to allow our interlocutors to determine the information expressed. We are, in the main, confident that our interlocutors will smoothly grasp what we say, because the grammar and meaning of our sentences encodes these constraints. In defending this theory, Stanley pays close attention to specific cases of context-sensitive constructions, such as quantified noun phrases, comparative adjectives, and conditionals. Philosophers and cognitive scientist have appealed to the dependence of what is intuitively said by a sentence on the situation in which it is uttered to argue against the possibility of a systematic theory of meaning for natural language. The theory developed in this book is a vigorous defence of the possibility of a systematic theory of meaning for natural language against these influential tendencies.




Teaching Language in Context


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Language in Context in TESOL


Book Description

This book covers the relevance of theories on language analysis to TESOL, showing students how to understand and evaluate TESOL methodology, curriculum, and materials in terms of theories including conversation structure, ideology and power.







Context in Language Learning and Language Understanding


Book Description

The papers in this volume represent varied views on the role of context in language learning.




Language, Context, and Text


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Context and Culture in Language Teaching and Learning


Book Description

The chapters in this book all address the significance of the relationship between the aims and methods of language teaching and the contexts in which it takes place. Some consider the implications for the ways in which we research language teaching; others present the results of research and development work.




Language, Meaning and Context


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Language and Linguistics in Context


Book Description

This textbook, designed for courses in first-and-second language education, provides a "big picture" view of basic linguistics through readings organized in 3 thematic units-"What is Language and How is it Acquired?"; "How Does Language Change?"; and "Wh




Language in the Context of Use


Book Description

The volume explores key convergences between cognitive and discourse approaches to language and language learning, both first and second. The emphasis is on the role of language as it is used in everyday interaction and as it reflects everyday cognition. The contributors share a usage-based perspective on language - whether they are examining grammar or metaphor or interactional dynamics - which situates language as part of a broader range of systems which underlie the organization of social life and human thought. While sharing fundamental assumptions about language, the particulars of the areas of inquiry and emphases of those engaged in discourse analysis versus cognitive linguistics are diverse enough that, historically, many have tended to remain unaware of the interrelations among these approaches. Thus, researchers have also largely overlooked the possibilities of how work from each perspective can challenge, inform, and enrich the other. The papers in the volume make a unique contribution by more consciously searching for connections between the two broad approaches. The results are a set of dynamic, thought-provoking analyses that add considerably to our understanding of language and language learning. The papers represent a rich range of frameworks within a usage-based approach to language. Cognitive Grammar, Mental Space and Blending Theory, Construction Grammar, ethnomethodology, and interactional sociolinguistics are just some of the frameworks used by the researchers in this volume. The particular subjects of inquiry are also quite varied and include first and second language learning, signed language, syntactic phenomena, interactional regulation and dynamics, discourse markers, metaphor theory, polysemy, language processing and humor. The volume is of interests to researchers in cognitive linguistics, discourse and conversational analysis, and first and second language learning, as well as signed languages.