Jul 07
ThE CLOwNannouncements
Title: Multimodality and Active Listenership
Subtitle: A Corpus Approach
Series Title: Corpus and Discourse
Publication Year: 2013
Publisher: Bloomsbury Publishing (formerly The Continuum International Publishing Group)
http://www.bloomsbury.com/uk/
Book URL: http://www.bloomsbury.com/uk/multimodality-and-active-listenership-9780567175151/
Author: Dawn Knight
Paperback: ISBN: 9780567175151 Pages: 272 Price: U.K. £ 24.99
Abstract:
Current corpora are invaluable resources for generating accurate and objective
analyses of patterns of language use. However, spoken corpora are effectively
mono-modal, presenting data in the same physical medium – text. The reality of
a discourse situation is lost in its representation as text. Using multimodal
data sets when conducting corpus-based pragmatic analyses is one solution.
This book looks at multimodal corpora in some depth, using backchanneling as
the conversational feature to be analysed. It provides a bottom-up
investigation of the issues and challenges faced at every stage of multimodal
corpus construction and analysis, as well as providing an in-depth linguistic
analysis of a cross section of multimodal corpus data. The collaborative and
co-operative nature of backchannels is highlighted in this book and an adapted
pragmatic-functional linguistic coding matrix for the characterisation of
backchanneling phenomena is presented. Dawn Knight also looks at possible
directions in the construction and use of multimodal corpus linguistics.
Jul 07
ThE CLOwNannouncements
Title: Humboldt, Worldview and Language
Publication Year: 2013
Publisher: Edinburgh University Press
http://www.euppublishing.com
Book URL: http://www.euppublishing.com/book/9780748668793
Author: James W. Underhill
Paperback: ISBN: 9780748668793 Pages: 176 Price: U.K. £ 19.99
Abstract:
With the loss of many of the world’s languages, it is important to question
what will be lost to humanity with their demise. It is frequently argued that
a language engenders a ‘worldview’, but what do we mean by this term?
Attributed to German politician and philologist Wilhelm von Humboldt
(1767-1835), the term has since been adopted by numerous linguists. Within
specialist circles it has become associated with what is known as the
Sapir-Whorf hypothesis which suggests that the nature of a language influences
the thought of its speakers and that different language patterns yield
different patterns of thought.
Underhill’s concise and rigorously researched book clarifies the main ideas
and proposals of Humboldt’s linguistic philosophy and demonstrates the way his
ideas can be adopted and adapted by thinkers and linguists today. A detailed
glossary of terms is provided in order to clarify key concepts and to
translate the German terms used by Humboldt.
Jul 05
ChRIS CLÉiRIGhannouncements
Title: Introduction to Peircean Visual Semiotics
Series Title: Bloomsbury Advances in Semiotics
Publication Year: 2013
Publisher: Bloomsbury Publishing (formerly The Continuum International Publishing Group)
http://www.bloomsbury.com/uk/
Book URL: http://www.bloomsbury.com/uk/introduction-to-peircean-visual-semiotics-9781441109408/
Author: Tony Jappy
Hardback: ISBN: 9781441151636 Pages: 240 Price: U.K. £ 75.00
Paperback: ISBN: 9781441109408 Pages: 240 Price: U.K. £ 24.99
Abstract:
Contemporary culture is as much visual as literary. This book explores an
approach to the communicative power of the pictorial and multimodal documents
that make up this visual culture, using Peircean semiotics. It develops the
enormous theoretical potential of Peirce’s theory of signs of signs
(semiotics) and the persuasive strategies in which they are employed (visual
rhetoric) in a variety of documents.
Unlike presentations of semiotics that take the written word as the reference
value, this book examines this particular rhetoric using pictorial signs as
its prime examples. The visual is not treated as the ‘poor relation’ to the
(written) word. It is therefore possible to isolate more clearly the specific
constituent properties of word and image, taking these as the basic material
of a wide range of cultural artefacts. It looks at comic strips, conventional
photographs, photographic allegory, pictorial metaphor, advertising campaigns
and the huge semiotic range exhibited by the category of the ‘poster’. This is
essential reading for all students of semiotics, introductory and advanced.
Jul 03
ThE CLOwNbook review
AUTHOR: Jennifer Rowsell
TITLE: Working with Multimodality
SUBTITLE: Rethinking Literacy in a Digital Age
PUBLISHER: Routledge (Taylor and Francis)
YEAR: 2012
REVIEWER: Stefania M. Maci, University of Bergamo
SUMMARY
“Working with Multimodality” links the field of ‘New Literacy Studies’ to
multimodality by trying to consider how literacy practices can be better
understood within wider domains. In other words, New Literacy Studies and
multimodality show how meaning-making processes exploit multiple modes in
order to create texts that are modally complex. Yet, to date, very few studies
have examined multimodal composition outside educational contexts. Therefore,
while concentrating on professional contexts involving multimodal creation,
the author attempts to offer a literacy framework for both education and
training, suggesting “a need to think far more progressively about what
literacy might mean in the future with digital and media convergence” (p. 2).
Rowsell’s belief is that working with modes allows the development of higher
levels of abstraction and universalization across discipline-specific
practices. As suggested by Halliday (1978), Rowsell defines a mode as the
textual product resulting from the “cultural shaping of a material” (p. 3).
Naturally, given the fact that a multimodal text is composed of more than one
mode, it is essential for the author to disclose how modes work. Indeed,
meaning-making processes can be transmodal (i.e. when the elements within a
text create a whole, e.g., films, where meaning is provided by both visual and
sound modes), intermodal (i.e. when elements within a text create a link
between modes, although they may exist independently from one another, while
at the same time cross-referencing, e.g., illustrations), or intramodal (i.e.
where more than one element jointly creates meaning, e.g., the clothing
industry, where colour combines with particular textiles in order to create a
more pronounced effect). The relationship between modes is dependant on the
mode-assembling process, which takes into consideration which, amongst the
available modes, is the most suitable or has the greatest aptness (Kress 2010)
with regard to text creation. This process transcends time and determines a
transformation, or transduction, of the modes under consideration.
As said above, meaning-making processes in literacy education have seldom been
investigated. The gap that the author would like to bridge within literacy
education is therefore closely related to the way in which we can work on the
creation of complex multimodal texts. Indeed, ‘new’ literacies, such as sound,
images and hypertexts, exist alongside ‘old’ literacies, such as space, dance,
movement and textiles which, in the author’s opinion, should be taken into
consideration in literacy education policies, since learning with modality
means converging both the social and subjective elements of meaning-making,
which is a process that is always culturally-based and socially-inherent
(p.4), and which we must bear in mind in any attempt to explain what literacy
may mean if linked to today’s fast-paced digital and media convergence.
The analysis, based on an ethno-methodological approach, focuses on nine
different modes: film, sound, visual, interface, videogames, space, movement,
word, and textiles. Each is examined as a case study and dealt with in nine
different chapters, starting with film, which embraces several other modes,
and then moving on to all the others, each of which is connected to the
previous one. The ethnographic means by which such modes are examined consist
of thirty open-structured interviews with creators, who range from web
designers and film producers to textile designers and dancers, and from song
writers to videogame creators and advertisers. The investigation takes a look
at storytelling as a way of creating meaning. What the author actually does is
look at the social practices involved in modal production in order to show
that design and creation are more important than the final product itself. The
analysis of case studies across modes outside the context of educational
pedagogy is, according to the author, extremely interesting, as it allows the
elaboration of a framework for modal learning. Multiple modes are thus brought
together to form an integrated theory of multimodality. The questions at the
end of each chapter provide food for thought, while key-points are dealt with
by the author’s comments on each case study presented.
Chapter one: Film
In this chapter, consideration is given to representation rather than
communication. As Kress (2010) claims, representation concerns the addresser,
whereas communication focuses on the recipient. The storytelling emerging
during interviews with Tobias Wiegand (an animator), Robin Benger (a
documentary director) and Rebecca Birch (a film producer) shows how
professionals understand (and reproduce) the representation of a perceptual
world. As they all explain, various modes, such as words, music, space, and
movement, are grouped together in films in a synaesthic way so as to represent
ideas, emotions and perceptual worlds. As such, films require a great deal of
planning. Educational movie-making projects require the development of skills
concerning the transformation of a topic into a narrative which needs to be
developed in order to provide verbal, visual and sound coherence.
Chapter two: Sound
Music is not only appreciated from a cultural viewpoint, but is also
synaesthically-constructed, as it involves different sounds, colours,
emotions, stories and meaning. This chapter examines sound as a way of
conveying and interpreting meanings, as revealed through interviews with David
Murphy (a composer), and Paul Chivers (a mixer-composer). In their opinion,
meaning results from either the combination of chords, or the linking of
lyrics to melodies, or even a remix of old music, so as to create new
compositions. Such combinations may become a part of literacy, since, for
example, music can be the equivalent of words, genres, and registers.
Chapter three: Visual
According to Rowsell, visual elements are linked to creativity, subjectivity
and intuition. This is clearly demonstrated through interviews with Ben Hodson
(an illustrator), Bany Mendi (a director), and Lee Edward Födi (a
writer-illustrator). Although visual elements are at the core of most texts,
this mode is seldom incorporated into language. This is a point to be taken
into consideration because today we live in an increasingly design-orientated
world. Therefore, the analysis and production of visual techniques should be
included in educational projects, as they require “thinking and expressing in
images what is often beyond linguistic capabilities” (p. 45). Indeed, the
visual mode is supplementary to other meaning-creating modes, as it enriches
the interpretation offered by a text.
Chapter four: Interface
Interface refers to “the face of digital environments” (p. 60), and as such,
it is the way in which content is displayed. Here, the focus is on interface
design, with particular regard to aesthetics-driven, user-friendly, mobile and
networked interfaces. This is a necessity, considering that people, in
particular, youth, ‘consume’ and produce digital media very quickly. The
emphasis, therefore, is on the way in which technologies converge to create
texts whose interface represents an ideal combination of function and
aesthetics. The results, as seen in interviews with Lisa Murphy (a web
director), Adrian Thiessen and Kristen Nater (a media president and
vice-president), and Joe Delisco (the icloud creator), aim to encourage both
educators and students to develop meta-awareness of web-search engine
keywords, as well as inspire web-design, with the latter being based on the
idea that web-texts are read by following an F-pattern (according to which a
text is first read on the left column and then on the rows on the right; cf.
p. 66) rather than the traditional Z-reading path (according to which a text
is read from left to right, from top to bottom, line by line; cf. Kress and
van Leeuwen, 2006).
Chapter five: Videogames
Rowsell regards videogames as problem-solving tools, as they expect players to
“strategize, communicate, interpret context, solve problems, analyze
characters, possess hand/eye coordination, have patience, understand semiotic
tools, use their spatial sense” (p. 79), which could be easily applied to the
context of literacy learning, from which students could benefit greatly,
considering that the skills pertaining to videogames are the same as those
used in modern and digital communication systems. Indeed, this is what emerges
from interviews with David Elton (a videogame creator), and Kevin Kee (a
videogame creator in the field of mobile phone technology).
Chapter six: Space
The importance of space in relation to place is the key element of interviews
with three architects, Anthony Robins, David Parker and Ana Lakoseljak. Space
and place have a cultural as well as a subjective meaning, and in literacy
learning, such a mode should be taken into consideration. Designing space
according to its social role is an important achievement in terms of
recognition of how space is used, thus requiring a meaningful fruition of
space.
Chapter seven: Movement
The mode of movement is the main focus here, in particular, with regard to
dance as a form of communication. Unlike all the other modes, which can be
experienced without a performer, movement is the only one where a performer is
required in “the midst of practice to communicate” (p. 110). The analysis of
this mode is offered through a report of interviews with Karin Kain (a ballet
dancer), Glenys McQueen-Fuentes (a ballet teacher), and Derek Metz (an actor).
The lesson to be learned here is that movement, be it formalized (e.g.
ballet), or free (e.g. expressive movement and dance), allows people to vent
their own personality traits. In literacy projects, movement allows transmodal
analysis and design, since it lets students express their own interests,
either in music or more visual forms.
Chapter eight: Word
Although language is the primary mode of communication, words can be limiting
if individuals rely only on oral expression. Words need to be supplemented by
other modes in order to allow effective communication. Such an analysis is
based on four case studies, i.e., interviews with Gary Bonilla (Creative
Director for Nestlé), Grant Lefleche (a journalist), Kari-Lynn Winters (an
author of books for children), and Gail Bowen (a playwright). In all cases,
words are seen as visual tools, which, together with either static or moving
images, can amplify and emphasize the basic meaning of a message. By aiding
students in their attempt to understand what word best conveys meaning, and
where a particular lexical choice does not fulfil communication objectives,
and should therefore be excluded in favour of other modes, students will be
able, on their own, to decide which modes are the most suitable to communicate
information or ideas.
Chapter nine: Textiles
The use of textiles is a mode which has very rarely been analysed in the field
of education. However, according to Rowsell, literacy teachers can include
this mode in classroom activities because textiles, by encompassing both
design and technology, fashion and imagination, and business and economics,
offer practical projects, problem-based learning and practical demonstrations.
Case studies regarding such exploitation of the textile mode in literacy
classes are offered through interviews with fashion creators Trish Ewanika and
Michelle Vanderheyden.
EVALUATION
Overall, the book is a valid introduction to literacy, as it follows a
practical rather than a theoretical approach. This places “Working with
Multimodality” among the most authoritative textbooks on New Literacy that are
currently available
A key point of the book is that it is written in a clear and user-friendly
style, and definitions of terminology are provided wherever necessary. Because
of its characteristics, “Working with Multimodality” is an invaluable resource
for teachers, trainers and students. It is suitable as further reading in a
course on literacy, particularly if the readership is comprised of students
with a very basic or limited linguistic background. It is very useful for
linguistics students and would-be language teachers and students involved in
communications studies courses. Further, individual chapters may be used as
integrated material for courses on literacy education, multimodality and
applied linguistics.
Although all chapters of the book are compelling, I would like to highlight
the part of the fourth chapter that deals specifically with web interface.
Indeed, this is a new mode of communication whereby there is no clear-cut
distinction between the text producer and the text consumer; the recipient of
the message is the ‘prosumer’, i.e., s/he is simultaneously the text producer
and text consumer. Readers of this mode are editors because they are enabled
to enter, edit and manipulate web-text while visiting a website. In addition,
to the best of my knowledge, no other books in linguistics have ever
emphasized the F-reading pattern characterizing web-texts. Overall, interface
may create interaction, and may facilitate communication, and this chapter
helps educators who are trying to develop discourse meta-awareness in
students.
Nevertheless, there are still a few criticisms to be made. Apart from a typo
on p. 56 (‘illustratorr’ instead of ‘illustrator’), in my opinion, there is
some ambiguity in the text where two terms are being defined: the concepts of
‘emic’ and ‘etic’ are mentioned on page 25, but when the term ‘emic’ first
appears (p. 9), the reader is left to his or her own devices with regard to
the interpretation of its meaning. Similarly, although on page 15 the author
provides a clear definition of ‘mode’ by referring to the one provided by
Kress, this is totally missing on page 3 under the paragraph “Modes” (where it
would be more useful). Unfortunately, the author also made a few oversights:
Kress (2010), who is quoted throughout the textbook, is not listed in the
bibliography; the same is true for Rowsell (2012), and Whorf (1929). Such
oversights are a pity, especially when considering the overall value of the
volume.
Regardless of the minor criticisms above, “Working with Multimodality” is a
valid aid for teachers, advanced students and linguists wishing to have a
better understanding of the relationship between literacy and education in our
modern digital world.
REFERENCES
Halliday, Michael 1978. Language as Social Semiotic. London: Edward Arnold.
Kress, Gunther 2010. Multimodality: A Social Semiotic Approach to Contemporary
Communication. London: Routledge.
Kress, Gunther and van Leeuwen, Teo (2006). Reading Images: The Grammar of
Visual Design. New York: Routledge.
ABOUT THE REVIEWER
STEFANIA M. MACI is a researcher of English Language and Translation at the
University of Bergamo, Italy, where she teaches English linguistic courses at
graduate and undergraduate level. She is member of CERLIS (Centro di Ricerca
sui Linguaggi Specialistici, coordinated by Prof. Maurizio Gotti), CLAVIER
(The Corpus and Language Variation in English Research Group), BAAL (British
Association of Applied Linguistics), and AIA (Associazione Italiana di
Anglistica). Her research is focussed on the analysis of the English language
in academic contexts, with particular regard to the analysis of English in
National and Professional Contexts. Amongst her recent publications are:
“Glocal Features of In-flight magazines” (2012), “Arbitration in action: the
display of arbitrators’ neutrality in witness hearings” (2012); “The
Discussion Section of Medical Research Articles: A Cross Cultural Perspective”
(2012); “Fast-Track Publications: The Genre of Medical Research letters”
(2012); “The Genre of Medical Conference Posters” (2012); “Poster Makers
Should Think as Much about Show Business as Science. The Case of Medical
Posters in a Diachronic Perspective” (2012); and the monographs “Tourism
Discourse: professional, promotional, digital voices” (2013); “The Language of
Tourism” (2010), and “The Linguistic Design of Mary Magdalene” (2008).
Jul 03
ThE CLOwNannouncements
Title: Interviews with M.A.K. Halliday
Subtitle: Language Turned Back on Himself
Publication Year: 2013
Publisher: Bloomsbury Publishing (formerly The Continuum International Publishing Group)
http://www.bloomsbury.com/uk/
Book URL: http://www.bloomsbury.com/uk/interviews-with-mak-halliday-9781441190819/
Editor: J. R. Martin
Hardback: ISBN: 9781441154873 Pages: 288 Price: U.K. £ 70.00
Paperback: ISBN: 9781441190819 Pages: 288 Price: U.K. £ 22.99
Abstract:
This volume gathers together 14 interviews with M A K Halliday, the founder of
systemic functional linguistics (SFL), recorded over four decades – the most
recent of which was conducted in 2011 and published here for the first time.
In these engaging conversations with colleagues Halliday explores his own
development as a student of language in Britain and China, the evolution of
SFL theory around the world, its place in the field of general linguistics and
its many sites of application.
The dialogic mode enacted here allows Halliday to touch on many points of
personal history and intellectual challenge that have not been addressed in
formal publications (in his books or collected papers), including answers to
the many thought-provoking questions his colleagues had waited sometimes years
to ask. Accordingly each chapter offers a fresh illuminating window on the
innovative thinking and assured convictions of this towering figure in
linguistics.
Jul 03
ThE CLOwNannouncements
Date: Tue, 02 Jul 2013 10:10:56
From: Tamás Eitler [eitler.tamas@btk.elte.hu]
Subject: Critical Approaches to Discourse Analysis across Disciplines
Full Title: Critical Approaches to Discourse Analysis across Disciplines
Short Title: CADAAD
Date: 01-Sep-2014 – 03-Sep-2014
Location: Budapest, Hungary
Contact Person: Tamás Eitler
Meeting Email: cadaad2014@gmail.com
Web Site: http://cadaad.net/cadaad_2014
Call Deadline: 01-Dec-2013
Meeting Description:
CADAAD conferences are intended to promote current directions and new developments in cross-disciplinary critical discourse research.
We are glad to announce that the 5th CADAAD Conference will take place 1-3 September 2014 and will be hosted by ELTE University, Budapest, Hungary.
Reflecting the diversity of topics and approaches in critical discourse studies, the following distinguished guests have confirmed their participation as plenary speakers:
Professor Ruth Wodak (Lancaster University)
Professor Theo Van Leeuwen (University of Technology Sydney)
Professor Lilie Chouliaraki (London School of Economics)
Professor Andreas Musolff (University of East Anglia)
Professor Crispin Thurlow (University of Washington)
2nd Call for Papers:
We welcome papers which, from a critical-analytical perspective, deal with contemporary social, scientific, political, economic, or professional discourses and genres. Possible topics include but are by no means limited to the following:
– (New) Media Discourse
– Party Political Discourse
– Advertising
– Discourses of War and Terrorism
– Power, Ideology and Dominance in Institutional Discourse
– Identity in Discourse
– Education Discourses
– Environmental Discourses
– Health Communication
– Business Communication
– Language and the Law
– Discourses of Inequality, Discrimination and Othering
– Global Economic Discourses and Discourses of the Financial Crisis
– Discourses of Political Protest and Civil (Dis)order
– Neoliberalism and the New Divides
– Anti-EU Discourses
Papers addressing the highlighted topics are especially welcome. In giving weight to these topics we wish to call to attention some of the most pressing problems currently facing Europe. We hope that CADAAD 2014 will provide a publically visible forum for critically reflecting on these issues.
We welcome papers which approach topics such as listed above from theoretical and analytical perspectives sourced from anywhere across the humanities, social and cognitive sciences, including but without being limited to the following:
– Sociolinguistics
– Multimodality
– Media and Mass Communication Studies
– Functional Linguistics
– Cognitive Linguistics
– Corpus Linguistics
– Pragmatics and Argumentation Theory
– Conversation and Discourse Analysis
– Ethnography of Communication
– Discursive Psychology
– Political Science
We especially welcome papers which re-examine existing theoretical frameworks and/or which highlight and apply new methodologies.
All papers will be allocated 20 minutes plus 10 minutes for questions. The language of the conference is English.
Abstracts of 250-350 words excluding references should be sent as MS Word attachment to cadaad2014@gmail.com before 1 December 2013. Please include in the body of the email but not in the abstract itself (1) your name, (2) affiliation and (3) email address. Notifications of acceptance will be communicated by 1 March 2014.
In addition to individual papers, panel proposals may also be submitted. Further details are available at: http://www.cadaad.net/cadaad_2014.
We are planning to offer a small number of bursaries to be applied for by delegates who come from disadvantaged circumstances. Application information will be provided on our website in autumn.
Selected papers will be published in a thematically constrained volume to be submitted to an international publisher. Other selected papers will appear in a proceedings issue of the CADAAD journal.
For further information please visit the conference webpages at http://cadaad.net/cadaad_2014 or write to the local organising committee at cadaad2014@gmail.com.
Jul 02
ThE CLOwNannouncements
Title: Spoken and Written Discourse in Online Interactions
Subtitle: A Multimodal Approach
Series Title: Routledge Studies in Multimodality
Publication Year: 2013
Publisher: Routledge (Taylor and Francis)
http://www.routledge.com/
Book URL: http://www.routledge.com/books/details/9780415523165/
Author: Maria Grazia Sindoni
Hardback: ISBN: 9780415523165 Pages: 240 Price: U.K. £ 80.00
Abstract:
Common patterns of interactions are altered in the digital world and new
patterns of communication have emerged, challenging previous notions of what
communication actually is in the contemporary age. Typical modes of online
interaction encompass speech, writing, gesture, movement, gaze, and social
distance. This is nothing new, but here Sindoni asserts that all these modes
are integrated in unprecedented ways, enacting new interactional patterns and
new systems of interpretation among web users. These “non verbal” modes have
been sidelined by mainstream linguistics, whereas accounting for the
complexity of new genres and making sense of their educational impact is high
on this volume’ s agenda. Sindoni analyzes other new phenomena, ranging from
the intimate sphere (i.e. video chats, personal blogs or journals on social
networking websites) to the public arena (i.e. global-scale transmission of
information and knowledge in public blogs or media-sharing communities),
shedding light on the rapidly changing global web scenario.
Jul 01
ThE CLOwNannouncements
Call for Papers /Information for contributors
The International Journal of Language and Culture (http://benjamins.com/#catalog/journals/ijolc/main) welcomes authoritative, innovative articles. Topics of interest to the Journal include, but are not limited to the following:
a. Culture and the structure of language,
b. Language, culture, and conceptualisation,
c. Language, culture, and politeness,
d. Language, culture, and emotion,
e. Culture and language development,
f. Language, culture, and communication.
Professor Farzad Sharifian
Editor: International Journal of Language and Culture (John Benjamins Publishing)
http://profiles.arts.monash.edu.au/farzad-sharifian/
School of Languages, Cultures, and Linguistics
Monash University
Building 11
Melbourne, Victoria, 3800
Australia
Email: Farzad.Sharifian@monash.edu
Phone: +61 3 99024898
Fax: +61 3 99055437
Jun 29
ThE CLOwNannouncements
Title: Creating Worldviews
Subtitle: Metaphor, Ideology and Language
Publication Year: 2013
Publisher: Edinburgh University Press
http://www.euppublishing.com
Book URL: http://www.euppublishing.com/book/9780748679096
Author: James W. Underhill
Paperback: ISBN: 9780748679096 Pages: 312 Price: U.K. £ 24.99
Abstract:
“Underhill’s book is simultaneously a breath of fresh air and a rich source of
stimulating insights, advancing and giving emphasis to new perspectives in
critical metaphor analysis.” Professor Andrew Goatly, Lingnan University, Hong
Kong
Encouraging readers to reflect upon language and the role metaphor plays in
patterning ideas and thought, this book first offers a critical introduction
to metaphor theory as it has emerged over the past thirty years in the United
States. James W. Underhill then widens the scope of metaphor theory by
investigating not only the worldview our language offers us, but also the
worldviews which we adapt in our own ideological and personal interpretations
of the world.
This book explores new avenues in metaphor theory in the work of contemporary
French, German and Czech scholars. Detailed case studies marry metaphor theory
with discourse analysis in order to investigate the ways the Czech language
was reshaped by communist discourse, and the way fascism emerged in the German
language. The third case study turns metaphor theory on its head: instead of
looking for metaphors in language, it describes the way language systems
(French & English) are understood in terms of metaphorically-framed concepts
evolving over time.
Including a multilingual glossary of key terms and concepts, this is an ideal
volume for anyone new to the topic, as well as those already interested in
metaphor theory and the analysis of worldviews.
Jun 28
ThE CLOwNannouncements
Title: Discourses of War and Peace
Publication Year: 2013
Publisher: Oxford University Press
http://www.oup.com/us
Book URL: http://global.oup.com/academic/product/discourses-of-war-and-peace-9780199937271?q=9780199937271&lan
Editor: Adam Hodges
Hardback: ISBN: 9780199937271 Pages: Price: U.S. $ 74.00
Abstract:
Given the prevalence of war around the world, it is vital to understand the
way discourse contributes to the promotion and positioning of war as a natural
or inevitable response to international problems. In addition, it is equally
necessary to examine the way discourse impacts projects of peace, which seek
to displace discourses of war with alternative visions of the world. This
volume examines specific contexts around the world in which discourse operates
in the service of war or to build alternative visions of peace. Contributors,
who have backgrounds in linguistics, anthropology, rhetoric, and communication
studies, draw upon discourse analytic and ethnographic methods to examine the
discourse used by politicians and social actors in societies across the globe,
including the United States, Canada, the United Kingdom, Morocco, Ireland, the
Palestinian territories, and Japan. The book is divided into four sections
that foreground the political effects of discourse on issues of war and peace,
including the way discourse is harnessed to justify war (part I), negotiate
military deployment (part II), respond to armed conflict (part III), and
promote peace (part IV).
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