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English language --- German language --- Pragmatics. --- Second language acquisition. --- Grammar, Comparative --- German. --- Study and teaching --- German speakers. --- Syntax. --- English. --- Psycholinguistics --- Grammar --- Pragmatics --- Second language acquisition --- Ashkenazic German language --- Hochdeutsch --- Judaeo-German language (German) --- Judendeutsch language --- Judeo-German language (German) --- Jüdisch-Deutsch language --- Jüdischdeutsch language --- Germanic languages --- Second language learning --- Language acquisition --- Pragmalinguistics --- General semantics --- Language and languages --- Logic, Symbolic and mathematical --- Semantics (Philosophy) --- Study and teaching&delete& --- German speakers --- Syntax --- Grammar, Comparative&delete& --- English --- German --- Philosophy

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This book advances and broadens the scope of research on conceptual metaphor at the nexus of language and culture by exploring metaphor and figurative language as a characteristic of the many Englishes that have developed in a wide range of geographic, socio-historical and cultural settings around the world.In line with the interdisciplinary breadth of this endeavour, the contributions are grounded in Cognitive (Socio)Linguistics, Conceptual Metaphor Theory, and Cultural Linguistics. Drawing on different research methodologies, including corpus linguistics, elicitation techniques, and interviews, chapters analyse a variety of naturalistic data and text types, such as online language, narratives, political speeches and literary works. Examining both the cultural conceptualisations underlying the use of figurative language and the linguistic-cultural specificity of metaphor and its variation, the studies are presented in contexts of both language contact and second language usage. Adding to the debate on the interplay of universal and culture-specific grounding of conceptual metaphor, Metaphor in Language and Culture across World Englishes advances research in a previously neglected sphere of study in the field of World Englishes.

Anglais (Langue) --- English language --- Figures of speech. --- Langage et culture. --- Language and culture. --- Metaphor. --- Métaphore. --- metaphor. --- Foreign countries. --- Semantics.

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Language and languages --- Electronic data processing. --- Information storage and retrieval systems. --- Punched card systems. --- Foreign languages --- Languages --- Anthropology --- Communication --- Ethnology --- Information theory --- Meaning (Psychology) --- Philology --- Linguistics --- Codes for punched card systems --- Data processing --- Perforated card systems --- Punch-card systems --- Punched card systems --- Card system in business --- Computer input-output equipment --- Computer storage devices --- Indexing --- Information storage and retrieval systems --- Tabulating machines --- Automatic data storage --- Automatic information retrieval --- Automation in documentation --- Computer-based information systems --- Data processing systems --- Data storage and retrieval systems --- Discovery systems, Information --- Information discovery systems --- Information processing systems --- Information retrieval systems --- Machine data storage and retrieval --- Mechanized information storage and retrieval systems --- Computer systems --- Electronic information resources --- Data libraries --- Digital libraries --- Information organization --- Information retrieval --- ADP (Data processing) --- Automatic data processing --- EDP (Data processing) --- IDP (Data processing) --- Integrated data processing --- Computers --- Office practice --- Ability testing --- Data processing. --- Study and teaching --- Business --- Automation --- Data centers --- Learner autonomy --- Language and languages - Ability testing - Data processing --- Language and languages - Study and teaching - Data processing

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The volume consists of articles on issues relating to the morphosyntactic development of foreign language learners from different L1 backgrounds, in many cases involving languages which are typologically distant from English, such has Polish, Greek and Turkish. It highlights areas which may be expected to be especially transfer-prone at both the interlingual and intralingual levels. The articles in the first part report empirical studies on word morphology and sentence patterns and also look at the interface of lexis and grammar in the discourse and syntactic processing of foreign language learners. The second part elaborates on pedagogical issues concerning the acquisition of difficult grammatical features such as the English article system or the ‘s’ ending in the third person singular. It also comments more generally on the way pedagogic grammar functions in the learning of the L2.

Grammar, Comparative and general --- Language and languages --- Second language acquisition. --- Morphosyntax. --- Study and teaching. --- Grammar, Comparative and general -- Morphosyntax. --- Language and languages -- Study and teaching. --- Second language acquisition --- Languages & Literatures --- Philology & Linguistics --- Morphosyntax --- Study and teaching --- Foreign language study --- Morphosyntactic features --- Second language learning --- Language and education --- Language schools --- Language acquisition --- Morphology --- Syntax --- Language and languages Study and teaching --- Linguistics --- Philology --- SLA. --- Second Language Acquisition. --- crosslinguistic influence. --- foreign language learning. --- morphology . --- morphosyntactic development. --- morphosyntax. --- second language learning. --- syntactic processing. --- transfer.

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The creation of the Common European Framework of Reference for Languages (CEFR) has given rise to interest and debate among policy makers, testers, teachers and researchers alike in the reliability and feasibility of the assessment of second language (L2) proficiency. This volume brings together concrete ideas on identifying and measuring L2 proficiency from different branches of SLA research (psycholinguistic, sociolinguistic, corpus-based, applied linguistics) to contribute to a deeper understanding of what it means to be proficient in an L2. The chapters introduce a wide range of tools that are innovative, reliable, and easy-to-use for the evaluation of learners’ language level with respect to both productive and receptive skills and provide a variety of answers to the question of how to assess L2 proficiency in a valid, reliable and practical manner. The collection will therefore inspire language teachers, teacher trainers and language testing specialists and help them adapt their assessment practices when necessary, and will also be a valuable resource for postgraduate students and researchers.

Second language acquisition --- Language and languages --- Literacy --- Illiteracy --- Education --- General education --- Foreign languages --- Languages --- Anthropology --- Communication --- Ethnology --- Information theory --- Meaning (Psychology) --- Philology --- Linguistics --- Second language learning --- Language acquisition --- Evaluation. --- Research --- Methodology. --- CEFR. --- Common European Framework of Reference for Languages. --- L2 assessment. --- L2 attainment. --- L2 proficiency. --- SLA. --- Second Language Acquisition. --- assessment in language learning. --- assessment of second language. --- how to assess L2. --- measuring L2 proficiency. --- psycholinguistics. --- second language proficiency. --- sociolinguistics.