In this Book

Language in Use
Language in Use creatively brings together, for the first time, perspectives from cognitive linguistics, language acquisition, discourse analysis, and linguistic anthropology. The physical distance between nations and continents, and the boundaries between different theories and subfields within linguistics have made it difficult to recognize the possibilities of how research from each of these fields can challenge, inform, and enrich the others. This book aims to make those boundaries more transparent and encourages more collaborative research. The unifying theme is studying how language is used in context and explores how language is shaped by the nature of human cognition and social-cultural activity. Language in Use examines language processing and first language learning and illuminates the insights that discourse and usage-based models provide in issues of second language learning. Using a diverse array of methodologies, it examines how speakers employ various discourse-level resources to structure interaction and create meaning. Finally, it addresses issues of language use and creation of social identity. Unique in approach and wide-ranging in application, the contributions in this volume place emphasis on the analysis of actual discourse and the insights that analyses of such data bring to language learning as well as how language shapes and reflects social identityùmaking it an invaluable addition to the library of anyone interested in cutting-edge linguistics.

Table of Contents

  1. Cover
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  1. Frontmatter
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  1. Contents
  2. pp. v-vi
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  1. Figures and Tables
  2. pp. vii-viii
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  1. Acknowledgments
  2. p. ix
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  1. Introduction
  2. pp. xi-xiv
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  2. p. 1
  1. 1. Support from Language Processing for a Constructional Approach to Grammar
  2. pp. 3-18
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  1. 2. Homonyms and Functional Mappings in Language Acquisition
  2. pp. 19-35
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  1. 3. Little Persuaders: Japanese Children’s Use of Datte (but-because) and Their Developing Theories of Mind
  2. pp. 36-49
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  1. 4. “Because” as a Marker of Collaborative Stance in Preschool Children’s Peer Interactions
  2. pp. 50-61
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  2. p. 63
  1. 5. Contextualizing Interlanguage Pragmatics
  2. pp. 65-84
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  1. 6. Learning the Discourse of Friendship
  2. pp. 85-99
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  1. 7. Applied Cognitive Linguistics and Newer Trends in Foreign Language Teaching Methodology
  2. pp. 100-111
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  1. 8. Language Play and Language Learning: Creating Zones of Proximal Development in a Third-Grade Multilingual Classroom
  2. pp. 112-122
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  1. 9. Cognates, Cognition, and Writing: An Investigation of the Use of Cognates by University Second-Language Learners
  2. pp. 123-136
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  2. p. 137
  1. 10. Intonation, Mental Representation, and Mutual Knowledge
  2. pp. 139-149
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  1. 11. Linguistic Variation in the Lexical Episodes of University Classroom Talk
  2. pp. 150-162
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  1. 12. The Unofficial Businesses of Repair Initiation: Vehicles for Affiliation and Disaffiliation
  2. pp. 163-175
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  1. 13. Pragmatic Inferencing in Grammaticalization: A Case Study of Directional Verbs in Thai
  2. pp. 176-187
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  2. p. 189
  1. 14. “Trying on” the Identity of “Big Sister”: Hypothetical Narratives in Parent-Child Discourse
  2. pp. 191-201
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  1. 15. The Discourse of Local Identity in Postwar Bosnia-Herzegovina
  2. pp. 202-213
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  1. 16. Immigration Geographies, Multilingual Immigrants, and the Transmission of Minority Languages: Evidence from the Igbo Brain Drain
  2. pp. 214-223
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