The book draws on a lot of research, is friendly to the reader, and will be of good value to teachers." Paul Nation, Victoria University of Wellington, Australia This comprehensive, up-to-date, and accessible text on idiom use, learning, and teaching approaches the topic with a balance of sound theory and extensive research in cognitive linguistics, psycholinguistics, corpus linguistics, and sociolinguistics combined with informed teaching practices. Idioms is organized in three parts: Part I includes discussion of idiom definition, classification, usage patterns, and functions. Part II investigates the process involved in the comprehension of idioms and the factors that influence individuals’ understanding and use of idioms in both L1 and L2. Part III explores idiom acquisition and the teaching and learning of idioms, focusing especially on the strategies and techniques used to help students learn idioms. To assist the reader in grasping the key issues, study questions are provided at the end of each chapter. The text also includes a glossary of special terms and an annotated list of selective idiom reference books and student textbooks. Idioms is designed to serve either as a textbook for ESL/applied linguistics teacher education courses or as a reference book. No matter how the book is used, it will equip an ESL/applied linguistics students and professionals with a solid understanding of various issues related to idioms and the learning of them.
Our understanding of the nature and processing of figurative language is central to several important issues in cognitive science, including the relationship of language and thought, how we process language, and how we comprehend abstract meaning. Over the past fifteen years, traditional approaches to these issues have been challenged by experimental psychologists, linguists, and other cognitive scientists interested in the structures of the mind and the processes that operate on them. In Figurative Language and Thought, internationally recognized experts in the field of figurative language, Albert Katz, Mark Turner, Raymond W. Gibbs Jr., and Cristina Cacciari, provide a coherent and focused debate on the subject. The book's authors discuss a variety of fundamental questions, including: What can figures of speech tell us about the structure of the conceptual system? If and how should we distinguish the literal from the nonliteral in our theories of language and thought? Are we primarily figurative thinkers and consequently figurative language users or the other way around? Why do we prefer to speak metaphorically in everyday conversation, when literal options may be available for use? Is metaphor the only vehicle through which we can understand abstract concepts? What role do cultural and social factors play in our comprehension of figurative language? These and related questions are raised and argued in an integrative look at the role of nonliteral language in cognition. This volume, a part of Counterpoints series, will be thought-provoking reading for a wide range of cognitive psychologists, linguists, and philosophers.
Our understanding of the nature and processing of figurative language is central to several important issues in cognitive science, including the relationship of language and thought, how we process language, and how we comprehend abstract meaning. Over the past fifteen years, traditional approaches to these issues have been challenged by experimental psychologists, linguists, and other cognitive scientists interested in the structures of the mind and the processes that operate on them. In Figurative Language and Thought, internationally recognized experts in the field of figurative language, Albert Katz, Mark Turner, Raymond W. Gibbs Jr., and Cristina Cacciari, provide a coherent and focused debate on the subject. The book's authors discuss a variety of fundamental questions, including: What can figures of speech tell us about the structure of the conceptual system? If and how should we distinguish the literal from the nonliteral in our theories of language and thought? Are we primarily figurative thinkers and consequently figurative language users or the other way around? Why do we prefer to speak metaphorically in everyday conversation, when literal options may be available for use? Is metaphor the only vehicle through which we can understand abstract concepts? What role do cultural and social factors play in our comprehension of figurative language? These and related questions are raised and argued in an integrative look at the role of nonliteral language in cognition. This volume, a part of Counterpoints series, will be thought-provoking reading for a wide range of cognitive psychologists, linguists, and philosophers.
The Gospel of John describes the Incarnation of Christ as "the Word made flesh"—an intriguing phrase that uses the logic of metaphor but is not traditionally understood as merely symbolic. Thus the conceptual puzzle of the Incarnation also draws attention to language and form: what is the Word; how is it related to language; how can the Word become flesh? Such theological questions haunt the material imagery engaged by medieval writers, the structural forms that give their writing shape, and even their ideas about language itself. In Poetics of the Incarnation, Cristina Maria Cervone examines the work of fourteenth-century writers who, rather than approaching the mystery of the Incarnation through affective identification with the Passion, elected to ponder the intellectual implications of the Incarnation in poetical and rhetorical forms. Cervone argues that a poetics of the Incarnation becomes the grounds for working through the philosophical and theological implications of language, at a point in time when Middle English was emerging as a legitimate, if contested, medium for theological expression. In brief lyrics and complex narratives, late medieval English writers including William Langland, Julian of Norwich, Walter Hilton, and the anonymous author of the Charters of Christ took the relationship between God and humanity as a jumping-off point for their meditations on the nature of language and thought, the elision between the concrete and the abstract, the complex relationship between acting and being, the work done by poetry itself in and through time, and the meaning latent within poetical forms. Where Passion-devoted writing would focus on the vulnerability and suffering of the fleshly body, these texts took imaginative leaps, such as when they depict the body of Christ as a lily or the written word. Their Incarnational poetics repeatedly call attention to the fact that, in theology as in poetics, form matters.
Food activism is core to the contemporary study of food - there are numerous foodscapes which exist within the umbrella definition of food activism from farmer's markets, organic food movements to Fair Trade. This highly original book focuses on one key emerging foodscape dominating the Italian alternative food network (AFN) scene: GAS (gruppi di acquisto solidale or solidarity-based purchase groups) and explores the innovative social dynamics underlying these networks and the reasons behind their success. Based on a detailed 'insider' ethnography, this study interprets the principles behind these movements and key themes such as collective buying, relationships with local producers and consumers, financial management, to the everyday political and practical negotiation involving GAS groups. Vitally, the author demonstrates how GAS processes are key to providing survival strategies for small farms, local food chains and sustainable agriculture as a whole. Beyond Alternative Food Networks offers a fresh and engaged approach to this area, demonstrating the capacity for individuals to join organised forms of alternative political ecologies and impact upon their local food systems and practices. These social groups help to create new economic circuits that help promote sustainability, both for the environment and labor practices. Beyond Alternative Food Networks provides original insight and in-depth analysis of the alternative food network now thriving in Italy, and highlights ways such networks become embedded in active citizenship practices, cooperative relationships, and social networks.
In this work, the interaction between the Higgs boson and the top quark is studied with the proton-proton collisions at 13 TeV provided by the LHC at the CMS detector at CERN (Geneva). At the LHC, these particles are produced simultaneously via the associate production of the Higgs boson with one top quark (tH process) or two top quarks (ttH process). Compared to many other possible outcomes of the proton-proton interactions, these processes are very rare, as the top quark and the Higgs boson are the heaviest elementary particles known. Hence, identifying them constitutes a significant experimental challenge. A high particle selection efficiency in the CMS detector is therefore crucial. At the core of this selection stands the Level-1 (L1) trigger system, a system that filters collision events to retain only those with potential interest for physics analysis. The selection of hadronically decaying Ď„ leptons, expected from the Higgs boson decays, is especially demanding due to the large background arising from the QCD interactions. The first part of this thesis presents the optimization of the L1 Ď„ algorithm in Run 2 (2016-2018) and Run 3 (2022-2024) of the LHC. It includes the development of a novel trigger concept for the High-Luminosity LHC, foreseen to start in 2027 and to deliver 5 times the current instantaneous luminosity. To this end, sophisticated algorithms based on machine learning approaches are used, facilitated by the increasingly modern technology and powerful computation of the trigger system. The second part of the work presents the search of the tH and ttH processes with the subsequent decays of the Higgs boson to pairs of Ď„ lepton, W bosons or Z bosons, making use of the data recorded during Run 2. The presence of multiple particles in the final state, along with the low cross section of the processes, makes the search an ideal use case for multivariant discriminants that enhance the selectivity of the signals and reject the overwhelming background contributions. The discriminants presented are built using state-of-the-art machine learning techniques, able to capture the correlations amongst the processes involved, as well as the so-called Matrix Element Method (MEM), which combines the theoretical description of the processes with the detector resolution effects. The level of sophistication of the methods used, along with the unprecedented amount of collision data analyzed, result in the most stringent measurements of the tH and ttH cross sections up to date.
The book draws on a lot of research, is friendly to the reader, and will be of good value to teachers." Paul Nation, Victoria University of Wellington, Australia This comprehensive, up-to-date, and accessible text on idiom use, learning, and teaching approaches the topic with a balance of sound theory and extensive research in cognitive linguistics, psycholinguistics, corpus linguistics, and sociolinguistics combined with informed teaching practices. Idioms is organized in three parts: Part I includes discussion of idiom definition, classification, usage patterns, and functions. Part II investigates the process involved in the comprehension of idioms and the factors that influence individuals’ understanding and use of idioms in both L1 and L2. Part III explores idiom acquisition and the teaching and learning of idioms, focusing especially on the strategies and techniques used to help students learn idioms. To assist the reader in grasping the key issues, study questions are provided at the end of each chapter. The text also includes a glossary of special terms and an annotated list of selective idiom reference books and student textbooks. Idioms is designed to serve either as a textbook for ESL/applied linguistics teacher education courses or as a reference book. No matter how the book is used, it will equip an ESL/applied linguistics students and professionals with a solid understanding of various issues related to idioms and the learning of them.
Our understanding of the nature and processing of figurative language is central to several important issues in cognitive science, including the relationship of language and thought, how we process language, and how we comprehend abstract meaning. Over the past fifteen years, traditional approaches to these issues have been challenged by experimental psychologists, linguists, and other cognitive scientists interested in the structures of the mind and the processes that operate on them. In Figurative Language and Thought, internationally recognized experts in the field of figurative language, Albert Katz, Mark Turner, Raymond W. Gibbs Jr., and Cristina Cacciari, provide a coherent and focused debate on the subject. The book's authors discuss a variety of fundamental questions, including: What can figures of speech tell us about the structure of the conceptual system? If and how should we distinguish the literal from the nonliteral in our theories of language and thought? Are we primarily figurative thinkers and consequently figurative language users or the other way around? Why do we prefer to speak metaphorically in everyday conversation, when literal options may be available for use? Is metaphor the only vehicle through which we can understand abstract concepts? What role do cultural and social factors play in our comprehension of figurative language? These and related questions are raised and argued in an integrative look at the role of nonliteral language in cognition. This volume, a part of Counterpoints series, will be thought-provoking reading for a wide range of cognitive psychologists, linguists, and philosophers.
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