Provides a way of accounting for the relationship between language and a variety of social phenomena.

This innovative and original volume brings together studies that apply cognitive and functional linguistics to the study of the L2 acquisition of Japanese. With each article grounded on the usage-based model and/or conceptual notions such as foregrounding and subjectivity, the volume sheds light on how cognitive and functional linguistics can help us understand aspects of Japanese acquisition that have been neglected by traditionalists.

This book is a valuable contribution to SLA research. Apart from the obvious target of the book, SLA researchers and teachers anywhere in the world, it will be of particular interest to the Japanese community and to Westerners interested in Japanese language and culture. It is not easy to write a book appealing to audiences as disparate as this, but Daulton has managed to do this very well. He writes clearly and lucidly and makes good use of his teaching experience in Japan (Hakan Ringbom, Abo Akademi University). Japan offers a prime example of lexical borrowing which relates to language transfer in second and foreign language learning. The insights gained by examining language borrowing in Japan can be applied wherever language contact has occurred and foreign languages are learned.Many of the most important English vocabulary may already exist in native lexicons. This pioneering book examines Japanese lexical borrowing, clarifies the effect of cognates on foreign language acquisition, assesses Japanese cognates that correspond to high-frequency and academic English, and discusses using this resource in teaching. It includes extensive lists of loanword cognates.

The West’s current fascination with Asian cinema must be viewed in the context of a complex and often problematic relationship between Western scholars, students, viewers, and Asian films. This book examines a number of detailed case studies (such as the films of Ozu, Bruce Lee, Hong Kong and Turkish cinema, Hindi melodramas, Godzilla films, Taiwanese directors, and Fifth Generation Chinese cinema) and uses them to investigate the limitations of Anglo–U.S. theoretical models and critical paradigms. By engaging readers with familiar areas of critical discourse (such as postcolonial criticism, "national cinema," "genre," "authorship," and "stardom") the book aims to introduce within such contexts the "unfamiliar" case studies that will be explored in depth and detail.

In an accessible and original study of the Japanese language in relation to Japanese society and culture, Senko Maynard characterizes the ways of communicating in Japanese and explores Japanese language-associated modes of thinking and feeling. Japanese Communication: Language and Thought in Context opens with a comparison of basic American and Japanese values via cultural icons--the cowboy and the samurai--before leading the reader to the key concept in her study: rationality. Writing for those who have a basic knowledge of Japanese language and culture, Maynard examines topics such as masculine and feminine speech, swearing, expressions of ridicule and conflict, adverbs of emotional attitude and the eloquence of silence. Maynard provides a refreshing and entertaining perspective for interpreting contemporary Japan, sometimes in contrast to the United States.

"A very graceful, erudite job . . . extraordinarily revealing."—The New York Times Thirty years after its first publication, Womansword remains a timely, provocative work on how words reflect female stereotypes in modern Japan. Short, lively essays offer linguistic, sociological, and historical insight into issues central to the lives of women everywhere: identity, girlhood, marriage, motherhood, work, sexuality, and aging. A new introduction shows how things have—and haven't—changed. Kittredge Cherry studied in Japan and has written about the country for Newsweek and the Wall Street Journal. She has a journalism degree from University of Iowa.

Languages change over time. No matter how hard we try to control and regulate them, they exist in a state of endless metamorphosis. This does not mean, though, that we should simply stand by and watch as language devolves into nonsense. What should we do, then? Recognizing the inevitability of change is a given, of course. But we must also navigate the delicate line between the pull of popular trends and the urge to cling blindly to the ways of the past. The ideal balance, Professor Nakanishi argues in this book, lies in being "one step behind the times," which is the best approach for wielding.

We know all kinds of monsters. Vampires who suck human blood, werewolves who harass tourists in London or Paris, zombies who long to feast on our brains, or Godzilla, who is famous in and outside of Japan for destroying whole cities at once. Regardless of their monstrosity, all of these creatures are figments of the human mind and as real as they may seem, monsters are and always have been constructed by human beings. In other words, they are imagined. How they are imagined, however, depends on many different aspects and changes throughout history. The present volume provides an insight into the construction of monstrosity in different kinds of media, including literature, film, and TV series. It will show how and by whom monsters are really created, how time changes the perception of monsters and what characterizes specific monstrosities in their specific historical contexts. The book will provide valuable insights for scholars in different fields, whose interest focuses on either media studies or history.

Incorporating Foreign Language Content in Humanities Courses introduces innovative ways to integrate aspects of foreign language study into courses containing humanities concepts. The edited collection offers case studies from various universities and across multiple languages. It serves as a useful guide to all foreign language faculty with any language expertise (as well as others interested in promoting foreign languages) for the adaptation and development of their own curricula. Infusing foreign language content into English-taught humanities courses helps promote languages as practical and relevant to students. It will be of interest to language educators, including teachers, teachers-in-training, teacher educators, and administrators.