This book investigates the connections between evaluative judgements on language and the larger social, cultural, and political issues that shed light on the practice of prescriptivism. The chapters cover three main areas: language, which represents the traditional roots of the study of linguistic norms in authoritative (historical) manuals and judgemental attitudes to language usage; literary and scripted texts, which illustrates the enregisterment of the values of linguistic prescriptivism as a social and cultural phenomenon; and speech communities, which reflects the growth in scope of the field to consider geographical contexts beyond mainstream British and American English to include varieties of English and other languages worldwide. The book also discusses recent theoretical and methodological advances in the study of prescriptivism.

English fulfils important intra- and international functions in 21st century India. However, the country's size in terms of area, population, and linguistic diversity means that completely uniform developments in Indian English (IndE) are unlikely. Using sophisticated corpus-linguistic and statistical methods, this Element explores the unity and diversity of IndE by providing studies of selected lexical and morphosyntactic features that characterise Indian English(es) in the 21st century. The findings indicate a degree of incipient 'supralocalisation', i.e. a spread of features beyond their place of origin, cutting through the typological Indo-Aryan vs. Dravidian divide.

This book contextualises case studies across a wide variety of languages and cultures, crystallising key interrelationships between linguistic standardisation and prescriptivism, and between ideas and practices. It focuses on different traditions of standardisation and prescription throughout the world and addresses questions such as how nationalistic idealisations of ‘traditional’ language persist (or shift) amid language change, linguistic variation and multilingualism. The volume explores issues of standardisation and the sociolinguistic phenomenon of prescription as a formative influence on the notional standard language as well as the interconnections between these in a wide range of geographical contexts. It balances the otherwise strong emphasis on English in English language publications on prescriptivism and breaks new ground with its multilingual approach across languages and nations. The book will appeal to scholars working within different linguistic traditions interested in questions relating to all aspects of standardisation and prescriptivism.

Linguists, applied linguists and language teachers all appeal to the native speaker as an important reference point. But what exactly (who exactly?) is the native speaker? This book examines the native speaker from different points of view, arguing that the native speaker is both myth and reality.

This volume explores both historical and current issues in English usage guides or style manuals. Chapters look at how and why these guides are compiled, and by whom; what sort of advice they contain; how they differ from grammars and dictionaries; and how attitudes to usage have changed.

What counts as evidence in linguistics? This question is addressed by the contributions to the present volume (originally published as a Special Issue of Studies in Language 28:3 (2004). Focusing on the innateness debate, what is illustrated is how formal and functional approaches to linguistics have different perspectives on linguistic evidence. While special emphasis is paid to the status of typological evidence and universals for the construction of Universal Grammar (UG), this volume also highlights more general issues such as the roles of (non)-standard language and historical evidence. To address the overall topic, the following three guiding questions are raised: What type of evidence can be used for innateness claims (or UG)?; What is the content of such innate features (or UG)?; and, How can UG be used as a theory guiding empirical research? A combination of articles and peer commentaries yields a lively discussion between leading representatives of formal and functional approaches.

From a bestselling author and economist, a contemporary moral case for economic growth—and a dose of inspiration and optimism about our future possibilities. Growth is good. Through history, economic growth, in particular, has alleviated human misery, improved human happiness and opportunity, and lengthened human lives. Wealthier societies are more stable, offer better living standards, produce better medicines, and ensure greater autonomy, greater fulfillment, and more sources of fun. If we want to continue on our trends of growth, and the overwhelmingly positive outcomes for societies that come with it, every individual must become more concerned with the welfare of those around us. So, how do we proceed? Tyler Cowen, in a culmination of 20 years of thinking and research, provides a roadmap for moving forward. In this new book, Stubborn Attachments: A Vision for a Society of Free, Prosperous, and Responsible Individuals, Cowen argues that our reason and common sense can help free us of the faulty ideas that hold us back as people and as a society. Stubborn Attachments, at its heart, makes the contemporary moral case for economic growth and delivers a great dose of inspiration and optimism about our future possibilities. As a means of practicing the altruism that Stubborn Attachments argues for, Tyler Cowen is donating all earnings from this book to a man he met in Ethiopia earlier this year with aspirations to open his own travel business.

Normalization in Translation: Corpus-based Diachronic Research into Twentieth-century English–Chinese Fictional Translation provides a comprehensive description of translation norms in two different historical contexts in twentieth-century China. Drawing on a corpus methodology, this book adopts a socio-historical approach to translation studies from a diachronic perspective, comparing translated and non-translated fictional texts from two historical periods to systematically explore the variation of normalization across time, and to highlight the social significance of translation activities by contextualizing the research results. The book includes detailed discussions of diachronic corpus construction, linguistic manifestations of normalization, changes in translation norms, and socio-cultural constraints for these changes. It expands the scope of previous studies and shows how translation studies can benefit from the use of a corpus methodology by providing an explanation, not simply a description, of how changes in translation behavior have come about. This book will be of interest to students on courses in translation and intercultural studies, as well as researchers interested in the areas of translation studies, corpus linguistics and contrastive studies of English and Chinese.

This handbook provides a comprehensive overview, as well as breaking new ground, in a versatile and fast growing field. It contains four sections: Contrastive, Cross-cultural and Intercultural Pragmatics, Interlanguage Pragmatics, Teaching and Testing of Second/Foreign Language Pragmatics, and Pragmatics in Corporate Culture Communication, covering a wide range of topics, from speech acts and politeness issues to Lingua Franca and Corporate Crises Communication. The approach is theoretical, methodological as well as applied, with a focus on authentic, interactional data. All articles are written by renowned leading specialists, who provide in-depth, up-to-date overviews, and view new directions and visions for future research.

Techniques and Principles in Language Teaching has influenced the way thousands of teachers have taught English. This classic guide to developing the way you teach has been an essential resource to new and experienced teachers worldwide, and is now in its third edition. Each chapter focuses on a different teaching approach, describing it being used in the classroom, analyzing what happened, and helping you think how you could apply it to your own teaching. New features of the third edition include: a new discussion on the political dimensions of language teaching, a new digital technology chapter, and extended coverage of content-based and task-based approaches. On this site you will find additional resources, including author videos in which Diane Larsen-Freeman and Marti Anderson talk about the background to the book and new innovations in language teaching which are discussed in the third edition.