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This book presents a complete method for the identification of metaphor in language at the level of word use. It is based on extensive methodological and empirical corpus-linguistic research in two languages, English and Dutch. The method is formulated as an explicit manual of instructions covering one chapter, the method being a development and refinement of the popular MIP procedure presented by the Pragglejaz Group in 2007. The extended version is called MIPVU, as it was developed at VU University Amsterdam. Its application is demonstrated in five case studies addressing metaphor in English news texts, conversations, fiction, and academic texts, and Dutch news texts and conversations. Two methodological chapters follow reporting a series of successful reliability tests and a series of post hoc troubleshooting exercises. The final chapter presents a first empirical analysis of the findings, and shows what this type of methodological attention can mean for research and theory.

This book combines stylistic analysis with corpus linguistics to present an innovative account of the phenomenon of speech, writing and thought presentation - commonly referred to as 'speech reporting' or 'discourse presentation'. This new account is based on an extensive analysis of a quarter-of-a-million word electronic collection of written narrative texts, including both fiction and non-fiction. The book includes detailed discussions of: The construction of this corpus of late twentieth-century written British narratives taken from fiction, newspaper news reports and (auto)biographies The development of a manual annotation system for speech, writing and thought presentation and its application to the corpus. The findings of a quantitive and qualitative analysis of the forms and functions of speech, writing and thought presentation in the three genres represented in the corpus. The findings of the analysis of a range of specific phenomena, including hypothetical speech, writing and thought presentation, embedded speech, writing and thought presentation and ambiguities in speech, writing and thought presentation. Two case studies concentrating on specific texts from the corpus. Corpus Stylistics shows how stylistics, and text/discourse analysis more generally, can benefit from the use of a corpus methodology and the authors' innovative approach results in a more reliable and comprehensive categorisation of the forms of speech, writing and thought presentation than have been suggested so far. This book is essential reading for linguists interested in the areas of stylistics and corpus linguistics. Elena Semino is Senior Lecturer in the Department of Linguistics and Modern English Language at Lancaster University. She is the author of Language and World Creation in Poems and Other Texts (1997), and co-editor (with Jonathan Culpetter) of Cognitive Stylistics: Language and Cognition in Text Analysis (2002). Mick Short is Professor of English Language and Literature at Lancaster University. He has written Exploring the Language of Poems, Plays and Prose (1997) and (with Geoffrey Leech) Style in Fiction (1997). He founded the Poetics and Linguistics Association and was the founding editor of its international journal, Language and Literature. 1. A Corpus-Based Approach to the Study of Discourse Presentation in Written Narratives 2. Methodology: The Construction and Annotation of the Corpus 3. A Revised Model of Speech, Writing and Thought Presentation 4. Speech Presentation in the Corpus: A Quantitative and Qualitative Analysis 5. Writing Presentation in the Corpus: A Quantitative and Qualitative Analysis 6. Thought Presentation in the Corpus: A Quantitative and Qualitative Analysis 7. Specific Phenomena in Speech, Writing Presentation 8. Case Studies of Specific Texts from the Corpus 9. Conclusion

Academic discourse is a rapidly growing area of study, attracting researchers and students from a diverse range of fields.This is partly due to the growing awareness that knowledge is socially constructed through language and partly because of the emerging dominance of English as the language of scholarship worldwide.

The global spread of English has resulted in the emergence of a diverse range of postcolonial varieties around the world. Postcolonial English provides a clear and original account of the evolution of these varieties, exploring the historical, social and ecological factors that have shaped all levels of their structure. It argues that while these Englishes have developed new and unique properties which differ greatly from one location to another, their spread and diversification can in fact be explained by a single underlying process, which builds upon the constant relationships and communication needs of the colonizers, the colonized, and other parties. Outlining the stages and characteristics of this process, it applies them in detail to English in sixteen different countries across all continents as well as, in a separate chapter, to a history of American English. Of key interest to sociolinguists, dialectologists, historical linguists and syntacticians alike, this 2007 book provides a fascinating new picture of the growth and evolution of English around the globe.

What is a grammatical unit? How does grammatical structure evolve? How can we best investigate the mental representation of grammar? What is the connection between language use and language structure? This book aims to help answer such questions by presenting a detailed analysis of English complex prepositions (e.g. in spite of or with respect to) on the basis of large amounts of authentic language data dating from the Middle Ages until today.

Learning vocabulary is a central but yet complex aspect of learning a language. Hence, researchers stress the importance of facilitating vocabulary development via a structured approach to target words and recycling. While teaching materials have the potential to provide this structure to all students in a classroom, few studies have investigated the vocabulary component of textbooks and the learning opportunities they provide. In the present study, the texts in five series of EFL materials aimed at intermediate learners in Swedish secondary school (years 7-9) were investigated, using corpus-based methods. The results indicate that the texts encompass a suitable amount of unknown vocabulary for vocabulary learning from reading and provide exposure to mid-frequency vocabulary. However, it was also found that these items are not recycled sufficiently. Rather, the materials mainly recycle lexical items that students are likely to know already. It is therefore concluded that although the materials offer input suitable for the target students, they are not structured in a way that supports vocabulary development.

This study looks at native speaker varieties of English, considering how and why they differ in terms of their pronunciation, grammar, vocabulary and spelling. It shows how the major varieties of English have developed and why similar causes have given rise to different effects.

The UK is facing important changes in the near future, with Brexit, i.e. the UK leaving the European Union (EU), looming ever more closely on the horizon. These important political and economic changes will certainly have an influence on Europe as a whole, and have had linguistic consequences for the English language, such as Brexit-related neologisms (Lalić-Krstin & Silaški, 2018). As Modiano (2017a) suggests, Brexit might also have an influence on the status of the English language in the EU, in particular with regard to the dominance of native speaker varieties. In this article, we discuss the possibility of the use of a neutral European English variety in the EFL classrooms of two EU member states, i.e. Sweden and Germany. Based on a survey among 80 practitioners in secondary schools (first results were presented in Forsberg, Mohr & Jansen, 2019), the study investigates attitudes towards target varieties of English in general, and European English or ‘Euro-English’ (cf. Jenkins, Modiano & Seidlhofer, 2001; Modiano 2003) in particular, after the referendum in June 2016.

By tradition, L2 motivation research has a monolingual bias - the motivational systems of a learner's different languages conceptualized as separate entities rather than as cognitively interconnected. At a time when multilingualism has become a new world order and where there is evidence of powerful identity experiences connected to speaking several languages this is unfortunate. In alignment with the multilingual and dynamic turns in SLA, and adopting a complexity thought modeling approach, this article explores multilingual learners' L2 motivation. It is suggested that the motivational systems of a multilingual learner's different languages can be understood as constituting a higher-level multilingual motivational self system that is part of an ecology of interconnected and interpenetrating systems. This system contains multilingual self guides, one of which is the ideal multilingual self. Drawing on construal-level theory, the manner and effects of mental representations of an ideal multilingual self are assessed. Finally, it is suggested that motivation deriving from a broader identity that encompasses but, in important ways, transcends a multilingual person's language-specific identities has a central role to play in multilingual education. (Verlag).