This reader collects and introduces important work in linguistics, computer science, artificial intelligence, and computational linguistics on the use of linguistic devices in natural languages to situate events in time: whether they are past, present, or future; whether they are real or hypothetical; when an event might have occurred, and how long it could have lasted. In focussing on the treatment and retrieval of time-based information it seeks to lay the foundation for temporally-aware natural language computer processing systems, for example those that process documents on the worldwide web to answer questions or produce summaries. The development of such systems requires the application of technical knowledge from many different disciplines. The book is the first to bring these disciplines together, by means of classic and contemporary papers in four areas: tense, aspect, and event structure; temporal reasoning; the temporal structure of natural language discourse; and temporal annotation. Clear, self-contained editorial introductions to each area provide the necessary technical background for the non-specialist, explaining the underlying connections across disciplines. A wide range of students and professionals in academia and industry will value this book as an introduction and guide to a new and vital technology. The former include researchers, students, and teachers of natural language processing, linguistics, artificial intelligence, computational linguistics, computer science, information retrieval (including the growing speciality of question-answering), library sciences, human-computer interaction, and cognitive science. Those in industry include corporate managers and researchers, software product developers, and engineers in information-intensive companies, such as on-line database and web-service providers.

Table of contents

This practical resource and widely used text presents a wealth of research-based approaches to comprehension instruction. The authors offer specific classroom practices that help K-9 students compare and evaluate print and online sources, develop vocabulary, build study and test-taking skills, and become motivated readers.

This book presents an original and dynamic reading of the twentieth-century French sociologist and theological ethicist Jacques Ellul. Adopting Ellul’s use of ‘presence’ as a hermeneutical key to understanding his work, it examines the origins of Ellul’s approach to presence in his readings of Kierkegaard and the biblical book of Ecclesiastes, highlights the central structural role of presence in Ellul’s theological ethics, and elucidates a crucial turning point in Ellul’s theology following a personal crisis in Ellul’s faith and life. Drawing from numerous unpublished and untranslated texts, Jacob Marques Rollison argues that this crisis involves confrontation with a critique of presence manifest in Ellul’s reading of and engagement with Michel Foucault. Marques Rollison distills Ellul’s sociological critiques and theological responses to this crisis, presenting Ellul’s evolving theology against the background of major shifts in French intellectual life. In doing so, the author simultaneously calls for renewed engagement with Ellul’s prophetic thought, critically appraises Ellul’s dialectical theology and Marxist inheritances, and develops a robustly Protestant approach to theological communication ethics for our time.

The Diagnosis of Reading in a Second or Foreign Language explores the implications of language assessment research on classroom-based assessment practices by providing an in-depth look at the little-examined field of diagnosis in second and foreign language reading. This volume examines the development of second and foreign language reading and how subsequent research findings, couched in this knowledge, can help facilitate a more-informed teaching approach in second and foreign language classrooms. By contextualizing the latest in classroom settings and presenting implications for future research in this developing area of linguistics, this book is an ideal resource for those studying and working in applied linguistics, second language acquisition, and language assessment and education. About the NPLA Series: Headed by two of its leading scholars, the series captures the burgeoning field of language assessment by offering comprehensive and state-of-the-art coverage of its contemporary questions, pressing issues, and technical advances. It is the only active series of its kind on the market, and will include volumes on basic and advanced topics in language assessment, public policy and language assessment, and the interfaces of language assessment with other disciplines in applied linguistics. Each text presents key theoretical approaches and research findings, along with concrete practical implications and suggestions for readers conducting their own research or developmental studies.

This book focuses on summarizing four elements from the classic Chinese literary theory: truth, beauty, emotion and imagination. Based on the latest findings from learning sciences and brain science, it elaborates on the reasons for creating contexts in language teaching. It also shows how the aesthetical theories can be used to nurture contextualized instruction and presents six major approaches for creating contexts: creating contexts with real objects, representing contexts with pictures, evoking contexts with music, experiencing contexts with acting, unfolding contexts with real life, and describing contexts with languages. The author is a practitioner with over 30 years of practical research experience and all their studies are discussed in this book.

The goal of this book -- a theoretically based, well-organized, useful guide for teaching -- is to help the beginning teacher create a classroom environment that integrates literacy development with learning in all areas of the curriculum. The major components of an integrated language program are identified, and the skills teachers need to implement this kind of program in their own classrooms are described. Designed to be kept and used as a resource in the classroom, this text provides fundamental information about language arts teaching. A constructivist orientation, an emphasis on teachers as reflective decision makers, and vivid portrayals of the classroom as a community of learners and inquirers are woven throughout the book. Key features include: * a wealth of models, suggestions, and step-by-step guidelines for introducing integrated teaching and learning practices into elementary classrooms at the kindergarten, primary, and intermediate levels; * a focus on relevant research in language arts and professional teacher development; * true-to-life classroom narratives that model instructional strategies and demonstrate interactions between real teachers and students; and * an innovative chapter format that makes the text accessible as a resource for student, beginning, and experienced teachers.

Incorporating cognitive, neuropsychological, and sociocultural perspectives, this authoritative text explains the psychological processes involved in reading and describes applications for educational practice. The book follows a clear developmental sequence, from the impact of the early family environment through the acquisition of emergent literacy skills and the increasingly complex abilities required for word recognition, reading fluency, vocabulary growth, and text comprehension. Linguistic and cultural factors in individual reading differences are examined, as are psychological dimensions of reading motivation and the personal and societal benefits of reading. Pedagogical Features *End-of-chapter discussion questions and suggestions for further reading. *Explicit linkages among theory, research, standards (including the Common Core State Standards), and instruction. *Engaging case studies at the beginning of each chapter. *Technology Toolbox explores the pros and cons of computer-assisted learning.

This book examines audiovisual translation (AVT) practices that fall outside conventional AVT norms, drawing on work from relevance theory to highlight alternative perspectives and make the case for a multidisciplinary approach to AVT. The volume focuses on creative subtitling – otherwise known as 'text-on-screen' – through the lens of relevance theory, a cognitively grounded theory of communication. Sasamoto explores the ways in which a relevance theoretic approach can provide an analytical framework for a better understanding of the interaction between 'text-on-screen' and viewers' interpretation processes and, in turn, how media producers, professional or otherwise, use 'text-on-screen' to engage viewers in innovative ways. The volume looks at such forms as telop, creative text use on screen, and forms of user-generated text-on-screen. The book introduces a new dimension to work on cognative pragmatics and the wider applications of relevance theory in multimodal communication and AVT, making it of interest to scholars in these disciplines.