دانلود کتاب Why Do Linguistics?: Reflective linguistics and the study of language

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Title page\nCopyright Page\nContents\nAuthors’ acknowledgements\nPublisher’s acknowledgements\nGeneral introduction\n Background to the book\n What do we mean by linguistics?\n How the book is organized\n About the material\n About naming\nPart 1 - Reflective ­linguistics\n Introduction to Part I\n Chapter 1 About noticing: Becoming a linguistic ethnographer\n 1.1 Introduction: The lift on the left\n 1.2 Paying attention\n 1.3 Naming what you notice\n 1.4 Text – ‘the stuff of communication’\n 1.5 How language encodes relationship\n 1.6 Styling as an act of identity\n 1.7 Conclusion\n Suggested reading\n Chapter 2 About correctness: What is ‘good’ language?\n 2.1 Introduction\n 2.2 Standard and non-standard varieties; well-formed and ill-formed utterances\n 2.3 Correctness, context, community\n 2.4 The transience of standardness: Or, in Lisbon do they speak good Portuguese or bad Latin?\n 2.5 ‘Even the beggars speak English’: Language prestige and subjectivity\n 2.6 Conclusion\n Suggested reading\n Chapter 3 About belonging: How does language enact community?\n 3.1 Introduction\n 3.2 Small talk\n 3.3 Performing politeness\n 3.4 The case of ‘sorry’\n 3.5 Community of practice – identity and identification\n 3.6 Being a physicist\n 3.7 Conclusion\n Suggested reading\n Chapter 4 About diversity – how do societies organize language?\n 4.1 Introduction: The Big Fight on NDTV\n 4.2 Dealing with diversity\n 4.3 Language and state control\n 4.4 Language shift, language prestige, language attitudes\n 4.5 Language configuration and social structure\n 4.6 New perspectives on code choice: Using the available resources\n 4.7 Conclusion\n Suggested reading\n Chapter 5 About difference: Do all languages work the same way?\n 5.1 Introduction\n 5.2 Saying what needs to be said: Grammar and conceptual systems\n 5.3 Why Yoda sounds other-worldly: Word order and language types\n 5.4 Easy sounds and difficult\n 5.5 Brothers under the skin? Language families\n 5.6 ‘My language is special’: Language narratives and ideologies\n 5.7 Conclusion\n Suggested reading\nPart 2 - The Stydy of Language\n Introduction to Part II\n Chapter 6 Essential linguistic tools\n 6.1 Approaches to the study of language\n 6.2 The study of language meaning: Semantics (and some pragmatics)\n 6.3 The study of language form: morphosyntax, or grammar\n 6.4 The sounds of language\n 6.5 Conclusion\n Suggested reading\n Chapter 7 A framework for analysis\n 7.1 Introduction\n 7.2 Discourse analysis\n 7.3 Defining discourse\n 7.4 Key concepts\n 7.5 Conclusion\n Suggested reading\n Chapter 8 Speaking and spokenness\n 8.1 Introduction: What do we mean by speaking?\n 8.2 Representing spoken communication\n 8.3 Spokenness and writtenness\n 8.4 Speechlike writing\n 8.5 Conclusion\n Suggested reading\n Chapter 9 Writing and writtenness\n 9.1 Introduction\n 9.2 Learning to make use of writing\n 9.3 Being literate\n 9.4 Literacy between friends\n 9.5 Literacy in diversity\n 9.6 Conclusion\n Suggested reading\n Chapter 10 Choosing our words\n 10.1 Introduction\n 10.2 Naming as a semiotic resource\n 10.3 Mode as a semiotic resource\n 10.4 Conclusion\n Suggested reading\nPart 3 - Why do linguistics?\n Introduction to Part III\n Chapter 11 Translanguaging: When the mixed code is the code\n 11.1 Introduction\n 11.2 From languages to language\n 11.3 Translingual practice, identity and indexing\n 11.4 Sense and nonsense\n 11.5 Repertoires\n 11.6 Conclusion\n Suggested reading\n Chapter 12 Myths and moral panics? linguistics and the public domain\n 12.1 Introduction\n 12.2 Is speaking a dialect a ‘bad habit’?\n 12.3 The beginnings of a moral panic?\n 12.4 Subverting and disregarding\n 12.5 Speaking foreign tongues\n 12.6 Are we bad at languages?\n 12.7 The ‘Early Start’ movement\n 12.8 Conclusion\n Suggested reading\n Chapter 13 The subject that isn’t a subject: Language at school\n 13.1 Introduction: What should everyone know about language?\n 13.2 How is language dealt with at school?\n 13.3 The naming of language\n 13.4 A history of setbacks and small successes\n 13.5 What should be the scope of linguistics at school?\n 13.6 Language problems vs. learning experiences\n 13.7 Conclusion\n Suggested reading\n Chapter 14 Communicating at the sharp edge: Linguistics and the workplace\n 14.1 Introduction\n 14.2 The abrupt decline of the offshore call centre\n 14.3 Language at the sharp edge\n 14.4 Managing multilingualism at work\n 14.5 Conclusion\n Suggested reading\n Chapter 15 So why do linguistics?\n 15.1 Introduction\n 15.2 Why this book and why now?\n 15.3 First claim: Linguistics opens up different ways of thinking\n 15.4 Second claim: Linguistics is (or should be) general knowledge\n 15.5 Third claim: Linguistics empowers\n 15.6 Linguistics is fun\n 15.7 Doing linguistics\n 15.8 Final remarks\n 15.9 Conclusion\nNotes\nReference