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Oxford Handbook of Corpus Phonology

Edited by Jacques Durand, Ulrike Gut, and Gjert Kristoffersen

Offers the first detailed examination of corpus phonology and serves as a practical guide for researchers interested in compiling or using phonological corpora


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The Languages of the Jews: A Sociolinguistic History

By Bernard Spolsky

A vivid commentary on Jewish survival and Jewish speech communities that will be enjoyed by the general reader, and is essential reading for students and researchers interested in the study of Middle Eastern languages, Jewish studies, and sociolinguistics.


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Indo-European Linguistics

New Open Access journal on Indo-European Linguistics is now available!


Academic Paper


Title: Multimodal analysis of language learning in World of Warcraft play: Languaging as Values-realizing
Author: Dongping Zheng
Institution: University of Hawaii
Author: Kristi Newgarden
Institution: University of Connecticut American English Language Institute
Author: Michael F. Young
Institution: Educational Psychology Department, University of Connecticut
Linguistic Field: Applied Linguistics; Discourse Analysis; Language Acquisition
Subject Language: English
Abstract: Applying Communicative Project theory (Linell, 2009), we identify and distinguish between the different coordination and language activities that emerged during an episode of World of Warcraft (WoW) gameplay involving English Language learners (ELLs). We further investigate ELLs’ coordinations between killing and caring, self and others, in which language and action arise. Using multimodal analysis, we found: 1) a diverse tapestry of communicative activities unlikely to match what would be found in a classroom environment; 2) that the values realizing involved in killing (a typical action in WoW) demonstrates a strong covariate tie with caring; and 3) that players’ values realizing is multi-layered, heterarchical and dynamic at a given time and space of situated interaction. We conclude by making suggestions for 1) the design of learning environments based on affordances for coaction and rich communicative activities and 2) the reconceiving of language learning as skilled linguistic action (Cowley, ) grounded in situated learning and participation in intercultural, technology-mediated L2 networks.

CUP at LINGUIST

This article appears in ReCALL Vol. 24, Issue 3, which you can read on Cambridge's site or on LINGUIST .



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