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Die Sprache und ihre Wissenschaft zwischen Tradition und Innovation / Language and its Study between Tradition and Innovation

Akten des 45. Linguistischen Kolloquiums in Veszprém 2010- Proceedings of the 45 th Linguistics Colloquium, Veszprém 2010

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Edited By József Tóth

Der Band enthält 34 Beiträge, die beim 45. Linguistischen Kolloquium in Veszprém (Ungarn) vom 16. bis 18. September 2010 präsentiert wurden. Die Autoren beschäftigen sich mit älteren und neueren Arbeitsfeldern der Sprachwissenschaft sowie ihren innovativen Ergebnissen. Die internationale Zusammensetzung der Kolloquiumsteilnehmer und ihre diversen methodischen Standpunkte und Aspekte bieten ein breit gefächertes Forschungsfeld im linguistischen Wissenschaftsbetrieb. Neben Angewandter Linguistik, Interkultureller Linguistik, Pragmatik, Lexikologie, Semantik, Kontaktlinguistik und Grammatikographie ist auch die Sektion Fremdsprachendidaktik vertreten. Darüber hinaus werden in dem Sammelband Fragen für künftige Forschungen formuliert.
This volume presents 34 papers delivered at the 45th Linguistics Colloquium in Veszprém (Hungary) from 16th to 18th September, 2010. The authors deal with older and newer fields of work in linguistics as well as their innovative results. The international composition of the participants and the various methodological positions and aspects of the academic activities in linguistics offer the possibility of a broad field of research. Apart from Applied Linguistics, Intercultural Linguistics, Pragmatics, Lexicology, Semantics, Contact Linguistics and Grammaticography, the book also presents Foreign Language Didactics. Moreover, the book suggests topics for future research.
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Zsuzsa Kurtán: Interactions in Disciplinary Textbook Discourse

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Interactions in Disciplinary Textbook Discourse

Zsuzsa Kurtán

Introduction

Textbooks have a dialogic nature and they fulfil important functions in the interactions among writers and readers. Reading textbooks is viewed today as social practice (Bazerman 1998), where accessibility is influenced by how readers are able (a) to process rhetorical features and text characteristics on the one hand, and (b) to interpret authors’ strategies for interaction on the other. Readers must understand what demands of rhetoric and interaction features they are faced with, and what actions they are expected to be involved in to be active participants in the processes of discourse perception and interpretation. The rhetoric strategies textbook authors apply to engage their audience have great importance since these may elicit the learners’ strategies for discourse interpretation and interaction in reading. Despite a huge number of publications related to various aspects of textbook analysis, however, we still do not have enough information for a full understanding of the linguistics demands placed on textbook authors and readers across disciplines.

The aim of this paper is to explore and describe language use characteristics of interactions in comprehensive textbooks written in English in five disciplines (economics, biology, linguistics, agriculture, and environmental studies).

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