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Look Inside Figurative Language, Genre and Register

Figurative Language, Genre and Register

$54.75 (I)

Part of Cambridge Applied Linguistics

  • Date Published: April 2013
  • availability: In stock
  • format: Paperback
  • isbn: 9781107402034

$ 54.75 (I)

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About the Authors
  • This volume combines diverse research scenarios to present a solid framework for analysis of figurative language. Figurative Language, Genre and Register brings together discourse analysis and corpus linguistics in a cutting-edge study of figurative language in spoken and written discourse. The authors explore a diverse range of communities from chronic pain sufferers to nursery staff to present a detailed framework for the analysis of figurative language. The reader is shown how figurative language is used between members of these communities to construct their own 'world view', and how this can change with a shift in perspective. Figurative language is shown to be pervasive and inescapable, but it is also suggested that it varies significantly across genres.

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    Product details

    • Date Published: April 2013
    • format: Paperback
    • isbn: 9781107402034
    • length: 344 pages
    • dimensions: 226 x 152 x 19 mm
    • weight: 0.54kg
    • availability: In stock
  • Table of Contents

    Series editors' preface
    Transcription conventions
    1. Figurative language
    2. A framework for analysing variation in figurative language use
    3. Using genre and register to analyse figurative language
    4. Figurative language use in specialized and popular scientific written texts
    5. Figurative language in spoken academic discourse between expert and non-expert interlocutors
    6. Figurative language in a children's nursery
    7. Figurative language in supporting and reporting on children's football
    8. Figurative language in the 'simplification' of canonical literary works: Shakespeare's Romeo and Juliet
    9. Figurative language, creativity, and multimodality in the communication of chronic pain in two different genres
    10. Conclusions

  • Authors

    Alice Deignan, University of Leeds

    Jeannette Littlemore, University of Birmingham

    Elena Semino, Lancaster University

    Series editor Cam Learning use ONLY

    Carol A. Chapelle

    Susan Hunston

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