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【书名】：Verb-Verb Complexes in Asian Languages

【作者】：Taro Kageyama et al. (eds.)

【年份】：2021年

【出版社】：牛津大学出版社

【简介】：关于亚洲语言中复杂动词（连动结构）的研究

This volume is the first to present a detailed survey of the systems of verb-verb complexes in Asian languages from both a synchronic and diachronic perspective. Many Asian languages share, to a greater or lesser extent, a unique class of compound verbs consisting of a main verb and a quasi-auxiliary verb known as a 'vector' or 'explicator'. These quasi-auxiliary verbs exhibit unique grammatical behaviour that suggests that they have an intermediate status between full lexical verbs and wholly reduced auxiliaries. They are also semantically unique, in that when they are combined with main verbs, they can convey a rich variety of functional meanings beyond the traditional notions of tense, aspect, and modality, such as manner and intensity of action, benefaction for speaker or hearer, and polite or derogatory styles in speech. In this book, leading specialists in a range of Asian languages offer an in-depth analysis of the long-standing questions relating to the diachrony and geographical distribution of verb-verb complexes. The findings have implications for the general understanding of the grammaticalization of verb categories, complex predicate formation, aktionsart and event semantics, the morphology-syntax-semantics interface, areal linguistics, and typology.

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【书名】：Language Policy and Language Acquisition Planning

【作者】：Maarja Siiner, Francis M. Hult, Tanja Kupisch 

【年份】：2018年

【出版社】：Springer出版社

【简介】：In the sociopolitics of language, sometimes yesterday’s solution is tomorrow’s problem. This volume examines the evolving nature of language acquisition planning through a collection of papers that consider how decisions about language learning and teaching are mediated by a confluence of psychological, ideological, and historical forces. The first two parts of the volume feature empirical studies of formal and informal education across the lifespan and around the globe. Case studies map the agents, resources, and attitudes needed for creating moments and spaces for language learning that may, at times, collide with wider beliefs and policies that privilege some languages over others. The third part of the volume is devoted to conceptual contributions that take up theoretical issues related to epistemological and conceptual challenges for language acquisition planning. These contributions reflect on the full spectrum of social and cognitive factors that intersect with the planning of language teaching and learning including ethnic and racial power relations, historically situated political systems, language ideologies, community language socialization, relationships among stakeholders in communities and schools, interpersonal interaction, and intrapersonal development. In all, the volume demonstrates the multifaceted and socially situated nature of language acquisition planning.

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