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【书名】：New Research on Cohesion and Coherence in Linguistics

【作者】：Martin East

【年份】：2022年

【简介】：2022年新书，连贯与衔接研究

The study of text cohesion and coherence has been a topic of heated discussion in Linguistics since the 1990s. Western linguists have developed two major theoretical frameworks to describe the relationship between the two concepts: one posits that cohesive devices are important means to ensure cohesion; the other argues that coherence does not rely on cohesion. Yet neither has complete explanatory power over reality; nor can they solve real-life problems.

This title proposes a creative, concrete, and highly operational theoretical model that unites cohesion and coherence using authentic English or Chinese examples. The authors clarify the concepts of coherence and expand the scope of the research by focusing on a variety of internal and external factors, such as psycho-cognitive and socio-cultural factors. Moreover, the authors propose that the new theoretical paradigm can be applied to a range of other disciplines, including translation and foreign language teaching.

This title has been one of the most cited works on cohesion and coherence in China. Students and scholars of discourse analysis, linguistics, and language education will find this an invaluable reference.

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【书名】：A Systems Approach to Language Pedagogy

【作者】：Akira Tajino

【年份】：2019年

【简介】：This volume represents the first attempt in the field of language pedagogy to apply a systems approach to issues in English language education. In the literature of language education, or more specifically, second or foreign language learning and teaching, each topic or issue has often been dealt with independently, and been treated as an isolated item. Taking grammar instruction as an example, grammatical items are often taught in a sequential, step-by-step manner; there has been no “road map” in which the interrelations between the various items are demonstrated. This may be one factor that makes it more difficult for students to learn the language organically.

The topics covered in this volume, including language acquisition, pedagogical grammar, and teacher collaboration, are viewed from a holistic perspective. In other words, language pedagogy is approached as a dynamic system of interrelations. In this way, “emergent properties” are expected to manifest. This book is recommended for anyone involved in language pedagogy, including researchers, teachers, and teacher trainers, as well as learners.

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