From the Publisher: 
A Question of Identity 
Life on the Screen is a fascinating and wide-ranging investigation of the impact of computers and networking on society, peoples' perceptions of themselves, and the individual's relationship to machines. Sherry Turkle, a Professor of the Sociology of Science at MIT and a licensed psychologist, uses Internet MUDs (multi-user domains, or in older gaming parlance multi-user dungeons) as a launching pad for explorations of software design, user interfaces, simulation, artificial intelligence, artificial life, agents, "bots," virtual reality, and "the on-line way of life." 
Turkle's discussion of postmodernism is particularly enlightening. She shows how postmodern concepts in art, architecture, and ethics are related to concrete topics much closer to home, for example AI research (Minsky's "Society of Mind") and even MUDs (exemplified by students with X-window terminals who are doing homework in one window and simultaneously playing out several different roles in the same MUD in other windows). Those of you who have (like me) been turned off by the shallow, pretentious, meaningless paintings and sculptures that litter our museums of modern art may have a different perspective after hearing what Turkle has to say. 
This is a psychoanalytical book, not a technical one. However, software developers and engineers will find it highly accessible because of the depth of the author's technical understanding and credibility. Unlike most other authors in this genre, Turkle does not constantly jar the technically-literate reader with blatant errors or bogus assertions about how things work. Although I personally don't have time or patience for MUDs,view most of AI as snake-oil, and abhor postmodern architecture, I thought the time spent reading this book was an extremely good investment.

스크린 위의 삶 = Life on the screen : identity in the age of the internet

1. What Is Metaphor? 2. Common Source and Target Domains 3. Kinds of Metaphor 4. Metaphor in Literature 5. Nonlinguistic Realizations of Conceptual Metaphors 6. The Basis of Metaphor 7. The Partial Nature of Metaphorical Mappings 8. Cognitive Models, Metaphors, and Embodiment 9. Metaphorical Entailments 10. The Scope of Metaphor 11. Metaphor Systems 12. Another Figure: Metonymy 13. The Universality of Conceptual Metaphors 14. Cultural Variation in Metaphor and Metonymy 15. Metaphor, Metonymy, and Idioms 16. Metaphor and Metonymy in the Study of Language 17. Metaphors and Blends 18. Metaphor in Discourse 19. How Does All This 20. Hang Together? GLOSSARY SOLUTIONS TO EXERCISES REFERENCES GENERAL INDEX METAPHOR AND METONYMY INDEX

Metaphor: A Practical Introduction

https://waseda.repo.nii.ac.jp/?action=repository_action_common_download&item_id=12133&item_no=1&attribute_id=162&file_no=1

言語運用能力(Communicative Competence)

The study reported here examines the English language knowledge and performance of bilingual school children of Middle School age in Britain, in particular their acquisition and use of vocabulary. One of the chief premises of the research is that pupils from bilingual minority ethnic backgrounds suffer a major disadvantage while learning from the National Curriculum because they lack the necessary richness of word knowledge, accompanied by the conceptual frameworks expected in learning subjects such as science and geography. Furthermore, it is believed that by raising awareness among teachers and by the adoption of appropriate methods of vocabulary teaching founded on research, the vocabulary learning of bilingual pupils can be greatly increased. The aim of the study is to identify, describe and evaluate methods of vocabulary instruction currently used and to provide recommendations for suitable methods to be introduced. By means of an action research methodology implemented in a middle school, and with the joint participation of some members of staff and some pupils, classroom data was collected over a two and a half year period from teachers of science, geography and English and their pupils, supplemented with semi-structured interviews with teachers and support staff and conversations with children. These data provided material for a detailed analysis of exactly how individual words develop from first introduction into the pupils’ active vocabulary.

Teaching and Learning Vocabulary

Learning Vocabulary in Another Language: Appendixes

Working memory capacity refers to the ability to store and process information simultaneously in real time and has been shown to correlate highly with first language (L1) reading skill. This study examines the sensitivity of second language (L2) working memory capacity to differences in reading skill among advanced L2 learners. The index of working memory capacity used was the reading span test (Daneman & Carpenter, 1980). Subjects with larger working memory capacities scored higher on measures of reading skill, in contrast with the lack of strong correlations between measures of passive short-term storage (memory for strings of random words or digits) and the same reading measures. This result is consistent with an interpretation of the reading span test as an index of working memory capacity, in which capacity is defined functionally in terms of a trade-off between active processing and storage. Issues involved in investigating working memory capacity are discussed and the role of capacity limitations in models of L2 comprehension is considered.

L2 Working Memory Capacity and L2 Reading Skill

This article reviews research on working memory (WM) and its use in second language (L2) acquisition research. Recent developments in the model and issues surrounding the operationalization of the construct itself are presented, followed by a discussion of various methods of measuring WM. These methods include word and digit span tasks, reading, listening and speaking span tasks. We next outline the role proposed for WM in explaining individual differences in L2 learning processes and outcomes, including sentence processing, reading, speaking, lexical development and general proficiency. Key findings are that WM is not a unitary construct and that its role varies depending on the age of the L2 learners, the task and the linguistic domain. Some tests of WM may in fact be tests of differences in ability to attend to aspects of the L2. Future research will focus on matching tests of WM more closely with linguistic tasks and using more standardized, replicable measures of WM in new areas including writing in non-alphabetic scripts, instructional interventions and cognitive neuropsychology.

https://www.cambridge.org/core/services/aop-cambridge-core/content/view/S0261444810000509

Aspects of working memory in L2 learning

This paper reexamines claims that second language learners are more accurate at judging long-distance object extraction than subject extraction and that the difference in accuracy is due to processing factors rather than differences in underlying competence. Although previous studies have reported robust effects for the subject/object asymmetry, the global nature of the response measures leaves open the question of whether the subject gap is in fact the locus of difficulty for second language learners. Using many of the same stimuli sentences from original research in combination with a theory of principle-based parsing, this study employs the moving window display technique to collect on-line measures of processing long-distance wh-extraction. Twenty-five advanced Chinese-speaking ESL learners provided grammaticality judgments in two presentation conditions: full-sentence, where judgment reaction times are measured from sentence onset to the learner's judgment; and word-by-word reading, where word-by-word latencies are collected in addition to judgments. The accuracy and reaction time results from the full-sentence condition replicated previous findings. The word-by-word results confirm that it is the subject gap that is the source of difficulty for the learners. Claims in the literature that principles of Universal Grammar are not available to adult learners are not supported by these results, which show that parsing, and not grammatical competence, is the source of difficulty on performance with subject extraction sentences.

https://www.cambridge.org/core/services/aop-cambridge-core/content/view/S027226310001442X

Parsing Effects in Second Language Sentence Processing: Subject and Object Asymmetries in wh-Extraction

This article expands on Juffs & Harrington's (1995) investigation of the parsing performance on wh-movement sentences by Chinese-speaking learners of English. We compare the difficulty L2 learners have in parsing subject wh-traces in embedded finite and nonfinite clauses with the problems they have in parsing Garden Path (GP) sentences. Using the moving window technique (Just, Carpenter, & Woolley, 1982), 25 Chinese-speaking learners of English supplied word-by-word reading times and grammaticality judgments on a range of wh-extraction structures and GP sentences in English. Analysis of the error and accurate judgment data and the word-by-word reading profiles supports the hypothesis that L2 learners of English may have a parsing, rather than a competence, deficit in judging grammatical wh-extraction.

Garden Path Sentences and Error Data in Second Language Sentence Processing.

Performance on the Yes/No test (Huibregtse et al., 2002) was assessed as a predictor of scores on the Vocabulary Levels Test (VLT), a standard test of receptive second language (L2) vocabulary knowledge (Nation, 1990). The use of identical items on both tests allowed a direct comparison of test performance, with alternative methods for scoring the Yes/No test also examined (Huibregtse et al., 2002). Overall, performance on both tests by English L2 university students (n - 36) was similar. Mean test accuracy on the various Yes/No methods ranged from 76-82%, comparable to VLT performance at 83%. However, paired t-tests showed the scoring methods used to correct raw hit performance increased the difference between the Yes/No test and criterion VLT scores to some degree. All Yes/No scores were strong predictors of VLT performance, regardless of method used, r = .8. Raw hit rate was the best predictor of VLT performance, due in part to the >5% false alarm rate. The low false alarm rate may be due to the participants, drawn primarily from non-Latin alphabet first languages (L1s), and the nature of the instructions. The results indicate the Yes/No test is a valid measure of the type of L2 vocabulary knowledge assessed by the VLT, with implications for classroom application.

Michael Harrington

Papers

L2 Working Memory Capacity and L2 Reading Skill

Aspects of working memory in L2 learning

Parsing Effects in Second Language Sentence Processing: Subject and Object Asymmetries in wh-Extraction

Garden Path Sentences and Error Data in Second Language Sentence Processing.

The Yes/No test as a measure of receptive vocabulary knowledge: