Table of Contents

INTRODUCTION
1. Studying the English language
ENGLISH: STRUCTURE
2. Phonetics
3. Phonology
4. Morphology: word structure
5. Grammar: words (and phrases)
6. Grammar: phrases (and clauses)
7. Grammar: clauses (and sentences)
8. Text linguistics
9. Semantics
10. Pragmatics
ENGLISH: HISTORY
11. Standard English and standardization
12. Spelling
13. Phonological change
14. Lexical change
15. Semantic change
16. Grammatical change
ENGLISH SPEECH: REGIONAL AND SOCIAL VARIATION
17. Regional variation in English accents and dialects
18. Language and social class
19. Language and ethnicity
20. Pidgins and creole Englishes
21. American English
22. World Englishes and English as a lingua franca
23. Language discourses: attitudes to diversity
ENGLISH WRITING: STYLE, GENRE AND PRACTICE
24. Speech, writing and discourse type
25. Language in newspapers
26. Language in advertisements
27. Language in literature: stylistics
28. Literary practices
29. New technologies: literacies in cyberspace
ENGLISH: COMMUNICATION AND INTERACTION
30. Structures of conversation
31. Language, reality and power
32. Politeness in interaction
33. Gender and language
34. Language and sexuality
35. Bad language
36. Language and politics
37. Business communication
ENGLISH: LEARNING AND TEACHING
38. First language acquisition
39. Second language acquisition
40. Languages and literacies in education
41. TEFL, TESOL and linguistics
ENGLISH INVESTIGATING
42. Methods for researching English
43. The corpus method and English
CONCLUSION
44. The English language: reflections.

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This hugely successful textbook provides comprehensive coverage of a wide range of topics in theoretical and applied linguistics.

About the Author

Jonathan Culpeper is Professor of English Language and Linguistics in the Department of Linguistics and English Language at Lancaster University, UK. Spanning pragmatics, stylistics and the history of English, his major publications include Early Modern English Dialogues: Spoken Interaction as Writing (2010, CUP; co-authored with Merja Kytö), Impoliteness: Using Language to Cause Offence (2011, CUP), and most recently Pragmatics and the English Language (2014, Palgrave; with Michael Haugh). He is currently leading the AHRC-funded Encyclopaedia of Shakespeare's Language project, which will provide evidence-based and contextualised accounts of Shakespeare's language.

Paul Kerswill is Professor of Sociolinguistics at the University of York. His research has focused on migration and dialect contact in both Norway and Britain, including Bergen and the New Town of Milton Keynes. He has worked on projects on the emergence of Multicultural London English. His publications include work on the role of children in language change, the phonology of new dialects and the representation of youth language in the media. He has co-edited Dialect Change: Convergence and Divergence in European Languages (with Frans Hinskens and Peter Auer, 2005) and The Sage Handbook of Sociolinguistics (with Ruth Wodak and Barbara Johnstone, 2010).

Ruth Wodak is Emeritus Distinguished Professor of Discourse Studies at Lancaster University, UK, and affiliated to the University of Vienna. Besides various other prizes, she was awarded the Wittgenstein Prize for Elite Researchers in 1996 and an Honorary Doctorate from University of Örebro in Sweden in 2010. She is member of the British Academy of Social Sciences and of the Academia Europaea. Currently, she is PI of a three-year research project on ‘The Discursive Construction of Austrian identity – 2015.’ (http://nationale-identitaet-2015.univie.ac.at/) Recent book publications include The Politics of Fear. What Right-wing Populist Discourses Mean (Sage, 2015; translation into the German 2016); The Discourse of Politics in Action: ‘Politics as Usual’ (Palgrave), revised edition (2011); Migration, Identity and Belonging (with G. Delanty, P. Jones, 2011); The Discursive Construction of History. Remembering the German Wehrmacht’s War of Annihilation (with H. Heer, W. Manoschek, A. Pollak, 2008); and The SAGE Handbook of Sociolinguistics (with Barbara Johnstone and Paul Kerswill, 2010).

Tony McEnery is Distinguished Professor of English Language and Linguistics at Lancaster University. His research interests include English corpus linguistics as well as corpus linguistics applied to languages other than English. He has wide experience of editing and authoring, and is currently editor of the book series Advances in Corpus Linguistics (Routledge). His books include Corpus Linguistics: Method, Theory and Practice (with Andrew Hardie, CUP, 2011) and Discourse Analysis and Media Attitudes (With Paul Baker and Costas Gabrielatos, CUP, 2013).

Francis Katamba is Emeritus Professor of Linguistics in the Department of Linguistics and English Language at the University of Lancaster, UK. His research interests are in the areas of phonology and morphology. His publications include An Introduction to Phonology (1989), Morphology: Critical Concepts in Linguistics (2004), English Words (2nd edition, 2005), Morphology (2nd edition with John Stonham, 2006) and Contemporary Linguistics: An Introduction (2nd edition, with William O'Grady and John Archibald, 2011).

Reviews

This is an unusually rich textbook that combines breadth of coverage with depth of analysis. It provides accessible yet rigorous introductions to all aspects of the English language and uncovers English in all its fascinating varieties.
*Professor Andreas H. Jucker, University of Zurich, Switzerland*

The second edition acquaints readers with insights from top experts and provides an up-to-date overview from several points of departure. Engagingly written, this will be a rewarding read for undergraduates and more advanced students and scholars alike.
*Irma Taavitsainen, Professor Emeritus, University of Helsinki, Finland*

This comprehensive, well-written and interesting book covers a range of important topics that are central to the study of the English language, including the structure and history of English, its use in speech and writing, and the role it plays in human interaction, teaching and learning.
*Charles F. Meyer, University of Massachusetts, USA*