When and how do communication and history impact each other? How do disciplinary perspectives affect what we know? Explorations in Communication and History addresses the link between what we know and how we know it by tracking the intersection of communication and history. Asking how each discipline has enhanced and hindered our understanding of the other, the book considers what happens to what we know when disciplines engage. Through a critical collection of essays written by top scholars in the field, the book addresses the engagement of communication and history as it applies to the study of technology, audiences and journalism. A comprehensive introduction by Barbie Zelizer contextualises these debates and makes a case for the importance of disciplinary engagement for teaching as well as research in media and cultural studies and each section has a brief introduction to contextualise the essays and highlight the issues they raise, making this an invaluable collection for students and scholars alike.

Integrating research in linguistics, philosophy, semiotics, neurophenomenology, and literary studies, The Communicative Mind presents a thought-provoking and multifaceted investigation into linguistic meaning construction. It explores the various ways in which the intersubjectivity of communicating interactants manifests itself in language structure and use and argues for the indispensability of dialogue as a semantic resource in cognition. The view of the mind as highly conditioned by the domain of interpersonal communication is supported by an extensive range of empirical linguistic data from fiction, poetry and written and spoken everyday language, including rhetorically “creative” metaphors and metonymies. The author introduces Cognitive Linguistics to the notion of enunciation, which refers to the situated act of language use, and demonstrates the centrality of subjectivity and turn-taking interaction in natural semantics. The theoretical framework presented takes contextual relevance, viewpoint shifts, dynamicity, and the introduction into discourse of elements with no real-world counterparts (subjective motion, fictivity and other forms of non-actuality) to be vital components in the construction of meaning. The book engages the reader in critical discussions of cognitive-linguistic approaches to semantic construal and addresses the philosophical implications of the identified strengths and limitations. Among the theoretical advances in what Brandt refers to as the cognitive humanities is Fauconnier and Turner’s theory of conceptual integration of “mental spaces” which has proved widely influential in Cognitive Poetics and Linguistics, offering a philosophy of language bridging the gap between pragmatics and semantics. With its constructive criticism of the “general mechanism” hypothesis, according to which “blending” can explain everything from the origin of language to binding in perception, Brandt’s book brings the scope and applicability of Conceptual Integration Theory into the arena of scientific debate. The book contains five main chapters entitled Enunciation: Aspects of Subjectivity in Meaning Construction, The Subjective Conceptualizer: Non-actuality in Construal, Conceptual Integration in Semiotic Meaning Construction, Meaning Construction in Literary Text, and Effects of Poetic Enunciation: Seven Types of Iconicity.

This book investigates and analyzes the way in which factors such as communication apprehension, self-perceived communicative competence and group dynamics influence the communicative behavior of a foreign-language learner. It also focuses on interpersonal communication, group communication and public speaking. Using selected models it characterizes and analyzes all types of communication with reference to communication in the language classroom, with a particular emphasis on the foreign-language context. The author also presents some conclusions and implications for both language teachers and language learners, as well as offering suggestions for further research in the field of classroom communication. The results of the study serve as a point of reference for teachers interested in the construct of willingness to communicate and other communication variables related to the issue of communication in a foreign language. The work also raises teachers' awareness of individual learner differences in the context of communication in the foreign-language classroom.

Innovative in its approach and content, Exploring Communication Ethics: Interviews with Influential Scholars in the Field enlivens the study of human communication ethics by presenting interviews conducted with nine communication ethics scholars along with an advanced literature review. The interviews provide accessible and insightful discussions of the philosophical and theoretical issues central to communication ethics, revealing insights about the scholars' experiences and thought processes unavailable elsewhere. This book is written for upper-level undergraduate students, graduate students, and faculty members interested in communication ethics from the perspective of human communication and rhetorical studies, philosophy, and sociology.

Continuing its engaging and readable approach, this second edition presents an overview of the major theories within the discipline of communication studies inclusive of the three major paradigms of social scientific, interpretive, and critical. Each member of the author team writes from his or her area of expertise, giving readers further insight into how the theory is applied to research within communication studies. With extensive pedagogical features, the text underscores key concepts and links them to students’ own communication studies scholarship and everyday lives. Key updates for this edition include updated examples and discussions around theories to give students a deeper understanding; explorations of Black Lives Matter and intersectionality; and new pedagogical features in line with Bloom’s taxonomy. This book is ideal as a core text for undergraduate courses in communication theory. Online resources also accompany the text: an instructor manual, test bank, lecture slides, and author introduction videos. Please visit www.routledge.com/9781032015194 to access the materials.

"ASHA's Multicultural Issues Board has compiled this collection of thought-provoking, guided scenarios for audiologists and speech-language pathologists. This personal workbook will expand upon the knowledge that you have about the relationships between culture, communication, language, and clinical practice, and it will challenge the ways you think about how culture impacts every aspect of your professional work."--Résumé de l'éditeur.

This book shows how to create communication that will improve personal relationships, enhance an individual's participation and leadership in groups, develop public speaking skills, and strengthen interviewing abilities.