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629011213 03 01 01 JB John Benjamins Publishing Company 01 JB code SCL 66 Eb 15 9789027269058 06 10.1075/scl.66 13 2014040088 DG 002 02 01 SCL 02 1388-0373 Studies in Corpus Linguistics 66 <TitleType>01</TitleType> <TitleText textformat="02">Corpus-based Research in Applied Linguistics</TitleText> <Subtitle textformat="02">Studies in Honor of Doug Biber</Subtitle> 01 scl.66 01 https://benjamins.com 02 https://benjamins.com/catalog/scl.66 1 B01 Viviana Cortes Cortes, Viviana Viviana Cortes Georgia State University 2 B01 Eniko Csomay Csomay, Eniko Eniko Csomay San Diego State University 01 eng 238 xix 219 LAN009000 v.2006 CFX 2 24 JB Subject Scheme LIN.APPL Applied linguistics 24 JB Subject Scheme LIN.CORP Corpus linguistics 06 01 This volume comprises nine contributions that were written by up-and-coming corpus-based researchers with varied areas of expertise, who were all disciples of Douglas Biber sometime in the past two decades. These papers cover a wide variety of linguistic analyses and describe the principles of the Flagstaff school: a careful procedure for language corpora collection with special consideration for corpus size, representativeness, sampling and systematic analysis; the use of computer programming abilities that allow the posing of corpus-based research questions never asked before; and a strong emphasis on the combination of quantitative methods based on sound and innovative statistical procedures complemented with comprehensive qualitative functional analyses of the language. This volume has been edited in honor of Douglas Biber, a pioneer of the American school of corpus-based research. 04 09 01 https://benjamins.com/covers/475/scl.66.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027203748.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027203748.tif 06 09 01 https://benjamins.com/covers/1200_front/scl.66.hb.png 07 09 01 https://benjamins.com/covers/125/scl.66.png 25 09 01 https://benjamins.com/covers/1200_back/scl.66.hb.png 27 09 01 https://benjamins.com/covers/3d_web/scl.66.hb.png 10 01 JB code scl.66.001lis vii viii 2 Article 1 <TitleType>01</TitleType> <TitleText textformat="02">List of Contributors</TitleText> 10 01 JB code scl.66.002for ix xiv 6 Miscellaneous 2 <TitleType>01</TitleType> <TitleText textformat="02">Foreword</TitleText> 1 A01 Michael McCarthy McCarthy, Michael Michael McCarthy 10 01 JB code scl.66.03int Section header 3 <TitleType>01</TitleType> <TitleText textformat="02">Introduction</TitleText> 10 01 JB code scl.66.004cor xv xx 6 Article 4 <TitleType>01</TitleType> <TitleText textformat="02">Douglas Biber and the Flagstaff School of corpus-based research</TitleText> <Subtitle textformat="02">An introduction</Subtitle> 1 A01 Viviana Cortes Cortes, Viviana Viviana Cortes 2 A01 Eniko Csomay Csomay, Eniko Eniko Csomay 10 01 JB code scl.66.01cso 1 24 24 Article 5 <TitleType>01</TitleType> <TitleText textformat="02">A corpus-based analysis of linguistic variation in teacher and student presentations in university settings</TitleText> <TitlePrefix>A </TitlePrefix> <TitleWithoutPrefix textformat="02">corpus-based analysis of linguistic variation in teacher and student presentations in university settings</TitleWithoutPrefix> 1 A01 Eniko Csomay Csomay, Eniko Eniko Csomay 01 This study investigates patterns of language use in professional presentations by teachers and students in a university setting. A 271,500 word corpus was compiled using 122 teacher presentation segments extracted from a previously collected large corpus of classroom discourse and 69 student presentations recorded at a student research symposium and transcribed. Student and teacher presentations were compared based on the dimensions of linguistic variation in university settings (Biber &#38; Conrad 2009). Findings show that while presenting, teachers use significantly more features associated with oral and content-focused discourse as well as more teacher stance features. In contrast, students, use more features of literate and procedural discourse with no stance features. Keywords: Multi-dimensional analysis; spoken academic corpus; participant language use 10 01 JB code scl.66.02fri 25 48 24 Article 6 <TitleType>01</TitleType> <TitleText textformat="02">Telephone interactions</TitleText> <Subtitle textformat="02">A multidimensional comparison</Subtitle> 1 A01 Eric Friginal Friginal, Eric Eric Friginal 01 This chapter presents the functional features of linguistic dimensions from three telephone-based interactions: (1) customer service transactions (Call Center corpus), (2) telephone conversations between friends and family members (Call Home corpus), and (3) spontaneous telephone exchanges between participants discussing topics identified by fixed prompts (Switchboard corpus). These three telephone-based corpora are then compared with data from face-to-face English conversation (American English Conversation corpus). Linguistic comparisons across these registers followed a corpus-based, multidimensional analytical approach developed by Biber (1988) using established dimensions of customer service talk from Friginal (2008). Results suggest that variation in these spoken interactions is largely influenced by the nature of conversational tasks and the use of the telephone as a medium in communicating ideas, opinions, or instructions. Keywords: Multidimensional analysis; spoken corpora; telephone interactions 10 01 JB code scl.66.03gra 49 78 30 Article 7 <TitleType>01</TitleType> <TitleText textformat="02">On the complexity of academic writing</TitleText> <Subtitle textformat="02">Disciplinary variation and structural complexity</Subtitle> 1 A01 Bethany Gray Gray, Bethany Bethany Gray 01 Building upon renewed research on the pervasive phrasal or nominal style of academic writing, I investigate the use of phrasal compression and clausal elaboration structures in research articles across six academic disciplines. Results indicate that all disciplines rely on phrasal complexity features to a much greater extent than clausal features. However, these results also show systematic patterns of variation across disciplines, with hard sciences (physics, biology) exhibiting the densest use of phrasal features, followed by social sciences (applied linguistics, political science), and then humanities disciplines (history, philosophy). Furthermore, the patterns for clausal features displayed the opposite trend: most frequent in humanities and least frequent in hard sciences. Keywords: Complexity; clausal elaboration; phrasal compression; disciplinary writing; informational discourse; research articles 10 01 JB code scl.66.04alb 79 98 20 Article 8 <TitleType>01</TitleType> <TitleText textformat="02">Telling by omission</TitleText> <Subtitle textformat="02">Hedging and negative evaluation in academic recommendation letters</Subtitle> 1 A01 Mohammed Albakry Albakry, Mohammed Mohammed Albakry 01 This corpus-based study explores some of the linguistic and discursive aspects of framing positive and negative information &#8211; mainly modals, evaluative adjectives, and mitigation strategies &#8211; in recommendation letters. The corpus is comprised of 114 letters of recommendation spanning three years of applications to an English Ph.D. program, approximately 46,000 words. The results reveal consistent patterns in the way different types of modals and their associated collocates are used to hedge predictions, and the analysis identifies the discursive frames of the most common mitigation strategies in presenting potentially negative information about applicants. The study illustrates the need to combine both corpus-based quantitative and qualitative methods for a more robust and fine-grained analysis of evaluative language in this occluded genre. Keywords: Recommendation letters; evaluative language; modals; negative presentation; mitigation strategies; occluded genres 10 01 JB code scl.66.05urz 99 122 24 Article 9 <TitleType>01</TitleType> <TitleText textformat="02">Corpora, context, and language teachers</TitleText> <Subtitle textformat="02">Teacher involvement in a local learner corpus project</Subtitle> 1 A01 Alfredo Urzua Urzua, Alfredo Alfredo Urzua 01 The language teacher is an often neglected figure in learner corpora projects, including those whose aim is to apply corpus findings to second language pedagogy. Even though teacher mediation is critical to the potential success of corpus-informed instructional practices, the literature seldom addresses specific ways to get classroom teachers involved in the process of designing, collecting, and exploring learner corpus data. This chapter describes a learner corpus project in which the participation of local English language teachers was actively recruited throughout the project. The author describes ways in which teachers were involved in the project and illustrates the benefits of such a process with examples from a corpus-based study he conducted in the same local language teaching context. Keywords: Learner corpus; teacher involvement; contextualization 10 01 JB code scl.66.06mil 123 146 24 Article 10 <TitleType>01</TitleType> <TitleText textformat="02">The challenge of constructing a reliable word list: An exploratory corpus-based analysis of lexical variability in introductory Psychology textbooks</TitleText> <TitlePrefix>The </TitlePrefix> <TitleWithoutPrefix textformat="02">challenge of constructing a reliable word list: An exploratory corpus-based analysis of lexical variability in introductory Psychology textbooks</TitleWithoutPrefix> 1 A01 Don Miller Miller, Don Don Miller 01 This study highlights the methodological challenges inherent in reliably capturing meaningful sets of vocabulary for instructional focus. An analysis of a 3.1 million-word corpus of introductory psychology textbooks suggests that, while comparatively large, and, thus, presumably representative of the lexical variability in the target domain, this corpus was unable to capture a stable list of &#8220;important&#8221; words. Findings highlight an important issue requiring further investigation in corpus-based vocabulary research: the extent to which corpora &#8211; and the word lists based on them &#8211; reliably represent the lexical variability of their target domains. Keywords: Corpus representativeness; lexical diversity; word list reliability 10 01 JB code scl.66.07bal 147 176 30 Article 11 <TitleType>01</TitleType> <TitleText textformat="02">Corpus linguistics and New Englishes</TitleText> 1 A01 Chandrika Balasubramanian Balasubramanian, Chandrika Chandrika Balasubramanian 01 The rising status of English as a world language has resulted in the emergence of new varieties of English that have been legitimized by such expressions as New Englishes and New Varieties of English. Accepting the idea of New Englishes has allowed much-needed movement away from the previously accepted notions of nativeness and non-nativeness (Mesthrie 2010), and today, they are seen as systems unto themselves as opposed to deviant forms of traditional native varieties (Jenkins 2003). The current study investigates spoken and written registers of contemporary Indian English and demonstrates, through the investigation of WH-questions, and the circumstance adverbials <i>also</i> and <i>only</i> that Indian English shows the same kind of internal variation present in more traditional &#8220;native&#8221; varieties. Keywords: Indian English; register; circumstance adverbials; wh-questions 10 01 JB code scl.66.08kec 177 196 20 Article 12 <TitleType>01</TitleType> <TitleText textformat="02">Investigating textual borrowing in academic discourse</TitleText> <Subtitle textformat="02">The need for a corpus-based approach</Subtitle> 1 A01 Casey Keck Keck, Casey Casey Keck 01 Over the past few decades, corpus-based investigations have contributed greatly to our understanding of academic discourse. One important domain of academic language use, however, has yet to be fully explored from a corpus-based perspective: textual borrowing. Though it is widely recognized that much of what we write in the academy is in some way based upon what has been written before, little is known about when, how often, and in what ways academic writers re-use the language of others. In this paper, I describe my own attempts to provide corpus-based descriptions of student paraphrasing, I highlight the ways in which this research has challenged assumptions about student source text use, and I outline possible directions for future textual borrowing research. Keywords: Academic discourse; textual borrowing; paraphrasing; corpus linguistics 10 01 JB code scl.66.09cor 197 216 20 Article 13 <TitleType>01</TitleType> <TitleText textformat="02">Situating lexical bundles in the formulaic language spectrum</TitleText> <Subtitle textformat="02">Origins and functional analysis developments</Subtitle> 1 A01 Viviana Cortes Cortes, Viviana Viviana Cortes 01 If Douglas Biber and his collaborators in the Longman Grammar of Spoken and Written English (Biber et al. 1999) had not devoted a great deal of work to replicate the corpus-driven methodology used by Bent Altenberg (1993) in the identification and analysis of recurrent word combinations, chances are lexical bundles and the dozens of studies of lexical bundles conducted in the last decade would not have come to exist. This chapter outlines the development of the study of these expressions, which have generated a strong area of research for discourse analysis, particularly analyses of academic prose in a wide variety of text types: research articles, dissertations and theses, and textbooks, among many others. Keywords: Lexical bundles; formulaic language; move analysis 10 01 JB code scl.66.10ind 217 220 4 Article 14 <TitleType>01</TitleType> <TitleText textformat="02">Index</TitleText> 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20150114 2015 John Benjamins B.V. 02 WORLD 13 15 9789027203748 01 JB 3 John Benjamins e-Platform 03 jbe-platform.com 09 WORLD 21 01 00 90.00 EUR R 01 00 76.00 GBP Z 01 gen 00 135.00 USD S 973011212 03 01 01 JB John Benjamins Publishing Company 01 JB code SCL 66 Hb 15 9789027203748 13 2014040088 BB 01 SCL 02 1388-0373 Studies in Corpus Linguistics 66 <TitleType>01</TitleType> <TitleText textformat="02">Corpus-based Research in Applied Linguistics</TitleText> <Subtitle textformat="02">Studies in Honor of Doug Biber</Subtitle> 01 scl.66 01 https://benjamins.com 02 https://benjamins.com/catalog/scl.66 1 B01 Viviana Cortes Cortes, Viviana Viviana Cortes Georgia State University 2 B01 Eniko Csomay Csomay, Eniko Eniko Csomay San Diego State University 01 eng 238 xix 219 LAN009000 v.2006 CFX 2 24 JB Subject Scheme LIN.APPL Applied linguistics 24 JB Subject Scheme LIN.CORP Corpus linguistics 06 01 This volume comprises nine contributions that were written by up-and-coming corpus-based researchers with varied areas of expertise, who were all disciples of Douglas Biber sometime in the past two decades. These papers cover a wide variety of linguistic analyses and describe the principles of the Flagstaff school: a careful procedure for language corpora collection with special consideration for corpus size, representativeness, sampling and systematic analysis; the use of computer programming abilities that allow the posing of corpus-based research questions never asked before; and a strong emphasis on the combination of quantitative methods based on sound and innovative statistical procedures complemented with comprehensive qualitative functional analyses of the language. This volume has been edited in honor of Douglas Biber, a pioneer of the American school of corpus-based research. 04 09 01 https://benjamins.com/covers/475/scl.66.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027203748.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027203748.tif 06 09 01 https://benjamins.com/covers/1200_front/scl.66.hb.png 07 09 01 https://benjamins.com/covers/125/scl.66.png 25 09 01 https://benjamins.com/covers/1200_back/scl.66.hb.png 27 09 01 https://benjamins.com/covers/3d_web/scl.66.hb.png 10 01 JB code scl.66.001lis vii viii 2 Article 1 <TitleType>01</TitleType> <TitleText textformat="02">List of Contributors</TitleText> 10 01 JB code scl.66.002for ix xiv 6 Miscellaneous 2 <TitleType>01</TitleType> <TitleText textformat="02">Foreword</TitleText> 1 A01 Michael McCarthy McCarthy, Michael Michael McCarthy 10 01 JB code scl.66.03int Section header 3 <TitleType>01</TitleType> <TitleText textformat="02">Introduction</TitleText> 10 01 JB code scl.66.004cor xv xx 6 Article 4 <TitleType>01</TitleType> <TitleText textformat="02">Douglas Biber and the Flagstaff School of corpus-based research</TitleText> <Subtitle textformat="02">An introduction</Subtitle> 1 A01 Viviana Cortes Cortes, Viviana Viviana Cortes 2 A01 Eniko Csomay Csomay, Eniko Eniko Csomay 10 01 JB code scl.66.01cso 1 24 24 Article 5 <TitleType>01</TitleType> <TitleText textformat="02">A corpus-based analysis of linguistic variation in teacher and student presentations in university settings</TitleText> <TitlePrefix>A </TitlePrefix> <TitleWithoutPrefix textformat="02">corpus-based analysis of linguistic variation in teacher and student presentations in university settings</TitleWithoutPrefix> 1 A01 Eniko Csomay Csomay, Eniko Eniko Csomay 01 This study investigates patterns of language use in professional presentations by teachers and students in a university setting. A 271,500 word corpus was compiled using 122 teacher presentation segments extracted from a previously collected large corpus of classroom discourse and 69 student presentations recorded at a student research symposium and transcribed. Student and teacher presentations were compared based on the dimensions of linguistic variation in university settings (Biber &#38; Conrad 2009). Findings show that while presenting, teachers use significantly more features associated with oral and content-focused discourse as well as more teacher stance features. In contrast, students, use more features of literate and procedural discourse with no stance features. Keywords: Multi-dimensional analysis; spoken academic corpus; participant language use 10 01 JB code scl.66.02fri 25 48 24 Article 6 <TitleType>01</TitleType> <TitleText textformat="02">Telephone interactions</TitleText> <Subtitle textformat="02">A multidimensional comparison</Subtitle> 1 A01 Eric Friginal Friginal, Eric Eric Friginal 01 This chapter presents the functional features of linguistic dimensions from three telephone-based interactions: (1) customer service transactions (Call Center corpus), (2) telephone conversations between friends and family members (Call Home corpus), and (3) spontaneous telephone exchanges between participants discussing topics identified by fixed prompts (Switchboard corpus). These three telephone-based corpora are then compared with data from face-to-face English conversation (American English Conversation corpus). Linguistic comparisons across these registers followed a corpus-based, multidimensional analytical approach developed by Biber (1988) using established dimensions of customer service talk from Friginal (2008). Results suggest that variation in these spoken interactions is largely influenced by the nature of conversational tasks and the use of the telephone as a medium in communicating ideas, opinions, or instructions. Keywords: Multidimensional analysis; spoken corpora; telephone interactions 10 01 JB code scl.66.03gra 49 78 30 Article 7 <TitleType>01</TitleType> <TitleText textformat="02">On the complexity of academic writing</TitleText> <Subtitle textformat="02">Disciplinary variation and structural complexity</Subtitle> 1 A01 Bethany Gray Gray, Bethany Bethany Gray 01 Building upon renewed research on the pervasive phrasal or nominal style of academic writing, I investigate the use of phrasal compression and clausal elaboration structures in research articles across six academic disciplines. Results indicate that all disciplines rely on phrasal complexity features to a much greater extent than clausal features. However, these results also show systematic patterns of variation across disciplines, with hard sciences (physics, biology) exhibiting the densest use of phrasal features, followed by social sciences (applied linguistics, political science), and then humanities disciplines (history, philosophy). Furthermore, the patterns for clausal features displayed the opposite trend: most frequent in humanities and least frequent in hard sciences. Keywords: Complexity; clausal elaboration; phrasal compression; disciplinary writing; informational discourse; research articles 10 01 JB code scl.66.04alb 79 98 20 Article 8 <TitleType>01</TitleType> <TitleText textformat="02">Telling by omission</TitleText> <Subtitle textformat="02">Hedging and negative evaluation in academic recommendation letters</Subtitle> 1 A01 Mohammed Albakry Albakry, Mohammed Mohammed Albakry 01 This corpus-based study explores some of the linguistic and discursive aspects of framing positive and negative information &#8211; mainly modals, evaluative adjectives, and mitigation strategies &#8211; in recommendation letters. The corpus is comprised of 114 letters of recommendation spanning three years of applications to an English Ph.D. program, approximately 46,000 words. The results reveal consistent patterns in the way different types of modals and their associated collocates are used to hedge predictions, and the analysis identifies the discursive frames of the most common mitigation strategies in presenting potentially negative information about applicants. The study illustrates the need to combine both corpus-based quantitative and qualitative methods for a more robust and fine-grained analysis of evaluative language in this occluded genre. Keywords: Recommendation letters; evaluative language; modals; negative presentation; mitigation strategies; occluded genres 10 01 JB code scl.66.05urz 99 122 24 Article 9 <TitleType>01</TitleType> <TitleText textformat="02">Corpora, context, and language teachers</TitleText> <Subtitle textformat="02">Teacher involvement in a local learner corpus project</Subtitle> 1 A01 Alfredo Urzua Urzua, Alfredo Alfredo Urzua 01 The language teacher is an often neglected figure in learner corpora projects, including those whose aim is to apply corpus findings to second language pedagogy. Even though teacher mediation is critical to the potential success of corpus-informed instructional practices, the literature seldom addresses specific ways to get classroom teachers involved in the process of designing, collecting, and exploring learner corpus data. This chapter describes a learner corpus project in which the participation of local English language teachers was actively recruited throughout the project. The author describes ways in which teachers were involved in the project and illustrates the benefits of such a process with examples from a corpus-based study he conducted in the same local language teaching context. Keywords: Learner corpus; teacher involvement; contextualization 10 01 JB code scl.66.06mil 123 146 24 Article 10 <TitleType>01</TitleType> <TitleText textformat="02">The challenge of constructing a reliable word list: An exploratory corpus-based analysis of lexical variability in introductory Psychology textbooks</TitleText> <TitlePrefix>The </TitlePrefix> <TitleWithoutPrefix textformat="02">challenge of constructing a reliable word list: An exploratory corpus-based analysis of lexical variability in introductory Psychology textbooks</TitleWithoutPrefix> 1 A01 Don Miller Miller, Don Don Miller 01 This study highlights the methodological challenges inherent in reliably capturing meaningful sets of vocabulary for instructional focus. An analysis of a 3.1 million-word corpus of introductory psychology textbooks suggests that, while comparatively large, and, thus, presumably representative of the lexical variability in the target domain, this corpus was unable to capture a stable list of &#8220;important&#8221; words. Findings highlight an important issue requiring further investigation in corpus-based vocabulary research: the extent to which corpora &#8211; and the word lists based on them &#8211; reliably represent the lexical variability of their target domains. Keywords: Corpus representativeness; lexical diversity; word list reliability 10 01 JB code scl.66.07bal 147 176 30 Article 11 <TitleType>01</TitleType> <TitleText textformat="02">Corpus linguistics and New Englishes</TitleText> 1 A01 Chandrika Balasubramanian Balasubramanian, Chandrika Chandrika Balasubramanian 01 The rising status of English as a world language has resulted in the emergence of new varieties of English that have been legitimized by such expressions as New Englishes and New Varieties of English. Accepting the idea of New Englishes has allowed much-needed movement away from the previously accepted notions of nativeness and non-nativeness (Mesthrie 2010), and today, they are seen as systems unto themselves as opposed to deviant forms of traditional native varieties (Jenkins 2003). The current study investigates spoken and written registers of contemporary Indian English and demonstrates, through the investigation of WH-questions, and the circumstance adverbials <i>also</i> and <i>only</i> that Indian English shows the same kind of internal variation present in more traditional &#8220;native&#8221; varieties. Keywords: Indian English; register; circumstance adverbials; wh-questions 10 01 JB code scl.66.08kec 177 196 20 Article 12 <TitleType>01</TitleType> <TitleText textformat="02">Investigating textual borrowing in academic discourse</TitleText> <Subtitle textformat="02">The need for a corpus-based approach</Subtitle> 1 A01 Casey Keck Keck, Casey Casey Keck 01 Over the past few decades, corpus-based investigations have contributed greatly to our understanding of academic discourse. One important domain of academic language use, however, has yet to be fully explored from a corpus-based perspective: textual borrowing. Though it is widely recognized that much of what we write in the academy is in some way based upon what has been written before, little is known about when, how often, and in what ways academic writers re-use the language of others. In this paper, I describe my own attempts to provide corpus-based descriptions of student paraphrasing, I highlight the ways in which this research has challenged assumptions about student source text use, and I outline possible directions for future textual borrowing research. Keywords: Academic discourse; textual borrowing; paraphrasing; corpus linguistics 10 01 JB code scl.66.09cor 197 216 20 Article 13 <TitleType>01</TitleType> <TitleText textformat="02">Situating lexical bundles in the formulaic language spectrum</TitleText> <Subtitle textformat="02">Origins and functional analysis developments</Subtitle> 1 A01 Viviana Cortes Cortes, Viviana Viviana Cortes 01 If Douglas Biber and his collaborators in the Longman Grammar of Spoken and Written English (Biber et al. 1999) had not devoted a great deal of work to replicate the corpus-driven methodology used by Bent Altenberg (1993) in the identification and analysis of recurrent word combinations, chances are lexical bundles and the dozens of studies of lexical bundles conducted in the last decade would not have come to exist. This chapter outlines the development of the study of these expressions, which have generated a strong area of research for discourse analysis, particularly analyses of academic prose in a wide variety of text types: research articles, dissertations and theses, and textbooks, among many others. Keywords: Lexical bundles; formulaic language; move analysis 10 01 JB code scl.66.10ind 217 220 4 Article 14 <TitleType>01</TitleType> <TitleText textformat="02">Index</TitleText> 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20150114 2015 John Benjamins B.V. 02 WORLD 08 575 gr 01 JB 1 John Benjamins Publishing Company +31 20 6304747 +31 20 6739773 bookorder@benjamins.nl 01 https://benjamins.com 01 WORLD US CA MX 21 19 24 01 02 JB 1 00 90.00 EUR R 02 02 JB 1 00 95.40 EUR R 01 JB 10 bebc +44 1202 712 934 +44 1202 712 913 sales@bebc.co.uk 03 GB 21 24 02 02 JB 1 00 76.00 GBP Z 01 JB 2 John Benjamins North America +1 800 562-5666 +1 703 661-1501 benjamins@presswarehouse.com 01 https://benjamins.com 01 US CA MX 21 1 24 01 gen 02 JB 1 00 135.00 USD