Defining and Operationalizing the Construct of Pragmatic Competence: Review and Recommendations (ETS Research Report No
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Focusing on Lexis in English Classrooms in Japan: Analyses of Textbook Exercises and Proposals for Consciousness-Raising Activities
Focusing on Lexis in English Classrooms in Japan: Analyses of Textbook Exercises and Proposals for Consciousness-raising Activities by Michiko Kasuya A dissertation submitted to the Faculty of Arts of the University of Birmingham in part fulfilment of the requirements for the degree of Master of Arts in Teaching English as a Foreign or Second Language (TEFL/TESL) This dissertation consists of approximately 15,000 words Supervisor: Dr Susan Hunston Centre for English Language Studies School of English University of Birmingham Edgbaston Birmingham B15 2TT England March 2000 ABSTRACT Recently the importance of focusing on lexis has been widely recognised in language acquisition theories. In particular, it is considered indispensable to deal with fixed expressions, lexical collocations and patterns, in consciousness-raising ways. This dissertation has attempted to reveal the problems of activities in the current English classrooms in Japan, especially regarding lexis teaching, and to propose activities that could develop learners’ competence to use the language. By analysing exercises from authorised textbooks, it has become obvious that English teaching in Japan has two problems. Firstly, the activities need to be more carefully constructed as to what knowledge they aim to develop in learners. There is too much emphasis on features of single words and not enough focus on lexical collocations. Secondly, the ways the activities are conducted need improvement. They merely require learners to memorise and manipulate the lexical items, and do not encourage learners to examine them. This dissertation proposes several activities, such as creating a learner’s concordance, comparing English collocations with Japanese collocations, and connecting patterns and meanings using reference materials. -
Second Language Acquisition Through Neurolinguistic Programming: a Psychoanalytic Approach
International Journal of Engineering & Technology, 7 (4.36) (2018) 624-629 International Journal of Engineering & Technology Website: www.sciencepubco.com/index.php/IJET Research paper Second Language Acquisition Through Neurolinguistic Programming: A Psychoanalytic Approach A. Delbio1*, M. Ilankumaran2 1Research Scholar in English, Noorul Islam Centre for Higher Education, Kumaracoil. 2Professor of English, Noorul Islam Centre for Higher Education, Kumaracoil, Thuckalay, Tamilnadu, India. E-mail:[email protected] *Corresponding author E-mail: [email protected] Abstract English is the only lingua-franca for the whole world in present age of globalization and liberalization. English language is considered as an important tool to acquire a new and technical information and knowledge. In this situation English learners and teachers face a lot of problems psychologically. Neuro linguistic studies the brain mechanism and the performance of the brain in linguistic competences. The brain plays a main role in controlling motor and sensory activities and in the process of thinking. Studies regarding development of brain bring some substantiation for psychological and anatomical way of language development. Neuro-Linguistic Programming (NLP) deals with psychological and neurological factors. It also deals with the mode of brain working and the way to train the brain to achieve the purpose. Many techniques are used in the NLP. It improves the fluency and accuracy in target language. It improves non-native speaker to improve the LSRW skills. This paper brings out the importance of the NLP in language learning and teaching. It also discusses the merits and demerits of the NLP in learning. It also gives the solution to overcome the problems and self-correction is motivated through neuro-linguistic programming. -
What Is the Relationship Between Language Production and Comprehension?
Journal of Memory and Language 89 (2016) 1–7 Contents lists available at ScienceDirect Journal of Memory and Language journal homepage: www.elsevier.com/locate/jml Editorial Same, different, or closely related: What is the relationship between language production and comprehension? The historical tradition in psycholinguistics has largely became a hot issue through Lee’s (1950) discovery of the been to study either language production or comprehen- delayed auditory feedback (DAF) effect. When you hear your sion. Almost all of nineteenth century psycholinguistics, own speech delayed by some 150 ms, speech fluency dra- for instance, concerned the production of language, culmi- matically breaks down. Based on these observations, Lee nating in Wundt’s two-volume Die Sprache of 1900. This designed an engineering model of self-monitoring, which also held for research in language acquisition which, lar- required feedback to take place within the syllable being gely based on diary data, almost exclusively concerned spoken. the child’s production of speech until Eimas, Siqueland, Almost simultaneously, Broadbent (1952) demon- Jusczyk, and Vigorito (1971) introduced the experimental strated that participants were unable to understand a study of speech perception in infants. During the 1970s new question while answering a previous question. Atten- psycholinguistics became almost exclusively comprehen- tion can focus on one or the other task, but not on both sion research. Johnson-Laird opened his review of experi- simultaneously. This insight led to Broadbent’s famous fil- mental psycholinguistics in the 1974 Annual Review of ter model of selective attention. The issue kept returning in Psychology with the statement: ‘‘The fundamental problem psycholinguistics. -
Linguistic Competence
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Transactions of the Nebraska Academy of Sciences and Affiliated Societies Nebraska Academy of Sciences 1983 Linguistic Competence John Tienson University of Nebraska-Lincoln Follow this and additional works at: https://digitalcommons.unl.edu/tnas Part of the Life Sciences Commons Tienson, John, "Linguistic Competence" (1983). Transactions of the Nebraska Academy of Sciences and Affiliated Societies. 259. https://digitalcommons.unl.edu/tnas/259 This Article is brought to you for free and open access by the Nebraska Academy of Sciences at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Transactions of the Nebraska Academy of Sciences and Affiliated Societiesy b an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. 1983. Transactions of the Nebraska Academy of Sciences, XI:99-104. LINGUISTIC COMPETENCE John Tienson Department of Philosophy University of Nebraska-Lincoln Lincoln, Nebraska 68588-0321 The notion of linguistic competence as a cognitive system that essential to the notion. This will make clear that Chomsky produces knowledge not antecedently present in the mind of the sub should not have said that a theory of competence is an ideali ject, e.g., knowledge of grammatical relations in response to certain zation, and that there is no reason to say that a speaker knows stimuli is an important contribution to philosophical understanding of linguistics, and of cognitive psychology in general. This notion has not the rules of the grammar. been as well received as it should have been, in part because of certain false things that have been said about it. -
Philosophy of Science and Philosophy of Chemistry
Philosophy of Science and Philosophy of Chemistry Jaap van Brakel Abstract: In this paper I assess the relation between philosophy of chemistry and (general) philosophy of science, focusing on those themes in the philoso- phy of chemistry that may bring about major revisions or extensions of cur- rent philosophy of science. Three themes can claim to make a unique contri- bution to philosophy of science: first, the variety of materials in the (natural and artificial) world; second, extending the world by making new stuff; and, third, specific features of the relations between chemistry and physics. Keywords : philosophy of science, philosophy of chemistry, interdiscourse relations, making stuff, variety of substances . 1. Introduction Chemistry is unique and distinguishes itself from all other sciences, with respect to three broad issues: • A (variety of) stuff perspective, requiring conceptual analysis of the notion of stuff or material (Sections 4 and 5). • A making stuff perspective: the transformation of stuff by chemical reaction or phase transition (Section 6). • The pivotal role of the relations between chemistry and physics in connection with the question how everything fits together (Section 7). All themes in the philosophy of chemistry can be classified in one of these three clusters or make contributions to general philosophy of science that, as yet , are not particularly different from similar contributions from other sci- ences (Section 3). I do not exclude the possibility of there being more than three clusters of philosophical issues unique to philosophy of chemistry, but I am not aware of any as yet. Moreover, highlighting the issues discussed in Sections 5-7 does not mean that issues reviewed in Section 3 are less im- portant in revising the philosophy of science. -
(2012) Perspectival Discourse Referents for Indexicals* Maria
To appear in Proceedings of SULA 7 (2012) Perspectival discourse referents for indexicals* Maria Bittner Rutgers University 0. Introduction By definition, the reference of an indexical depends on the context of utterance. For ex- ample, what proposition is expressed by saying I am hungry depends on who says this and when. Since Kaplan (1978), context dependence has been analyzed in terms of two parameters: an utterance context, which determines the reference of indexicals, and a formally unrelated assignment function, which determines the reference of anaphors (rep- resented as variables). This STATIC VIEW of indexicals, as pure context dependence, is still widely accepted. With varying details, it is implemented by current theories of indexicali- ty not only in static frameworks, which ignore context change (e.g. Schlenker 2003, Anand and Nevins 2004), but also in the otherwise dynamic framework of DRT. In DRT, context change is only relevant for anaphors, which refer to current values of variables. In contrast, indexicals refer to static contextual anchors (see Kamp 1985, Zeevat 1999). This SEMI-STATIC VIEW reconstructs the traditional indexical-anaphor dichotomy in DRT. An alternative DYNAMIC VIEW of indexicality is implicit in the ‘commonplace ef- fect’ of Stalnaker (1978) and is formally explicated in Bittner (2007, 2011). The basic idea is that indexical reference is a species of discourse reference, just like anaphora. In particular, both varieties of discourse reference involve not only context dependence, but also context change. The act of speaking up focuses attention and thereby makes this very speech event available for discourse reference by indexicals. Mentioning something likewise focuses attention, making the mentioned entity available for subsequent dis- course reference by anaphors. -
Scaffolding Students' Phonological Competence Through the Integration of Pronunciation Learning Strategies
CORE Metadata, citation and similar papers at core.ac.uk Provided by Repositorio academico de la Universidad Tecnológica de Pereira SCAFFOLDING STUDENTS' PHONOLOGICAL COMPETENCE THROUGH THE INTEGRATION OF PRONUNCIATION LEARNING STRATEGIES BY MARIO ALEJANDRO LONDOÑO DIAZ UNIVERSIDAD TECNOLÓGICA DE PEREIRA FACULTAD DE BELLAS ARTES Y HUMANIDADES LICENCIATURA EN LENGUA INGLESA PEREIRA 2014 SCAFFOLDING STUDENTS' PHONOLOGICAL COMPETENCE THROUGH THE INTEGRATION OF PRONUNCIATION LEARNING STRATEGIES BY MARIO ALEJANDRO LONDOÑO DIAZ Trabajo de grado presentado como requisito parcial para obtener el título de Licenciado en Lengua Inglesa Asesor: Mg. Claudia Andrea Cárdenas Jiménez UNIVERSIDAD TECNOLÓGICA DE PEREIRA FACULTAD DE BELLAS ARTES Y HUMANIDADES LICENCIATURA EN LENGUA INGLESA PEREIRA 2014 Scaffolding students' phonological competence through the integration of pronunciation learning strategies RESUMEN Este documento presenta principalmente un proyecto de investigación referente a la experiencia de integrar estrategias de pronunciación como una manera de mejorar y promover procesos metacognitivos en cursos de pronunciación en un programa de enseñanza de idiomas. Autores como Celce-Murcia, Brinton, & Goodwin, (2010) argumentan que exponer a los aprendices a las estrategias apropiadas facilita el desarrollo y el alcance de las metas académicas. Este estudio resalta la urgencia de incorporar ciertas estrategias que permitan a los estudiantes de idiomas o a los maestros en formación monitorear su aprendizaje de la pronunciación de una segunda lengua. Teniendo en cuenta esto, a los maestros en formación se les instruyó en el uso y aplicación de las cuatro estrategias de aprendizaje de la pronunciación (LPS) que en la opinión de Pawlak (2010) se definen como acciones deliberadas y pensamientos que se emplean conscientemente, a menudo en una secuencia lógica, para el aprendizaje y la obtención de un mayor control sobre el uso de diversos aspectos de la pronunciación. -
Prosodic Focus∗
Prosodic Focus∗ Michael Wagner March 10, 2020 Abstract This chapter provides an introduction to the phenomenon of prosodic focus, as well as to the theory of Alternative Semantics. Alternative Semantics provides an insightful account of what prosodic focus means, and gives us a notation that can help with better characterizing focus-related phenomena and the terminology used to describe them. We can also translate theoretical ideas about focus and givenness into this notation to facilitate a comparison between frameworks. The discussion will partly be structured by an evaluation of the theories of Givenness, the theory of Relative Givenness, and Unalternative Semantics, but we will cover a range of other ideas and proposals in the process. The chapter concludes with a discussion of phonological issues, and of association with focus. Keywords: focus, givenness, topic, contrast, prominence, intonation, givenness, context, discourse Cite as: Wagner, Michael (2020). Prosodic Focus. In: Gutzmann, D., Matthewson, L., Meier, C., Rullmann, H., and Zimmermann, T. E., editors. The Wiley Blackwell Companion to Semantics. Wiley{Blackwell. doi: 10.1002/9781118788516.sem133 ∗Thanks to the audiences at the semantics colloquium in 2014 in Frankfurt, as well as the participants in classes taught at the DGFS Summer School in T¨ubingen2016, at McGill in the fall of 2016, at the Creteling Summer School in Rethymnos in the summer of 2018, and at the Summer School on Intonation and Word Order in Graz in the fall of 2018 (lectures published on OSF: Wagner, 2018). Thanks also for in-depth comments on an earlier version of this chapter by Dan Goodhue and Lisa Matthewson, and two reviewers; I am also indebted to several discussions of focus issues with Aron Hirsch, Bernhard Schwarz, and Ede Zimmermann (who frequently wanted coffee) over the years. -
Aristotle's Anticommunism Author(S): Darrell Dobbs Source: American Journal of Political Science, Vol
Aristotle's Anticommunism Author(s): Darrell Dobbs Source: American Journal of Political Science, Vol. 29, No. 1 (Feb., 1985), pp. 29-46 Published by: Midwest Political Science Association Stable URL: http://www.jstor.org/stable/2111210 Accessed: 10/12/2010 23:50 Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/action/showPublisher?publisherCode=mpsa. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. Midwest Political Science Association is collaborating with JSTOR to digitize, preserve and extend access to American Journal of Political Science. http://www.jstor.org Aristotle'sAnticommunism DarrellDobbs, Universityof Houston This essayexamines Aristotle's critical review of Plato's Republic,the focus of whichreview is restricted,surprisingly, to Socrates'communistic political institutions; Aristotle hardly men- tionsany of theother important themes developed in thedialogue. -
Against Logical Form
Against logical form Zolta´n Gendler Szabo´ Conceptions of logical form are stranded between extremes. On one side are those who think the logical form of a sentence has little to do with logic; on the other, those who think it has little to do with the sentence. Most of us would prefer a conception that strikes a balance: logical form that is an objective feature of a sentence and captures its logical character. I will argue that we cannot get what we want. What are these extreme conceptions? In linguistics, logical form is typically con- ceived of as a level of representation where ambiguities have been resolved. According to one highly developed view—Chomsky’s minimalism—logical form is one of the outputs of the derivation of a sentence. The derivation begins with a set of lexical items and after initial mergers it splits into two: on one branch phonological operations are applied without semantic effect; on the other are semantic operations without phono- logical realization. At the end of the first branch is phonological form, the input to the articulatory–perceptual system; and at the end of the second is logical form, the input to the conceptual–intentional system.1 Thus conceived, logical form encompasses all and only information required for interpretation. But semantic and logical information do not fully overlap. The connectives “and” and “but” are surely not synonyms, but the difference in meaning probably does not concern logic. On the other hand, it is of utmost logical importance whether “finitely many” or “equinumerous” are logical constants even though it is hard to see how this information could be essential for their interpretation. -
Introduction: the New Metaphysics of Time Over the Last Several Years
History and Theory, Virtual Issue 1 (August 2012) © Wesleyan University 2012 ISSN: 1468-2303 INTRODUCTION: THE NEW METAPHYSICS OF TIME ETHAN KLEINBERG Over the last several years, the editors of History and Theory have tracked a growing trend evident not only in the articles published in our pages but also in manuscripts submitted to the journal as well as articles published in other venues. In the broadest strokes, this trend can be described as a response to the perceived limitations of a discourse predicated on language, rhetoric, and the question of representation. Whether one subscribes to the idea that historians and theorists of history took a “linguistic turn” in the 1980s,1 an increasing number of articles and monographs have taken issue with the general influence of French “post- structuralism” or “postmodernism,” with constructivism, and specifically with the work of Hayden White. These works seek to address the perceived faults of an overemphasis on the issues of “language” and representation that has obscured or misdirected the goal of actually addressing the past by perpetually worrying over how we might go about that task. Combined with the growing interest in material culture, the ways of science, and the nature of the body, it is hard to doubt the return to the real. But what strikes us as most interesting about this trend is the way that some of these theorists have sought to move beyond the emphasis on language and representation not by returning to a crude variant of objectivism or empiricism but by re-examining our relationship to the past and the past’s very nature and by attempting to construct a new metaphysics of time. -
Chapter 6 Mirativity and the Bulgarian Evidential System Elena Karagjosova Freie Universität Berlin
Chapter 6 Mirativity and the Bulgarian evidential system Elena Karagjosova Freie Universität Berlin This paper provides an account of the Bulgarian admirative construction andits place within the Bulgarian evidential system based on (i) new observations on the morphological, temporal, and evidential properties of the admirative, (ii) a criti- cal reexamination of existing approaches to the Bulgarian evidential system, and (iii) insights from a similar mirative construction in Spanish. I argue in particular that admirative sentences are assertions based on evidence of some sort (reporta- tive, inferential, or direct) which are contrasted against the set of beliefs held by the speaker up to the point of receiving the evidence; the speaker’s past beliefs entail a proposition that clashes with the assertion, triggering belief revision and resulting in a sense of surprise. I suggest an analysis of the admirative in terms of a mirative operator that captures the evidential, temporal, aspectual, and modal properties of the construction in a compositional fashion. The analysis suggests that although mirativity and evidentiality can be seen as separate semantic cate- gories, the Bulgarian admirative represents a cross-linguistically relevant case of a mirative extension of evidential verbal forms. Keywords: mirativity, evidentiality, fake past 1 Introduction The Bulgarian evidential system is an ongoing topic of discussion both withre- spect to its interpretation and its morphological buildup. In this paper, I focus on the currently poorly understood admirative construction. The analysis I present is based on largely unacknowledged observations and data involving the mor- phological structure, the syntactic environment, and the evidential meaning of the admirative. Elena Karagjosova.