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“Joking, Kidding, Teasing”: Slippery Categories for Cross-Cultural
Intercultural Pragmatics 2018; 15(4): 487–514 Cliff Goddard* “Joking, kidding, teasing”: Slippery categories for cross-cultural comparison but key words for understanding Anglo conversational humor https://doi.org/10.1515/ip-2018-0017 Abstract: Terms like to joke (and joking)andto tease (and teasing)havea curious double life in contrastive and interactional pragmatics and related fields. Occasionally they are studied as metapragmatic terms of ordinary English, along with related expressions such as kidding. More commonly they are used as scientific or technical categories, both for research into English and for cross-linguistic and cross-cultural comparison. Related English adjectives, such as jocular and mock, are also much-used in a growing lexicon of compound terms, such as jocular abuse, mock abuse, jocular mock- ery,andthelike. Against this background, the present paper has three main aims. In the first part, it is argued that the meanings of the verbs to joke and to tease (and related nouns) are much more English-specific than is commonly recognized. They are not precisely cross-translatable even into European languages such as French and German. Adopting such termsasbaselinecategoriesforcross- cultural comparison therefore risks introducing an Anglocentric bias into our theoretical vocabulary. Nor can the problem be easily solved, it is argued, by attributing technical meanings to the terms. Detailed analysis of the everyday meanings of words like joking and teasing, on the other hand, can yield insights into the ethnopragmatics of Anglo con- versational humor. This task is undertaken in the second part of the paper. The important English verb to kid and the common conversational formulas just kidding and only joking are also examined. -
Language and Definitions
This asset is intentionally omitted from this text. It may be accessed at Language and Definitions www.mcescher.com. (Waterfall by 1 Language Functions M.C. Escher) 2 Emotive Language, Neutral Language, and Disputes 3 Disputes and Ambiguity 4 Definitions and Their Uses 5 The Structure of Definitions: Extension and Intension 6 Definition by Genus and Difference 1 Language Functions When people reason, they typically do so using language, manipulating proposi- tions in a logical or informative spirit. But language is used in a great variety of ways, only some of which are informative. Without the intention to inform, we may express ourselves using language: “That’s really great!” we may say; and the poet, overcome by the beauty of an ancient city, channels his emotions in writing these lines: Match me such marvel, save in Eastern clime— A rose-red city—“half as old as time.”1 Of course, some expressive discourse also has informative content, and may express attitudes as well as beliefs. Grow old along with me! The best is yet to be, The last of life for which the first was made.2 Moreover, some discourse is directive, with or without expressive or informa- tive elements. It seeks to guide or to command. “Step on the scale, please,” we may be told, or we may receive this good advice: Drive defensively. The cemetery is full of law-abiding citizens who had the right of way. A mixture of functions is a natural feature of almost all our uses of language. We can see this in our own speech and writing. -
Lecture 5. Formal Semantics and the Lexicon. Meaning Postulates And
Topics in Formal Semantics, Lecture 5 Topics in Formal Semantics, Lecture 5 B.H. Partee, MGU, March 22, 2005 B.H. Partee, MGU, March 22, 2005 Lecture 5. Formal semantics and the lexicon. Ideally, this abstraction should mirror a “real” abstraction which our “language faculty” Meaning postulates and the lexicon. Adjective meanings. imposes on the real world, “natural language metaphysics” or “naïve picture of the world” (naivnaja kartina mira in the terminology of Moscow semantic school). We will discuss this later when considering the integration of formal and lexical semantics. 1. The Lexicon in Model-theoretic Semantics. .................................................................................................1 1.1. Languages, world, models. Axioms.............................................................................................................1 In Montague’s formal semantics the simple predicates of the language of intensional 1.2. Axioms and theories. ..................................................................................................................................2 logic (IL), like love, like, kiss, see, etc., are regarded as symbols (similar to the “labels” of 2. Integrating formal semantics, lexical semantics, natural language metaphysics ...............................................4 PC) which could have many possible interpretations in many different models, their “real 2.1. Formal semantics in the broader setting of natural language use. ...............................................................4 -
An Introduction to Lexical Semantics for Students of Translation
IMOLA KATALIN NAGY AN INTRODUCTION TO LEXICAL SEMANTICS FOR STUDENTS OF TRANSLATION STUDIES SAPIENTIA HUNGARIAN UNIVERSITY OF TRANSYLVANIA FACULTY OF TECHNICAL AND HUMAN SCIENCES, TÂRGU-MUREŞ DEPARTMENT OF APPLIED LINGUISTICS IMOLA KATALIN NAGY AN INTRODUCTION TO LEXICAL SEMANTICS FOR STUDENTS OF TRANSLATION STUDIES SCIENTIA Publishing House Cluj-Napoca · 2017 The book was published with the support of: Publisher-in-chief: Zoltán Kása Readers: Andrea Peterlicean (Târgu-Mureş) Judit Szabóné Papp (Miskolc) The author takes all the professional responsibility for the present volume. Series cover: Dénes Miklósi First English edition: 2017 © Scientia, 2017 All rights reserved, including the rights for photocopying, public lecturing, radio and television broadcast, and translation of the whole work and of chapters as well. Descrierea CIP a Bibliotecii Naţionale a României IMOLA, KATALIN NAGY An introduction to lexical semantics for students of translation studies / Imola Katalin Nagy. - Cluj-Napoca : Scientia, 2017 ISBN 978-606-975-003-2 81 CONTENTS Preface . 11 1. Introduction . 13 2. History of semantics . 31 3. Defining semantics. Defining meaning . 39 4. Approaches to meaning . 53 5. Semantic relations . 73 6. Semantic roles . 105 7. Theories of meaning . 109 8. Types of meaning . 131 9. Changes of meaning . 161 10. Semantics and translation . 183 Bibliography . 203 Rezumat: Introducere în semantica lexicală pentru studenţii de la traductologie . 207 Kivonat: Bevezetés a jelentéstanba fordító szakos hallgatók számára . 209 About the author . 211 TARTALOMJEGYZÉK Előszó . 11 1. Bevezető . 13 2. A szemantika története . 31 3. A jelentéstan és a jelentés meghatározása . 39 4. A jelentés fogalmának értelmezései . 53 5. Szemantikai viszonyok . 73 6. Szemantikai szerepek . 105 7. -
Wittgenstein and Nietzsche: Two Critics of Philosophy
Wittgenstein and Nietzsche: Two Critics of Philosophy by Anu Koshal Graduate Program in Literature Duke University Date: July 23, 2010 Approved: ___________________________ Toril Moi, Supervisor __________________________ Richard Fleming __________________________ V.Y. Mudimbe __________________________ Michael Hardt Dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Graduate Program in Literature in the Graduate School of Duke University 2010 ABSTRACT Wittgenstein and Nietzsche: Two Critics of Philosophy by Anu Koshal Graduate Program in Literature Duke University Date: July 23, 2010 Approved: ___________________________ Toril Moi, Supervisor __________________________ Richard Fleming __________________________ V.Y. Mudimbe __________________________ Michael Hardt An abstract submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Graduate Program in Literature in the Graduate School of Duke University 2010 ii Copyright by Anu Koshal 2010 iii ABSTRACT Few philosophers have been more critical of the Western philosophical tradition than Friedrich Nietzsche and Ludwig Wittgenstein. Nietzsche and Wittgenstein did not just reject the conclusions of their philosophical predecessors; they rejected their most basic assumptions. They rejected the very idea of philosophy as the attempt to rationally develop objective theories of the world. And yet Wittgenstein and Nietzsche have now been absorbed into the discipline they wanted to abolish. This dissertation attempts to recapture the force and extent of their respective criticisms of philosophy, and evaluate their conceptions of what philosophy should be. I begin by examining Wittgenstein’s claim that philosophical problems rest on a misunderstanding of language. I show that this claim does not entail a quietist refusal to engage in philosophical problems, as many have argued. -
Characterizing the Definitions of Anatomical Concepts in Wordnet and Specialized Sources
Characterizing the definitions of anatomical concepts in WordNet and specialized sources Olivier BODENREIDER Anita BURGUN National Library of Medicine Laboratoire d’Informatique Médicale 8600 Rockville Pike Avenue du Pr Léon Bernard Bethesda, MD, 20894 35043 Rennes Cedex, France [email protected] [email protected] Abstract Objectives : The objective of this study is to characterize the definitions of anatomical concepts in a general terminological system (WordNet) and a domain-specific one (a medical dictionary). Methods : Definitions were first classified into five groups with respect to the nature of the definition. The principal noun phrase (or head) of the definiens was then compared to the definiendum through a reference hierarchy of anatomical concepts. Results : This study confirms the predominance of genus-differentia definitions for anatomical terms. Hierarchical relationships are, as expected, the principal type of relationships found between the definiendum and the head of the definiens. Discussion : Differences in the characteristics of the definitions between WordNet and medical dictionaries are presented and discussed. Introduction We are interested in characterizing the definitions of medical terms in various sources in order to get a better understanding of their structure. Our ultimate goal, though, is to obtain a representation of the definitions in a formalism such as conceptual graphs in order to compare definitions from various sources. This study is part of a larger project aimed at comparing definitions of medical terms in specialized sources such as medical dictionaries with those in general resources such as WordNet . In other words, our goal is to compare definitions of medical terms for health professionals and for users of consumer health applications. -
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Ⱥ¼ì²´²ÜàôÂÚàôÜ Tatev GYURJYAN Yerevan State University [email protected] LEXICAL DEFINITION: ITS SCOPE AND SIGNIFICANCE Understanding the notion of definition is a central issue in such scientific disciplines as Philosophy, Semantics, and Lexicography. The paper considers different types of definitions focusing on lexical definition, which is the main component of a dictionary entry. An attempt is made to designate lexical definition and stipulative definition as subcategories of word-thing definition. Key words: nominal definition, word-thing definition, lexical definition, stipulative definition, truth value Definition is the main component of a dictionary entry. It can be long or short, accompanied by an example or an image. What kind of definition is presented in dictionaries? Many lexicographers would claim it is lexical definition. To have a comprehensive idea of lexical definition it is necessary to designate its place in the hierarchy of different types of definition. In its wider sense definition is not confined to a single field of science, but rather represents the product of the cognitive ability of an individual to define things, concepts, and words. The ancient tradition of defining definition mostly revolves around the following two main types – real and nominal. The former as proposed by Plato and Aristotle is the only true and universal definition of things, which is not conditioned by the word usage; the latter is the description of the word meaning, i.e. the definition of words /see Gyurjyan, 2016/. This differentiation is also adopted by Richard Robinson. In his book Definition he first of all draws a distinction between the purpose of definition (what it is trying to do) and the method of definition (how it is achieved). -
Chapter 02 Test A
MULTIPLE CHOICE 1 : Which of the following statements has primarily cognitive meaning? A : Private insurance companies regularly overbill the Medicare program. B : From what I saw last night, its clear that your little brother is a brat. C : Justin Timberlakes latest CD is positively stunning. D : Professor Gibson delivered a moronic lecture today on Platos metaphysics. E : Everyone with a functioning brain rejects religious fundamentalism. Correct Answer : A 2 : Which of the following statements expresses a value claim? A : Animal rights groups argue that live animals should not be used as mascots. B : The recent jobs report raised fears of a recession among Wall Street investors. C : Piracy continues to be a drag on the motion picture industry. D : The Los Angeles Times is a better paper than the San Francisco Chronicle. E : Diabetes poses a serious threat to the health of the elderly. Correct Answer : D 3 : Which of the following statements is vague? A : Tahiti is located in French Polynesia. B : American workers are more productive than the workers in any other country. C : Art work at the Genesis gallery tends to be expensive. D : Mabel shot her husband while taking a bath. E : Polar bears are threatened by global warming. Correct Answer : C 4 : Which of the following statements is ambiguous? A : Anniversaries are usually occasions for celebration. B : Homes in the new River Front development are reasonably priced. C : The Thanksgiving holiday always occurs in November. D : Boalt Hall is part of the University of California. E : Professor Hays talked about sex in the seminar room. -
Morphology, Material for Incorporation in Curricula
REPOR TRESUMES ED 019 258 24 TE 000 261 MORPHOLOGY, MATERIAL FORINCORPORATION IN CURRICULAOF GRADES 11 AND 12. NORTHERN ILLINOIS UNIV.,DE KALB 'REPORT NUMBER CRP-H-144-2 PUB DATE AUG 66 REPORT NUMBER BR -5- 1112-2 CONTRACT OEC-4-10-252 EDRS PRICE MF-$0.50 HC-$4.66 115P. DESCRIPTORS- *LANGUAGE INSTRUCTIONS*MORPHOLOGY (LANGUAGES), *CURRICULUM GUIDES, *ENGLISHINSTRUCTION, *FORM CLASSES (LANGUAGES), APPLIED LINGUISTICS,LANGUAGE GUIDES, GRAMMAR, PHONOLOGY, SYNTAX, GRACE119 .GRADE 12, SECONDARYEDUCATION, LANGUAGE, NORTHERN ILLINOISUNIVERSITY, DEKALB, PROJECT ENGLISH, THIS 'NORTHERN ILLINOISUNIVERSITY PROJECT ENGLISHUNIT IS PLANNED TO COMPLEMENT THEGRAMMAR WHICH 11TH- AND 12TH-GRADE STUDENTS ALREADYKNOW, AND TO ENRICH THEIR UNDERSTANDING OF THE ENGLISHLANGUAGE. THOUGH NOT PRIMARILY AN INTRODUCTION TO THE PARTSOF SPEECH, THE UNIT'ROVIDES SECTIONS ON NOUNS, VERBS ANDAUXILIARIES, ADJECTIVES, ADVERBS, CONJUNCTIONS, SUBORDINATORS,SENTENCE CONNECTORS, PRONOUNS, AND QUALIFIERS. THE UNITALSO CONTAINS (1) A DIAGNOSTIC TEST ON THE PARTSOF SPEECH,(2) A LESSON PLAN TO INTRODUCE MORPHEMICS,. (3) ANINTRODUCTION TO VOCABULARY STUDY, (4) A SECTION ON DERIVATIONALSUFFIXES,(5) A LESSON USING THE PARTS OF SPEECH INTEACHING THE ESSAY OF DEFINITION,(6) AN INTRODUCTION TO A12TH-GRADE UNIT ON THE PARTS OF SPEECH AND FORMALDEFINITION, AND (7)A TEST ON PHONOLOGY, MORPHOLOGY, AND SYNTAX.PARTS OR ALL OF THIS UNIT CAN BE USED (1) PRECEDING OR FOLLOWING A UNIT ON SYNTAX, (2) FOLLOWING A UNIT ON PHONOLOGY, (3) IN AN HONORS SENIOR ENGLISH CLASS, OR (4) TO ENRICHA PROGRAM FOR SUPERIOR STUDENTS. (MM) It.,1 110 e 'PO 13B MORPHOLOGY Material for incorporation in curricula of grades 11 and12 Caution:Those materials are being used experimentally by Project English participants, who are continuing to develop them. -
Study Material Lecture 16.Pdf
Semantics and Pragmatics Lecture No.16 Study Material Practical Dictionary Dictionary may be seen as a reference book which is the inbuilt dictionary that everyone of us carries around as part of his mental equipment as a speaker of a language. ‘Semantic Competence’ is how a native speaker knows about lexical items to understand the meaning. Leech (1981) has used different terminologies for dictionaries such as: ‘Theoretical dictionaries, ‘flesh-and-blood dictionaries or practical dictionaries’, such as the Concise Oxford Dictionary, compiled by lexicographers – we all consult regularly. Why should we use dictionary while we are using proper lexical items? Because human language is getting vast day by day and the dictionary as a refence book adapts to the various linguistic needs which society expects it to satisfy (Leech, 1981). We have learnt to go to ‘the dictionary’ for all manners of information on words, for example; their history and origin, etc. An approach: that the meaning of a linguistic expression is precisely that knowledge which enables one to use it appropriately in linguistic communication, whether in everyday or specialist contexts. According to Leech (1981), there are two practical conditions of dictionary-writing. The first: lexicographers try to make dictionaries comprehensive even to the extent of defining easy words. The second: the more important, because it arises from a basic unavoidable difference between ‘practical and theoretical’ dictionaries: It is that a practical dictionary - definition must consist of words. It has been argued that the lexical definition, as part of the native speaker’s linguistic equipment, can be precisely represented only by a special formal language. -
Critical Thinking
Critical Thinking Mark Storey Bellevue College Copyright (c) 2013 Mark Storey Permission is granted to copy, distribute and/or modify this document under the terms of the GNU Free Documentation License, Version 1.3 or any later version published by the Free Software Foundation; with no Invariant Sections, no Front-Cover Texts, and no Back-Cover Texts. A copy of the license is found at http://www.gnu.org/copyleft/fdl.txt. 1 Contents Part 1 Chapter 1: Thinking Critically about the Logic of Arguments .. 3 Chapter 2: Deduction and Induction ………… ………………. 10 Chapter 3: Evaluating Deductive Arguments ……………...…. 16 Chapter 4: Evaluating Inductive Arguments …………..……… 24 Chapter 5: Deductive Soundness and Inductive Cogency ….…. 29 Chapter 6: The Counterexample Method ……………………... 33 Part 2 Chapter 7: Fallacies ………………….………….……………. 43 Chapter 8: Arguments from Analogy ………………………… 75 Part 3 Chapter 9: Categorical Patterns….…….………….…………… 86 Chapter 10: Propositional Patterns……..….…………...……… 116 Part 4 Chapter 11: Causal Arguments....……..………….………....…. 143 Chapter 12: Hypotheses.….………………………………….… 159 Chapter 13: Definitions and Analyses...…………………...…... 179 Chapter 14: Probability………………………………….………199 2 Chapter 1: Thinking Critically about the Logic of Arguments Logic and critical thinking together make up the systematic study of reasoning, and reasoning is what we do when we draw a conclusion on the basis of other claims. In other words, reasoning is used when you infer one claim on the basis of another. For example, if you see a great deal of snow falling from the sky outside your bedroom window one morning, you can reasonably conclude that it’s probably cold outside. Or, if you see a man smiling broadly, you can reasonably conclude that he is at least somewhat happy. -
Satire and Definition1
DOI 10.1515/humor-2012-0019 Humor 2012; 25(4): 375 – 399 Conal Condren Satire and definition1 Abstract: This paper explores some of the difficulties involved in defining satire. Neither the formal characteristics of satire nor its informing purposes, in- cluding its variable associations with humour and the provocation of amusement allow for a unifying definition over the long term. It considers a range of ap- proaches to and types of definition and takes as a principle example the notion of Menippean satire. It argues that a characterisation in terms of family resemblance is more helpful for a strictly historical understanding than formal definitions and that it is misleading to take satire as a genre, let along a literary one. Throughout it also suggests that the case of satire tells us something about definition and the often naïve expectations of what definitions can establish. Keywords: definition, dictionaries, genre, history, humor, Menippean, morality, parody, satire Conal Condren: Centre for the History of European Discourses: University of Queensland, Australia 4072. E-mail: [email protected] Plato’s early dialogue Euthyphro begins with Socrates going to the law courts to be tried for impiety and corrupting the youth of Athens. On his way he meets the young Euthyphro, also bound for court to accuse his father of killing a slave, who was thought to have committed murder. One travels to accuse, the other to be accused: both are in search of justice. Euthyphro is confident he knows what it is, for he can provide examples; but how, asks Socrates, can he be sure unless he already has in mind a paradeigma, a pattern of virtue? This is what Socrates de- mands, an abstract idea by which any matter can be defined and judged (Plato 1969 [c.