Theory Of Language Research Articles

Social perception in children and adolescents with ADHD: The role of higher-order cognitive skills

Despite children with ADHD frequently experiencing difficulties in social perception, the mechanisms underlying this impairment have been poorly explored. In this study, we examined social perception in children with ADHD, comparing them with typically-developing (TD) children on semi-naturalistic tasks, and considering the effect of nonverbal signal recognition. Our aim was to ascertain whether the two groups’ social perception related to different types of stimulus (video, audio or combined/multimodal). The role of three higher-order cognitive skills (theory of mind, attention and pragmatic language) was also investigated. Thirty-six children with ADHD, and 36 TD controls were tested. Social perception was significantly associated with participants’ ability to recognize nonverbal signals, and with the stimulus presentation modality. Children with ADHD only performed less well than TD children with combined stimuli. As concerns the higher-order cognitive skills, theory of mind had a significant role in both groups, but only with the video and combined stimuli, while attention explained most of the variance in social perception for all types of stimulus. Better pragmatic language skills were only associated with a better social perception in TD children, whatever the type of stimulus presented. Semi-naturalistic tasks should be included when assessing social perception in ADHD, and both theory of mind and attention should be the object of efforts to enhance social perception in the ADHD population.

Грамматика и ритуалистика в индийской теоретической культуре и западный идеал «чистой теории»: межкультурный подход

The article reveals the intercultural significance of the impact of the Paninean grammar of Sanskrit (ca. IV century B.C.) on the formation of Western linguis­tics – the general theory of language, comparative historical linguistics, other comparative disciplines, as well as generative grammar, structuralism and for­malism. We are dealing here with a specific contribution of Indian theoretical knowledge to a number of important areas of Western science and philosophy. In ancient India itself, the genesis of grammatical and linguistic discourse was closely connected with the Brahmanical theory of Vedic sacrifice, which had the character of ritual- and sound-centrism. Ritual was regarded as a model of activity and behavior under the condition of an unstable confrontation between the forces of chaos and order. Sound-centrism constituted a priority of the oral transmission of knowledge in ancient India. The author associates ritual- and sound-centric doctrines with the conceptual expression of the dy­namic nature of reality by means of the “perfect language” – Sanskrit. The fact that in ancient India the grammar was a part of the “software” for ritualistic dis­cursive practices introduces some new perspectives within the study of the gene­sis of theoretical knowledge. In contrast to the hypothesis of “pure theory” sug­gested in Ancient Greece and acknowledged as a trigger for the development of philosophy and science in the West, an opportunity opens up to study the gen­esis of theoretical culture within the framework of justifying religious praxis (F. Staal’s hypothesis). This may actualize the reflection of “Indo-European lan­guage family relations” between Western civilization and Indian culture and en­rich their self-understanding by the introduction of an intercultural perspective.

Praxis of cross-cultural social work practice (CCSWP): A critical discourse analysis of graduate student and faculty perspectives on cultural competence and relevant constructs

To examine how social work students and faculty perceive and embody cultural competence, we conducted five focus groups with graduate students ( N = 16) and faculty members ( N = 10) from Canadian schools of social work. We interrogated how different theoretical frameworks related to cross-cultural social work practice (CCSWP) have been circulated and reified in social work education, and how certain dominant frameworks have been translated to embodied cross-cultural interactions in social work practice. To examine the praxis of CCSWP, which is often subtle and embedded in the semantics of languages and discourses, we were informed by critical theories of power, language, and discourses to analyze the data. The interview transcripts of both student and faculty focus groups showed similar dominant discursive patterns: (1) critiquing the conceptual use of cultural competence, (2) having a preference for terms such as cultural humility, cultural safety, or other constructs, and (3) describing the embodied practice of these constructs mainly as a general practice and omitting cross-cultural work. Participants differed in their expressed opposition to cultural competence and the exact terms they preferred as an alternative. Overall, participants discursively changed from a critical debate on semantic and conceptual differences between these constructs to negating them altogether as meaningless, effacing the very notion of cross-cultural social work and its embodied practice. In the end, cultural competence was discounted as both oppressive and anti-oppressive, a position which is reflected in the contested scholarship on cultural competence.

Gwara jako tworzywo tekstów literackich

This article aims to analyse dialect stylisation of literary texts written by authors from the Czech part of Cieszyn Silesia. This analysis was grounded in linguistic (stylistic) theories of hierarchical language and text structure. The article brings definitional and terminological considerations relating to the subject of stylisation as well as the results of a study of authentic linguistic material. From the point of view of stylistic analysis, the division of local authors into members of the Polish minority and those who belong to the Czech-speaking majority is important. It turns out that the dialect in the works of Polish authors serves, among other things, as an exponent of Polishness and, in the case of Czech authors, it is a kind of advertisement for the region, hitherto rather unnoticed by Czechs from other parts of the Czech Republic.The literature under study deserves to be highlighted for its thematic originality and for its linguistic stylisation. The cultural, social or regional embedding of the plot has a unique character, resulting from the unique history of Cieszyn Silesia. This text offers a rich exemplification of the conclusions formulated by the authors whose analysis is a linguistic voice in the discussion of the specific cultural situation of the Czech part of Cieszyn Silesia.

On the nature of language – Anton Marty’s critique of the concept of nativism in language theory and descriptive psychology

Um aspecto central dos debates da filosofia da cultura nos anos entre 1860 e 1914 foi a pergunta pela origem da linguagem. Se a origem da linguagem reside na natureza, então existem motivos exclusivamente naturais para o surgimento e desenvolvimento da linguagem. Entretanto, se a linguagem humana já for originalmente um artefato humano, então a história natural geral tampouco nos pode oferecer ajuda para compreender a forma de vida humana. A essas opções podemos chamar, abreviadamente, de “naturalismo” e “culturalismo”. Que aqui observemos um terreno cultural-filosófico e cultural-político disputado, já era completamente sabido por Anton Marty (1847-1914), quando ele tentava se posicionar no mundo acadêmico com a sua dissertação, publicada no ano de 1875 sob o título de Sobre a Origem da Linguagem. Marty não adere a um partido, mas sim se volta tanto contra o naturalismo e contra o culturalismo de seu tempo. Marty dá à sua concepção o título de “empirismo”, ainda que seja surpreendente que ele não opere nenhuma pesquisa empírica sobre o uso linguístico, mas sim que busque uma maneira necessária de explicação para o desenvolvimento da linguagem e cultura. Sua hipótese antropológica de que o homem seja comunicativo por natureza está localizada na fronteira de interpretações naturalistas e culturalistas da cultura do homem. No meu artigo, quero mostrar que a resposta de Marty à pergunta pela origem da linguagem não dá fim ao debate, mas sim o deixa mais afiado.

Teaching English Sounds to Vietnamese Secondary School Students: From Theories to Applications Using Learner-centered Methods

Pronunciation plays a pivotal role in language teaching for communicative purposes. Practitioners, however, are either ignorant or reluctant to teach pronunciation due to insufficient professional training, time restrictions, large classrooms, and excessive language knowledge. This research was conducted to fill this gap. The author carefully synthesized theories of language and second language (L2) learning to design a series of activities for teaching English pronunciation to Vietnamese secondary school students with the use of learner-centered methods. Sixteen pronunciation lessons on sounds from English 6 i-Learn Smart World (Vo et al., 2021) and English 7 i-Learn Smart World (Vo et al., 2022) were examined. The findings recommended some activities which were based on the pronunciation acquisition of meaning, form, and use and followed the Pre-While-Post teaching procedure. The pedagogical issues mentioned will be resolved in similar educational settings when this effort succeeds in developing a basic theory-based procedure to teach English sounds.

Special Issue: 25th International Conference on Developments in Language Theory (DLT 2021) — Preface

International Journal of Foundations of Computer ScienceOnline Ready No Access25th International Conference on Developments in Language Theory (DLT 2021): PrefaceNelma Moreira and Rogério ReisNelma MoreiraCMUP & DCC, Faculdade de Ciências da Universidade do Porto, Rua do Campo Alegre, 4169-007 Porto, PortugalE-mail Address: [email protected] Search for more papers by this author and Rogério ReisCMUP & DCC, Faculdade de Ciências da Universidade do Porto, Rua do Campo Alegre, 4169-007 Porto, PortugalE-mail Address: rogé[email protected] Search for more papers by this author https://doi.org/10.1142/S012905412302001XCited by:0 PreviousNext AboutSectionsPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsRecommend to Library ShareShare onFacebookTwitterLinked InRedditEmail Remember to check out the Most Cited Articles! Check out these Handbooks in Computer Science FiguresReferencesRelatedDetails Recommended Online Ready Metrics History Published: 22 February 2023 PDF download

Students’ perspectives on the 4/3/2 technique and self-assessment to improve English speaking fluency

Understanding students’ perspectives and differentiating classroom practices based on student needs are considered effective educators’ primary purposes in improving the foreign language learning process. How teachers conduct and teach their classes significantly affects how students cope with their learning. For this reason, this phenomenological study aimed to identify the perspectives among 12 Ecuadorian ninth graders on the 4/3/2 technique and self-assessment used to improve their English-speaking fluency during a five-week class. The data were collected through interviews and visual narratives and analyzed using grounded theory. The results of the study show that the 4/3/2 technique presented three categories (I learned because I repeated; I increased my speaking speed and decreased word repetitions; I got nervous when I had to speak faster). Self-assessment presented two categories (I learned from my mistakes; We were aware of our progress, which motivated us). Thus, this study has shown the importance of identifying students’ perspectives on the two learning strategies used in class. By doing this, teachers can select the appropriate technique for that specific learning context based on the students’ perceptions and foreign language theories. Further research is still necessary for the Ecuadorian context to explore how students’ perspective on the teachers’ learning methodologies affect them, especially their emotions.

Form by Splitting the Cycle of *#L Consonant in Altaistics

The development of this consonant l > ş and r > z has been sufficiently studied in sound equivalence studies, but *l1 < *l/# > l2 > r2 consonant splitting has not been given much attention. The development of this consonant l > ş and r > z has been sufficiently studied in sound equivalence studies, but *l1 < *l/# > l2 > r2 consonant splitting has not been given much attention. This sound splitting ø < s < ş (< j ) < ç < l1 < *l > l2 > r > z > s > ø shaped development that can be called “L Cycle” will bring the issue of LIR and SAZ back to the agenda of Turcology. The three most difficult to study number names are a characteristic example: Manç. (j)il+an “3”, Moğ. guraw “three” ~ Moğ. kur+ban ‘hree’ < AA *ĝīl2+am > Çuv. weç(im) ‘three’ ~ vişşe, TT øüçø, *gul2am > *øulçam > *øøçam > Kor. san -not set- and Tuv. üj+en, Şor. üj+on ‘3 x 10’ -with diphthong- Kor. seol+eun ‘3 x 10’ -, Jap. san 三; -labial acration with instrumental- Hak. üz(öl+en) ‘three together’ -when the plural suffix loses its function, the suffix begins to accumulate-, Başk. ös, Karaçay-Balkar üč юч, Özb. uch, Tat. öç < üç, Kzk. üş ve Mac. hár+om ‘three’. As a result, the Altaic language theory is no longer a theory but a reality.

Dal cosmopolitismo radicale al cosmopolitismo radicato. Intervista a Anthony Kwame Appiah

Anthony Kwame Appiah is an internationally renowned philosopher who has worked on the philosophy of language, political and moral theory, African intellectual history and cosmopolitanism, with a particular interest in the theme of identity. He has held prominent positions and received numerous important awards; he has also dedicated himself to an intense activity of dissemination, giving countless lectures and collaborating with a number of newspapers, such as the BBC at which in 2016 he gave the Reith Lectures on the theme of identity and the New York Times Magazine where, as a columnist, he reasons about the ethical dilemmas that can arise in everyday life. In Italy he has published Cosmopolitismo. L’etica in un mondo di estranei (2007), Il codice d’onore. Come cambia la morale (2011), La menzogna dell’identità (2019). In this interview, given in July 2021, he explains his conception of cosmopolitanism, which he named “rooted or patriotic”, and from this perspective addresses the topics of migration, cosmopolitan education and practice, ‘cancel culture’ and freedom of expression.

Pemertahanan Bahasa dan Budaya pada Masyarakat di Era Literasi Digital

Language and culture are interrelated, with society. In today's modern era, how the development of language and culture share and go hand in hand, keep pace with technological advances and the development of knowledge. In millennial or urban societies, language and culture are more eroded by the times. Then how is the language and culture preservation. The purpose of this study is to see how the form of language and cultural preservation of the community in the form of traditional children's games, development, are there any children who know the game! In the current era of the current digital generation. The theory used in this research is language and culture theory. The subjects of this study were children and parents in Depok Village, West Java. This research method is a qualitative descriptive study with a descriptive analytical approach. The data techniques used were interviews, observation. The results of this study are the forms of the existence (forms) of language and cultural preservation in traditional children's games in today's digital literacy era.

Issue Knots According to Power and Connection Theory in the Kurdish Language

This study aimed to shed light on the question words in the Kurdish language according to the G.B theory, which consists of two sections, conclusions and a list of references. The first section is devoted to the theoretical background and other studies which are relevant to question words in the Kurdish language. In the second section, the transformations are divided into two types, optional transformation and obligatory transformation. In both situations, scientific and approval examples are given, which indicates that obligatory transformation exists in the Kurdish language as in the English language with some differences. The most important finding in this study is that .obligatory )syntactic( transformation applies to the Kurdish language.

Data-Driven Learning Tasks and Involvement Load Hypothesis

Despite the increasing research on the benefits of using corpora in language teaching and learning, Data-Driven Learning (henceforth, DDL) research has been criticized for its lack of contribution to second language theories. This paper intends to address this gap by examining the assumptions of Involvement Load Hypothesis (ILH) using two DDL tasks with different cognitive loads. Learners were assigned to one of two conditions: reading only or translation. Based on ILH, translation is more effective than reading in learning vocabulary, as it induces more cognitive involvement (Laufer & Hulstjin, 2001). The two groups received a pretest to ensure their unfamiliarity with six target words. Each group underwent one instructional session under one of the two conditions. After the session, students took three immediate post tests on the six target items: active recall of form, passive recall of meaning, and production. Contrary to the expectations of ILH, the results of the immediate post tests showed no statistically significant difference in the mean of vocabulary knowledge between the two groups. In addition, in the delayed test, the reading-only group showed statistically higher scores in the active recall of form than their translation peers. The findings highlight some important theoretical and pedagogical implications for using DDL tasks, particularly for EFL vocabulary learning.

Impact of Communicative Language Teaching Method on Students' Speaking and Listening Skills: A Review Article

English language teachers and educators everywhere try to find better language approaches, methods, theories, techniques, and strategies. One way to do that is by implementing the approaches or practices in their classrooms to see which one works, serves more for their students, or has more impact. These communicative language education techniques have been used for many years in many nations. The main goal of the learners is to reach communicative competence; thus, they continuously search for a method or approach that can significantly impact their communicative competence. Hence, teachers and learners try to use different language approaches and techniques to improve the student's language skills, especially their speaking skills. The main aim of this review article is to investigate the impact of communicative language teaching (CLT) by reviewing five reports and some literature reviews. Kasumi's first article, ' Communicative Language Teaching and Its Impact on Students' Performance," was conducted in 2015. The second article is entitled "The effect of using Communicative Language Teaching on Speaking Ability," which Ratih and Hanafi undertook in 2016. The third article is entitled "The Effect of Using Communicative Language Teaching on Developing English Speaking and Listening Skills of Iranian Secondary School Students," which Aalaei conducted in 2017. The fourth article, "The Effect of Communicative Activities on Libyan Secondary School Students' Speaking Performance in Malaysia," was conducted by Owen & Razali in 2018. The fifth article, "The Impact of the Implementation of CLT On Students' Speaking Skills, " was led by Mangaleswaran and Aziz in 2019. The findings of these articles indicated that CLT impacts students' communicative competence, especially speaking and other skills such as listening, reading, and writing. The results show that the sub-skills such as vocabulary, grammar, pronunciation, comprehension, and fluency improve.

Peter J Katz. Reading Bodies in Victorian Fiction: Associationism, Empathy and Literary Authority

In 2015, in an interview with the novelist Marilynne Robinson, Barack Obama claimed that the most important things he had learned about citizenship, ‘setting aside being president’, he had learned from novels. ‘It has to do with empathy’, he explained (18). Obama’s easy elision of empathy, moral improvement, and novel reading might well elicit a scornful curl of the lip from some contemporary literary critics, but as Peter J. Katz shows in this engaging monograph, it would have been entirely familiar to many mid-Victorian readers and writers, who held ‘a philosophy of fiction in which literary value depends on a text’s capacity to cultivate empathy through feeling’ (2). Katz argues that this philosophy was most vigorously propounded and interrogated in the fiction of the great mid-Victorian sensationalists, Dickens, Collins, and Braddon, all of whom positioned empathy as central to the experience of reading, an idea that was at the time strongly associated with popular fiction, and is now associated instead with popular responses to ‘serious’ literature. As Katz shows, the debate about whether and how reading fiction was (or was not) morally improving, and who got to decide, was as heatedly political then as now, with popular fiction and ‘common readers’ pitted against ‘classic’ literature and professional authority. In the mid-Victorian era, however, it was also a fraught philosophical and scientific argument, in which competing theories of language and ethics were invoked to judge both the significance of novels and the competence of their readers.

Witnessability of Undecidable Problems

Many problems in programming language theory and formal methods are undecidable, so they cannot be solved precisely. Practical techniques for dealing with undecidable problems are often based on decidable approximations. Undecidability implies that those approximations are always imprecise. Typically, practitioners use heuristics and ad hoc reasoning to identify imprecision issues and improve approximations, but there is a lack of computability-theoretic foundations about whether those efforts can succeed. This paper shows a surprising interplay between undecidability and decidable approximations: there exists a class of undecidable problems, such that it is computable to transform any decidable approximation to a witness input demonstrating its imprecision. We call those undecidable problems witnessable problems . For example, if a program property P is witnessable, then there exists a computable function f P , such that f P takes as input the code of any program analyzer targeting P and produces an input program w on which the program analyzer is imprecise. An even more surprising fact is that the class of witnessable problems includes almost all undecidable problems in programming language theory and formal methods. Specifically, we prove the diagonal halting problem K is witnessable, and the class of witnessable problems is closed under complements and many-one reductions. In particular, all “non-trivial semantic properties of programs” mentioned in Rice’s theorem are witnessable. We also explicitly construct a problem in the non-witnessable (and undecidable) class and show that both classes have cardinality 2 ℵ 0 . Our results offer a new perspective on the understanding of undecidability: for witnessable problems, although it is impossible to solve them precisely, it is always possible to improve any decidable approximation to make it closer to the precise solution. This fact formally demonstrates that research efforts on such approximations are promising and shows there exist universal ways to identify precision issues of program analyzers, program verifiers, SMT solvers, etc., because their essences are decidable approximations of witnessable problems.

The Effect of Dettol Soap Television Advertisment to Gender Myth Through Semiotics

Advertisement is a form of mass communication. Advertisements contain about language, whether verbal and non-verbal. For that reason, advertisements can also analyze by language theories, like semiotic. Most television commercials portray the patriarchy of common perceptions where men make decisions for women and there is no place for gender equality. This work illustrates the analysis of the bold "liquid Dettol" advertisement in Indonesia that conveys a gender problem message. Semiotic analysis, qualitative, descriptive method, is used to analyze the signs associated with the message of gender issues, namely as high as the education of women, must be able to build their households, especially in comforting their children. In this research, researcher used the theory of Roland Barthes, through his semiotic theory to analyze gender myths in the ad. Myths can be analyzed through signs, which are contained in advertisements. In addition, the authors also use qualitative theories to analyze and describe this research.

Human Rights Discourses and Subject Formations: Tainting Queer Theory with Psychoanalysis

ABSTRACT International human rights law is a gendered discourse. This discursive terrain welcomes or (partially) rejects different subjects depending on their sex/gender identifications, manifestations and positioning. Queer theory is a piercing tool seeking to unearth the hidden hierarchies and attitudes behind the human rights talk. The queer method constantly questions the underlying intricacies of the sense we give to the world and the way we uncover our personal truth. As a contaminated method of enquiry, the analytical potential of a queer approach to human rights resides also in its openness to cross-pollination with other areas of knowledge. This paper explores the commonalities and tensions between psychoanalysis and queer theory applied to human rights law from the perspective of subject formation – a process which renders the subject of law and psychoanalysis constitutively dependent on external gendered legal norms. In both human rights and psychoanalysis, the individual is valued by virtue of being. Therefore, queer theory can benefit from theories of language and discourse, such as Lacanian psychoanalysis, to scrutinise the impact of the human rights vocabulary and grammar on subject formations. Psychoanalysis is a methodological partner of queer theory in understanding and valuing plural subject formations.

СТРАТЕГИИ РЕЧЕВОГО ВОЗДЕЙСТВИЯ КАК КОМПОНЕНТ КОММУНИКАТИВНОЙ КОМПЕТЕНЦИИ

The purpose of the study is considering speech strategies and tactics and their implementation in institutional discourse texts for the improvement of the communicative skills of philologists. The target audience also includes representatives of those fields where communicative influence is part of professional competencies due to their interaction with people and necessity to convince, change attitudes and values, and achieve compromise. The novelty lies in a comprehensive approach based on the material of several languages ​​to the study of institutional communication, strategies and tactics of institutional discourses agents not being systematically presented in the theory of language before; in revealing linguistic, stylistic and rhetorical devices used in their implementation as well as specificity of speech behavior of the representatives of the discourses considered. Based on the results, it is possible to create master classes in judicial, socio-political rhetoric, and help with presentations of scientific reports.

Lecture de l’Esthétique de Hegel par Merleau-Ponty

In this article, I highlight the following points. In 2022, the publication of the two volumes Inédits I (1946-1947) and Inédits II (1947-1949) was a great surprise. Among the many discoveries I made, I will focus here on the reading notes Merleau-Ponty had prepared on Hegel’s Aesthetics. I suggest that the motives of his reading of Hegel’s Aesthetics must be understood according to two aspects, intimately linked: they are first due to the fact that he himself was trying to formulate his own theory of art and aesthetics; and second that he had in mind Sartre’s work What is Literature? I show that, indeed, in his reading of the Aesthetics, Merleau-Ponty very clearly focuses on the distinction between the different genres of art and on their historical divisions. This is a point that leads me to raise the following question: What are the distinctions between artistic genres in Merleau-Ponty? Here, for me it is above all a question of taking into account Merleau-Ponty’s reservations, exposed in his later essay “Indirect Language and the Voices of Silence,” concerning the Sartrean conception of literature which distinguishes poetry from prose. Ultimately, I defend the idea that Merleau-Ponty proposes an experience of art that is inter-genre and inter-media, which opens an indefinite horizon from the historical limitation of art. Based on his theory of language and art, he thus recognized the historicity of language and art, while considering the possibility of transforming this historicity into something open.