Verbal Practice Research Articles

Code-switching as a verbal practice in Morocco: Structures and functions

Code-switching as a verbal practice in Morocco: Structures and functions

Как Марк Ришир понимает «прекрасное» Иммануила Канта?

Comparing understanding of the beautiful by Kant and Richir the article is con­centrated on decay of modern phenomenology (and modern philosophical rea­soning in general) as transforming understanding into rhetoric. Discussing ori­gins of thought, discovered in the beautiful, and its particularities in correlation with feeling (emotion) Richir breaks phenomenological instruments – transforms notions of epoche, reduction, pure consciousness, phenomenon into something uncertain, spreading them also on understanding of thought and providing thus uncertainty of its understanding and understanding as such. Discussing thought he proposes only verbal practice, disguised its emptiness by special manners (besides uncertainty it is a reproduction of metaphors, attachment of rhetoric to paraphrases of thinkers, mixture of understanding with understanding of un­derstanding, pseudo-questions). Damaging understanding as such this rhetoric does not give any other understanding – remains within the limits of ordinary understanding of consciousness as cognitive, mixture of thought and cognitivity and interpretation of the beautiful as knowledge. As opposed to Richir the article demonstrates a possibility of the other – productive – rhetoric which prepares a method for resisting the depicted crisis of understanding. Deviating from strict notions, denoted thought, to their uncertain use Kant prepares understanding of the beautiful as non-cognitive emotional experience and esthetical thought as a mean for such an experience – its non-cognitive expression. Thus Kant pre­pares rhetorically an understanding of irreducible difference among structures of consciousness.

POLEMIC DISCOURSE ONTOLOGY: COMPARATIVE ASPECT (in English and Ukrainian)

Introduction. The paper focuses on the concept of polemic discourse as public verbalcollision in the process of which the author breaks the principles of ethical communication inorder to realize certain tasks. In verbal practice metaphor of polemics reveals its power basedon the physical collision sensory-motor experience. Purpose. The paper aims to highlight theconceptual understanding of public verbal collision that is grounded on the image schema ofBLOCKING, which means making the opponent face some obstacle, and COUNTERATTACK,that illustrates the way of collision of two equally powerful opponents whose character ofattacks is different. Methods. The methodology of the given research is based on comparative,conceptual and linguocognitive methods of characterization the mechanisms of conducting thedebate to achieve certain results in polemic discourse verbalized in English and Ukrainian.Results. Studying the mechanism of polemic discourse, the paper emphasizes that BLOCKINGpredetermines the strategy reasoning to make the opponent look like some obstacle forthe author. COUNTERATTACK reflects the interactive character of verbal collision betweenthe participants of the debate, and author and opponent change their parts from time to time.It is proved that sensory-motor factors influence the verbalization of the collision polemicpower which is realized in such notions as conflict, fight, war and aggression. During theirdebate the opponents use so called verbal collision weapons which hit but don’t kill physically.Conclusion. The paper identifies the participants of polemic discourse: sender and two addresses(opponent and listeners). The sender, who is the author of polemic discourse, stands for differentsocial institutions’ points of view. His main tasks are the following: to lower the social statusof the opponent and to get as many as possible supporters among the listeners. Like the authorthe opponent is explicated in the polemics as the person who states the opinion of differentinstitutions. Listeners become arbitrators who take the decision about the winner of the debate.

Argumentation in the Interpretation of Statutory Law and International Law: Not Ejusdem Generis

This contribution bridges three fields—pragmatics, argumentation, and law. Arguments can be seen as the verbal formulation of inferences that articulate justificatory relationships, meaning that behind every argument is at least one argumentative inference. As an argumentative activity and verbal practice, legal discourse has gaps to be filled by pragmatic inference. Neo- and post-Gricean frameworks can thus tentatively be used for its analysis. Based on these frameworks, this contribution asks whether argumentation in the interpretation of statutory law is the same as in international law. More precisely, it looks at judges’ legal interpretations, which function as justifying arguments because they are constrained by rules/canons of interpretation. It is shown that neither a pragma-dialectical hierarchy of statutory canons nor a hierarchy of related presumptions carries over to international law where there is no such hierarchy.

Promoting English Learning in Secondary Schools: Design-Based Research to Develop a Mobile Application for Collaborative Learning

The goal of this study was to design a mobile application to address the challenge of the lack of quality English-speaking lessons in South Korean middle and high schools. The study was conducted because providing quality English speaking lessons in large size classes arguably could foster equal access to acquiring English speaking skills in public education settings. WikiTalki, a mobile application developed in this study, is a classroom assistance tool that expands students' verbal practice opportunities and enables them to receive personalized peer feedback on their speaking performance. The development process of WikiTalki followed the design-based research (DBR) approach and was conducted in three iterations of design, development, and test. An empirical study was conducted to assess the application's effectiveness in terms of students’ participation, self-efficacy, achievement in oral speech, and perceived English-speaking success. Significant findings of the study were: recording and sharing function increased learner participation in large-sized English classes; peer feedback tended to promote collaborative learning; continuous refinement of the application design enhanced the quality of instructional design and usability.

Between Pragmatism and Disenchantment: The Theory of Customary International Law after the ILC Project

--- REVISED VERSION --- There is a fundamental, eternal and unresolvable conundrum at the heart of customary international law: we do not know on what we should base our arguments. We seem to periodically rediscover arguments which generations upon generations before us have made and the debates on the theory of customary international law continue unabated, because there is a continuing and strong belief that we need it in order to keep international law working. But the question is whether that is (legal) reason enough to consciously or subconsciously change the mechanics of customary law to suit these perceived needs. The ILC concluded its project on customary international law in 2018. It is suffused with the spirit of pragmatism, but it could not avoid taking a stance on the theoretical aspects of this source. On the other side of the equation we find foundational critiques of customary international law, with Jean d’Aspremont as prominent voice. Custom is downgraded to a set of doctrines within the canon of stories international lawyers tell themselves. Both methods have virtues; both have very dangerous vices; both contain the seeds for their own destruction. One aim of this contribution will therefore be an effort to show the relative merits and demerits of these two techniques from a theoretical point of view. I have thus been prompted me to rethink the argument made in my 2004 EJIL article and to reconceptualise my portrayal of the foundation of this source. My work usually stops at the recognition that we cannot find the law which tells us what the rules on customary international law-making are. In this chapter, I will attempt to go a step further. Section 2 will summarise the two approaches. In Section 3, I will use the problem of verbal practice to show the strength and weaknesses of both approaches. Section 4 will focus on the high-level problem: finding what the law says about the sources of international law. I will discuss a new method for conceptualising this elusive level: the Approximatively Plausible Empowerment Norm (AppPEN).

Verbal practice aspects of the critical thinking program

Verbal practice aspects of the critical thinking program

A Bridge to Portugal: Language and Identity in Bridgeport, CT

Here I present the results of BridgePORT, an ethnographic study I carried out in 2018 within the Portuguese community of Bridgeport, CT (USA). I describe language use and representation among Portuguese speakers within the community, and I investigate the integration of these speakers into the dominant American English speech community. Through my fieldwork, I observe mixing practices in day-to-day interaction, while I also consider the evolution of the Portuguese language in light of language contact and speakers’ discourse as this relates to ideologies about the status of Portuguese within the community. My findings rely on questionnaires, participant observation of verbal interaction, and semi-structured interviews. My aim is to show how verbal practice shapes the process of identity construction and how ideas of linguistic “purity” mediate the maintenance of a link to Portugal and Portuguese identity.

Verbal feedback enhances motor learning during post-stroke gait retraining

ABSTRACT Background Fast treadmill walking combined with functional electrical stimulation to ankle muscles (FastFES) is a well-studied gait intervention that improves post-stroke walking function. Although individualized verbal feedback is commonly incorporated during clinical gait training, and a variable practice structure is posited to enhance learning, the influence of these two factors on motor learning during locomotor interventions such as FastFES is poorly understood. Objectives To determine if the addition of individualized verbal feedback or variable practice to a FastFES training session enhances motor learning of targeted gait patterns. Methods Nine individuals with post-stroke hemiparesis completed a crossover study comprising exposure to 3 dose-matched types of gait training: (1) FastFES (FF), comprising five 6-minute bouts of training with intermittent FES, (2) FF with addition of individualized verbal instructions and faded feedback delivered by a physical therapist (FF+PT), (3) FF with variable gait speed and FES timing (FF+Var). Gait biomechanics data were collected before (Pre), immediately after (Post), and 24-h following (Retention) each training type. Within-session and retention change scores of 3 targeted gait variables were calculated to assess locomotor learning. Results FF+PT resulted in larger improvements within-session and at retention in trailing limb angle, and a trend for larger improvements in paretic pushoff compared to FF. FF+Var failed to show greater learning of biomechanical variables compared to FF. Conclusions Addition of individualized verbal feedback (FF+PT) to a single session of gait training may enhance within- and across-session learning of targeted gait variables in people post-stroke, and merits more investigation.

Французький мовний субстрат в англомовному мемуарному дискурсі Володимира Набокова: стилістична гра чи текстотвірна закономірність?

The paper deals with the memoirs discourse which is regarded as a separate type of discourse whose nature is specified by the «memory factor». In order to investigate the role of «memory factor» in memoirs text-formation the author analyses one of the most famous case in memoirs practice of XX century — Vladimir Nabokov’s «Speak, Memory» (1966). This third version of Nabokovian memoirs written in English is fulfilled with numerous French and Russian insertions which provoke the discussion on multilingualism and code-switching, a topical issue in the modern study of Nabokov’s verbal practice and his text-forming techniques. The major object of analysis in the paper concerns French lexical and syntactical units which form as a whole a certain substratum in the repertoire of the multilinguistic means represented in this text. The description of the French substratum concluding various units (words, word combinations, phrases, quotations, phraseological units, sentences) with different functions in the sentence allowed to identify 8 types. They were interpreted according to the memoirs text-formation model proposed in the earlier publications of the author, and the analysis showed that almost all French insertions represent the substructure of Nabokov’s text which is determined by the «memory factor». Most of these nominative means in their functioning in the text contain the reference to some significant situation, event, or picture of the past and in their verbal images they are conceptualized by the memoirist as an inalienable part of the referential situation. The study of the data also proves that the use of French insertions in this memoirs text is nothing to do with the ludic aspect of text-formation, with linguistic games which are often considered as a constant of Nabokov’s works.

Epistemology of the Answering Machine

This article responds to the call, long latent in queer theory, for more nuanced portrayals of vocality. As Andrew Anastasia writes in the introductory issue of TSQ: Transgender Studies Quarterly, accounts of vocality that consider only the voice’s discursive or linguistic qualities “relegate the embodied voice to a service role of rendering audible the coherent thought.” Similarly, for trans-gender individuals undergoing vocal change, media technologies of vocality like the telephone and the answering machine—the subject of this article—do more than render subjects audible. Through a sustained engagement with archives concerning Cher and her transgender son, Chaz Bono, including the documentary Becoming Chaz (dir. Fenton Bailey and Randy Barbato, US, 2011) and memoirs and coming- out guides written by Chaz, and with a particular focus on an exchange concerning an answering machine that lodges Chaz’s changing voice, this article examines how sonic archives are, for Cher and Chaz as for earlier listeners, contested sites of mourning and becoming. Through a reading of Chaz’s voice on Cher’s answering machine, one that considers the projects of phonography and telephony on which it is based, and which draws as well on the concurrent archival concerns of the television show Transparent (Amazon, 2014–19), the article demonstrates how the epistemic and affective stakes of transgender bodies are mediated through specific sonic technologies that give rise to forms of mournful archives. It seeks to show how the answering machine subtends histories that conflate literal death and gender transition; for Chaz, it also affords more radical possibilities than verbal practice alone. Attending to the answering machine complicates the association between voice and agency on which a slogan like “Silence = Death” relies and yields a rethinking of media history and sound studies as they relate to queer lives.

"A Rubric of Pain Words": Mapping Atrocity with Holocaust Yiddish Glossaries

During and immediately after World War II, East European Jewish intellectuals perceived a radical transformation in the Yiddish language. This perception inspired some to create dictionaries or glossaries that could map and decode these new linguistic developments. While these glossarists approached the Holocaust Yiddish vocabulary from different conceptual and political positions, their texts nonetheless point to common words, themes, and pressure-points from within this catastrophe-inflected dialect. Of these prominent themes, this essay investigates three: theft, animals, and the sexual body. Based on the way that these themes are addressed, I argue that the glossaries not only explain the meaning of new Yiddish words; they also reveal new types of verbal practice and new ways in which Yiddish speakers behaved toward language. In sum, the glossaries testify to a specific sensation of speech and offer a new lens through which to read Yiddish works on and from the Holocaust.

Textbook on rhetoric: an attempt of authors reflection

The article is devoted to the textbook on rhetoric published at Altai State University. Two key points determined the main subject of consideration they are orientation toward the graduate students of philology and their preparation for professional activities in a multi-ethnic environment. The need for a book is justified by the features of the socio-communicative situation in the countries of Greater Altai. The authors' attention is focused on issues of general and professional rhetorical, theoretical and practical training of graduate students of philology, their mastery of communicative and rhetorical competencies as well as the development of research skills. It is shown that the content of the textbook, reading-book and case-studies contributes to theformation of the academic and educational competencies of graduate students in the field of rhetoric, the development of independent work skills and also improvement of verbal (rhetorical) practice; that the formation of knowledge in the field of Kazakh national rhetoric requires an understanding of the priority over the speecheloquence, the concept of speech relevance, or conscious “speaking”. Orientation of graduate philologists to the work in a multi-ethnic environment reveals the importance of interculturalal communication, understanding the specifics of interpersonal relations between the speaker and the listener. In the field of higher education didactics, the research prospects are due to the improvement of the rhetorical culture of the teacher’s personality and his role as a person providing successful group communication.

Constraint-induced aphasia therapy for post-stroke patients in Japan

Constraint-induced aphasia therapy (CIAT) has been widely applied as post-stroke aphasia rehabilitation to encourage intensive verbal practice with supported verbal cuing instead of previous habitual compensatory strategies (Pulvermuller et al., 2001). However, this therapy has not yet been reported in Japan; thus, we applied intensive CIAT training to three of our patients with chronic aphasia. Patient 1: aged 72 years, female, three years after onset of Broca aphasia. Patient 2: aged 67 years, male, two years after onset of transcortical aphasia. Patient 3: aged 52 years, female, two years after onset of anomia. The CIAT-II protocol (Johnson et al., 2015) was modified as the Japanese version, which consisted of intensive training using five expressive language exercises and methods of Shaping and Transfer Package for 5 × 3-h weekly sessions for 3 weeks. The Japanese version of the Aphasia Quotient (AQ) in the Western aphasia battery and the Amount Scale (AS) of the Verbal Activity Log (VAL) were also modified to assess aphasia before and after the protocol. The AS improved from 2.7 to 4.6, from 1.4 to 2.8, and from 2.2 to 3.8 in patients 1, 2, and 3, respectively. The AQ did not greatly change in any patient (from 70.8 to 72, from 70 to 73.1, and from 85.9 to 93.7, respectively). The results indicated that the CIAT could improve aphasia assessed by the AS, which was consistent with previous study of CIAT (Johnson et al., 2015) and constraint-induced movement therapy (Taub et al., 2013). The Japanese version of CIAT might be effective as speech therapy for Japanese patients with chronic aphasia.

IS THERE THE WORD SPICHKI IN RUSSIAN LANGUAGE? (ABOUT THE INTEGRITY OF INFLECTIONAL PARADIGM AND GRAMMAR FORMS OF THE WORD)

The article is dedicated to the problem of complete/incomplete of inflectional paradigm and grammar profile of the word – the whole forms actual in communicative practice. The author raises a question of use of one or another form of the word with «defective» paradigm as the title of vocabulary item, analyses the frequency of use of different words forms in verbal practice.

Auditory Verbal Practice – Family-centered Early Intervention

Auditory Verbal Therapy (AVT) is a distinctive approach to auditory development in young children who use hearing technology. It explicitly promotes language learning through audition, and enlists ...

The practice of caricature in 18th-century Britain

This essay offers a survey of critical studies of caricature—as in the art of physiognomic exaggeration and distortion—in 18th-century Britain. It reviews scholarship that has grappled with such questions as: what is caricature and how do we recognize it? Why caricature? How does caricature make itself felt within the hierarchies of 18th-century British culture? When and why does it emerge in Britain as a dominant mode of visual satire? What, in this cultural matrix, is its politics, if it can be said to have a politics at all? And can we speak of caricature as a verbal practice as much as a graphic one? This essay begins with a consideration of early efforts to formulate a theory of caricature before turning to more recent contributions to the field that have sought to map the cultural politics of caricature's presence within 18th-century graphic satire. In a final section, it then considers the work undertaken to trace practices of caricature on stage and in the novel.

‘Transborder conversation’ and oppositional codes: Mediatised diffusion of social movement discourse between Hong Kong and China

Since 2003, Hong Kong has gradually transformed into a ‘social movement society’. With the help of new technologies, mediatised ‘transborder conversation’ about social movement across the border with mainland China, as a verbal practice, has become routine. Sojourn students from the mainland, who usually stay in Hong Kong for several years, actively participate in this verbal practice. Taking a ‘discourse-centred online ethnography’ approach, this study aims to unpack the verbal practice of transborder conversations driven by sojourn students during the Umbrella Movement from the theoretical perspective of speech codes. By conducting participant observation and in-depth interviews with 30 participants, two oppositional codes, cynicism and idealism, have been identified. Each code assumes different relations of the self and the state and different political efficacy, which manifests as different interactional practices. The presence of these oppositional codes has endangered the counter-hegemonic nature of transborder conversations.

Abstract TP416: Does Hands-on tPA Education Really Improve Nurses' Knowledge Retention?

University Hospitals Comprehensive Stroke and Cerebrovascular Center (UHCSCC) Registered Nurses (RNs) in the Neurological Intermediate Unit (NIU) often care for patients after Intravenous (IV) tissue plasminogen activator (tPA) has been initiated. IV tPA is a high-alert medication that has potential bleeding risks. Due to the limited opportunity for initiating IV tPA, we identified the need for enhanced education among this group of RNs. Currently, NIU RNs complete an annual competency via an online learning management system (LMS). Our goal is to identify the best teaching method to heighten the ability for the RNs to retain and apply information. This project is to evaluate if an individualized hands-on educational approach improves the RN’s knowledge of IV tPA administration. In 2015, 36 NIU RNs were given a 20 question pretest that assessed their baseline knowledge on dosing, administration, monitoring, and complications of IV tPA. Each RN then completed the annual LMS competency. Eighteen RNs from this group were randomly selected to participate in an additional 30 minute one-on-one instructional session that included both verbal information and hands-on practice. Approximately 2 weeks later, all 36 RNs completed a 20 question post test to assess knowledge retention. All of the 36 NIU RNs had some education on IV tPA prior to this study. The years of experience working as an RN varied from 6 months to 20 years. Group 1 consisting of 18 RNs that solely received LMS education averaged 50.8% on the pretest and averaged 83.3% on the post test. Group 2 consisting of 18 RNs that had the additional hands-on educational session averaged a 42.2% on the pretest and averaged 95.8% on the post test. The data was analyzed using paired t -tests, and the difference in scores were significant for both groups (P=0.000). Additionally, a 2-sample t -test found significant difference (P=0.004) in the score changes from pre to post when comparing hands-on instruction to the LMS training. Both methods of education were associated with significant increased scores on the post test. Our data suggests that the hands-on approach along with our current practice improves knowledge retention. Further research would be useful to assess retention several months post education.

Using Formulations and Gaze to Encourage Parents to Talk About Their and Their Children's Health and Well-Being

In preventive health-care settings, professionals need to encourage clients to talk about their problems before they become critical. We use multimodal conversation analysis to demonstrate how public health nurses encourage parents to elaborate on their problems in a sample of preventive maternity and child health (MCH) clinics in Finland. The nurses topicalize the problem-relevant aspects of the parents’ problem-indicative talk by issuing a formulation of what the parent has just said (that is, by redescribing it in problem-related terms). This verbal practice is synchronized with a visual one—the nurse issues the formulation, receives the parent's response, and then gazes directly at them. This has the effect of prompting the parent to take up the problem and talk about it. We discuss the findings in relation to the institutional tasks in MCH care and to the role of gaze in constituting actions, such as formulations. Data are in Finnish with English translation.