Relevant bibliographies by topics / Linguistic turn

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Linguistic turn'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 January 2024

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Journal articles on the topic "Linguistic turn"

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Ball, Terence. "Hobbes' Linguistic Turn." Polity 17, no. 4 (June 1985): 739–60. http://dx.doi.org/10.2307/3234572.

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Piker, Joshua Aaron. "A New Turn for the Linguistic Turn." Reviews in American History 28, no. 3 (2000): 360–66. http://dx.doi.org/10.1353/rah.2000.0061.

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Falk, Julia S. "Turn to the history of linguistics." Historiographia Linguistica 30, no. 1-2 (September 16, 2003): 129–85. http://dx.doi.org/10.1075/hl.30.1.05fal.

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Summary In the 1940s and 1950s, the leading proponents of American synchronic linguistics showed little interest in the history of linguistics. Some attention to historiography occurred in subfields of linguistics closest to the humanities – linguistic anthropology, historical linguistics, modern European languages – but the ‘science of language’ developed by Leonard Bloomfield and his descriptivist followers demanded autonomy from other disciplines and from the past. Increasing American contact with European linguistics during the 1950s culminated in the 1962 Ninth International Congress of Linguists in Cambridge, Massachusetts. Here Noam Chomsky presented a plenary session paper that appeared in print in four versions between 1962 and 1964, each version incorporating an increasing amount of discussion of the early 20th-century precursors to the descriptivists and a number of 17th- and 19th-century studies of language and mind. Charles Hockett responded by organizing his 1964 presidential address to the Linguistic Society of America as a history of linguistics, emphasizing periods, figures, and ideas not included in Chomsky’s work. Historiographers of the time recognized a surge of American interest in the history of linguistics beginning in the early 1960s and most attributed it largely to Chomsky’s work. Historiographic publication increased significantly among the descriptivists; at the same time it emerged among the generativists, most of whom followed Chomsky in exploring pre-20th-century philosophical ideas or reconsidering concepts and practices of the descriptivists’ forerunners. The resulting visibility and impetus to the history of linguistics contributed to the foundation upon which linguistic historiography matured in North America in the later decades of the 20th century.
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Simco, Nancy. "THE LINGUISTIC TURN, AGAIN." Southwest Philosophy Review 5, no. 1 (1989): 1–13. http://dx.doi.org/10.5840/swphilreview1989511.

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Pellauer, David. "Ricœur’s Own Linguistic Turn." Études Ricoeuriennes / Ricoeur Studies 5, no. 1 (July 15, 2014): 115–24. http://dx.doi.org/10.5195/errs.2014.217.

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AbstractI want to discuss why it makes sense to speak of a linguistic turn in the philosophy of Paul Ricœur. He early on had said that “the word is my kingdom and I am not ashamed of it” without, at that time, spelling out just what this claim meant as regards a broader philosophy of language. Nor would he have had any difficulty in admitting that his attitude toward language and questions about language changed over time.Keywords : Analytic Philosophy, Linguistic Turn. RésuméJe souhaite discuter pourquoi il y a un sens à parler de tournant linguistique dans la philosophie de Paul Ricœur. Il avait dit dès le début de son travail “la parole est mon royaume et je n'en ai point honte,” sans, à ce moment-là, spécifier ce que cette affirmation signifie au regard d'une philosophie du langage. Et il n'aurait pas eu de difficulté à admettre que son attitude envers le langage et les questions sur le langage a changé au fil du temps.Mots-clés: Philosophie analytique, Tournant linguistique.
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Waldstreicher, David. "The First Linguistic Turn." Reviews in American History 27, no. 1 (1999): 14–21. http://dx.doi.org/10.1353/rah.1999.0022.

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Vann, Richard T. "Louis Mink's Linguistic Turn." History and Theory 26, no. 1 (February 1987): 1. http://dx.doi.org/10.2307/2505256.

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Skupien, Janet. "Completing the linguistic turn." Philosophy & Social Criticism 22, no. 1 (January 1996): 13–25. http://dx.doi.org/10.1177/019145379602200102.

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Ng, Eve. "Linguistics and ‘The Linguistic Turn’: Language, Reality, and Knowledge." Annual Meeting of the Berkeley Linguistics Society 24, no. 1 (August 25, 1998): 173. http://dx.doi.org/10.3765/bls.v24i1.1230.

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Cerutti, Simona. "Le linguistic turn en Angleterre." Enquête, no. 5 (September 1, 1997): 125–40. http://dx.doi.org/10.4000/enquete.1183.

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Dissertations / Theses on the topic "Linguistic turn"

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Jolliffe, Christine. "After relativism, literary theory after the linguistic turn." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0026/NQ50196.pdf.

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Jolliffe, Christine. "After relativism : literary theory after the linguistic turn." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35901.

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In this dissertation I examine the issues concerning the problematics of historical-textual relations in the wake of the linguistic turn. I begin by showing how the emphasis on the generative rather than the mimetic properties of language has led a number of critics to reject the notion of knowledge as "accurate representation" (Richard Rorty), and then go on to demonstrate how this critical position has undermined the way in which literary and intellectual historians alike have traditionally understood such concepts as causality, human agency and social determination.
I show that, in the light afforded by the linguistic turn, there can be no unproblematic distinction between literature and history, text and context, but I also contest some of the more dogmatic versions of this position which make the claim that there can be no such thing as history prior to its textualization, or no such thing as human agency because individual human persons are thoroughly constrained by discursive structures. I suggest that in giving up the notion of an uninterpreted reality, we do not have to abandon the idea of the historically real, of reality, of agency, or of truth.
In doing so I examine the work of Alasdair MacIntyre and other critics who provide us with a productive way of approaching the methodological and philosophical issues that are raised by these questions, and then I examine a variety of literary texts which I believe give the questions further historical detail and relevance. In the letters which the twelfth-century abbess Heloise wrote to Abelard, in Geoffrey Chaucer's treatment of the problem of historical-textual relations, and in Brian Friel's inquiry into the linguistic embodiment of traditions in his play Translations we have a variety of testimonies to the dynamic way in which self and world, agency and structure, are related.
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Fleming, Michael Neil. "The linguistic U-turn in the philosophy of thought." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0013/NQ38886.pdf.

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Pierce, April Elisabeth. "Of poems and propositions : T.S. Eliot and the linguistic turn." Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:6c67504e-2158-48a9-ac4a-3ee1c792efcf.

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This thesis describes how Eliot's concern for language and form finds roots in early twentieth century language philosophy. It also explores the way Eliot's early philosophical themes concerning language and meaning reemerge in his literary criticism and philosophical poetry during the 1920s and 1930s, and in his more explicitly philosophical Four Quartets. More significantly, this thesis historically elucidates Eliot's debt to the philosophies of Edmund Husserl and Bertrand Russell, reframing his philosophy within the two poles of the "Linguistic Turn". By closely examining Eliot's unpublished and only recently published essays and notes, the thesis unearths probable connections between Eliot's own philosophical interests and his later poetics, redefining his legacy as a prototypical modernist poet, and suggesting a new framework of study for scholars and students of literary modernism.
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Jordan, Jessy E. G. Moore Scott Hunter. "Iris Murdoch's genealogy of the modern self retrieving consciousness beyond the linguistic turn /." Waco, Tex. : Baylor University, 2008. http://hdl.handle.net/2104/5240.

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Bellenger, Peter. "A discussion of pneumatology and the the linguistic turn to practice : with reference to Kevin Vanhoozer's canonical-linguistic approach to Christian theology /." St Andrews, 2009. http://hdl.handle.net/10023/865.

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Potter, Eugenie Ann Conser. "The linguistic turn in philosophy of education: An historical study of selected factors affecting an academic discipline." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184401.

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From the late 1950s to about 1970, philosophers of education began to adopt a mode of philosophizing characterized as "the linguistic turn," after a similar change in general philosophy. This involved a move away from the older "isms" approach rooted in metaphysics towards linguistic and conceptual analysis. The linguistic turn has been attributed to intellectual history--the influence of ideas on a field. The central argument of this study, however, is that during the 1950s, factors external to academia, but acting upon it, interacted with concerns by educational philosophers themselves to create the conditions for the linguistic turn. These factors included the attacks on public schooling and "educationists," the teacher education reform movement, the Ford Foundation funding of liberal arts oriented teacher preparation, and, within the academy, the concern on the part of educational philosophers for the academic legitimacy of their discipline. These factors led philosophers of education to model their discourse more closely on the reigning paradigm in general philosophy, linguistic analysis. The attacks on public schooling were centered on progressivism for its alleged anti-intellectualism and subversive character. Philosophers of education were the particular targets of these critics. Teacher preparation in education schools also came under scrutiny during this period. The Ford Foundation's Fund for the Advancement of Education underwrote major programs that centered teacher preparation in a liberal arts curriculum, with only minimal coursework devoted to professional training. In addition, the National Commission for the Accreditation of Teacher Education (NCATE) supported such a reorientation, with a concomitant weakening of educational philosophy's place in teacher education programs. Philosophers of education responded by lobbying for the inclusion of their courses in certification requirements, forging an alliance with the American Philosophical Association, reducing the social activism that had characterized earlier educational philosophers' efforts, and adopting the more academically legitimate methods of general philosophy. In the short term these actions assured educational philosophy a place in teacher education programs. In the long run, however, the linguistic turn may have jeopardized the survival of educational philosophy as an academic field by creating a chasm between philosopher and practitioner.
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Mendes, Vitor Hugo. "O sujeito da educação em um contexto pós-metafísico." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2006. http://hdl.handle.net/10183/132981.

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A tese O sujeito da educação em um contexto pós-metafísico repõe a problemática do sujeito da educação seguindo o fio condutor da reviravolta lingüística. Tendo em consideração a crise da razão (ocidental) e a crítica do sujeito, – que impugnou uma idéia de ratio (metafísica) dissolvendo a concepção de sujeito (subjectum) soberano, consciente e responsável –, retoma os questionamentos dirigidos ao esclarecimento moderno (Aufklärung), situando a derrocada dos fundamentos normativos da educação (Bildung) em um contexto pós-metafísico. Diante desse quadro social contemporâneo amplo, radicalmente modificado e, densamente complexo, adentrando na conversação teórico-filosófica e pedagógica, O sujeito da educação em um contexto pós-metafísico, busca compreender – no horizonte de uma leitura hermenêutica –, o sujeito da educação em sua configuração lingüística. Para tanto, analisa e distingue, contrastando, a abordagem teórico-metodológica de Richard Rorty e de Jürgen Habermas, autores contemporâneos identificados com a reviravolta lingüísticopragmática. O neopragmatismo de Rorty redescreve o sujeito rede de crenças e desejos; a teoria do agir comunicativo de Habermas reconstrói o sujeito de fala e ação. Explicita-se, assim, o sujeito como agente lingüístico. Contingente e descentrado, o sujeito lingüístico não mais constitui um fundamento subjacente (hypokeimenon) e necessário. Destrancendentalizada a razão metafísica, o sujeito, em um contexto pós-metafísico, no influxo da reviravolta lingüística apresenta-se modesto em suas pretensões, comunicativo em suas interações, intersubjetivo em suas razões. Com base nesses pressupostos, a possibilidade de um sujeito lingüístico constitui uma alternativa para uma outra compreensão do sujeito da educação. Incorporando as demandas do sujeito no plano interativo lingüístico-intersubjetivo, o discurso pedagógico renova o sentido da própria tarefa educativa de assegurar, dinamizar e potencializar o caráter dialogal da formação (Bildung) do sujeito. Quer dizer, a educação é uma interação efetível, tanto quanto, em sua ação, constitui-se enquanto espaço possibilitador da conversação, do diálogo, do processo de socialização-individuação do sujeito lingüístico. O desenvolvimento da competência lingüística do sujeito posicionado intersubjetivamente caracteriza e orienta a ação educativa.
This thesis entitled The subject of the education in a postmetaphysical context replaces the problem of the education’s subject following the connecting thread of the linguistic turn. Considering the crisis of the occidental reason and the critics of the subject – which didn’t accept an idea of metaphysical ratio, dissolving the conception of sovereign subject (subjectum), conscious and responsible – takes up again the questions addressed to the modern Illuminism (Aufklärung), placing the collapse of the normative foundations of the education (Bildung) in a postmetaphysical context. In face of this contemporary survey, radically modified and very complex, involving the conversation in the point of view of philosophical-theoretical and pedadogic aspects, The subject of the education in a postmetaphysical context tries to understand – by means of a hermeneutic reading – the education’s subject in his linguistic configuration. Thus are analysed and distinguished, but also compared, the theoretical and methodical approaches of Richard Rorty and Jürgen Habermas, two contemporary authors identified with the linguistic and pragmatic turn. The Neo Pragmatism of Rorty focuses on the subject as a net of religious convictions, and desires. Habermas’ theory of communicative acts rebuilds the subject as speaking and acting. Thus appears the subject as linguistic agent. As contingent and not more as center, the linguistic subject doesn’t constitute an underlying and necessary foundation (hypokeimenon). Without a transcendence, the metaphysical reason, the subject, in a postmethaphysical context, influenced by the linguistic turn, appears modest in its pretensions, communicative in its interactions, intersubjetive in its reasons. Based on such presupposition the possibility of a linguistic subject is an alternative for an other understanding of the education’s subject. Incorporating the requests of the subject at the interactive and intersubjective level, the pedagogic discourse renews the meaning of the educative task in order to reinforce and ensure with dynamism the dialogical character of the formation (Bildung) of the subject. In other words: the education is a realizable interaction in its action and represents a space which makes possible the conversation, the dialogue, the process of socialization and individuation of the linguistic subject. The evolution of the linguistic competence of the subject intersubjectively considered characterizes and orientates the educative action.
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Fisher, Edward C. "The politics of the linguistic turn : a Wittgensteinian analysis and critique of the role of language in contemporary political theory." Thesis, University of Edinburgh, 1999. http://hdl.handle.net/1842/28018.

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The thesis investigates the implications flowing from the adoption of certain conceptions of language within contemporary political and social theory. It also examines the impact which this has had upon some of the influential accounts given of concrete political phenomena such as Thatcherism. A chief aim of the study is to re-establish the irreducibly social nature of language, a crucial dimension which, it is argued, has been lost in contemporary poststructuralist and postmodernist formulations of the language/politics relationship. Section 1 places the central topic of the thesis in context by examining the role which certain dominant generative metaphors from the field of linguistics have played in undermining the notion of language as a truly social and political phenomenon. This involves an examination of the political implications which stem from the poststructuralist and postmodernist appropriations of Saussure's theoretical legacy; in particular, the insistence upon the notion of a language 'system' and upon the 'arbitrary' nature of the relation between the signifier and signified. In contrast to the poststructuralist and postmodernist views, a Wittgensteinian conception of language is set out in section II which views the latter not in purely semiotic terms as an autonomous and radically indeterminate structure, but as a socially-embedded network of rule-governed linguistic and practical activities; a conception which is encapsulated in Wittgenstein's notion of a 'form of life'. In the course of this, an immanent critique of the poststructuralist/postmodernist conception of language is developed through a focus upon the writings of Lyotard and Rorty, both of whom claim allegiance to a Wittgensteinian perspective, but whose chief failings, it is argued, stem from an unwarranted universalisation of such notion as 'difference', the 'arbitrary' nature of the signifier/signified relation, and the 'contingency' of language. In contrast, a line of argument is developed via the later writings of Wittgenstein that re-establishes the varied and socially embedded uses of language, one of which is to represent states of affairs in the socio-political world. All of this, it is argued, reveals a number of important parallels between a Wittgensteinian perspective on the language/politics relationship and the views of other writers on the topic such as Aristotle, Marx, and Bourdieu.
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Gross, Sibylle [Verfasser], and Schamma [Akademischer Betreuer] Schahadat. "Das Spiel der Geschichte im historischen Roman : historische Romane im Licht der Geschichtstheorie nach dem linguistic turn / Sibylle Gross ; Betreuer: Schamma Schahadat." Tübingen : Universitätsbibliothek Tübingen, 2016. http://d-nb.info/1197694102/34.

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Books on the topic "Linguistic turn"

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Gupta, Amitabha Das. The second linguistic turn. New Delhi: Intellectual Pub. House, 1993.

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Richard, Rorty, ed. The Linguistic turn: Essays in philosophical method. Chicago: University of Chicago Press, 1992.

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Richard, Rorty, ed. The Linguistic turn: Recent essays in philosophical method. Chicago: University of Chicago Press, 1988.

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History, theory, text: Historians and the linguistic turn. Cambridge, Mass: Harvard University Press, 2004.

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Coulouma, Flore. Diglossia and the linguistic turn: Flann O'Brien's philosophy of language. Champaign, IL: Archive Press, 2015.

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International Seminar on Beyond the Linguistic Turn: Literature, Culture, and Philosphy (2002 Jawaharlal Nehru University). Poststructuralism and cultural theory: The linguistic turn and beyond. Edited by Manjali Franson D, Jawaharlal Nehru University. Centre of Linguistics and English., and Indian Council of Philosophical Research. New Delhi: Allied Publishers, 2006.

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M, Spiegel Gabrielle, ed. New directions in historical writing after the linguistic turn. New York, NY: Routledge, 2005.

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Ramelow, Tilman Anselm. Beyond modernism?: George Lindbeck and the linguistic turn in theology. Neuried: Ars Una, 2005.

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The second linguistic turn: Chomsky and the philosophy of language. Frankfurt am Main: P. Lang, 1996.

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Richard, Rorty, ed. The linguistic turn: Essays in philosophical method : with two retrospective essays. Chicago: University of Chicago Press, 1992.

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Book chapters on the topic "Linguistic turn"

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Engel, Christine. "Linguistic turn." In Lexikon der Geisteswissenschaften, 472–79. Wien: Böhlau Verlag, 2011. http://dx.doi.org/10.7767/boehlau.9783205790099.472.

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Fox, Stephanie. "Linguistic turn." In Bildungswissenschaft in Begriffen, Theorien und Diskursen, 361–67. Wiesbaden: Springer Fachmedien Wiesbaden, 2023. http://dx.doi.org/10.1007/978-3-658-37858-5_45.

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Thompson, Neil. "The linguistic turn." In Theorizing Social Work Practice, 191–206. London: Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-1-137-01416-0_12.

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Thompson, Neil. "The linguistic turn." In Theorizing Practice, 198–212. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-60952-6_13.

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de Zengotita, Thomas. "The Linguistic Turn." In Political Philosophy and Public Purpose, 101–12. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-90689-8_5.

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Trabant, Jürgen. "Zur Einführung: Vom linguistic turn der Geschichte zum historical turn der Linguistik." In Sprache der Geschichte, edited by Jürgen Trabant, VII—XXII. Berlin, Boston: De Gruyter Oldenbourg, 2005. http://dx.doi.org/10.1524/9783486594638-001.

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Stenlund, Sören. "On the Linguistic Turn in Philosophy." In The Practice of Language, 11–50. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-017-3439-4_2.

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Sieben, Barbara. "Der linguistic turn in der Managementforschung." In Diskurs und Ökonomie, 49–78. Wiesbaden: Springer Fachmedien Wiesbaden, 2014. http://dx.doi.org/10.1007/978-3-531-19987-0_2.

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Sieben, Barbara. "Der linguistic turn in der Managementforschung." In Diskurs und Ökonomie, 37–62. Wiesbaden: VS Verlag für Sozialwissenschaften, 2009. http://dx.doi.org/10.1007/978-3-531-91914-0_2.

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Raab, Nigel A. "The End of the Linguistic Turn." In The Humanities in Transition from Postmodernism into the Digital Age, 43–69. New York : Routledge, 2020. | Series: Routledge studies in cultural history; vol 89: Routledge, 2020. http://dx.doi.org/10.4324/9781003020493-3.

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Conference papers on the topic "Linguistic turn"

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Bojin, Nis. "Ludemes and the linguistic turn." In the International Academic Conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1920778.1920783.

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Kousidis, Spyros, David Schlangen, and Stavros Skopeteas. "A cross-linguistic study on turn-taking and temporal alignment in verbal interaction." In Interspeech 2013. ISCA: ISCA, 2013. http://dx.doi.org/10.21437/interspeech.2013-231.

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Stolcke, Andreas. "Modeling linguistic segment and turn boundaries for n-best rescoring of spontaneous speech." In 5th European Conference on Speech Communication and Technology (Eurospeech 1997). ISCA: ISCA, 1997. http://dx.doi.org/10.21437/eurospeech.1997-701.

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Kuehnle, William. "Language as an Explanatory Hypothesis: A Linguistic Turn in the Comprehensive Enrollment Debate." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2016574.

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Kleiner, Yuri. "ORTHOEPY — HISTORY OF LINGUISTICS — HISTORY OF LANGUAGE." In 49th International Philological Conference in Memory of Professor Ludmila Verbitskaya (1936–2019). St. Petersburg State University, 2022. http://dx.doi.org/10.21638/11701/9785288062353.01.

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The definition of orthoepy as “a branch of linguistics that studies pronunciation norms” tends to determine the understanding of its tasks as exclusively prescriptive, and that of orthoepy as a whole as an applied area, par excellence. Its other component, purely linguistic, is present in the problem of the correlation between the system and the norm, traditionally central to the school of Lev Shcherba. In essence, this problem is a particular case of the Saussurian “language — speech” dichotomy, which is the reason for regarding orthoepy as a purely linguistic discipline and for discerning two points of view on its object, those “from within” and “from without.” The latter implies a conscious attitude towards the choice, from several possibilities, of one unit as a normative or “correct” with the establishment of the systemic status of this unit. This point of view on language, which emerged almost simultaneously with the awareness of it as an inherently human capacity (Plato), is reflected both in the early evidence of “language prestige” (Catullus, Cicero) and in the works of “intuitive linguists,” either relying on a certain norm (Alexandrian grammarians) or creating it (English orthoepists). In turn, the norm is synonymous to speech, which exists at a given synchronic stage; it changes either as a result of the alternative possibilities offered by the system (language dynamics) or due to the transition of the system to another synchronic stage (linguistic change per se), cf. Ludmila Verbitskaya’s formulation in The Linguistic Encyclopedic Dictionary: “The phonological system of a language completely determines the pronunciation norm. The norm can change within the system provided new forms gradually replace the old ones under the influence of extralinguistic factors or as a result of changes that have taken place in the system.” In this context, the primary task of interpreters of early orthoepic evidence (first of all, historians of language) is to identify factors belonging to two fundamentally different spheres. Ignoring this circumstance in the research procedures, characteristic of (chronologically or ideologically) pre–Saussurian (pre–Baudouin de Courtenay) linguistics, leads to a confusion of factors, including systemic and extra–linguistic ones, and, moreover, of the fundamental notions, (diachronic) change and (synchronic) variation, which, among other things, is reflected in the idea of ‘recent changes’ in the system (in fact, in the norm) and in the popular notion of “language in the state of (constant) flux.” On the contrary, the consistent differentiation, in research procedures, of different factors interacting in the functioning of language system, and thus discerning between the two points of view on it, “from within” and “from without,” makes orthoepy an integral part of linguistics as a fundamental science of language, providing theoretical justification for its applied component, the latter’s goals having been formulated, for all times, as a maxime to “speak properly and correctly.” Refs 29.
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Razavi, S. Zahra, Benjamin Kane, and Lenhart K. Schubert. "Investigating Linguistic and Semantic Features for Turn-Taking Prediction in Open-Domain Human-Computer Conversation." In Interspeech 2019. ISCA: ISCA, 2019. http://dx.doi.org/10.21437/interspeech.2019-3152.

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Jackson, Jane, Cherry Chan Sin Yu, and Tongle Sun. "Language and (Inter)cultural Socialization in Study Abroad (SA) Contexts." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.17-4.

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Students who participate in a study abroad (SA) program are naturally exposed to new ‘ways of being’ (e.g., unfamiliar linguistic and cultural practices) and as they adjust to the host environment, they may experience acculturative stress and identity confusion (Jackson 2018, 2020). To better understand the challenges facing second language (L2) SA participants, applied linguists in various parts of the world are conducting introspective studies that seek to identify and make sense of factors that can influence L2 socialization and sojourn outcomes (e.g., language proficiency gains, intercultural competence development) (Iwasaki 2019; Jackson 2019). Their work is providing much-needed direction for pedagogical interventions in SA programs (e.g., pre-departure orientations, language and intercultural transition courses) (Jackson and Oguro 2018; Vande Berg, Paige and Lou 2012). This, in turn, is helping institutions of higher education to realize some of their internationalization goals (e.g., the enhancement of language and intercultural development). After explaining contemporary notions of L2 socialization/acculturation and poststructuralist perspectives on identity, this colloquium presented the key findings of three mixed-method, largely qualitative, longitudinal studies that investigated the L2 socialization and identity reconstruction of participants in various short-term SA programs.
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Brusco, Pablo, Juan Manuel Pérez, and Agustín Gravano. "Cross-Linguistic Study of the Production of Turn-Taking Cues in American English and Argentine Spanish." In Interspeech 2017. ISCA: ISCA, 2017. http://dx.doi.org/10.21437/interspeech.2017-124.

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Coanca, Mariana. "TEACHING E-COMMERCE TERMINOLOGY." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-017.

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In this paper we emphasize the fact that teaching e-commerce terminology is not an easy-doing task, taking into account that terminology is an interdisciplinary science that deals with the classification and standardisation of the specialised vocabulary, by giving relevant information in a technical-scientific framework. The major goal of this science is to enforce the terms and describe them according to proper and current communicative situations, using the methods and principles of linguistics. (the linguistic description of terms). Nowadays, teaching new, emerging terminologies has been strengthened at an international level. Teaching e-commerce terminology can be very challenging for teachers and students: on the one hand, it cannot be achieved without the linguistic analysis of the terms, but on the other hand students become more and more interested in the new terminological trends. Furthermore, e-commerce terminology becomes functional if the teaching process is also based on the tight collaboration between teachers and e-commerce experts, helping teachers to present and explain e-commerce terms in a vulgarised manner. Teachers, in their turn, manage to find suitable teaching methods to enhance the students’ knowledge in an interdisciplinary approach. Thus, teaching is productive after the linguistic analysis of e-commerce terms and the functional degree of certain terms is relevant in various fields: economics, marketing, information technology. The collaboration between teachers, terminologists and marketing specialists leads to the efficient flow of e-commerce terms through proper definitions of the e-commerce terms, registered in online glossaries, dictionaries. At this point, teachers can test the students’ level of comprehension and take new pedagogic measures (e.g. students are required to fill in the blanks with suitable terms according to their definitions) in order to enhance the acquisition of new terms.
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Abdullah, Nur Nabilah, and Rafidah Sahar. "Exploring Intercultural Interaction: The Use of Semiotic Resources in Meaning-Making Processes." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.10-3.

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Intercultural communication refers to interaction between speakers of different backgrounds, such as different linguistic and cultural origins (Kim 2001). Interaction in face-to face situations has demonstrated that spoken language involves both verbal and semiotic resources for social action. Semiotic resources that include use of talk, gestures, eye gaze and other nonverbal cues can convey semantic content and can become a crucial point in conversation (Hazel et al. 2014). Drawing on a Aonversation Analysis (CA) approach, we explore how participants employed semiotic resources in word searches activities in an intercultural context. Word searches are moments in interaction when a speaker’s turn is temporarily ceased as the speaker displays difficulty in searching for appropriate linguistic items so as to formulate the talk (Schegloff et al. 1977; Kurhila 2006). In this study, naturally occurring interactions in a multilingual setting were video recorded. The participants were Asian university students with different language backgrounds. The findings suggest that multilingual participants mutually collaborate by utilizing verbal affordances, gaze, gesture and other nonverbal cues as useful semiotic resources in the meaning-making process, and thus resolving word search impediments to facilitate intercultural interaction.
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Reports on the topic "Linguistic turn"

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Bilovska, Natalia. TACTICS OF APPROACHING THE AUTHOR CLOSER TO THE READER: INTERACTIVE COOPERATION. Ivan Franko National University of Lviv, February 2022. http://dx.doi.org/10.30970/vjo.2022.51.11408.

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The article clarifies the features of interactive relationships, which are modeled by the addresser of modern media text for maximum impact on the addressee. The author controls the perception of the text, focusing on linguistic competence and an objective picture of the reader’s world. A pragmatic approach to journalistic text makes it possible to identify explicit and implicit forms of dialogue: modeling feedback and interactive settings that can turn a hypothetical reader into a real one, adapting to the addressee’s language thesaurus. Discursive openness to the exchange of views with the addressee leads to the fact that the entire media text becomes a guarantee of commonality of addresser-addressee interpretations. The difference between the addresser and the addressee is minimized, their connection is strengthened through the combination of linguistic consciousness, which, in turn, forms a special structure and semantics of the journalistic text, in which the emphasis is not on I but on the Other. The addressee in some implicit or explicit form is always in all segments of the media text, and the author establishes a trusting relationship with the reader through the phatic linguistic means that the addressee relates to himself. Approaching the addressee is a sign of modern journalistic texts, which show a tendency to dialogue and democratization of forms of mass communication, and their characteristic feature is the actualization in the center of attention of the addressee, latent (mediated by written text) dialogue with which is modeled as real. The addressee in the process of establishing contact with the author of the media text also becomes the part of broad cognitive space. This opportunity is realized if the journalist has different types of competence – communicative and procedural, that is, is able to compare their own thesaurus, their own knowledge with the thesaurus and the picture of the world of his reader. Modern journalism is characterized by the search for contact with the addressee and new effective models of influence and intimacy of relationships that contribute to the creation of a single cognitive space for both, which, in turn, will allow the recipient to move from knowledge to understanding.
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Kaitlin, Ball. New Technologies for Combatting Sexual Violence in Conflict and Non-conflict Settings. Institute of Development Studies, June 2022. http://dx.doi.org/10.19088/k4d.2022.136.

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There are a significant number of new technologies aimed at combatting sexual and gender-based violence (SGBV)—primarily in the form of “emergency mobile apps”, but they are generally geographically and culturally limited, and under-studied. There are fewer applications of new technologies addressing conflict-related sexual violence (CRSV), as regards prevention, monitoring, and early warning systems. Well established issues related to the under-reporting of SGBV also impact the accuracy of digital monitoring tools used in both conflict and non-conflict contexts. The use of digital tools to combat SGBV also raises novel challenges related to new technologies, such as bias and data protection concerns. This report reviews evidence of the deployment of new technologies to address sexual and gender-based violence (SGBV) both in and outside of conflict settings, and the potential for applications from non-conflict settings to apply to CRSV. Although certain literature is beginning to address the specific limitations of new technologies (e.g. usability in urban environments, cultural and linguistic appropriateness, and other accessibility questions), the limited nature of the literature assessing these new technologies and—more importantly—the design of these new technologies, means that the needs of disabled individuals, LGBTQIA+, and even men and boys, are often not centred or addressed in the design and critique of these new technologies. The review found that the studies assessing new technologies designed for and deployed in non-conflict settings identify many of the same issues affecting societal understanding of SGBV generally (under-reporting, for example), as well as new issues specific to the digital turn, such as serious and evolving privacy and data protection concerns. As regards the application of new technologies to CRSV specifically, both the applications and literature assessing them are nascent. Nevertheless, scholars are seeking to define frameworks aimed at harm reduction for the proliferation of new technologies in the humanitarian field specific to CRSV.
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Striuk, Andrii M. Software engineering: first 50 years of formation and development. [б. в.], December 2018. http://dx.doi.org/10.31812/123456789/2880.

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The article analyzes the main stages of software engineering (SE) development. Based on the analysis of materials from the first SE conferences (1968-1969), it was determined how the software crisis prompted scientists and practitioners to join forces to form an engineering approach to programming. Differences in professional training for SE are identified. The fundamental components of the training of future software engineers are highlighted. The evolution of approaches to the design, implementation, testing and documentation of software is considered. The system scientific, technological approaches and methods for the design and construction of computer programs are highlighted. Analysis of the historical stages of the development of SE showed that despite the universal recognition of the importance of using the mathematical apparatus of logic, automata theory and linguistics when developing software, it was created empirically without its use. The factor that led practitioners to turn to the mathematical foundations of an SE is the increasing complexity of software and the inability of empirical approaches to its development and management to cope with it. The training of software engineers highlighted the problem of the rapid obsolescence of the technological content of education, the solution of which lies in its fundamentalization through the identification of the basic foundations of the industry. It is determined that mastering the basics of computer science is the foundation of vocational training in SE.
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