Relevant bibliographies by topics / LINGUISTICS ACTION

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  2. Dissertations / Theses
  3. Books
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Academic literature on the topic 'LINGUISTICS ACTION'

Author: Grafiati
Published: 10 March 2023

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Journal articles on the topic "LINGUISTICS ACTION"

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Pan, Mingwei, and Xiucai Fang. "Exploring Corpus Linguistics: Language in Action." System 41, no. 3 (September 2013): 889–91. http://dx.doi.org/10.1016/j.system.2013.07.002.

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Lei, L. "Exploring Corpus Linguistics: Language in Action." ELT Journal 67, no. 4 (August 10, 2013): 503–5. http://dx.doi.org/10.1093/elt/cct044.

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Cowley, Stephen J. "Reading: skilled linguistic action." Language Sciences 84 (March 2021): 101364. http://dx.doi.org/10.1016/j.langsci.2021.101364.

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Temer, Verónica González, and Richard Ogden. "Non-convergent boundaries and action ascription in multimodal interaction." Open Linguistics 7, no. 1 (January 1, 2021): 685–706. http://dx.doi.org/10.1515/opli-2020-0170.

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Abstract Without units, there are no boundaries; and without boundaries, there are no units. Traditional linguistics takes units such as sentences and intonation phrases for granted, treating them as static. Interactional linguistics has reconfigured many of these units, treating them as emergent, focusing on their evolution in time, and how they implement social actions. A productive line of research of interactional linguistics has been this tension between conventional linguistic units and units of (and for) interaction (Reed and Beatrice 2013; Ogden and Walker 2013). The cesura approach (Barth-Weingarten 2016) focuses on the constitution of phonetic-prosodic discontinuities, which give rise to boundaries, “cesuras”, which it treats as a continuum from “no cesura” through “candidate cesuras” of various strengths, to “full cesuras”. However, there are also elements of spoken interaction whose unit-hood is not obvious at all levels of description; and it is a subset of these that form the focus of this article. We illustrate this with extracts of multimodal talk where two interactants taste and assess unfamiliar food and produce the token “mm”. We show how the alignment (and non-alignment) of boundaries of sequential, prosodic, gestural, lexical, and syntactic units can be a semiotic resource. Data are obtained from Chilean Spanish.
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Martin, James R. "DESIGN AND PRACTICE: ENACTING FUNCTIONAL LINGUISTICS." Annual Review of Applied Linguistics 20 (January 2000): 116–26. http://dx.doi.org/10.1017/s026719050020007x.

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I have tried to practice linguistics as a form of social action, a practice which Halliday (e.g., 1985) has suggested cannot be other than ideologically committed. This practice dissolves the linguistics vs. applied linguistic opposition which has evolved in response to the hegemony of American formalism—whose idealizing reductivity comes nowhere near serving the needs of language users and their aids around the world. In its stead, linguistics as social action engages theory with practice in a dialectic whereby theory informs practice which, in turn, rebounds on theory, recursively, as more effective ways of intervening in various processes of semogenesis are designed (Martin 1997; 1998a). My own experience of this engagement has been mainly in the field of literacy, especially of writing development in primary and secondary school. Accordingly, I'll draw on this experience to address the sub-field ‘Writing and Literacy,’ writing as a linguist working across what is generally read and has been increasingly institutionalized as an applied vs. theoretical frontier.
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Couper-Kuhlen, Elizabeth. "What does grammar tell us about action?" Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 24, no. 3 (September 1, 2014): 623–47. http://dx.doi.org/10.1075/prag.24.3.08cou.

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Using cases of misalignment and realignment in the unfolding of interactional sequences in which future actions and events are being negotiated in everyday English conversation, this paper demonstrates that participants distinguish between the initiating actions of Proposal*, Offer*, Request*, and Suggestion*, if these labels are understood as technical terms for distinct constellations of answers to the questions (i) who will carry out the future action? and (ii) who will benefit from it?. The argument made is that these different action types are routinely associated with different sets of recurrent linguistic forms, or social action formats, and that it is through these that speakers can frame their turns as implementing one action type as opposed to another and that recipients can recognize these actions as such and respond to them accordingly. The fact that there is only a limited amount of ‘polysemy’, or overlap in the formats commonly used for Proposals*, Requests*, Offers*, and Suggestions* in English conversation, means that these formats deliver often distinctive cues to the type of action being implemented. When misalignments and realignments occur, they can often be traced to the fact that ‘polysemous’ linguistic formats have been used to implement the initiating action.
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Zhou, Yan. "Revisiting the Modal Verb huì with an Interactional Linguistic Approach." Languages 7, no. 4 (November 21, 2022): 294. http://dx.doi.org/10.3390/languages7040294.

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This study takes an interactional linguistics and conversation analysis-based approach to analyze the modal verb huì ‘will’ in the recurrent formular of commissive actions, [wǒ huì X (de)] ‘I will X.’ Data analyses show that this format has two variations differentiated by the prosodic stress on huì. The format with the unstressed huì is often observed in turn-initiating position where the speaker offers to perform a future action or informs the recipient of their arrangement of an established activity. The format with the stressed huì appears in both initiating and responding positions although it is less frequently observed. Stressed huì is often used to reassure the recipient of an existing commitment to performing a future action. This study highlights the significance of prosody in the study of modal verbs and the benefits of studying individual words in a linguistic formula situated in specific interactional contexts.
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Hoye, J. Matthew. "Rhetorical Action and Constitutive Politics." Rhetorica 37, no. 3 (2019): 286–320. http://dx.doi.org/10.1525/rh.2019.37.3.286.

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This article reconstructs the concept of rhetorical action to excavate its original, recurrent, and—for many—discomforting links to constitutive politics. By examining the history of rhetorical action through the ancient period to the mid-17th century, I will argue that that relationship between rhetorical action and constitutive politics is a powerful prism for understanding actio. The article's contributions are twofold and compounding. The first is the establishment of a positive account of the relation between actio and constitutive rhetoric for the ancient politicians and early modern dramatists, which pushes the usual bookends of actio's history both backward and forward, providing analytical leverage to critically reflect on its standard history. The second contribution is a demonstration that much of the confusion and discomfort surrounding actio results from formulating actio negatively against its constitutive political threat. In sum, this article contributes to both the theoretical and historical understanding of rhetorical action.
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Gerwing, Jennifer, and Janet Bavelas. "Linguistic influences on gesture’s form." Gesture 4, no. 2 (February 11, 2005): 157–95. http://dx.doi.org/10.1075/gest.4.2.04ger.

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Hand gestures in face-to-face dialogue are symbolic acts, integrated with speech. Little is known about the factors that determine the physical form of these gestures. When the gesture depicts a previous nonsymbolic action, it obviously resembles this action; however, such gestures are not only noticeably different from the original action but, when they occur in a series, are different from each other. This paper presents an experiment with two separate analyses (one quantitative, one qualitative) testing the hypothesis that the immediate communicative function is a determinant of the symbolic form of the gesture. First, we manipulated whether the speaker was describing the previous action to an addressee who had done the same actions and therefore shared common ground or to one who had done different actions and therefore did not share common ground. The common ground gestures were judged to be significantly less complex, precise, or informative than the latter, a finding similar to the effects of common ground on words. In the qualitative analysis, we used the given versus new principle to analyze a series of gestures about the same actions by the same speaker. The speaker emphasized the new information in each gesture by making it larger, clearer, etc. When this information became given, a gesture for the same action became smaller or less precise, which is similar to findings for given versus new information in words. Thus the immediate communicative function (e.g., to convey information that is common ground or that is new) played a major role in determining the physical form of the gestures.
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Wang, Xiaoyun. "Managing a suspended course of action." Chinese Language and Discourse 11, no. 2 (November 24, 2020): 306–34. http://dx.doi.org/10.1075/cld.20011.wan.

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Abstract This study explores interactional functions of the connective suoyi ‘so’ and its particular role in organizing talk and activity in Mandarin conversation. Adopting the methodologies of conversation analysis, multimodal analysis, and interactional linguistics, this study examines 14 hours of naturalistic face-to-face Mandarin conversation. An examination of the data shows that in addition to marking results and conclusions, suoyi is also used to preface an utterance as a tying device to manage suspensions, where progressivity of a course of action is halted. Specifically, suoyi-prefaced utterances can be used to return to a pre-prior course of action at the possible completion of a side sequence or frame. When performing the function of return, suoyi-prefaced utterances facilitate the development of the main course of action. This study contributes to our understanding of the interactional uses of linking adverbials from a cross-linguistic perspective.
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Dissertations / Theses on the topic "LINGUISTICS ACTION"

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Marley-Payne, Jack. "Action-first attitudes." Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/107094.

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Thesis: Ph. D., Massachusetts Institute of Technology, Department of Linguistics and Philosophy, 2016.
Page 166 blank. Cataloged from PDF version of thesis.
Includes bibliographical references (pages 157-165).
In this thesis, I present an action-first theory of knowledge and belief. We have a mutual interest in the successful action of our peers, and the significance of belief and knowledge stems from their role in promoting this success. Knowledge states tend to guide successful action, in an appropriately systematic manner. Belief states systematically guide our attempts to achieve our goals, and would lead to success if all went well. In defending the action-first account, I draw on a kind of pragmatism: we should look to the practical role of belief and knowledge attribution, in a social setting, to determine the nature of belief and knowledge themselves. The action-account states that the role of knowledge attribution is to identify and promote successful agents. This implies that knowledge itself is a state that tends to guide successful action. Similarly, the role of belief attribution is to help us predict how people will attempt to achieve their goals, and correct them to avoid failure where necessary. This implies that beliefs are action-guiding states that may not be success conducive - these are states that are apt to become knowledge given the appropriate evidence or argument. A final point is that the role of our ascriptions of rationality (and irrationality) is to promote practices that tend to lead to knowledge. This gives us a unified account of our concepts of knowledge, belief and rationality, founded in a cooperative society's interest in mutual success. Granting the action-account leads to significant consequences in epistemology and philosophy of mind. It gives us reason to reject various accessibility principles, and accept intellectualism with regard to know-how. All states that lead to successful action in a systematic manner, even if we do not consciously endorse their content, fit with the rationale of the action-account. Further, the account suggests a new way to model conflicted mental states, and suggests rethinking the role of the Bayesian ideal in our conception of rationality. These consequences, in turn, provide motivation for the action-account itself on pragmatic grounds: it opens up promising new lines of inquiry in philosophy.
by Jack Marley-Payne.
Ph. D.
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Streiffer, Robert (Robert Keith) 1970. "Moral relativism and reasons for action." Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/9369.

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Thesis (Ph.D.)--Massachusetts Institute of Technology, Dept. of Linguistics and Philosophy, 1999.
Includes bibliographical references (p. [103]-105).
There are many varieties of moral relativism. Appraiser relativism, according to which the proposition expressed by a moral sentence varies from context to context, is motivated by the thought that it provides the best explanation of the intractability of fundamental moral disagreements. In response, it is standardly objected that appraiser relativism runs afoul of our linguistic intuitions about when people are contradicting one another. In Chapter One, I expand upon this objection in three ways: (i) the problematic class of intuitions is larger than has previously been noticed; (ii) three strategies that have been offered to explain away those intuitions fail; and (iii) even if we grant that appraiser relativism is true, it still would not provide us with any explanation whatsoever of the intractability of the relevant disagreements. Agent relativism, according to which there are no universal moral requirements, is motivated by the thought that there are always reasons to comply with one's moral requirements, but that the desires to which such reasons would have to correspond are too capricious for there to be any universal moral requirements. In Chapter Two, I argue that the moral universalist is free to maintain either (i) that any fully rational, fully informed agent will have a desire that would be served by complying with what the moral universalist takes to be universal moral requirements, and so desires are not too capricious, or (ii) that a naturalistically acceptable account of reasons need not suppose that reasons are grounded in desires. Either way, the moral universalist is free to reject this motivation for agent relativism. If desires do not provide the basis for reasons for action, what does? In Chapter Three, I give an analysis of reasons for action based on the ways in which an action can be good or bad. I argue that the analysis is preferable to two other analyses, and that it provides a promising explanation of why there are always reasons for agents to comply with their moral requirements. I conclude, however, that the analysis relies on distinctions which, despite being intuitively plausible, remain in need of theoretical justification.
by Robert Streiffer.
Ph.D.
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Simon, Steven H. 1957. "Contributions to a physicalistic theory of action." Thesis, Massachusetts Institute of Technology, 2002. http://hdl.handle.net/1721.1/8145.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Linguistics and Philosophy, 2002.
Includes bibliographical references (p. 139-141).
My project of giving a general physicalistic reduction of action contrasts with Donald Davidson's view that only individual actions can be explained in physicalistic terms. The main reason for his view is that he thinks the problem of internal causal deviance is insoluble. In the first chapter, I reconstruct the theory of action Davidson develops in Essays and Events and extend the theory to solve the deviance problem. The idea of the solution is that action requires "modulated movement," an ongoing process of monitoring and modulating the movements in which actions consist. In the second chapter, I develop the theory of modulated movement in more detail and argue that it can explain a number of cases of defective agency. I defend my contention that the analysis of modulated movement solves the deviance problem against several objections. In doing so, one of the main points I argue is that "ballistic movements," movements the agent cannot modify, cannot be actions. The psychological states in terms of which I analyze modulated movement are belief and desire, and in the third chapter I develop a reductive physicalistic account of a component of belief, indication. I start with a theory of indication that Robert Stalnaker presents in Inquiry, anddevelop the theory to cope with some problems for it that I identify. In the second part of the chapter, I extend the theory to explain cases of indication in which indicators are combined so that together they indicate propositions more specific or precise than any of the propositions they indicate alone, thus reducing complex cases of indication to simpler ones.
by Steven H. Simon.
Ph.D.
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Baron-Schmitt, Nathaniel. "Doing : an essay on causation, events, and action in the most general sense." Thesis, Massachusetts Institute of Technology, 2020. https://hdl.handle.net/1721.1/129123.

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Thesis: Ph. D. in Linguistics, Massachusetts Institute of Technology, Department of Linguistics and Philosophy, September, 2020
Page 163 blank. Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 149-162).
Our world is populated not just by things, such as bombs, matches, and people, but also by events, like explosions, ignitions, and decisions. Part I, "Doings", is centered around my attempt to capture the nature of events. Events straddle the realms of thing and fact, eluding analysis, making this a difficult task. Yet it is an important one, because events play crucial roles in so many places: in philosophy of action and mind, in syntax and semantics, and particularly in metaphysics, where they are widely supposed to be the only true causes and effects. Part II, "Thing Causation", argues that the true causes are things. I first argue that previous theories have failed to capture the nature of events. Jaegwon Kim's well-known view takes every event to be associated with a triple of a thing, a repeatable that the thing instantiates, and a time of instantiation. Kim uses this one-to-one association to give existence and identity criteria for events.
I argue that Kim's "events" are not really events at all; insofar as we can make sense of them, they are more like facts or propositions. But Kim's approach should not be abandoned altogether; the problem is not with association itself, but rather with Kim's assumption that association is one-to-one. Dropping this assumption results in a moderately coarse-grained conception of events that better matches our ordinary conception. It shares most of the theoretical virtues that Kim's view enjoys; most importantly, association can still be used to give existence and identity criteria. And it has a number of significant theoretical advantages over Kim's view, two of which I develop in depth : these moderately coarse-grained events are robust enough to support a version of token physicalism that does not collapse into type physicalism, and they illuminate the logical structure of the determinate-determinable relation. A second topic in Part I is the distinction between events and states.
This distinction usually is either ignored, or else captured by taking events, but not states, to be changes in things over time. The latter approach is too narrow, for it precludes instantaneous events, and it forecloses a "dynamic" picture of fundamental reality, on which there are goings-on that (unlike changes) do not consist merely in reality being one way and then another. Instead, events are best understood as cases of things doing something, or simply "doings". Rockslides, for instance, are cases of rocks sliding, and sliding is something rocks can do. Things done, like sliding, are a special sort of repeatable. Thus I say that events are associated with triples of a thing, a repeatable that can be done , and a time. I develop this very broad notion of "doing something" by appealing to a linguistic distinction between dynamic and stative verbs.
This distinction is central to the linguistics literature on aspect, and it is also philosophically important, since dynamic verbs stand for things done, whereas stative verbs stand for properties. Once we understand what events are, it emerges that events are not the sorts of entities that could cause, except in a derivative sense. In Part II, "Thing Causation", I argue that causation most fundamentally involves a thing causing another thing to do something. It is most fundamentally people and explosive substances, not actions and explosions, that cause. Causation between events is reducible to thing causation, but no reverse reduction is possible. I also touch on a number of other questions, including whether causation is partly normative, whether causation can occur even when no particular entity does any causing, and whether free agency involves causation by an agent.
Regarding the last of these, I argue that agent causation is coherent and real, and the best-known objections to it fail completely, but agent causation on its own does not do the heavy lifting some agent-causal theorists expect from it. What is needed for agent-causal freedom is not just any causing done by an agent, but causing that is basic -- that the agent does not do by doing anything further.
by Nathaniel Baron-Schmitt.
Ph. D. in Linguistics
Ph.D.inLinguistics Massachusetts Institute of Technology, Department of Linguistics and Philosophy
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Marklund, Ellen. "Infants' ability to form verb-action associations." Thesis, Stockholm University, Department of Linguistics, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8156.

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Four- to eight-month-old infants (n=56) were examined on their ability to acquire verb meaning. In a visual preference procedure they were tested on their ability to form verb-action associations by detecting the correlation between auditory speech stimuli and actions presented in short movie clips on a screen. If associations were formed, they were expected to significantly modify their looking behavior after exposure, looking closer to the target than during baseline. Instead of measuring total looking time as response, distance to target was the chosen measure. Eight-month-olds as well as a reference group of adults acquired the verb-action associations. Thus, eight months is the youngest age at which verb meaning acquisition could be demonstrated so far.

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Macaire, Dominique. "De la didactique de l'allemand à une didactique du plurilinguisme : la recherche-action comme aide au changement." Habilitation à diriger des recherches, Université de Provence - Aix-Marseille I, 2008. http://tel.archives-ouvertes.fr/tel-00554808.

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Ce dossier, élaboré en vue de l'obtention de l'Habilitation à Diriger des Recherches, présente mes activités de recherche et regroupe un ensemble de travaux réalisés puis diffusés entre 2001 et 2008, certains n'étant pas encore publiés. il comporte une synthèse, cinq volumes d'articles et extraits d'ouvrages, sept rapports de recherche, et études scientifiques, une pochette d'annexes multimédia, ainsi que la liste de mes travaux. L'ensemble est organisé de manière thématique, selon les orientations de mon parcours : la recherche en didactique des langues, l'enseignement/apprentissage des langues/cultures aux enfants, les usages des TIC dans l'enseignement/apprentissage des langues/cultures, l'éducation à la diversité des langues et des cultures, le plurilinguisme et la formation des enseignants
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Nangu, Bongiwe B. "Teaching in English and Isixhosa: code-switching in grade 11 Biology classes at a school in Khayelitsha." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7339_1242696871.

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This study explored the use of code-switching in Biology classes at high school level, how it is used in the teaching and learning situation and its effect on the learners' performance in the subject. Grade 11 was chosen as it precedes the last year at high school.

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Panayi, Marilyn. "Cognition in action C-i-A : rethinking gesture in neuro-atypical young people : a conceptual framework for embodied, embedded, extended and enacted intentionality." Thesis, City, University of London, 2014. http://openaccess.city.ac.uk/15292/.

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The three aims of my interdisciplinary thesis are: - To develop a conceptual framework for re-thinking the gestures of neuro-atypical young people, that is non-traditional and non-representational - To develop qualitative analytical tools for the annotation and interpretation of gesture that can be applied inclusively to both neuro-atypical and neuro typical young people - To consider the conceptual framework in terms of its theoretical implications and practical applications Learning to communicate and work with neuro-atypical young people provides the rationale and continued impetus for my work. My approach is influenced by the limited social, physical and communicative experiences of young people with severe speech and motor impairment, due to cerebral palsy (CP). CP is described as: a range of non-progressive syndromes of posture and motor impairment. The aetiology is thought to result from damage to the developing central nervous system during gestation or in the neonate. Brain lesions involve the basal ganglia and the cerebellum; both these sites are known to support motor control and integration. However, a paucity of theoretical research and empirical data for this target group of young people necessitated the development of both an alternative theoretical framework and two new tools. Biological Dynamic Systems Theory is proposed as the best candidate structure for the re-consideration of gesture. It encompasses the global, synthetic and embodied nature of gesture. Gesture is re-defined and considered part of an emergent dynamic, complex, non-linear and self-organizing system. My construct of Cognition-in-Action (C-i-A) is derived from the notion of knowing-as-doing influenced by socio-biological paradigms; it places the Action-Ready-Body centre stage. It is informed by a theoretical synthesis of knowledge from the domains of Philosophy, Science and Technology, including practices in the clinical, technology design and performance arts arenas. The C-i-A is a descriptive, non-computational feature-based framework. Its development centred around two key questions that served as operational starting points: What can gestures reveal about children’s cognition-in-action? and Is there the potential to influence gestural capacity in children?. These are supported by my research objectives. In my empirical study I present three case studies that focus on the annotation and interpretative analyses of corporeal exemplars from a gesture corpus. These exemplars were contributed by neuro-atypical young people: two adolescent males aged 16.9 and 17.9 years, and one female girl aged 10.7 years. The Gesture-Action-Entity (GAE) is proposed as a unit of interest for the analysis of procedural, semantic and episodic aspects of our corporeal knowledge. A body-based-action-annotation-system (G-ABAS) and Interpretative Phenomenological Analysis methodology is applied for the first time to gesture (G-IPA). These tools facilitate fine-grained corporeal dynamic and narrative gesture feature analyses. These phenomenal data reveal that these young people have latent resources and capacities that they can express corporeally. Iteration of these interpretative findings with the Cognition-in-Action framework allows for the inference of processes that may underlie the strategies they use to achieve such social-motor-cognitive functions. In summary, their Cognition-in-Action is brought-forth, carried forward and has the potential to be culturally embodied. The utility of C-i-A framework lies in its explanatory power to contribute to a deeper understanding of child gesture. Furthermore, I discuss and illustrate its potential to influence practice in the domains of pedagogy, rehabilitation and the design of future intimate, assistive and perceptually sensitive technologies. Such technologies are increasingly mediating our social interactions. My thesis makes an original and significant contribution to the field of cognitive science, by offering an ecologically valid alternative to tradition conceptualization of perception, cognition and action.
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Saunders, Kristina Maren. "Grammatical reformulation in the sequencing of a complex action: the re-issuing of advice in radio phone-ins." Kansas State University, 2013. http://hdl.handle.net/2097/15687.

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Master of Arts
Department of Modern Languages
Emma Betz
This conversation analytic study aims to describe how advice is re-issued in German in an institutional setting. Schank (1979) has shown that conversation during German advice programs consists of five different phases, one of which is the advice-giving phase. For the current study, four conversations from a radio advice program were analyzed. The data show that the advice-giving phase identified by Schank is further characterized by three sub-phases: 1) issuing of initial advice, 2) negotiation of rejected advice through reformulations of the initial advice, and 3) offer to move to the closing phase, done via generalization of the previously-given advice. I focus on the delivery of the second phase, in which the advice, previously rejected by the recipient, is re-issued using a number of discourse strategies on the part of the advice giver. These strategies include a change in recipient, a shift in source of the advice, the selection or change in reference (i.e. du ‘you’ vs. ich ‘I’), a change in advised action, and a change in strength. In selecting one of these identified discourse strategies, the advice giver addresses the reason for the rejection of the advice on which the reformulation is based. Finally, in looking at the third phase, I explain the function of generalizations and their role in situating the interlocutors interactionally within the larger advice-giving phase, thus sequencing the complex action (Schank, 1981).
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Mheta, Gift. "A contextual analysis of compound nouns in Shona lexicography." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2459_1320660934.

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This research is in the area of lexicography and investigates the relationship between Shona terminology development and the culture of the language community for which the terminology is intended. It is a contextual analysis of compound nouns found in Shona terminological dictionaries. The study specifically explores how lexicographers together with health, music, language and literature specialists make use of their knowledge about Shona cultural contexts in the creation of compound nouns. Thus, this research foregrounds Shona socio-cultural contexts and meaning generation in terminology development. This study employs a quadruple conceptual framework. The four components of the framework that are utilised are the Traditional Descriptive Approach (TDA), Cognitive Approach (CG), Systemic Functional Approach (SFL), and Semiotic Remediation (SRM). TDA is used in the linguistic categorisation of Shona compound nouns. In addition, it provides the metalanguage with which to describe the constituent parts of Shona compound nouns. As TDA is mainly confined to the linguistic dimension, this research employs CG, SFL, and SRM to explore the cultural and socio-cognitive dimensions of terminology development.
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Books on the topic "LINGUISTICS ACTION"

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Tabakowska, Elzbieta, Michal Choinski, and Lukasz Wiraszka, eds. Cognitive Linguistics in Action. Berlin, New York: DE GRUYTER MOUTON, 2010. http://dx.doi.org/10.1515/9783110226096.

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Cheng, Winnie. Exploring corpus linguistics: Language in action. Milton Park, Abingdon, Oxon: Routledge, 2011.

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Exploring corpus linguistics: Language in action. Milton Park, Abingdon, Oxon: Routledge, 2011.

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Kenworthy, Joanne. Language in action: An introduction to modern linguistics. London: Longman, 1991.

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Langage comme action, action par le langage. Grenoble: Université Pierre-Mendès-France, 2015.

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Jef, Verschueren, and Verschueren Jef, eds. Linguistic action: Some empirical-conceptual studies. Norwood, N.J: Ablex Pub. Corp., 1987.

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I, Rubanov L., ed. Activity and understanding: Structure of action and orientated linguistics. Singapore: World Scientific, 1995.

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1983-, Choiński Michał, and ebrary Inc, eds. Cognitive linguistics in action: From theory to application and back. Berlin: Mouton de Gruyter, 2010.

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Zielonogoþrski, Uniwersytet, ed. Die Sprache in Aktion: Pragmatik, Sprechakte, Diskurs = Language in action : pragmatics, speech acts, discourse. Heidelberg: Universita·tsverlag Winter, 2011.

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W, Shuy Roger, and Peyton Joy Kreeft, eds. Language in action: New studies of language in society : essays in honor of Roger W. Shuy. Cresskill, N.J: Hampton Press, 2000.

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Book chapters on the topic "LINGUISTICS ACTION"

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Lau, Seng-Hian, and Wei-Tien Dylan Tsai. "Chapter 11. Attitudinal applicative in action." In Linguistik Aktuell/Linguistics Today, 244–59. Amsterdam: John Benjamins Publishing Company, 2021. http://dx.doi.org/10.1075/la.267.11lau.

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Napier, Jemina, and Lorraine Leeson. "Understanding Applied Sign Linguistics." In Sign Language in Action, 19–49. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137309778_2.

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Burns, Anne. "Action Research." In Qualitative Research in Applied Linguistics, 112–34. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230239517_6.

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Nerlich, Brigitte. "Language and Action." In History of Linguistics 1993, 299. Amsterdam: John Benjamins Publishing Company, 1995. http://dx.doi.org/10.1075/sihols.78.36ner.

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Napier, Jemina, and Lorraine Leeson. "Conducting Research in Applied Sign Linguistics." In Sign Language in Action, 233–66. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137309778_7.

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Prikhodko, Maria. "Rhizomes in Action: International Multilingual Student Writers’ Literacies." In Educational Linguistics, 209–29. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26994-4_11.

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Pietikäinen, Sari, and Hannele Dufva. "Heteroglossia in Action: Sámi Children, Textbooks and Rap." In Educational Linguistics, 59–74. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7856-6_4.

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Bressem, Jana, Silva H. Ladewig, and Cornelia Müller. "Ways of expressing action in multimodal narrations – the semiotic complexity of character viewpoint depictions." In Linguistik Aktuell/Linguistics Today, 223–50. Amsterdam: John Benjamins Publishing Company, 2018. http://dx.doi.org/10.1075/la.247.10bre.

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Burns, Anne, and Pamela McPherson. "Action Research as Iterative Design: Implications for English Language Education Research." In Educational Linguistics, 105–20. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-49140-0_8.

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Chan, Cheri, and Chris Davison. "Learning from Each Other: School-University Collaborative Action Research as Praxis." In Educational Linguistics, 129–49. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-35081-9_7.

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Conference papers on the topic "LINGUISTICS ACTION"

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Pando, Magdalena. "Action Research: Linguistics Knowledge for Secondary Teachers of English Learners." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1690522.

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Gao, Qiaozi, Shaohua Yang, Joyce Chai, and Lucy Vanderwende. "What Action Causes This? Towards Naive Physical Action-Effect Prediction." In Proceedings of the 56th Annual Meeting of the Association for Computational Linguistics (Volume 1: Long Papers). Stroudsburg, PA, USA: Association for Computational Linguistics, 2018. http://dx.doi.org/10.18653/v1/p18-1086.

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Cohen, Amir, Amir Kantor, Sagi Hilleli, and Eyal Kolman. "Automatic Rephrasing of Transcripts-based Action Items." In Findings of the Association for Computational Linguistics: ACL-IJCNLP 2021. Stroudsburg, PA, USA: Association for Computational Linguistics, 2021. http://dx.doi.org/10.18653/v1/2021.findings-acl.253.

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Huang, Xinting, Jianzhong Qi, Yu Sun, and Rui Zhang. "Generalizable and Explainable Dialogue Generation via Explicit Action Learning." In Findings of the Association for Computational Linguistics: EMNLP 2020. Stroudsburg, PA, USA: Association for Computational Linguistics, 2020. http://dx.doi.org/10.18653/v1/2020.findings-emnlp.355.

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Kohita, Ryosuke, Akifumi Wachi, Daiki Kimura, Subhajit Chaudhury, Michiaki Tatsubori, and Asim Munawar. "Language-based General Action Template for Reinforcement Learning Agents." In Findings of the Association for Computational Linguistics: ACL-IJCNLP 2021. Stroudsburg, PA, USA: Association for Computational Linguistics, 2021. http://dx.doi.org/10.18653/v1/2021.findings-acl.187.

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Kambanaro, Maria, Kleanthes K. Grohmann, and Eleni Theodorou. "Action and object naming in mono- and bilingual children with language impairment." In 3rd Tutorial and Research Workshop on Experimental Linguistics. ExLing Society, 2019. http://dx.doi.org/10.36505/exling-2010/03/0019/000139.

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Haoyin Hsieh, Ivy, and Jimmy Tsung-han Weng. "Implementing Critical Thinking in an EFL Writing Class: A Preliminary Analysis of Action Research." In Annual International Conference on Language, Literature & Linguistics. Global Science & Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2251-3566_l31292.

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Kucherova, K. A. "VERBS OF INVOLUNTARY ACTION IN THE RUSSIAN AND ENGLISH LANGUAGES IN THE COMPARATIVE ASPECT." In ACTUAL PROBLEMS OF LINGUISTICS AND LITERARY STUDIES. TSU Press, 2021. http://dx.doi.org/10.17223/978-5-907442-02-3-2021-62.

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Li, YunHao, Yunyi Yang, Xiaojun Quan, and Jianxing Yu. "Retrieve & Memorize: Dialog Policy Learning with Multi-Action Memory." In Findings of the Association for Computational Linguistics: ACL-IJCNLP 2021. Stroudsburg, PA, USA: Association for Computational Linguistics, 2021. http://dx.doi.org/10.18653/v1/2021.findings-acl.39.

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Yamazaki, Takato, and Akiko Aizawa. "Phrase-Level Action Reinforcement Learning for Neural Dialog Response Generation." In Findings of the Association for Computational Linguistics: ACL-IJCNLP 2021. Stroudsburg, PA, USA: Association for Computational Linguistics, 2021. http://dx.doi.org/10.18653/v1/2021.findings-acl.446.

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Reports on the topic "LINGUISTICS ACTION"

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Fridman, Alex, Ariel Stolerman, Sayandeep Acharya, Patrick Brennan, Patrick Juola, Rachel Greenstadt, and Moshe Kam. Active Authentication Linguistic Modalities. Fort Belvoir, VA: Defense Technical Information Center, December 2013. http://dx.doi.org/10.21236/ada593716.

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Nezhyva, Liudmyla L., Svitlana P. Palamar, and Oksana S. Lytvyn. Perspectives on the use of augmented reality within the linguistic and literary field of primary education. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4415.

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The article analyzes the scientific sources on the problem of augmented reality in the educational field. There is a fragmentary rationale for new technology in primary school, to a greater extent the experience of scientists and practitioners relate to the integrated course “I am exploring the world”. The peculiarities of Ukrainian and foreign writers’ works with AR applications, which are appropriate to use during the classes of literary reading, are analyzed. The authors substantiated the prospect of augmented reality technology for mastering the artistic image of the world of literary work, the relevance of use of AR to modern educational challenges, and also demonstrated the possibility of immersion into the space of artistic creation and activation of students’ imagination with the help of AR applications. The article demonstrates the possibilities of use AR-technology for the development of emotional intelligence and creative thinking, solving educational tasks by setting up an active dialogue with literary heroes. The basic stages of the application of AR technologies in the literary reading lessons in accordance with the opportunities of the electronic resource are described: involvement; interaction; listening, reading and audition; research; creative work; evaluation. It is confirmed that in the process of using augmented reality technology during the reading lessons, the qualitative changes in the process of formation of the reader’s culture of the students of experimental classes appears, as well as the increase of motivation, development of emotional intelligence and creative thinking.
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Willis, Craig, Will Hughes, and Sergiusz Bober. ECMI Minorities Blog. National and Linguistic Minorities in the Context of Professional Football across Europe: Five Examples from Non-kin State Situations. European Centre for Minority Issues, December 2022. http://dx.doi.org/10.53779/bvkl7633.

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Football clubs are often analysed by scholars as ‘imagined communities’, for no fan of any team will ever meet, or even be aware of most of their fellow supporters on an individual level. They are also simultaneously one of the most tribal phenomena of the twenty-first century, comparable to religion in terms of the complexity of rituals, their rhythm and overall organizational intricacies, yet equally inseparable from economics and politics. Whilst, superficially, the events of sporting fixtures carry little political significance, for many of Europe’s national and linguistic minorities football fandom takes on an extra dimension of identity – on an individual and collective scale, acting as a defining differentiation from the majority society. This blogpost analyses five clubs from non-kin state settings, with the intention to assess how different aspects of minority identities affect their fan bases, communication policies and other practices.
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Kankash, Н., Т. Cherkasova, S. Novoseletska, N. Shapran, and L. Bilokonenko. The Use of Linguistic Means of Figurativeness and Evaluativity to Exert Influence in the Speeches of the Chief Delegates of the Ukrainian SSR at the Sessions of the UN General Assembly. Криворізький державний педагогічний університет, 2020. http://dx.doi.org/10.31812/123456789/4648.

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The purpose of the study is to identify the figurative means in the formal diplomatic texts of speeches of chief delegates of the Ukrainian SSR to exert influence at the sessions of the UN General Assembly. Based on the interpretive method of speech analysis and the method of generalisation of the data obtained, an attempt was made to identify the main figurative means and expressiveness of speech, which help to achieve the effect of influence on the reader (listener). In order to identify hidden meanings, a hermeneutic approach to understanding texts was used. According to the results of the study, the most actively used linguistic means of figurativeness in the considered texts are epithets, metaphors, phraseologies. There are many more negative epithets used in the texts of speeches than positive ones, which aim to make people aware of the idea of self-preservation, to arouse emotions of anxiety, fear, vigilance. Metaphors of positive and negative evaluation are used to verbalise mental states, social states and thought processes. Most of the epithets, metaphors, idioms represented in the text are used to denote a negative evaluation, which is perceived as a deviation from the norm and is motivated by the following factors: the reluctance of people to take positive action, irresponsible attitude of some people towards others, socially unacceptable flaws and shortcomings. A logical continuation of this study is the analysis of linguistic means of figurativeness and evaluativity of other types of texts of the official style, including statements and conventions.
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Prisacariu, Roxana. Swiss immigrants’ integration policy as inspiration for the Romanian Roma inclusion strategy. Fribourg (Switzerland): IFF, 2015. http://dx.doi.org/10.51363/unifr.diff.2015.05.

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While the knowledge on immigrants’ integration consolidated through the last 50 years, the Roma studies and the research on the Roma inclusion seems at the beginning. The purpose of this research was to assess if and to what extent the Swiss experience in immigrants’ integration may inspire an efficient approach to Roma inclusion in the Romanian society. After highlighting conceptual vagueness, resemblance and difference in the overall social status of Romanian Roma and immigrants in Switzerland and official approaches to the integration or inclusion of each, the research concludes that the Romanian policy on Roma inclusion presumably can be better anchored in the integration conceptual framework and benefit from immigrants’ integration experience. The Romanian choice for framing its Roma policy as ‘inclusion’ rather than for ‘integration’ may be appropriate as it applies to a historic minority of citizens needing social justice. The use of an immigration integration policy as model for a Roma inclusion strategy is limited due to the stronger legit-imation of historic minorities for shared-ownership of public decision-making. That is the Swiss example of immigrants’ integration could only serve Romania as a minimum standard for its Roma inclusion strategy. It can benefit from the Swiss experience on immigrant's integration policy in terms of conception, coordination, monitoring and transparency may be beneficial, while the Roma political participation may find inspiration from the Swiss linguistic communities’ participatory mechanisms. The on-going reciprocal learning process connecting academia and public authorities able to transform science into action and experience in knowledge may inspire the Romanian authorities.
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Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.

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The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. The most popular platform for mass information and social interaction is, first of all, network journalism, which is characterized by mobility and unlimited time and space. Authors have complete freedom to express their views in direct language, including their own word formation. Phonetic, lexical, phraseological and stylistic means of speech create expression of the text. A figurative word, a good aphorism or proverb, a paraphrased expression, etc. enhance the effectiveness of a multimedia text. This is especially important for headlines that simultaneously inform and influence the views of millions of readers. Given the wide range of issues raised by the Internet as a medium, research in this area is interdisciplinary. The science of information, combining language and social communication, is at the forefront of global interactions. The Internet is an effective source of knowledge and a forum for free thought. Nonlinear texts (hypertexts) – «branching texts or texts that perform actions on request», multimedia texts change the principles of information collection, storage and dissemination, involving billions of readers in the discussion of global issues. Mastering the word is not an easy task if the author of the publication is not well-read, is not deep in the topic, does not know the psychology of the audience for which he writes. Therefore, the study of media broadcasting is an important component of the professional training of future journalists. The functions of the language of the media require the authors to make the right statements and convincing arguments in the text. Journalism education is not only knowledge of imperative and dispositive norms, but also apodictic ones. In practice, this means that there are rules in media creativity that are based on logical necessity. Apodicticity is the first sign of impressive language on the platform of print or electronic media. Social expression is a combination of creative abilities and linguistic competencies that a journalist realizes in his activity. Creative self-expression is realized in a set of many important factors in the media: the choice of topic, convincing arguments, logical presentation of ideas and deep philological education. Linguistic art, in contrast to painting, music, sculpture, accumulates all visual, auditory, tactile and empathic sensations in a universal sign – the word. The choice of the word for the reproduction of sensory and semantic meanings, its competent use in the appropriate context distinguishes the journalist-intellectual from other participants in forums, round tables, analytical or entertainment programs. Expressive speech in the media is a product of the intellect (ability to think) of all those who write on socio-political or economic topics. In the same plane with him – intelligence (awareness, prudence), the first sign of which (according to Ivan Ogienko) is a good knowledge of the language. Intellectual language is an important means of organizing a journalistic text. It, on the one hand, logically conveys the author’s thoughts, and on the other – encourages the reader to reflect and comprehend what is read. The richness of language is accumulated through continuous self-education and interesting communication. Studies of social expression as an important factor influencing the formation of public consciousness should open up new facets of rational and emotional media broadcasting; to trace physical and psychological reactions to communicative mimicry in the media. Speech mimicry as one of the methods of disguise is increasingly becoming a dangerous factor in manipulating the media. Mimicry is an unprincipled adaptation to the surrounding social conditions; one of the most famous examples of an animal characterized by mimicry (change of protective color and shape) is a chameleon. In a figurative sense, chameleons are called adaptive journalists. Observations show that mimicry in politics is to some extent a kind of game that, like every game, is always conditional and artificial.
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