Journal articles on the topic 'Logicality of language'
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Pistoia-Reda, Salvatore, and Luca San Mauro. "On logicality and natural logic." Natural Language Semantics 29, no. 3 (July 14, 2021): 501–6. http://dx.doi.org/10.1007/s11050-021-09184-0.
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AbstractIn this paper we focus on the logicality of language, i.e. the idea that the language system contains a deductive device to exclude analytic constructions. Puzzling evidence for the logicality of language comes from acceptable contradictions and tautologies. The standard response in the literature involves assuming that the language system only accesses analyticities that are due to skeletons as opposed to standard logical forms. In this paper we submit evidence in support of alternative accounts of logicality, which reject the stipulation of a natural logic and assume instead the meaning modulation of nonlogical terms.
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LAPPIN, S. "Generalized Quantifiers, Exception Phrases, and Logicality." Journal of Semantics 13, no. 3 (January 1, 1996): 197–220. http://dx.doi.org/10.1093/jos/13.3.197.
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Chierchia, Gennaro. "Broaden Your Views: Implicatures of Domain Widening and the “Logicality” of Language." Linguistic Inquiry 37, no. 4 (October 2006): 535–90. http://dx.doi.org/10.1162/ling.2006.37.4.535.
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This article presents a unified theory of polarity-sensitive items (PSIs) based on the notion of domain widening. PSIs include negative polarity items (like Italian mai ‘ever’), universal free choice items (like Italian qualunque ‘any/whatever’), and existential free choice items (like Italian uno qualunque ‘a whatever’). The proposal is based on a ‘‘recursive,’’ grammatically driven approach to scalar implicatures that breaks with the traditional view that scalar implicatures arise via post- grammatical pragmatic processes. The main claim is that scalar items optionally activate scalar alternatives that, when activated, are then recursively factored into meaning via an alternative sensitive operator similar to only. PSIs obligatorily activate domain alternatives that are factored into meaning in much the same way.
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Petrovskaya, Anastasia V. "Discourse features of scientific abstracts on agricultural topics in the English language." Library & Information Discourse 1, no. 1 (December 27, 2021): 17–22. http://dx.doi.org/10.47612/lid-2021-1-1-17-22.
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The article describes the discourse features of abstracts of scientific papers on agriculture: logicality, abstractness, performativity, terminology, specific sentence length, structural categories and components. It was found that the logicality was achieved due to contrastive, elaborative, inferential and temporal discourse markers in the abstracts of the scientific publications on agriculture in the English language. The abstractness was expressed by the predominance of indefinite or zero articles and the use of words describing processes and phenomena. The terminology of the abstracts of the scientific articles on agricultural topics was described in accordance with the following classification: 1) well-known terms; 2) special professional terms; 3) abbreviations. The performativity was manifested in the first person material presentation using general science clichés. The predominance of sentences the length of which ranges from 16 to 25 words was observed in the abstracts of the scientific articles on the agricultural topics. It was found that most of these abstracts were characterized by the following structural components: background (72%), aims (73%), research methods and materials (62%), results (80%), conclusions (58%).
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Del Pinal, Guillermo. "The Logicality of Language: A new take on Triviality, “Ungrammaticality”, and Logical Form*." Noûs 53, no. 4 (December 18, 2017): 785–818. http://dx.doi.org/10.1111/nous.12235.
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SAGI, GIL. "INVARIANCE CRITERIA AS META-CONSTRAINTS." Bulletin of Symbolic Logic 28, no. 1 (December 2, 2021): 104–32. http://dx.doi.org/10.1017/bsl.2021.67.
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AbstractInvariance criteria are widely accepted as a means to demarcate the logical vocabulary of a language. In previous work, I proposed a framework of “semantic constraints” for model-theoretic consequence which does not rely on a strict distinction between logical and nonlogical terms, but rather on a range of constraints on models restricting the interpretations of terms in the language in different ways. In this paper I show how invariance criteria can be generalized so as to apply to semantic constraints on models. Some obviously unpalatable semantic constraints turn out to be invariant under isomorphisms. I shall connect the discussion to known counter-examples to invariance criteria for logical terms, and so the generalization will also shed light on the current existing debate on logicality. I analyse the failure of invariance to fulfil its role as a criterion for logicality, and argue that invariance conditions should best be thought of as merely methodological meta-constraints restricting the ways the model-theoretic apparatus should be used.
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Zhang, Youwen, and Zhihui Yang. "The Soft Power of Teacher’s Instructional Decision Making: An Empirical Study of 4 Chinese EFL Teachers and Native English Teachers." English Language and Literature Studies 7, no. 1 (January 27, 2017): 36. http://dx.doi.org/10.5539/ells.v7n1p36.
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Beliefs, concepts and perceptions drive teachers’ practices. This study reports a comparative enquiry into the soft power of decision making of two categories of teachers when approaching teaching in the language classroom. Decisions of tasks and participation structures teachers adopted in their instructions, and the underlying soft power of decision making in class are identified with reference to beliefs, knowledge, prior experiences and context. And it reveals that these teachers tend to capitalize on these theories eclectically, though they differ in the extent to which they stress one focus or another, and the logicality between teacher’s soft power and instructional decision making exists and gives an insight into the critical issues related to future study.
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Liu, Xinzhu. "A Study of Tactics of Cultivating Senior High Students’ Critical Thinking Skills of English Writing Based on the Production-oriented Approach." Theory and Practice in Language Studies 11, no. 7 (July 1, 2021): 816–20. http://dx.doi.org/10.17507/tpls.1107.07.
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As an embodiment of the comprehensive language competence, writing is also an effective way of promoting students’ critical thinking ability, and the writing process involves not only language usage but critical analysis as well. In traditional English classes, however, the cultivation of critical thinking skills is sometimes overlooked and the teaching of English writing pays more attention to the usage of grammar or lexical knowledge, in other words. A lot of students just write for high scores by applying flowery language without logicality or internal essay structure, and writing teaching is always one of the difficulties in English classes. In this case, in order to enhance senior high school students’ English writing ability, arouse their English writing interests and train their critical thinking skills in the meantime, in this paper, the author sets the production-oriented approach as the theoretical basis, applying it to English writing classes and discussing feasible teaching strategies from three aspects: preparation for English writing production, process of English writing production and assessment of English writing production, aiming at providing a guidance or some new ideas for English writing teaching in Chinese senior high schools.
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Fitri, Nia Annisa, Dewi Rochsantiningsih, and Hefy Sulistyawati. "AN ERROR ANALYSIS ON THE APPROPRIATENESS OF WORD CHOICE IN WRITTEN TEXT OF ENGLISH EDUCATION DEPARTMENT STUDENTS." English Education 4, no. 1 (September 21, 2015): 92. http://dx.doi.org/10.20961/eed.v4i1.34840.
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The article aims at describing the appropriateness of word choice and its causes in written text. An error analysis was conducted to the second semester students of English Education in a university in Central Java to investigate errors in word choice. The errors are categorized in superficial descriptive categories (morphosyntactic and lexical derivational and pragmatics) and complementary descriptive categories (lexical syntactic, semantic and collocational problems and overlap, logicality and topic knowledge). Based on these categories, errors committed by students in word choice are caused by lack of vocabulary, lack of holistic understanding in grammar, lack of interaction with target language, lack of research of the topic given, not rereading their own texts, and being too dependent on bilingual dictionaries. Most of errors that are produced by students however did not hinder readers’ comprehension but still needs to get a thorough attention.
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Pei, Zhengwei, Chaoqun Zheng, Meng Zhang, and Fangzhou Liu. "Critical Thinking and Argumentative Writing: Inspecting the Association among EFL Learners in China." English Language Teaching 10, no. 10 (September 3, 2017): 31. http://dx.doi.org/10.5539/elt.v10n10p31.
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Nurturing critical thinking (CT) has been acknowledged as a core objective of tertiary education, and drawn attention from academia of teaching English as a Foreign Language (EFL) in China. The thrust of the present study was to determine the association between CT and EFL argumentative writing among Chinese undergraduates. To this end, 110 English majors across three grades at two universities were conveniently selected and given the critical thinking skills (CTS) test and EFL argumentative writing test. The results of this study indicated that undergraduate English majors in China did not possess strong CTS. Though their CTS was not found to be significantly correlated with EFL argumentative writing performance, textual analysis of typical essays showed that strong-CTS learners outperformed weak-CTS ones in relevance, clarity, logicality, profundity and flexibility of argumentative writing. The obtained results suggest a need to integrate CT into EFL writing instruction.
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Choi, Tat Heung, and Ka Wa Ng. "Re-visioning English language arts practices and writing outcomes through the remaking of Cinderella." English Teaching: Practice & Critique 14, no. 3 (December 7, 2015): 366–86. http://dx.doi.org/10.1108/etpc-04-2015-0027.
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Purpose – This paper, which originates in an English-as-a-foreign-language (EFL) classroom activity in Hong Kong, aims to explore English learners’ expressive and creative potential in writing by studying their work in the literary narrative genre. Design/methodology/approach – A group of upper secondary students (15-16 years of age) with limited English resources and competence was enlisted to remake a folktale with visual and written prompts. Findings – The writing samples demonstrate that these low-level EFL writers are able to refashion the narrative elements, and to communicate meanings for their own purposes. They exhibit logicality and problem-solving skills in their attempts to challenge and transform idea and to include themes of interest to them. There is also evidence of creative play with language in their use of dialogues and figures of speech. Research limitations/implications – These writing outcomes suggest the need to re-vision English language arts practices in increasingly diverse education systems. Genre-based instruction, with its emphasis on “writing to mean” as a social activity supported by learning to use language, could lead to widening EFL learners’ access to genre knowledge and to greater life chances. Practical implications – A linguistics-based pedagogy scaffolding less able EFL writers while they learn to build effective narratives is identified as a way forward. Originality/value – Although the idea of using narratives to engage EFL learners in writing is not entirely new, this paper contributes to the field by responding to low-level learners’ writing that goes beyond linguistic “correctness”, and developing strategies for supporting creativity and language play.
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Glagolev, V. S. "Modality in Law: Cultural Contexts Differences." Journal of Law and Administration, no. 3 (January 23, 2019): 21–28. http://dx.doi.org/10.24833/2073-8420-2018-3-48-21-28.
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Introduction.The article deals with the issue of cultural differences affecting positive law specifc character from the point of view of law and order awareness, as well as from the point of view of law enforcement. A classical sample is difference between Anglo-Saxon case law and written (prohibitive) law. The author scrutinizes modality types correlation, specially pointing out deontic and axiological modalities. Going back genetically to common semantic feld of sociocultural norm as a limit, rule of law can be viewed as a derivative from a broader context (“hidden modality”). This particular context presets possible interpretations limits, not always obvious for an outsider.Materials and methods.Methodological foundation for research is the comparison analysis method based on various interpretation types comparison and ascertainment of commensurability lacunas, important from the point of view of accuracy of a translation of language expressions with due consideration to their modality. Fixation on referential basis of these expressions, i.e. their principal focusing on reflection of real processes, as well as systems and consistence (“logicality”) principles peculiar to conception of positive law rational status, have a special importance in this case.Research results.The article shows that various modality types in law are connected on the one hand with linguo-cultural peculiarities, to which a specifc system of law is “tied”. On the other hand the law itself when forming its own conceptual construct enters the feld of forming a more strict and unifed (artifcial) language having reverse influence on “natural” views on rules of law. Such a language includes various modality types and exists in a complex interaction with perception of reality process and codifcation of corresponding social behavior rules, forming social space by means of such social regulator as positive law.Discussion and conclusion.The article describes basic logical conditions for making new rules of law and processing existing rules in the course of international treaties preparation. Possibilities and limitations of communicative practice influence on making rules of law have been analyzed, unobvious problems for an interpreter dealing with comparison of various sociocultural modality types specifc for national legal systems have been shown.
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ÉSIK, ZOLTÁN, and PASCAL WEIL. "ALGEBRAIC CHARACTERIZATION OF LOGICALLY DEFINED TREE LANGUAGES." International Journal of Algebra and Computation 20, no. 02 (March 2010): 195–239. http://dx.doi.org/10.1142/s0218196710005595.
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We give an algebraic characterization of the tree languages that are defined by logical formulas using certain Lindström quantifiers. An important instance of our result concerns first-order definable tree languages. Our characterization relies on the usage of preclones, an algebraic structure introduced by the authors in a previous paper, and of the block product operation on preclones. Our results generalize analogous results on finite word languages, but it must be noted that, as they stand, they do not yield an algorithm to decide whether a given regular tree language is first-order definable.
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Svoboda, Vladimír, and Jaroslav Peregrin. "Logically Incorrect Arguments." Argumentation 30, no. 3 (September 29, 2015): 263–87. http://dx.doi.org/10.1007/s10503-015-9375-1.
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Jumayeva, Mohira Shermamat Kizi. "LEXEME OF KOREAN OFFICIAL LANGUAGE." CURRENT RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES 02, no. 12 (December 1, 2021): 99–103. http://dx.doi.org/10.37547/philological-crjps-02-12-21.
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The article examines the vocabulary of Korean legislation, its general features, lexical units with common features used in legislation, methodological features, functions, lexical units that differ in their place in the formation of an official text, including methodically lexical units, neutral units of general speech and formal Special units in the status of basic units that logically and semantically form the text, are considered on the example of articles from the basic law of the Korean language.
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Aubin, Sophie. "Conscience musicale du français langue parlée : éléments pour son conditionnement didactique." Glottodidactica. An International Journal of Applied Linguistics 49, no. 1 (June 30, 2022): 15–34. http://dx.doi.org/10.14746/gl.2022.49.1.02.
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Musical awareness of languages in general and that of the French language in particular in the field of teaching French as a foreign language remains weak today, not generalized and far inferior to linguistic and cultural awareness. By placing oneself within the framework of the didactology-didactics of the music of the French language-culture, it appears that modes of conditioning of this spontaneous, intuitive and reflected musical consciousness can logically take their place in accordance with the fundamental existence of the music of the French language produced in the spoken mode and of the need for the learner to master it.
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Rader, Aaron W., and Vladimir M. Sloutsky. "Processing of logically valid and logically invalid conditional inferences in discourse comprehension." Journal of Experimental Psychology: Learning, Memory, and Cognition 28, no. 1 (2002): 59–68. http://dx.doi.org/10.1037/0278-7393.28.1.59.
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DROSTE, MANFRED, and DIETRICH KUSKE. "RECOGNIZABLE AND LOGICALLY DEFINABLE LANGUAGES OF INFINITE COMPUTATIONS IN CONCURRENT AUTOMATA." International Journal of Foundations of Computer Science 09, no. 03 (September 1998): 295–313. http://dx.doi.org/10.1142/s0129054198000192.
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Automata with concurrency relations [Formula: see text], which occurred in formal verification methods of concurrent programs, are labeled transition systems with a collection of binary relations describing when two actions in a given state of the automaton can happen independently of each other. The concurrency monoid M($\mathcal{A}$) comprises all finite computation sequences of [Formula: see text], modulo a canonical congruence induced by the concurrency relations, with composition as monoid operation. Then M∞($\mathcal{A}$) denotes the set of all infinite products in M($\mathcal{A}$); its elements can be represented by labeled partially ordered sets. Under suitable assumptions on [Formula: see text], we show that a language L in M∞($\mathcal{A}$) is recognizable iff it is definable by a formula of monadic second order logic, and that it is recognizable iff it can be constructed from recognizable languages in M($\mathcal{A}$) using co-rational expressions. This generalizes various recent results in trace theory.
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Dryer, Matthew S. "Tlingit: An Object-Initial Language?" Canadian Journal of Linguistics/Revue canadienne de linguistique 30, no. 1 (1985): 1–13. http://dx.doi.org/10.1017/s0008413100010653.
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A number of early grammatical descriptions of Tlingit, a non-Athapaskan Na-Dene language spoken in southeast Alaska and in adjacent areas of Canada, describe the language as being OSV. Evidence is presented in this paper that Tlingit is not OSV.Until recent years, it was thought that of the six logically possible word orders of subject, verb, and object, only SOV, SVO, VSO, and VOS existed. (See for example Pullum 1977). Since then, however, evidence for the existence of object-initial languages has been presented by Derbyshire (1977) and Derbyshire and Pullum (1981). Almost all of the object-initial languages discussed by Derbyshire and Pullum are spoken in or near the Amazon basin in South America. There is to date no clear case of an object-initial language spoken outside of South America.
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Kuznetsova, O., and V. Zlatnikov. "APPROACHES AND EFFECTIVE METHODS OF INSTRUCTION IN THE FOREIGN LANGUAGE FOR SPECIAL PURPOSES." Visnyk Taras Shevchenko National University of Kyiv. Military-Special Sciences, no. 1 (45) (2021): 17–20. http://dx.doi.org/10.17721/728-2217.2021.45.17-20.
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At the present stage of expanding international contacts in various fields of activity for students it is becoming increasinglyimportant to expand their knowledge of languages outside of everyday foreign language (English). Learning foreign languages hasa number of benefits, including facilitating effective communication and building partnerships, business and military relationships with people from other countries/cultures. Since there are a number of factors that affect the effective acquisition of a foreign language in the context of bilin gualism, modern methods of teaching foreign languages have their own characteristics, considering the target areas and standards. There are many approaches to foreign language teaching developed at the end of the last centurythat have become widely used in teaching foreign languages for special purposes in higher education at the present stage of learning. The range of teaching methods varies depending on which aspects of language acquisition they emphasize – from teaching grammar to the lexicographic component of modern English-language culture of business and professional communication, which are seen as an element of communication skills of young military and civilian professionals [1]. As there is a wide range of different approaches and methods of teaching a foreign language for professional purposes used in lessons, the question will be whether there is evidence that some methods are more effective in acquiring and maintaining acquired skills. The article presents practical recommendations for motivating students to free oral/written communication in a foreign language, taking into account professional needs; the sequence of stages at which new programs for studying a foreign language of special purpose are logically executed, and also offers concerning a vocabulary is provided. The article evaluates and analyzes the latest trends in the methodology of teaching foreign languages, which provides a basis for effective study of a foreign language for professional purposes, taking into account the communicative orientation military, business and professional communication.
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Washington, Corey, and John Biro. "A Logically Transparent Approach to Discourse Reporting." Mind & Language 16, no. 2 (March 2001): 146–72. http://dx.doi.org/10.1111/1468-0017.00163.
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Bouchard, Denis. "The origins of language variation." Linguistic Variation Yearbook 2003 3 (December 31, 2003): 1–41. http://dx.doi.org/10.1075/livy.3.03bou.
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Linguistic variation derives from properties of the physical and conceptual make-up of human beings which were adapted to produce language. This adaptative approach is contrasted with the Minimalist Program, in which properties specific to language are said to be different from anything found in the organic world (Chomsky 1995). Six basic cases are compared. Whereas the analysis in the Minimalist Program is ultimately a listing of construction-specific features, the adaptative approach relies on properties of the initial state which are logically prior to linguistic theory and provide a strong basis for causal relations that explain why languages vary, and why they vary in the particular ways they do in these six cases.
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Nisa', Nuzulia Fitriatun. "Linguistik Kognitif dalam Majas Metafora, Metonimi dan Sinedoke Bahasa Jepang." Diglossia: Jurnal Kajian Ilmiah Kebahasaan dan Kesusastraan 10, no. 1 (September 16, 2019): 25. http://dx.doi.org/10.26594/diglossia.v10i1.1453.
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Abstrak Majas merupakan sebuah fenomena bahasa yang ada di tiap bahasa di dunia. Majas dipakai untuk menjelaskan perubahan, pergeseran, dan perluasan makna kata dapat terjadi akibat perkembangan dan kemajuan yang dialami manusia sebagai pemakai bahasa. Dalam bahasa Jepang ada 3 majas yakni metafora, metonimi, sinedoke. Cabang ilmu linguistik kognitif sering dipakai untuk menjelaskan majas, karena penjabarannya yang dapat diterima oleh akal. Linguistik kognitif juga berperan untuk menjembatani kearbiteran bahasa agar sebuah makna dalam sebuah majas dapat dipahami para pembelajar.Keyword : linguistik kognitif, majas, fenomena bahasa AbstractFigurative language is a language phenomenon that exists in every language in the world. It is used to explain changes, displacement, and can be drawn word meaning can occur development and progress made by humans as language users. There are 3 figurative languages in Japan, namely metaphor, metonymy, synecdoche. Cognitive linguistics branch is often used to explain them because of the logically explanation as a reason. Besides, cognitive linguistics also has a role as a bridge the language arbitrary in order the meaning of figurative speech can be easily understood by the readers.Keywords: cognitive linguistics, figurative language, language phenomena
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Romaine, Suzanne. "Why the Problem of Language Acquisition should not be Explained Logicaly." Studies in Language 9, no. 2 (January 1, 1985): 255–70. http://dx.doi.org/10.1075/sl.9.2.07rom.
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davidoff, jules, and claudio luzzatti. "language impairment and colour categories." Behavioral and Brain Sciences 28, no. 4 (August 2005): 494–95. http://dx.doi.org/10.1017/s0140525x05280081.
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goldstein (1948) reported multiple cases of failure to categorise colours in patients that he termed amnesic or anomic aphasics. these patients have a particular difficulty in producing perceptual categories in the absence of other aphasic impairments. we hold that neuropsychological evidence supports the view that the task of colour categorisation is logically impossible without labels.
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Strickland, Brent, Carlo Geraci, Emmanuel Chemla, Philippe Schlenker, Meltem Kelepir, and Roland Pfau. "Event representations constrain the structure of language: Sign language as a window into universally accessible linguistic biases." Proceedings of the National Academy of Sciences 112, no. 19 (April 27, 2015): 5968–73. http://dx.doi.org/10.1073/pnas.1423080112.
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According to a theoretical tradition dating back to Aristotle, verbs can be classified into two broad categories. Telic verbs (e.g., “decide,” “sell,” “die”) encode a logical endpoint, whereas atelic verbs (e.g., “think,” “negotiate,” “run”) do not, and the denoted event could therefore logically continue indefinitely. Here we show that sign languages encode telicity in a seemingly universal way and moreover that even nonsigners lacking any prior experience with sign language understand these encodings. In experiments 1–5, nonsigning English speakers accurately distinguished between telic (e.g., “decide”) and atelic (e.g., “think”) signs from (the historically unrelated) Italian Sign Language, Sign Language of the Netherlands, and Turkish Sign Language. These results were not due to participants' inferring that the sign merely imitated the action in question. In experiment 6, we used pseudosigns to show that the presence of a salient visual boundary at the end of a gesture was sufficient to elicit telic interpretations, whereas repeated movement without salient boundaries elicited atelic interpretations. Experiments 7–10 confirmed that these visual cues were used by all of the sign languages studied here. Together, these results suggest that signers and nonsigners share universally accessible notions of telicity as well as universally accessible “mapping biases” between telicity and visual form.
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Peterson, David. "The Languages of the Invaders of 711, Invasion and Language Contact in Eighth–Century Northwestern Iberia*." Acta Antiqua Academiae Scientiarum Hungaricae 59, no. 1-4 (September 25, 2020): 527–35. http://dx.doi.org/10.1556/068.2019.59.1-4.46.
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SummaryA number of disparate onomastic phenomena occurring in northwestern Iberia have long puzzled scholars: the abundance of Arabic personal names in early medieval Christian communities, often fossilised as place–names; the extraordinarily profuse Romance toponym Quintana; and a surprisingly high number of hypothetical Amazigh (i.e. Berber) demonyms. In this paper we argue that these seemingly disparate onomastic phenomena can all be explained if it is accepted that following the Islamic invasion of Iberia in 711, the Amazigh settlers of the Northwest were at least partially latinophone. The internal history of the Maghreb suggests this would have been the case at least in the sense of Latin as a lingua franca, a situation which the speed and superficiality of the Islamic conquest of said region would have been unlikely to have altered significantly. In this context, all of the puzzling onomastic elements encountered in the Northwest fall into place as the result of the conquest and settlement of a Romance– speaking region by Romance–speaking incomers bearing Arabic personal names but retaining their indigenous tribal affiliations and logically choosing to interact with the autochthonous population in the lan-guage they all shared.
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Cuenca, Fredy, Jan Van den Bergh, Kris Luyten, and Karin Coninx. "Hasselt." International Journal of People-Oriented Programming 5, no. 1 (January 2016): 19–38. http://dx.doi.org/10.4018/ijpop.2016010102.
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Implementing multimodal interactions with event-driven languages results in a ‘callback soup', a source code littered with a multitude of flags that have to be maintained in a self-consistent manner and across different event handlers. Prototyping multimodal interactions adds to the complexity and error sensitivity, since the program code has to be refined iteratively as developers explore different possibilities and solutions. The authors present a declarative language for rapid prototyping multimodal interactions: Hasselt permits declaring composite events, sets of events that are logically related because of the interaction they support, that can be easily bound to dedicated event handlers for separate interactions. The authors' approach allows the description of multimodal interactions at a higher level of abstraction than event languages, which saves developers from dealing with the typical ‘callback soup' thereby resulting in a gain in programming efficiency and a reduction in errors when writing event handling code. They compared Hasselt with using a traditional programming language with strong support for events in a study with 12 participants each having a solid background in software development. When performing equivalent modifications to a multimodal interaction, the use of Hasselt leads to higher completion rates, lower completion times, and less code testing than when using a mainstream event-driven language.
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KADOUM, Yasmina, and Farid ZIDANI. "THE DEVELOPMENT OF WITTGENSTEIN’S LOGICAL ANALYSIS OF LANGUAGE: FROM IDEAL LANGUAGE THEORY TO LANGUAGE GAMES." RIMAK International Journal of Humanities and Social Sciences 03, no. 02 (February 1, 2021): 248–57. http://dx.doi.org/10.47832/2717-8293.2-3.19.
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The purpose of this article is to elucidate the evolution of Wittgenstein’s philosophy. After having considered in the Tractatus, natural language as suffering from many deficiencies and does not respond to his aspirations which are the establishment of a logically perfect language by the precision and adjusting so that each object should correspond only one word, this position has evolved in Investigations for a reconsideration of natural language as having a particular importance for its infinite uses, that take the form of a "language- game" using specific rules. This new dynamic analysis of language, as opposed to the static analysis of the Tractatus, permitted natural discourse to regain its semantic dimension to remain creative and ingenious. What distinguishes the two theories? And what are the resulting philosophical consequences? This is what we will try to clarify.
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Imanakunova, K. "Issues of Learning Language Through National Values." Bulletin of Science and Practice 7, no. 8 (August 15, 2021): 455–58. http://dx.doi.org/10.33619/2414-2948/69/54.
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Based on specific examples, the article analyzes the problems of studying the Kyrgyz language in relation to national heritage; scientific problems associated with the need to understand the national heritage through language; knowledge of the language through national heritage, instilling in students the skills to speak coherently, consistently, logically, appropriate, culturally.
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Seele, Astrid. "Die Hochzeit der Sprachen." Babel. Revue internationale de la traduction / International Journal of Translation 36, no. 3 (January 1, 1990): 167–77. http://dx.doi.org/10.1075/babel.36.3.05see.
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The allegory of the marriage of languages was inspired by Herder's comparison of a language not yet profaned by translations with a virgin. This simile was logically extended to the simile of translation as marriage of languages. The first part of the treatise presents the allegory. The translator wanders through the centuries and goes courting. In the second part the allegory is solved. The third part tries to answer the question of how far the allegory is to be considered as a contribution to the history of translation. The greatest stress is laid upon the open end of the allegory: the modern translations of ancient literature are — in an intentionally exaggerated manner — criticized so as to focus attention on the question of how far a historian of translation should consider his present point of view and interest when writing a history of translation.
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Baumeler, Ämin. "Causal loops: Logically consistent correlations, time travel, and computation." it - Information Technology 61, no. 2-3 (April 24, 2019): 135–41. http://dx.doi.org/10.1515/itit-2019-0005.
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Abstract Causal loops are loops in cause-effect relations, where, say for two events A, B, the event A is a cause of B and, vice versa, B is a cause of A. Such loops are traditionally ruled out due to potential logical problems, e. g., where an effect suppresses its own cause. Motivated by our current physical theories, we show that not only causal loops exist that are logically consistent, but that these loops are computationally tame and help to further investigate on the theoretical foundations of time travel. Causal loops do not necessarily pose problems from a logics, computer-science, and physics point of view. This opens their potential applicability in various fields from philosophy of language to computer science and physics.
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SOBIN, NICHOLAS. "The relative roles of theory and acquisition studies." Journal of Child Language 31, no. 2 (May 2004): 505–7. http://dx.doi.org/10.1017/s0305000904006178.
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Radford (1988: 2) and others before and after have argued that the core theoretical question (i) ‘How are human languages structured?’ is logically prior to another core theoretical question (ii) ‘How are human languages acquired?’ This is said to be so because the answer to (i), the structure of human language, is the real target of question (ii) – language acquisition is about acquiring the structure of a human language. Thus, we can't ask about how a thing is learned before we know what it is. Bearing this dictum in mind, consideration of both Crain & Thornton (1998) (C&T) and the Drozd critique (present volume) raises an interesting question: is linguistic theory and the data on which it is established sufficiently developed to inform ‘external’ empirical studies in areas such as language acquisition? At this point, it isn't clear that it is. The data of theoretical linguistics is often idealized and sometimes rather narrow. A given construction may be narrowly investigated (cited) for its apparent interest as a side-light on another area or a more general theoretical issue rather than being investigated more fully/paradigmatically in its own right. Further, the latter sort of investigation might shed a very different light on a phenomenon only investigated narrowly. So paradoxically, it is often only in the context of doing experimental work such as acquisition or variation research that such fuller investigation takes place, possibly revealing new and crucial facts which may prove relevant to theory construction.
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Aeni, Noor. "AN INTEGRATED STUDY PACK BASED ON A SHORT FILM ENTITLED “SLAP HER: CHILDREN’S REACTION”." UAD TEFL International Conference 1 (November 20, 2017): 382. http://dx.doi.org/10.12928/utic.v1.190.2017.
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This study aims to develop a set of alternative English teaching and learning materials covering four language skills (listening, speaking, reading, and writing). Learning materials are designed based on a short film entitled “Slap her: Children’s Reaction”. It is designed for language teachers of general English course for adult learners of English as a foreign language with the proficiency level of B2 according to CEFR (the Common European Framework of Reference for Languages).The nature of the study is Research and Development (R & D). The involving steps are conducting needs analysis, designing the course grid, and developing the materials. Data were collected by analyzing CEFR documets and conducting interview. They were analyzed quantitatively and qualitatively.The activities within the study pack were designed in chronological order. They are categorized in three orders, before viewing the short film “Slap her”: children’s reactions, during, and after the viewing. The activities are interlinked on levels B2 of CEFR. The activities content builds logically onto each other, with later activities that are recycling language items or content of previous activities. The activities involve all four language skills that are integrated. In the implementation of the study pack, students will be required to work either, individually, in pairs, even in groups.
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Brody, Michael. "‘Move’ in syntax: Logically necessary or undefinable in the best case?" Lingua 116, no. 10 (October 2006): 1553–60. http://dx.doi.org/10.1016/j.lingua.2005.07.007.
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Petersen, Douglas B., and Jeffrey W. Petersen. "Re-Conceptualizing Expository Language as Narration." Perspectives of the ASHA Special Interest Groups 1, no. 1 (March 31, 2016): 109–17. http://dx.doi.org/10.1044/persp1.sig1.109.
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There is the very real possibility that narrative-based language intervention may not only improve narrative-specific outcomes such as narrative retelling and personal story generation, but also expository language, which has traditionally been perceived as a dissimilar, distal outcome. In this paper we discuss the relationship between narrative language and expository language, propose that apprehending the elements that are essential to good narration is not only helpful for the production and comprehension of expository language, but is in a sense, even required. We also discuss how narrative intervention, when properly shaped, can logically lead to growth in expository language.
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Abduzuhurovna, Abduazizova Durdona. "Formation of professional vocabulary in teaching English to students of the customs institute." Journal of Social transformation and Education 2, no. 1 (February 20, 2021): 40–46. http://dx.doi.org/10.54480/jste.v2i1.13.
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The article deals with the methods of forming the professional vocabulary of students studying on the specialty “Customs Affair”. Mastering a foreign language in the course of training at the Customs Institute requires a professional orientation. For professional training of future customs specialists, it is necessary to have an in-depth knowledge of a foreign language, in particular, English. Therefore, the article emphasizes the expansion of the professional vocabulary of Customs Institute students by means of socialization of various types of language activities: using professional texts on customs and economic issues, studying special topics for the development of oral speech in the professional sphere, instilling in students the ability to think logically and communicate in English in various professional situations, mastering the lexical minimum in the corresponding specialty. The correctness of filling in customs declarations, checking and controlling shipping documents, etc. requires in-depth knowledge of customs and economic terms in a foreign language. For effective training of the future customs specialist, the issue of interaction not only of specialized disciplines, but also of simultaneous training of two foreign languages, in particular Russian (for group with an Uzbek language of study) and English.
For the purpose of competent organization of the educational process, it is important to take into account the interdisciplinary connections that will lead to the formation of intercultural, general professional and professional competencies.
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Swinburne, Richard. "What Kind of Necessary Being Could God Be?" European Journal for Philosophy of Religion 4, no. 2 (June 21, 2012): 1–18. http://dx.doi.org/10.24204/ejpr.v4i2.292.
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A logically impossible sentence is one which entails a contradiction, a logically necessary sentence is one whose negation entails a contradiction, and a logically possible sentence is one which does not entail a contradiction. Metaphysically impossible, necessary and possible sentences are ones which become logically impossible, necessary, or possible by substituting what I call informative rigid designators for uninformative ones. It does seem very strongly that a negative existential sentence cannot entail a contradiction, and so ‘there is a God’ cannot be a metaphysically necessary truth. If it were such a truth, innumerable other sentences which seem paradigm examples of logically possible sentences, such as ‘no one knows everything’ would turn out to be logically impossible. The only way in which God could be a logically necessary being is if there were eternal necessary propositions independent of human language or God’s will, such that the proposition that there is no God would entail – via propositions inaccessible to us – a contradiction. But if there were such propositions, God would have less control over the universe than he would have otherwise.
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Zamzami, Novita Donna, Novi Nurhayati, and Moh Salimi. "CONCEPT AND IMPLEMENTATION OF THE WHOLE LANGUAGE APPROACH IN INDONESIA LANGUAGE LEARNING." Social, Humanities, and Educational Studies (SHEs): Conference Series 1, no. 2 (January 11, 2019): 314. http://dx.doi.org/10.20961/shes.v1i2.26744.
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<em>Education is a whole series of activities held by educators for students on all aspects of the development of student’s potential to achieve the goal. Educational objectives can be achieved through learning activities that are able to build and develop students' knowledge as a whole. Including in Indonesian learning. There are four skills in Indonesia language learning that must be developed, namely reading, listening, speaking and writing skills. The purpose of this study is to describe 1. Whole language approach, 2. Implementation of a Whole language approach in Indonesia language learning. The results of this study are: (1) Whole language is a language learning approach based on constructivism. Whole language is implemented contextually, logically, chronologically, communicatively, and intact so students can see language as a whole; (2) The implementation of the Whole language approach in Indonesian language learning is combining reading, listening, writing and speaking.</em>
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Keenan, Edward L. "Natural language, sortal reducibility and generalized quantifiers." Journal of Symbolic Logic 58, no. 1 (March 1993): 314–25. http://dx.doi.org/10.2307/2275339.
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AbstractRecent work in natural language semantics leads to some new observations on generalized quantifiers. In §1 we show that English quantifiers of type 〈1, 1〉 are booleanly generated by theirgeneralized universalandgeneralized existentialmembers. These two classes also constitute thesortally reduciblemembers of this type.Section 2 presents our main result — the Generalized Prefix Theorem (GPT). This theorem characterizes the conditions under which formulas of the form (Q1x1…QnxnRx1…xnandq1x1…qnxnRx1…xnare logically equivalent for arbitrary generalized quantifiersQi,qi. GPT generalizes, perhaps in an unexpectedly strong form, the Linear Prefix Theorem (appropriately modified) of Keisler & Walkoe (1973).
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Ulianitckaia, L. A. "Language Feminisation in Sociopolitical Space of Russia and France." Discourse 6, no. 3 (July 20, 2020): 140–59. http://dx.doi.org/10.32603/2412-8562-2020-6-3-140-159.
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Introduction. The paper reviews dynamics of language feminisation and inclusive writing emergence in the context of social change in Russia and France, identification of common patterns for the languages of the countries, adaptation difficulties of new elaborated spelling and punctuation rules, as well as indentification of sources of resistance to gender reforms in languages considered. The relevance of the study is conditioned by the growing interest of sociolinguists to the issues under consideration and by the importance of scientific record of changes in Russian and French against the backdrop of gender processes of recent years (the analysed material covers the period from 2017 to 2020). The features of direct correlation between social and language changes are reviewed not only within the context of language feminisation and feminism relationship, but also regarding historical aspects.Methodology and data sources. The study was conducted using the materials of French and Russian Internet articles, legal acts gouverning gender linguistic issues in France, statistical research data, explanatory and etymological dictionaries, Russian National Corpus, inclusive writing Instructional materials, video footages, official statements, interviews. During the selection of language material continuous sampling technique was applied; the analysis of the instances was carried out using both synchronic and diachronic approaches, allowing to look at the historical development of the languages in terms of containing feminitives. The study of language processes is carried out within the framework of sociolinguistic approach. The main methodology of language feminisation and inclusive writing study included comparative, descriptive, stylistic, and semantic- syntactic analysis.Results and discussion. The main result of the study is a review of the gender linguistic features of French and Russian. The collected and analysed language material allowed to draw the conclusion about an ongoing predominance of masculine grammatical gender over feminine in cases where using feminine grammatical gender would be reasonable and logically sound. Legal acts gouverning the use of feminitives and inclusive writing were also looked at. An inconsistency between language norm and current society needs, as well as the existence of misconception of feminist movement within society and misinterpretation of its objectives, including those related to language feminisation, are identified.Conclusion. Language is a social phenomenon that provides members of society with successful communication. Over the years people have been observing language changes that may have at first be prejudiced or may have faced rejections, but relented over time and became imperceptible and natural for native speakers. The feminisation of language is a logical process that meets civil, political and personal needs of 21st century people.
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Ngouo, Herbert Rostand. "Eurocentric or Indigenized Educational Curriculum: What Possible Option between Foreign Languages and National Languages (Fulfulde) in Education in the Far North Region of Cameroon?" European Journal of Language and Culture Studies 1, no. 5 (October 3, 2022): 86–96. http://dx.doi.org/10.24018/ejlang.2022.1.5.23.
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languages in education, as well as their opinion about the option of their replacement with Fulfulde, a lingua franca of the Northern regions of Cameroon. The data were collected using a quantitative approach through a questionnaire administered to 525 informants, all residing in the Far regions of Cameroon. They originated from the three northern regions but the majority (90%) are native of the Far North. The multiple-choice questions (with 5 scales ranging from absolutely agree to absolutely disagree) aimed at eliciting the opinion of the respondents regarding the reformation of the LIEP by supressing the prevalence of foreign language over national languages, while upgrading the status of the latter in the secondary schools. The findings reveal an attitude inclined in favour of foreign languages as the perspective of the substitution of foreign languages by Fulfulde as subject is not opted for. Foreign languages are perceived as being important. As a result, their presence in the Francophone education curriculum is seen as relevant and pertinent. Logically, it is suggested that their teaching be extended to the Anglophone system of education. As concerns instrumentality in social mobility, German is highly rated among foreign languages, and Italian is underrated. English and French are perceived as being more important that these foreign languages. Fulfulde is not perceived as relevant enough to replace FLs in education, however, national languages are seen as deserving a place in the school system.
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SWAMY, NIKHIL, JUAN CHEN, CÉDRIC FOURNET, PIERRE-YVES STRUB, KARTHIKEYAN BHARGAVAN, and JEAN YANG. "Secure distributed programming with value-dependent types." Journal of Functional Programming 23, no. 4 (July 2013): 402–51. http://dx.doi.org/10.1017/s0956796813000142.
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AbstractDistributed applications are difficult to program reliably and securely. Dependently typed functional languages promise to prevent broad classes of errors and vulnerabilities, and to enable program verification to proceed side-by-side with development. However, as recursion, effects, and rich libraries are added, using types to reason about programs, specifications, and proofs becomes challenging. We present F*, a full-fledged design and implementation of a new dependently typed language for secure distributed programming. Our language provides arbitrary recursion while maintaining a logically consistent core; it enables modular reasoning about state and other effects using affine types; and it supports proofs of refinement properties using a mixture of cryptographic evidence and logical proof terms. The key mechanism is a new kind system that tracks several sub-languages within F* and controls their interaction. F* subsumes two previous languages, F7 and Fine. We prove type soundness (with proofs mechanized in Coq) and logical consistency for F*. We have implemented a compiler that translates F* to .NET bytecode, based on a prototype for Fine. F* provides access to libraries for concurrency, networking, cryptography, and interoperability with C#, F#, and the other .NET languages. The compiler produces verifiable binaries with 60% code size overhead for proofs and types, as much as a 45x improvement over the Fine compiler, while still enabling efficient bytecode verification. We have programmed and verified nearly 50,000 lines of F* including new schemes for multi-party sessions; a zero-knowledge privacy-preserving payment protocol; a provenance-aware curated database; a suite of web-browser extensions verified for authorization properties; a cloud-hosted multi-tier web application with a verified reference monitor; the core F* typechecker itself; and programs translated to F* from other languages such as F7 and JavaScript.
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Sankara Rao, P. Gowri, and Prof T. Narayana. "Effectiveness of the prescribed English Language Foundation Course on Communication and Soft Skills as per UGC-CBCS." SMART MOVES JOURNAL IJELLH 7, no. 11 (November 28, 2019): 12. http://dx.doi.org/10.24113/ijellh.v7i11.10141.
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Language learning is interlinked with a wide range of skills and consequently innumerable benefits too. Command over language makes one articulate with self-confidence. It is possible to link language learning to imparting language and life skills by using quotes and excerpts from various genres with the objective of facilitate the learner to develop his/her social, emotional and cognitive skills such as the ability to communicate effectively, improve interpersonal relations, develop positive attitude, be empathetic and think logically and creatively.
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Naugolnykh, E. A. "CIRCULAR CONCEPT IMPLICATION IN JAMES JOYCE’s FINNEGANS WAKE AND ITS INTERLINGUAL TRANSFER." Bulletin of Udmurt University. Series History and Philology 32, no. 5 (October 14, 2022): 990–95. http://dx.doi.org/10.35634/2412-9534-2022-32-5-990-995.
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The paper looks at certain aspects of the circular concept in Finnegans Wake , the final experimental work of the writer. The way it is implicated in the lexical layer of the novel’s structure is analyzed, its language game principle is revealed. The full and incomplete versions of Finnegans Wake in German (H. Beck, D. Stündel, F. Rathjen), Russian (A. Rene, A. Volokhonsky, S. Divakov) and Spanish (V. Pozanco, M. Zabaloy) languages are explored. Various translation strategies are considered. Although brilliant decisions for the units transferring circular concept are exemplified, they are predictably subjective, as it is the translator who figures out and interprets informative substrate semantically and logically associated with reality. As a result of the necessary radical transformation of the source text the reader gets the modified version of Finnegans Wake rather than a translation in the true sense.
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Suparto and Ayyuhatsanail Fithri. "COGNITIVE CONCEPTUALISATIONS OF POLITICAL EUPHEMISTIC EXPRESSIONS." Journal of Language and Literature 10, no. 1 (2022): 46–53. http://dx.doi.org/10.35760/jll.2022.v10i1.6434.
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This paper discusses political euphemistic expressions from the perspective of cognitive linguistics. It is human to say something naturally and socially acceptable, emotionally not irritating, logically intelligible, and communicatively inter-translatable. Euphemistic expression is a way with which language speakers’ experiences can be linguistically and cognitively manifested. As a soft word or expression which is used to denote to things about which people may find disappointing or embarrassing to talk, euphemistic expressions enable to say something impossible possible. Introspection as a deep understanding of any language speaker to his/her language system on any talks is used as the data analyzing method. Research data is taken from online mass media. The research data focuses on politically related euphemistic expressions. The accounts of Conceptual Metaphor Theory (CMT) are used to give insights into the cognitive mechanism of euphemistic expressions. Political euphemistic expressions are logically intelligible. The research findings demonstrate that there are two basic motivations of euphemizing political expressions. The two are function and characteristics. The internalization of language speaker to the primordial nature of something to euphemize is the key to understand the way to construct the euphemistic expressions.
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Okada, Reiko. "Challenges in Teaching Japanese EFL Students to Express Themselves Logically." Asian Education Studies 3, no. 1 (January 31, 2018): 73. http://dx.doi.org/10.20849/aes.v3i1.335.
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This paper describes a study conducted with twenty-five Japanese lower-level EFL students to develop their ability to write logically in English. In school, Japanese students rarely express their opinions in writing supported by facts or reasons, a result of an important characteristic of Japanese culture: people focus more on emotion than on critical reasoning. Teachers of English often instruct students to add reasons, examples, or conclusions to their written expressions of opinion, but students often fail to do so because they do not grasp their purpose. In this study, students were explicitly instructed in 1) the different values in Western and Japanese culture, 2) alternate ways of thinking and expression, 3) the importance of logic in English rhetoric, and 4) paragraph structure in written English. Students practice writing using English paragraph structure, first in Japanese and then in English. The results indicated that initially only about one third of the students acquired an understanding of how to organize a paragraph logically when writing in Japanese, indicating the difficulty Japanese students have in adopting the principles of English rhetoric even in their native language. After explicit instructions were given repeatedly, another one third of the students were able to structure their paragraphs logically when writing in English. Throughout the six sessions of the study, however, the rest of the students (32%) continued to write their paragraphs in both Japanese and English according to the conventions of Japanese rhetoric, or without logical reasoning.
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Hall, Tracy Alan, and Silke Hamann. "Towards a typology of stop assibilation." ZAS Papers in Linguistics 32 (January 1, 2003): 111–36. http://dx.doi.org/10.21248/zaspil.32.2003.188.
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In this article we propose that there are two universal properties for phonological stop assibilations, namely (i) assibilations cannot be triggered by /i/ unless they are also triggered by /j/, and (ii) voiced stops cannot undergo assibilations unless voiceless ones do. The article presents typological evidence from assibilations in 45 languages supporting both (i) and (ii). It is argued that assibilations are to be captured in the Optimality Theoretic framework by ranking markedness constraints grounded in perception which penalize sequences like [ti] ahead of a faith constraint which militates against the change from /t/ to some sibilant sound. The occurring language types predicted by (i) and (ii) will be shown to involve permutations of the rankings between several different markedness constraints and the one faith constraint. The article demonstrates that there exist several logically possible assibilation types which are ruled out because they would involve illicit rankings.
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Igartua, Iván. "Diachronic effects of rhinoglottophilia, symmetries in sound change, and the curious case of Basque." Studies in Language 39, no. 3 (October 26, 2015): 635–63. http://dx.doi.org/10.1075/sl.39.3.04iga.
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The particular affinity linking glottality and nasality to each other, a connection which is grounded both on articulatory and acoustic bases, seems to be responsible for various phonetic phenomena in different languages. In sound changes associated to what has been termed rhinoglottophilia (Matisoff 1975), the two logically possible diachronic pathways show up: from glottality to secondary nasalization, on the one hand, and from nasality to secondary laryngealization, on the other. The innovations concerned can thus be considered symmetrical, a feature that is rarely found in sound change. This paper first reviews the evidence at our disposal for positing a class of replacive phonetic changes caused by rhinoglottophilia, and then argues for an explanation of the diachronic correspondence n > h in the history of the Basque language based on the (primarily acoustic) effects of this specific connection between glottality (more specifically, aspiration) and nasality.
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Mokiienko, Valerii. "Ukrainian argot as a source of Russian jargon." Ukrainian Linguistics, no. 48 (2018): 37–51. http://dx.doi.org/10.17721/um/48(2018).37-51.
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The article is devoted to the functioning of the Slavic, in particular, Ukrainian-Russian jargon vocabulary. On the example of the word халява and formed from it на халяву the new etymological interpretations and functional characteristics of the jargon in modern Ukrainian and Russian languages are considered. The word халява, which is inextricably linked to the expression на халяву ‘at somebody’s expense, for free, gift’ in the Ukrainian and Russian jargon and common parlance, has become one of the sociolinguistic dominant, a symbol of a new era, when entrepreneurs attract trusted buyers and depositors in dubious businesses and banks by freebies. Current significance of the analyzed word is the result of a natural increase in the negative expressiveness embodied in the figurative semantics of the “shoe” metaphor. But in the Russian language this word in the sense of ‘freebie’ is the narrow dialecticism, completely ousted by the current slang. Therefore, any Russian, who is at least passively familiar with the Ukrainian language, logically considers not only the word халява, but also на халяву as borrowing from the Ukrainian language. Analyzing this word and its derivatives in dominant senses, we have to admit that, as a slang, it still has a Russian origin. Apparently, the semantics of ‘gift, at somebody’s expense’ was accumulated in it on the basis of the phraseological significance на халяву, which is typical for the Russian jargon and known only to the periphery of the Ukrainian and Belarusian languages. The fate of the word халява and the на халяву reflects the paradox of the interaction of “self” and “non-self” in the Russian-Ukrainian jargon space. Often, such interaction lies in the “boomerang effect”: Ukrainian slang, having undergone an activation in the Russian language, returns to the primary environment of functioning. Such interaction initiated by the genetic kinship continues to intensify with the cultural and historical contacts of our peoples.