Relevant bibliographies by topics / Non-linguistic communication

Academic literature on the topic 'Non-linguistic communication'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "Non-linguistic communication"

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Gillespie, Alex. "Nuclear Brinkmanship: A Study in Non-Linguistic Communication." Integrative Psychological and Behavioral Science 47, no. 4 (September 3, 2013): 492–508. http://dx.doi.org/10.1007/s12124-013-9245-z.

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Jantassova, D., and Dorin Isoc. "The problems of the development of foreign language communication skills of non-linguistic specialities' students." Bulletin of the Karaganda University. Pedagogy series 100, no. 4 (December 28, 2020): 145–54. http://dx.doi.org/10.31489/2020ped4/145-154.

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The article considers the role of foreign language, foreign language learning to students of non-linguistic spe-cialties is valuable for specialist development. Teaching of foreign language in non-linguistic universities has particular relevance, since foreign language communication in the professional activities of modern special-ists is characterized by increasing importance in the context of globalization and providing for the formation of students' ability to speak foreign languages in specific professional, business, scientific fields and situa-tions taking into account the features of professional thinking. Despite the development of the educational process organization, the difficulty of learning is that mastering a foreign language occurs outside the lan-guage environment with a limited number of hours. In the classroom, the task of developing students' speech skills is solved by performing a large number of language and speech exercises. In this regard, it should be noted the importance of extracurricular activities in a foreign language, which is particular relevance in achieving the subject, interdisciplinary and personal results of education. The problem of communicative skills formation of non-linguistic specialties’ students is one of the urgent problems, since graduates must have not only professional, but also experience of social, socio — cultural relations, who are able to show not only knowledge in a certain area, but also social initiative, develop performance in a team work. Teaching foreign languages for students of non-linguistic specialties has a professional-oriented basis. The students of non-linguistic specialties have a professionally-oriented basis for teaching of foreign languages, and the role of digital technologies should be noted too, what are widely used during the classes.
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Mukhamedova, Nigora. "THE PROBLEM OF EXPRESSION NON-CATEGORICAL STATEMENTS IN LINGUISTIC TEXTS." INTERNATIONAL JOURNAL OF WORD ART 3, no. 3 (March 30, 2020): 91–97. http://dx.doi.org/10.26739/2181-9297-2020-3-13.

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The article deals with the issues based on the study of non-categorical statements in a linguistic text in modern English. The essence of scientific communication is a message, or the transmission by means of language of some mental content, including the expression of an intellectual-evaluative attitude to the subject of speech. The content of intellectual assessments is conditioned by knowledge and experience of intellectual and material activities of people.In a scientific text, this attitude can be the result of verifying the truth of what is expressed by the author himself or by another scientist or a team of researchers, as well as confirmation or refutation of apreviously formed assessment that served as the basis for further discussion
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Voronova, Yelizaveta. "Formation and development of technical communication skills in foreign languages at the non-linguistic university." Scientific Bulletin of Flight Academy. Section: Pedagogical Sciences 7 (2020): 199–203. http://dx.doi.org/10.33251/2522-1477-2020-7-199-203.

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KHOTA, Ahmed, Asako KIMURA, and Eric COOPER. "Modelling Synthetic Non-Linguistic Utterances for Communication in Dialogue." International Journal of Affective Engineering 19, no. 2 (2020): 93–99. http://dx.doi.org/10.5057/ijae.ijae-d-19-00011.

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Мамедова, А. В. "Teaching Scholarly Communication Skills to Master Students in Non-linguistic Universities." Психолого-педагогический поиск, no. 3(55) (October 29, 2020): 41–46. http://dx.doi.org/10.37724/rsu.2020.55.3.005.

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В статье обращено особое внимание на роль научного общения в учебном процессе магистратуры. Актуальность темы развития обучения научному общению, при котором формируются как универсальные, так и профессиональные компетенции, закреплена нормативными документами. В статье показано, что средством развития и формирования компетенций, необходимых для овладения научным общением, выступает иностранный язык. Описана практическая работа на занятиях по иностранному языку в неязыковой магистратуре. Комплекс заданий и упражнений, разработанный автором, способствует развитию у обучающихся умений применять современные коммуникативные технологии на иностранном языке для академического профессионального и межкультурного взаимодействия, целью которого является овладение лингвистической, дискурсивной, социолингвистической компетенциями, стратегией и тактикой общения, взаимодействия на иностранном языке, необходимыми для иноязычного общения в профессиональной и научной сферах. Представлен опыт развития навыков перевода, реферирования и аннотирования профессионально ориентированных текстов, написания научных статей, работы над проектами магистерских диссертаций, презентаций научных текстов в процессе преподавания английского языка магистрантам института естественных наук. Научное общение на занятиях иностранного языка в магистратуре представлено как форма и условие развития творческого потенциала студентов. The article centers on the role of scholarly communication in the process of receiving a Master’s degree. The relevance of the issue of developing scholarly communications skills, universal and professional competencies is substantiated in normative documents. The article maintains that a foreign language is a means of developing scholarly communication competences. The article describes practical activities used to teach foreign language to graduate students in non-linguistic universities. The complex of tasks and exercises elaborated by the author of the article ensures continual improvement of students’ foreign-language skills required for efficient scholarly communication. The course is aimed at the formation of linguistic, discursive, and socio-linguistic competences, at the development of intercultural communication strategies that can be used in professional and academic spheres. The article describes an experience of teaching students working towards a master’s degree in natural science to translate, summarize, and annotate professionally-oriented texts, write scholarly and scientific articles, master’s theses, create scholarly and scientific presentations. Scholarly communication in foreign language classroom is presented as a tool and a prerequisite for the development of students’ creative potential.
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PETRYSHYNA, OLGA. "LINGUISTIC AND DIDACTIC FUNDAMENTALS OF DEVELOPING PUBLIC COMMUNICATION SKILLS OF STUDENTS MAJORING IN NON-LINGUISTIC SPECIALITIES." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy, no. 2 (April 6, 2021): 150–57. http://dx.doi.org/10.25128/2415-3605.20.2.20.

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Developing communicative competence of future teachers majoring in non-linguistic specialities is a priority of the progressive educational paradigm. Nowadays in linguodidactics the perfect mastery of professional communicative skills, the skill of text creation in different discourse conditions is especially relevant. Taking into account the linguistic and didactic characteristics of higher education seekers is the basis for the development of public communication skills that correlate with the requirements of the time, the needs of society, the tasks of modern education. Substantiation of the phenomenon of “public communication” in terms of linguistic didactics is important for the development of guidelines, concepts and models for teaching the theory and practice of public communication, for the selection of effective methods and techniques. Speech is a necessary basis for thinking. Public communication especially foregrounds significant mental-speech operations: analysis, synthesis, abstraction, concretization, reproduction of material, text creation. The method of developing public communication skills focuses on solving problems related to the perception of educational material, awareness of the essence of rhetorical concepts, text creation. Effectiveness is ensured by synergy with psychological research on the patterns of mental operations that underlie the perception, memorization and reproduction of prepared material. Approaches to the development of public communication skills are largely based on well-known ancient theories, including those based on folk speech culture. The analysis of the basic concepts of classical rhetoric and practice of public communication (logos, ethos, pathos and topos) require innovative methodological and methodical elaboration and directing at the communicative competence of the contemporary teacher majoring in non-linguistic specialities. The character of the linguistic personality is determined by typical communicative national features, existing in the form of thought forms / formulas, concepts, value lexical and semantic dominants. The university should ideally mould a speaker ready for different types of public communication, to create a discourse in any time and space, who knows language norms and communicative qualities of oral and written speech as indicators of speech culture, text technology, speech etiquette. Age features, openness to the perception of information, self-expression in competitive speech situations, ambition, search for authority, the desire to overcome negative stereotypes in the perception of the teaching profession are the very linguistic and didactic aspects that should be relied on while working on communicative competence. We see the prospect of further research in the development of a system of work on the development of the idiosyncrasy of public communication which underlies the formation of a personal brand of the teacher.
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Mayoral, Roberto, Dorothy Kelly, and Natividad Gallardo. "Concept of Constrained Translation. Non-Linguistic Perspectives of Translation." Meta 33, no. 3 (September 30, 2002): 356–67. http://dx.doi.org/10.7202/003608ar.

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Abstract The procedures involved in the translation of texts have been widely studied from a linguistic point of view. However, when translation is required not only of written texts alone, but of texts in association with other communication media (image, music, oral sources, etc.), the translator's task is complicated and at the same time constrained by the latter. We introduce in this paper the concept of constrained translation from the point of view of communication theory (as defined by the terminology of Nida "dynamic translation") ; we also deal with the existence of more than one communication channel, the factors of source culture, target culture, "noise", and the role of the translator in this complex process.
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Lepeshkina, G. G. "CROSS-CULTURAL COMMUNICATION IN FOREIGN LANGUAGE IN NON-LINGUISTIC UNIVERSITY." Education and Science without Limits: Fundamental and Applied Researches, no. 10 (November 25, 2019): 307–9. http://dx.doi.org/10.36683/2500-249x-2019-10-307-309.

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Under conditions of globalization and economic crises specialist speaking foreign language, discussing professional and general topics and knowing the peculiarities of speech and business etiquette are of special value. Training such specialist it is necessary to take into account not only the general didactic principles but also principles reflecting the specificity of the discipline
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Nichele, Elena. "Non-linguistic, semiotic and glocal communication: 35 beer labeling cases." On the Horizon 23, no. 4 (November 9, 2015): 352–62. http://dx.doi.org/10.1108/oth-08-2015-0059.

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Purpose – This paper aims to explore the country-of-origin effect, specifically its potential impact on beer labeling, from a linguistic perspective. Design/methodology/approach – The paper opted for an exploratory study using Sebba’s framework for multilingual texts (2012). Briefly, analysis developed through the observation, the use of notes taken during the phase of data collection and their comparison. Findings – The paper provides empirical insights on how beer labels appear to signal some interesting occurring trends. First, this investigation seems to suggest a link between languages used and their potential to recall country images that producers may be willing to stimulate and enhance. Second, data appeal to products’ countries of origin, using official languages, texts and visual elements strictly interrelated with local cultures. Research limitations/implications – Because of the chosen approach, results may lack generalizability. Therefore, researchers are encouraged to apply this framework or explore the same phenomena in other product categories and geographical markets too. Finally, deeper insights on the topic could be reached taking into consideration other financial data, for example market performance. Practical implications – The paper includes implications for the development of further research regarding brand image and reputation, in general, and the country-of-origin effect, specifically. Originality/value – This project is innovative for two main reasons: first, its methodological approach and, second, its combination of linguistics and marketing-related aspects. Hence, exploring possible links across the two disciplines, ultimately trying to examine potential reasons underlying their use, was the final objective of this paper. Finally, no existing publications appear to use Sebba’s framework to analyze beer labels from a linguistic perspective. Consequently, no researchers seem to have explored potential interrelations among this analysis and marketing concepts and strategies.
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Dissertations / Theses on the topic "Non-linguistic communication"

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Kersken, Verena. "Form and function of non-linguistic calls in human infants." Thesis, University of St Andrews, 2012. http://hdl.handle.net/10023/3149.

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Before infants speak their first word, they already produce a large variety of sounds. Whilst the developmental process that leads to speech production is very well documented, little attention is given to how non-linguistic sounds function in the child's everyday environment and whether they show acoustic consistencies similar to those found in the calls of non-human primates. This thesis investigated whether human infants between 11 and 18 months have “calls”. The first study observed 22 infants in their everyday nursery environment in Scotland and identified a number of contexts in which infants produced vocal behaviour. Vocalisations in five of these contexts, giving, declarative pointing, food requests, protests and action requests, were then subjected to an acoustic analysis. Results of the discriminant analysis suggest that four categories of vocal behaviour can be distinguished on the basis of their acoustic properties alone. To investigate whether these calls are part of a universal human repertoire, we conducted a cross-cultural comparison of the acoustic properties of vocal behaviour showed that, despite a slightly higher level of variation; four categories of calls could still be discriminated above chance level. This suggests that human infants possess calls with rather fixed acoustic properties as part of their vocal repertoire in addition to other, more flexible vocal behaviours. In order to assess whether listeners can gain information from these calls, we conducted a playback study with parents, experienced and inexperienced participants. Results show that all participants can categorise all vocalisations above chance level. Parents were the only participants that showed significantly better scores in correctly classifying vocalisations recorded in Scotland over those recorded in Uganda. Overall, the studies demonstrated that infants, as part of their vocal repertoire, produce some classes of calls that have constant acoustic properties across infants from different cultures, and contain information about the infant's activities that can be picked up by a listener.
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Wagner, Mark, and wagsmark@yahoo com. "Sources of the Communicative Body." RMIT University. Education, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080604.102741.

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This study provides evidence for the warranted assertion that classroom practices will be enhanced by awareness of how non-linguistic modalities of the face, hands and vocal intonation contribute to cohesive and cooperative strategies within social groups. Both the history and observations of non-linguistic communication presented by this study suggest that visual, kinesic, and spatial comprehension create and influence social fields and common spaces, yet our language for these fields and spaces is impoverished. This knowledge has been submerged and marginalized through history. At the same time, through time, despite this submersion and marginalization, interrelational and intrarelational synchrony and dis-synchrony, centered on and by the communicative body, occur in social settings in ways that can be considered from both historical and observational perspectives. Building on recent theory by Damasio, Donald, Noddings, Grumet, Terdiman, and Nussbaum, the historical concepts and classroom observations presented here evidence that social values such as caring, loyalty, and generosity are sometimes understood, implicitly and explicitly, through the exchange, perception, and interpretation of non-linguistic signs. By understanding how the face and hands and rhythm and pitch of the voice create cohesive and cooperative social values in learning spaces - separate from racial, ethnic, and intellectual differences - this investigation recovers a submerged knowledge in order to offer a new logic for understanding social process. In turn, this new logic hopes to further transformational practice in the learning and teaching arts and sciences.
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Beighley, Steven M. "Non-Cooperative Communication and the Origins of Human Language." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/philosophy_theses/95.

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Grice (1982) and Bar-On and Green (2010) each provide 'continuity stories' which attempt to explain how a human-like language could emerge from the primitive communication practices of non-human animals. I offer desiderata for a proper account of linguistic continuity in order to argue that these previous accounts fall short in important ways. I then introduce the recent evolutionary literature on non-cooperative communication in order to construct a continuity story which better satisfies the proposed desiderata while retaining the positive aspects of the proposals of Grice and Bar-On and Green. The outcome of this project is a more tenable and empirically investigable framework chronicling the evolution of human-like language from communicative abilities currently found in non-human animals.
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Sacchett, Carol Lucy Mary. "An investigation of the relationship between conceptualisation and non-linguistic communication : evidence from drawing production in severe aphasia." Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/1446804/.

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Many people with aphasia have difficulty understanding and producing the language of events, i.e. verbs and sentences. One proposal is that language production difficulties in some individuals may reflect impairment to the processes that construct event representations in a language-appropriate way. This has been termed "thinking for speaking" (Slobin 1996), or "conceptual preparation" (Levelt, Roelofs and Meyer 1999). This study aims to extend understanding of the relationship between event conceptualisation, event communication and language impairment in severe aphasia. Evidence from a number of sources suggests that several aspects of conceptual preparation may be shared by linguistic and non-linguistic communication modalities. This thesis examines the ability of seven individuals with severely restricted linguistic output to communicate about events using the non-linguistic medium of drawing. The experimental investigation involves a detailed statistical and qualitative analysis of event drawing in response to short video clips and linguistic descriptions. For each participant, event drawing performance was compared with control data and with the results of other event processing and language assessments. Five participants showed problems with conceptual preparation, reflecting difficulties in the schematisation of events for the purpose of communication in general. This suggests that event conceptualisation difficulties should be considered as a possible underlying source of deficit for these individuals. Two participants showed intact event conceptualisation, suggesting a linguistic source of their difficulties. The findings also revealed a correlation between event conceptualisation problems and the nature and extent of individuals' language impairments, suggesting that there may a reciprocal relationship between the two. The theoretical and clinical implications of these findings are discussed. This study extends understanding of the consequences of impaired event processing on event communication and suggests a novel and theoretically motivated means of examining the underlying event conceptualisation and communication abilities of people with severe aphasia.
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Kristoffersen, Sofia. "Conversational Rituals in Computer- Mediated Communication : A Qulaitative Study of Discussion Forums." Thesis, Högskolan i Halmstad, Sektionen för humaniora (HUM), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-25588.

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The aim of this study is to offer a new perspective on both interpersonal communication andcomputer-mediated communication (CMC), by means of conducting a pragma-linguisticanalysis and comparison of a semi-threaded discussion forum and a fully threaded discussionforum; analysing features such as linguistic markers, dialogic listening, politeness, cooperation,elaborate or laconic greetings, farewell expressions and other conversational rituals. Aqualitative study was conducted, employing two methods of gathering data: (a) participantobservation and (b) document and material analysis. The major question for discussion in thisstudy is whether there are any differences with respect to linguistic and non-linguistic featuresbetween the semi-threaded and fully threaded forums? The study concludes that there aredifferences in linguistic and non-linguistic features between semi-threaded and fully threadedforums, but these differences are minimal and can more likely be attributed to the forum subjectmatter and social context than to the forum structure itself.
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Pegourie, Khellef Marjorie. "Les gestes professionnels des enseignants de disciplines dites non linguistiques dans trois établissements à dispositif d’enseignement bilingue français-arabe en Egypte." Thesis, Rennes 2, 2019. http://www.theses.fr/2019REN20028/document.

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De quelle manière un enseignant de discipline dite non linguistique (DdNL) prend-il en charge la situation exolingue de sa classe ? En d’autres termes, quelle place pour la L2 dans les pratiques des enseignants de DdNL ? Cette question de recherche a été posée à 60 acteurs éducatifs variés de trois écoles religieuses bilingues français-arabe en Egypte. Le corpus est constitué de séquences filmées de cours de sciences et de mathématiques en français, d’entretiens audios des différents acteurs et de matériel pédagogique. Cela a permis de procéder à une analyse quantitative et qualitative, contextualisée, des pratiques observées. Les résultats montrent que les enseignants mettent tous en œuvre des gestes de médiation et des gestes discursifs en cours de DdNL, qu’il existe des gestes de médiation plus spécifiquement disciplinaires, que l’alternance codique est utilisée par tous, et que les enseignants utilisent la dimension métalangagière et métalinguistique pour expliquer le fonctionnement de la L2 tout en constituant un registre discursif disciplinaire. Ceci permet de conclure que les enseignants de DdNL ont aussi pour objet d’enseignement certaines dimensions de la L2. Toutefois, l’existence de ces pratiques ne suffit pas à les légitimer, ni auprès des enseignants de DdNL, ni auprès des autres acteurs éducatifs. Ce paradoxe entre pratiques et représentations induit une zone d’incertitude sur ce que doivent être les gestes de métiers des enseignants de DdNL. La finalité de notre étude tente de lever cette ambiguïté en observant, en relevant, en définissant et en catégorisant les gestes professionnels traitant de la L2 en cours de DdNL et en convoquant l’état de la recherche dans le domaine de la didactique des DdNL
How teachers of non-linguistic subjects take in charge the exolingual situation of their classroom ? What space is made for L2 within the practices of these teachers ? This question was asked to 60 educational actors from three religious bilingual French-Arabic schools in Egypt. The corpus is made of sequences of footage during science and mathematics classes, of recorded interviews of various actors and of teaching material. This allows to move forward with a quantitative and qualitative analysis of the practices observed. The results show that all the teachers use mediation and discursive gestures in their lessons. Some mediation gestures are more specific to some subjects, all teachers use code switching, and metalinguistic and « metalangagière » dimension for L2 explanation, which is helping for developing discursive register for each discipline. In conclusion, non-linguistic subject teachers consider L2 as a teaching target. Nevertheless, the existence of these practices doesn’t allow legitimation by teachers themselves or by other educational actors. This paradox between practices and representations produces doubt about what should be a professional gesture for the sample of teachers in our corpus. The outcome of our study is precisely to remove this ambiguity by observing, pointing out, defining and categorizing professional gestures concerning L2 during a non- linguistic subject lesson and supporting by present research on immersion and integration, in a didactic field
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Shahin, Nafez Hamdan Salim. "Native-speakers tend to stress communicative fluency while non-native speakers tend to stress linguistic accuracy in error treatment : a classroom study conducted within the jurisdiction of the English language program in the Academic Division of Saudi Aramco Training Department." Thesis, University of Leicester, 2003. http://hdl.handle.net/2381/4727.

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Within the context of communicative language Teaching, teachers have a tendency to stress communicative fluency rather than linguistic accuracy in error treatment. This study uses Aramco ESL teachers, students, and classes where teachers from different-educational backgrounds teach English to adult Saudi employees within its English language program, as an example to explore this tendency. The study hypothesis that native-speakers, given their different educational background tend to stress communicative fluency while the non-native speakers tend to stress linguistic accuracy. Hence, the study attempts to present an account of how these teachers look at errors and how they treat them in class, to reach some findings about this hypothesis. The study applies multiple methods in data collection including a teacher's questionnaire designed by the researcher, followed by classroom observations along with audio-recordings of those classes. The classroom observation scheme used is adapted from Spada and Frohlich's COLT observation Scheme-Part A- (Communicative Orientation of Language Teaching). The students' preferences to error treatment were also explored by using a students' questionnaire designed by the researcher, to add dimensions to the findings. To analyse elements in the research context, Likert Scale for coding responses to the questionnaires was used to provide numbers and percentages for analysis. Then, samples of classroom discourse collected from the audio-recorded observations were transcribed to analyse teachers behavior toward errors in class. To add further dimensions to the findings, the findings were discussed in view of Chaudron's illustration in his model: Features and Types of Corrective Reaction in the Model of Discourse. The findings were also discussed in view of Chaudron's Table: Rate of Error Production and Teacher Treatment, for the same reason. By using Chaudron's model and table in the discussion, the study aims to provide a sound interpretation of the strategies that Aramco teachers use to treat errors and whether these strategies reflect principles of Communicative Language Teaching. The study identifies several distinctive issues from the research context including opinions and beliefs of Aramco teachers and students about errors treatment. It also identifies types of strategies these teachers use in treating their students' errors in class, and provides conclusions that demonstrate that both NSs and NNSs have beliefs and strategies that promote both communicative fluency and linguistic accuracy although NNSs showed noticeable tendency for linguistic accuracy more than their native-speaking counterparts did.
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Leivas, Paulo Gilberto Cogo. "A correção e a fundamentação de decisões jurídicas, em bases pragmático-universais, na aplicação do direito de igualdade geral." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2009. http://hdl.handle.net/10183/143354.

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A fundamentação e a correção de decisões jurídicas na aplicação do direito de igualdade geral exigem o cumprimento das regras e formas do discurso jurídico fundado em bases pragmático-universais. As viradas lingüística e pragmática, por obra de Frege, Wittgenstein e Peirce, fundaram os alicerces de uma teoria dos atos de fala, de Austin e Searle, de uma teoria da argumentação, de Toulmin, e de uma teoria comunicativa e discursiva da verdade e correção, em Habermas. A ética procedimentalista e cognitivista habermasiana reconstrói o princípio da universabilidade em trajes discursivos. Alexy enuncia um conceito não-positivista e inclusivo da moral fundamentado na pretensão de correção jurídica e argúi a tese do discurso jurídico como caso especial do discurso prático geral. Uma decisão jurídica correta deve ser justificada com base nas regras e formas da justificação interna e externa do discurso. A fundamentação das decisões por meio de argumentos de princípios coloca a exigência da aplicação do preceito da proporcionalidade. As dogmáticas e jurisprudências alemã e brasileira, na aplicação do direito de igualdade geral, utilizam inicialmente uma fórmula da proibição da arbitrariedade ou correlação lógica, da qual resulta uma vinculação fraca do legislador, e passam a adotar uma fórmula baseada na proporcionalidade, com uma vinculação severa do legislador, especialmente quando há tratamento desigual de indivíduos com características especiais elencadas na Constituição. A racionalidade de uma decisão que se utiliza da estrutura da proporcionalidade depende da justificação externa de cada uma das premissas usadas na justificação interna. Há uma relação necessária entre discurso jurídico, proporcionalidade e dogmáticas dos direitos fundamentais.
The justification and correction of legal decisions in the application of general equality principle demands the fullfilment of rules and forms of legal discourse founded on a universal-pragmatic basis. The linguistic and pragmatic turn, by Frege, Wittgenstein, and Peirce, established the foundations of a theory of speech acts, by Austin and Searle, of a theory of reasoning, by Toulmin, and a communicative and discoursive theory on truth and correctness in Habermas. The habermasian proceduralism and cognitivism ethics reconstructs the principle of universability in discoursive ways. Alexy states a non-positivistic and moral inclusive concept of law grounded in the claim to legal correction and argues that the legal discourse must be understood as a special case of general practical discourse. A correct legal decision must be justified on the rules and forms of internal and external justification of discourse. The justification for the decisions by means of arguments of principle sets the demand of applying the partial requirements of proportionality. German and Brazilian legal theory and jurisprudence, in applying the right to general equality, apply initially a formula of prohibition of arbitrary and correlational logic, where there is a weak attachment of the legislature, and start adopting a formula based on proportionality, where there is severe attachment of the legislature, especially in the case of discrimination against individuals with special features listed in the Constitution. The rationality of a decision which uses the structure of proportionality depends on the external justification of each of the premises used in the internal justification. There is a necessary link between proportionality, legal discourse and fundamental rights legal theory.
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WU, CHENG-KANG, and 吳承剛. "The interaction between Linguistic and Non-linguistic communication of Endorsement on Purchase Intention in Live-Stream." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/4zt72c.

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碩士
國立雲林科技大學
資訊管理系
107
In today's social media, live-stream is no longer a costly form of communication. Moreover, the method of increasing the user's purchase intention gradually becomes an important topic in live streaming. Through direct interaction between the linguistic and non-linguistic communication, the integrity of the product information received by the consumers can be improved, and live interaction about the topic can be encouraged because of the multiple-communication model. Therefore, analyzing the impact of live-stream behavior on purchase intention has become an essential topic in live streaming. The relevant literature on past live streaming focuses on the entertainment, interaction, and social identity among the communities. It is mostly limited to exploring watching intention or engagement. Little is concerned with the concept of linguistic and non-linguistic communication and its impact on purchase intention. On this basis, this study uses speech act theory to explain the interaction in the multi-communication model, which in turn affects consumers' purchase intention. Therefore, this study focuses on the literature discussion and context analysis of key factors, namely, locutionary, illocutionary, and perlocutionary acts and non-linguistic communication of live streamers. Moreover, this study integrates possible theoretical frameworks, explores the influence of predecessors on purchase intentions to establish a more comprehensive theoretical framework, and constructs the theoretical model. The empirical analysis is conducted using an Internet questionnaire, and the verification analysis is performed using a structural equation model. Results of the study supported the significance of all hypotheses. Moreover, these findings can be used for academic and practical reference.
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Books on the topic "Non-linguistic communication"

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Pavia, Italy) Languages Go Web! Standard and non-standard languages on the Internet (Conference) (2012. Languages go web: Standard and non-standard languages on the Internet. Alessandria: Edizioni dell'Orso, 2013.

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Koplyakova, Ekaterina, and Yuriy Maksimov. German: Management in tourism. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/968121.

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As a result of the work on this textbook, students will get acquainted with the main language tools. The texts and the system of exercises are aimed at preparing highly qualified specialists for such types of speech activity as reading, speaking, listening and writing in German. Most of the exercises are of a communicative nature. In the tutorial there are keys to individual exercises, before which a sign is indicated . The subject of the lessons takes into account the requirements of the discipline "Foreign language" for bachelors of non-linguistic universities. It meets the modern requirements of domestic and foreign methods and psychology of teaching foreign languages in non-linguistic universities. It is intended for bachelors of non-linguistic universities who study German as a second foreign language in the context of a competence-based approach.
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Scientific and methodological providing of teaching foreign languages in non-linguistic faculties in the light of intercultural communication theory and practice. ЭлИТ, 2016. http://dx.doi.org/10.18411/elit-007.

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Millikan, Ruth Garrett. Intentional Signs. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198717195.003.0012.

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An intentional sign family has the structure of an infosign family, with variants and invariants. It is a reproductively established family, a REF, that proliferates because enough of its members are also members of an informational sign family and, as such, have served to effect communication between cooperative senders and receivers that have learned or been designed or use these signs for mutual benefit. It is a proper function of an intentional sign to complete such a communication process by producing a cooperative overt or covert receiver response. In Normal cases, this response benefits or fits with further purposes of both sender and receiver. Intentional signs that fail to carry natural information that coincides with their intentional content are wrong, false, or unfulfilled. Besides linguistic signs, intentional signs include signals used by non-human animals, maps, charts and diagrams, instrument readings, and inner representations.
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Book chapters on the topic "Non-linguistic communication"

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De Brabanter, Philippe. "Quotations and the Intrusion of Non-linguistic Communication into Utterances." In Modeling and Using Context, 126–39. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11508373_10.

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Gega, Paola, Mingya Liu, and Lucas Bechberger. "Numerical Concepts in Context." In Language, Cognition, and Mind, 93–119. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69823-2_5.

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AbstractNumerical concepts are an integral part of everyday conversation and communication. Expressions relating to numbers in natural language can have precise or imprecise interpretations. While the precise interpretation most prominently appears in mathematical contexts, the imprecise interpretation seems to arise when numbers (as quantities) are applied to real world contexts (e.g., the rope is 50 m long). Earlier literature shows that the (im)precise interpretation can depend on different factors, e.g., the kind of approximator a numeral appears with (precise vs. imprecise, e.g., exactly vs. roughly) or the kind of numeral itself (round vs. non-round, e.g., 50 vs. 47). We report on a corpus-linguistic study and a rating experiment of English numerical expressions. The results confirm the effects of both factors and additionally an effect of the kind of unit (discrete vs. continuous, e.g., people vs. meters). This shows the contextual variability in the interpretation of numerical concepts in natural language.
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Galskova, Natalia, Elena Komochkina, and Tatiana Selezneva. "Mastering Academic Communicative Skills of Master’s Students in Non-linguistic Universities: Integrative Approach." In Integrating Engineering Education and Humanities for Global Intercultural Perspectives, 313–22. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47415-7_33.

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Fetzer, Anita. "Theme zones in contrast: An analysis of their linguistic realization in the communicative act of a non-acceptance." In Languages and Cultures in Contrast and Comparison, 3–31. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/pbns.175.04fet.

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"Non-Linguistic Thinking and Communication—Its Semantics and Some Applications." In Phenomenology of Thinking, 171–88. Routledge, 2015. http://dx.doi.org/10.4324/9781315697734-13.

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Adetunji, Akin. "Stand-Up Comedy and Addressivity." In Analyzing Language and Humor in Online Communication, 207–27. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0338-5.ch012.

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This chapter highlights the linguistic value of addressivity in two Youtube downloads of Joan Rivers' stand-up comic performance, Live at the Apollo. Despite the devotion of the six articles of Comedy Studies 2(2) to analyses of the data, very little was said about the linguistic content and identity of the performance. Despite the givenness of a performer's deployment of linguistic resources in any kind of stage performance, the salience of some of the stand-up comedy-specific linguistic forms—repetition, disfluencies, formulaicity, paralanguage, timing, parenthetical expressions, figurative language, direct audience address—is foregrounded in Rivers' performance. These forms are located within and interpreted with Bakhtin's notion of ‘addressivity'. It is argued that her elaborate audience interaction and thematic preoccupation with social, biographical and autobiographical issues are one macro act of addressivity, foregrounding the complex intersection of speaker (comedian), listener (present audience) and third person/superaddressee (non-present audience/previous discourses).
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Yuan, Elaine J. "Language as Social Practice on the Chinese Internet." In Computer-Mediated Communication across Cultures, 266–81. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-833-0.ch018.

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This chapter presents a discourse analysis of two bulletin board systems (BBS). The analysis was done to identify online linguistic practices within the contextualized parameters of online communities and ongoing sociopolitical development in China. Chinese Internet users employ various discourse strategies to establish community identities, organize online interactions, and defy censorship. These practices demarcate an emergent, public, non-official discourse universe apart from but responsive to the official discourse universe of Chinese political communication.
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Minakova, Ludmila Yu. "Cognitive Aspects of Foreign Language Professional Discourse Teaching While Realizing Projects." In Examining Content and Language Integrated Learning (CLIL) Theories and Practices, 192–207. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3266-9.ch011.

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This chapter deals with implementation of cognitive-communicative approach to foreign language education of non-linguistic students. In this connection, we should take into consideration the speaker's speech strategy in the attempt to achieve maximum communication efficiency. The recognition of the role of context in a foreign professional discourse emphasizes the great importance of pragmatic procedures for its analysis and its cognitive aspects. This fact should be taken into account in the process of teaching foreign language professional discourse. The criteria for its formation are defined as proficiency in the mental professional lexicon; the comprehensive choice and use of communication tools that correspond to the context of the communication situation and help to achieve the communicative goal; the ability to extract the necessary information when working with authentic materials. Successful teaching of non-linguistic students while realizing professionally oriented projects confirmed the effectiveness of the proposed model of education.
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Lwin, Soe Marlar. "Discourse Analysis." In Advances in Linguistics and Communication Studies, 239–61. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8467-4.ch010.

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This chapter introduces discourse analysis as a sub-discipline of linguistics. Relevant concepts from pragmatics, another closely-related sub-discipline, are also discussed within the context of discourse analysis. The chapter begins by explaining the relationship between pragmatics and discourse analysis, and key terms such as “text” and “discourse.” It then examines the distinctions between linguistic and non-linguistic contexts, and situational and sociocultural contexts. To help readers understand the importance of culture in using language to make meanings, the introduced concepts are illustrated with sample authentic texts as well as examples from English and a few other languages. Placing discourse at the core of language teaching and learning, the chapter recommends a discourse-based approach to help ELLs develop not only communicative competence but also intercultural communicative competence. The chapter provides ESOL teachers with knowledge of discourse analysis and the implications of this knowledge for teaching culturally and linguistically diverse learners of English.
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Pacea, Otilia. "Digital Narratives and the Genealogy of a Hybrid Genre." In Advances in Linguistics and Communication Studies, 392–408. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5003-9.ch021.

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From a simple list of links annotated and maintained by a small blog community of Internet groupies to elaborated content today, blogs have exploded into a rich gamut of subgenres. Most approaches that pioneered internet communication research are in fact non-empirical and non-linguistic. Two major blog types appear to have emerged, personal blogs and thematic blogs, with their corresponding already-established subgenres of filter blogs, k-logs, and corporate blogs as well as other emerging hybrid subgenres such as that of expat blogs. This chapter explores the language of high-impact blogs, testing a new methodology to establish blog genealogy in the context of online genre hybridity. Language data are collected using a major blog searching engine (Technorati) that currently indexes more than a million blogs. Individual language scores, which are used to calculate DICTION’s sub variables, are concatenated to outline the overall tone and theme of the blog posts that can be classified accordingly. The findings are correlated with existing blog classifications to propose a Diction-based methodology for genre analysis.
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Conference papers on the topic "Non-linguistic communication"

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LISTER, CASEY, NICOLAS FAY, T. MARK ELLISON, and SUSAN GOLDIN-MEADOW. "GETTING COMMUNICATION STARTED: THE SUPERIORITY OF GESTURE OVER NON-LINGUISTIC VOCALIZATION." In EVOLANG 10. WORLD SCIENTIFIC, 2014. http://dx.doi.org/10.1142/9789814603638_0102.

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Abou-Zleikha, M., Z. G. Tan, M. G. Christensen, and S. H. Jensen. "Non-linguistic vocal event detection using online random forest." In 2014 37th International Convention on Information and Communication Technology, Electronics and Microelectronics (MIPRO). IEEE, 2014. http://dx.doi.org/10.1109/mipro.2014.6859773.

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Komina, Natalia. "Interactive Teaching Foreign Language Communication In Multi-Level Classroom In Non-Linguistic University." In 18th PCSF 2018 - Professional Сulture of the Specialist of the Future. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.12.02.91.

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Kazieva, I. I. "Integrating Mobile Phones For Language Learning Of Non-Linguistic Major Students." In Topical Issues of Linguistics and Teaching Methods in Business and Professional Communication. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.12.02.26.

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Isupova, Marina. "Teaching Critical Analysis Of Academic Texts In Non-Linguistic Higher Education Institutions." In Topical Issues of Linguistics and Teaching Methods in Business and Professional Communication. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.12.02.61.

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Frolova, Olga, and Victoria Lopatinskaya. "THE TECHNOLOGY OF TEACHING PROFESSIONALLY-ORIENTED FOREIGN LANGUAGE COMMUNICATION AT A NON-LINGUISTIC UNIVERSITY." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1751.

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Gromova, Diana A., and Liubov D. Rebikova. "DEVELOPMENT OF PROFESSIONAL COMMUNICATION SKILLS IN ENGLISH AS A FINAL STAGE OF TEACHING ENGLISH IN NON-LINGUISTIC UNIVERSITY." In TEACHING THE FOREIGN LANGUAGE OF STUDENTS OF HIGHER AND SECONDARY EDUCATIONAL INSTITUTIONS AT PRESENT STAGE. PROBLEMS OF PRESERVING THE LANGUAGE AND CULTURE OF EVENKS OF RUSSIA AND OROCHONS OF CHINA. Amur State University, 2020. http://dx.doi.org/10.22250/tfl.2020.5.

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Meshkova, Irina, Olga Sheremetieva, and Larissa Spynu. "TRAINING IN RENDERING AND TRANSLATION AT NON-LINGUISTIC FACULTIES DURING THE 2020 PANDEMIC." In ADVED 2020- 6th International Conference on Advances in Education. International Organization Center of Academic Research, 2020. http://dx.doi.org/10.47696/adved.2020108.

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The article is devoted to the peculiarities of teaching French at non-linguistic faculties, the analysis of the concepts of rendering, retelling (resumé, compte-rendu, synthèse), rendering translation of texts using an interdisciplinary approach in the context of the development of digital technologies in the modern educational space, in particular, during the Covid-19 pandemic. Extraordinary circumstances have set before teachers from many countries of the world, including Russian teachers, the task of modernizing pedagogical processes as part of the transition to a distance learning format using one or another electronic educational platform. The problem arises from integrating educational and methodological materials into the concept of distance learning, taking into account various digital resources and stages of development of information and communication technologies. A distinctive feature of the situation is the blurring of boundaries between traditional and distance approaches both in whole education, and in particular in teaching foreign languages. Teaching rendering as the most important type of speech activity, working with foreign language texts for the purpose of their subsequent rendering, is necessary to prepare students for research activities. Rendering translation plays an important teaching role and has significant potential. In the French language classes at the non-linguistic faculties of the RUDN University, texts of various genres are offered for rendering translation, for example, literary, journalistic, as well as scientific texts on relevant topics. As a result, students must learn to submit an informative abstract/summary (summary-synopsis), which contains in a generalized form all the main provisions of the original text. In the course of rendering translation, the student carries out semantic or informational processing of the text, learns to avoid violations of the theme-rhematic sequence, maintain the coherence of the text, correctly organizing information in paragraphs and preserving subject-logical connections. In addition to the skills of rendering translation, students are trained in language mediation, which is carried out by reformulating it in the form of a resume or report. The use of digital educational technologies and traditional pedagogical approaches within the framework of ensuring the concept of lifelong education helps to solve the problem, regardless of the location of the teacher and student. Under the conditions of distance learning during the COVID 19 period, the authors developed and successfully applied a system of exercises and tasks aimed at the formation and development of rendering skills, rendering translation, language mediation in French classes for students of non-linguistic faculties of RUDN University.
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Nykyporets, S. S. "Interactive technologies in foreign language lessons as a way of critical thinking formation for students of non-linguistic universities." In PHILOLOGICAL SCIENCES, INTERCULTURAL COMMUNICATION AND TRANSLATION STUDIES: THEORETICAL AND PRACTICAL ASPECTS. Baltija Publishing, 2021. http://dx.doi.org/10.30525/978-9934-26-039-1-97.

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Melnichuk, Marina, Olga Anyushenkova, Olesya Digtyar, Valentina Arevkina, and Elena Zakirova. "ELECTIVE COURSE AS A MEANS OF DEVELOPING CROSSCULTURAL COMMUNICATION SKILLS IN BUSINESS ENVIRONMENT FOR STUDENTS OF ECONOMIC SPECIALTIES OF NON-LINGUISTIC UNIVERSITIES." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0109.

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