Articles de revues : « Linguistica, neurolinguistica »

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Eikmeyer, Hans-Jürgen, et Ulrich Schade. « The Role of Computer Simulation in Neurolinguistics ». Nordic Journal of Linguistics 16, n^o 2 (décembre 1993) : 153–69. http://dx.doi.org/10.1017/s0332586500002791.

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As a result of present-day technological standards, the technique of computer simulation is constantly gaining influence in cognitive science. Neurolinguistics is a special branch of this field in which cognitive capacities connected with language are related to the structure and functions of the brain. It is argued that computer simulation is a useful technique for evaluating neurolinguistic models. This is demonstrated with respect to neural network models of the process of language production.

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Blumenthal-Dramé, Alice. « What corpus-based Cognitive Linguistics can and cannot expect from neurolinguistics ». Cognitive Linguistics 27, n^o 4 (1 novembre 2016) : 493–505. http://dx.doi.org/10.1515/cog-2016-0062.

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AbstractThis paper argues that neurolinguistics has the potential to yield insights that can feed back into corpus-based Cognitive Linguistics. It starts by discussing how far the cognitive realism of probabilistic statements derived from corpus data currently goes. Against this background, it argues that the cognitive realism of usage-based models could be further enhanced through deeper engagement with neurolinguistics, but also highlights a number of common misconceptions about what neurolinguistics can and cannot do for linguistic theorizing.

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Feruza Sherali qizi, Mannonova. « NEUROLINGUISTICS AS AN INTERDISCIPLINARY SCIENCE ». International Journal of Business, Law, and Education 2, n^o 2 (29 juin 2021) : 63–66. http://dx.doi.org/10.56442/ijble.v2i2.14.

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The article makes a certain contribution to Methodology, Neuro-linguistics, Classroom Management, Cognitive Linguistics, and Text Interpretation. For further investigation we can suggest the followings: cross-level competence on language learning in different types standards and distinguishing skills of language. According to this helpful investigation the state of congruence in neuro-linguistic programming is believed to help with language fluency, as it suggests that teaching non-verbal communication in conjunction with phonology and functional language produces better language learning results.

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Niemi, Jussi, Matti Laine et Jürgen Tesak. « Brains and Languages : A Survey of Neurolinguistics ». Nordic Journal of Linguistics 16, n^o 2 (décembre 1993) : 83–98. http://dx.doi.org/10.1017/s0332586500002742.

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Neurolinguistics, the study of language representations and processes in the human brain, is at the crossroads of fields of science such as linguistics, psychology, neuropsychology, and neurology. The present survey starts with a historical outline and continues with a review of recent studies on mental lexicon and syntax in aphasia. Those studies support the psychological reality of certain linguistic distinctions. We finish by mentioning some future trends in neurolinguistics.

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Budianingsih, Tri. « Peran Neurolinguistik dalam Pengajaran Bahasa ». JURNAL Al-AZHAR INDONESIA SERI HUMANIORA 3, n^o 2 (20 décembre 2017) : 137. http://dx.doi.org/10.36722/sh.v3i2.203.

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Abstrak-Pertama kali peneliti mengetahui peran neurolinguistik dalam pengajaran bahasa sempat mengalami kebingungan dalam memahami peran tersebut, karena penamaan yang terdengar asing bagi peneliti yang belum pernah didengar sebelumnya, tapi setelah peneliti memahami dan mengetahuinya peneliti mulai tertarik dalam penerapannya di dalam kelas dalam proses belajar mengajar. Metode ini sangat menerapkan pemahaman bahasa dalam otak kanan dan otak kiri manusia, memahami bahasa sasaran atau bahasa asing dengan menggunakan otak kiri atau otak kanan, hal ini dapat diketahui dalam makalah ini. Dari uraian tersebut dapat didefinisikan bahwa Neuro Linguistic Programming merupakan sebuah model yang memprogram interaksi antara pikiran dan bahasa (verbal dan nonverbal) sehingga dapat menghasilkan pikiran dan perilaku yang diharapkan. Kata Kunci: Neurolinguistict, Language Teaching, Right Brain and Left Brain Abstract - The first time researchers know the role of neurolinguistics in language teaching was confused in understanding the role, because the naming that sounds unfamiliar to researchers who have never heard before, but after researchers understand and find out researchers began to be interested in the application in the classroom in the learning process. This method greatly applies the understanding of language in the right brain and the human left brain, understand the target language or foreign language using the left brain or right brain, this can be known in this paper. From the description can be defined that Neuro Linguistic Programming is a model that program the interaction between the mind and language (verbal and nonverbal) so as to generate thoughts and behaviors that are expected. Keywords: Neurolinguistik, Pengajaran Bahasa, Otak Kanan dan Otak Kiri

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Onyshchak, Halyna, Liudmyla Koval, Olena Vazhenina, Ivan Bakhov, Roksolana Povoroznyuk et Antonina Devitska. « Cognitive and Neurolinguistic Aspects of Interpreting ». BRAIN. Broad Research in Artificial Intelligence and Neuroscience 12, n^o 4 (20 décembre 2021) : 224–37. http://dx.doi.org/10.18662/brain/12.4/246.

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Over the past decade, a large and growing body of literature has explored the cognitive and neural foundations of interpreting processes. The article explores the relevance of cognitive and neurolinguistic approaches to the process of both simultaneous and consecutive interpreting. The main objective is to reveal the interpreter’s status, his/her mental and linguistic operations as cognitive units in the approaches under review. Firstly, we discuss how both interpreting modes have been understood and defined by various researchers. Secondly, we present the overview of diverse research works on cognitive and neurolinguistic scientific approaches to interpretation, trying to understand and explain the operating of interpreters’ minds. Finally, we focus on the issues of bilingualism and its impact on language comprehension and its production. It has been revealed that interpreting contributes significantly to improving cognitive and neural functions of the brain. Interpreters have always been a key figure in facilitating and bridging communication across cultures and languages. They can input, retain, retrieve, and output data but are limited in processing capacity at any given time. Quite recently, scholars in both interpreting and neurolinguistics have attempted to provide insight into the organization of bilingual speakers’ minds. In interpreting and translation tasks, it has been complemented by research works into language control in a bilingual language mode, with both language systems being simultaneously activated. Taken together, the cognitive and neurolinguistic studies reviewed in the paper support strong recommendations to regard an interpreter as a conceptual mediator relying on both his/her decision-making and probability thinking mechanisms.

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Akkurt, Vladyslava. « ANALYSIS OF MANIPULATIVE TECHNIQUES IN LINGUISTICS ». Naukovy Visnyk of South Ukrainian National Pedagogical University named after K. D. Ushynsky : Linguistic Sciences 2020, n^o 30 (mars 2020) : 5–23. http://dx.doi.org/10.24195/2616-5317-2020-30-1.

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Words are usually used in their direct meaning, but often the information provided is hidden. Manipulation is used in almost all spheres of human activity — in politics, advertising, jurisprudence, literature, psychotherapy, training, informal communication, etc., that makes it relevant for researchers. The article deals with the main points of view on linguistic manipulation as a complex psycholinguistic process and a kind of linguistic influence by the method of analysis, synthesis and generalization of scientific researches of native and foreign specialists in linguistics, psychology, rhetoric, neurolinguistic programming and discourse theory. Although the manipulative capacity of language is increasingly becoming the object of various linguistic studies, the main complexities of studying the phenomenon of speech influence remain. They are due to the interdisciplinary nature of the subject matter, the confusion of different modes of influence in language practices, and the lack of a generally accepted classification of means and methods of manipulation in linguistics. The main features of manipulation are: the hidden nature of the influence; the desire to subordinate the addressee of his will, change his views, perceptions, etc.; mastery of language and psychological skills; special linguistic organization of the text that contributes to errors in the interlocutor’s mind; lack of a defensive response from the addressee and the creation of the illusion of decision-making independence. Taken together, all these features distinguish linguistic manipulation from other forms of influence (rhetorically organized language, linguistic demagogy, propaganda, and neurolinguistic programming).

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Roberts, Leah, Jorge González Alonso, Christos Pliatsikas et Jason Rothman. « Evidence from neurolinguistic methodologies : Can it actually inform linguistic/language acquisition theories and translate to evidence-based applications ? » Second Language Research 34, n^o 1 (13 octobre 2016) : 125–43. http://dx.doi.org/10.1177/0267658316644010.

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This special issue is a testament to the recent burgeoning interest by theoretical linguists, language acquisitionists and teaching practitioners in the neuroscience of language. It offers a highly valuable, state-of-the-art overview of the neurophysiological methods that are currently being applied to questions in the field of second language (L2) acquisition, teaching and processing. Research in the area of neurolinguistics has developed dramatically in the past 20 years, providing a wealth of exciting findings, many of which are discussed in the articles in this issue of the journal. The goal of this commentary is twofold. The first is to critically assess the current state of neurolinguistic data from the point of view of language acquisition and processing – informed by the articles that comprise this special issue and the literature as a whole – pondering how the neuroscience of language/processing might inform us with respect to linguistic and language acquisition theories. The second goal is to offer some links from implications of exploring the first goal towards informing language teachers and the creation of linguistically and neurolinguistically-informed evidence-based pedagogies for non-native language teaching.

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Rastelli, Stefano. « Neurolinguistics and second language teaching : A view from the crossroads ». Second Language Research 34, n^o 1 (15 décembre 2016) : 103–23. http://dx.doi.org/10.1177/0267658316681377.

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The topic of this article is the link between research on the neurocognition of the teaching–acquisition interface and research on second language teaching. This recent scientific enterprise investigates whether and how different aspects of second language instruction may change both the anatomy and the functioning of an adult learner’s brain even in a short period of time. In this article, I analyse how neurolinguists have operationalized three aspects specifically related to second language teaching: (1) learners’ proficiency; (2) the between-groups experimental design; (3) the implicit vs. explicit teaching dichotomy. I suggest that the degree of replicability of such neurolinguistics studies can be increased by adopting non-circular operational definitions. Such definitions should not be based on psycholinguistic or neurolinguistic metrics, but on standards that are commonly discussed in the literature on instructed second language acquisition, second language teaching, and assessment. Finally, I suggest that for future research neurolinguists should consider the advantages of welcoming on board more developmental linguists and teachers.

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TRUBA, Hanna M. « NEUROETICS AND NEUROLINGUISTICS IN CONTEMPORARY LINGUISTICS ». Мова, n^o 36 (1 avril 2022) : 29–33. http://dx.doi.org/10.18524/2307-4558.2021.36.249721.

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The article reflects the history of the formation and development of the term Neuroethics in modern scientific opinion. Relevance: at the present stage of development of scientific thought, neurosciences acquire relevance and take their acting place among others. Yes, deep research into neuroscience issues has not spared philology either. Under the influence of modern research, issues of such scientific disciplines as Affective Neurobiology, Computational, Neurochemistry, Neurophysiology are especially relevant and illuminated in a new way. Neuro engineering, Neuroanatomy, Neuroetology, Neuroimmunology, Neuroinformatics, Paleoneurobiology, neuroeconomics, Cognitive science, Neurolinguistics, Social Neurobiology, Cognitive Neurobiology, Cultural Neuropsychology, Neuroethics. Cognitive Science, Cognitive Science, Neurolinguistics, Social Neurobiology, Cognitive Neuropsychology, Social Cognitive Neurobiology, Neuropsychologists. More and more they delve into the processes of thinking, thought of correction, thought of suggestion of a person, and, therefore, the issue of ethics and the limits of this intervention is relevant. The aim of the article is to raise the question of the relevance of Neuroethical problems for linguistic disciplines. The object of the article is the study of issues of Neuroethics, and the subject is the possibility of applying the basic principles of Neuroethics to modern linguistic disciplines.

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Gataullina, N. A. « METHODOLOGICAL CROSSROAD : COGNITIVE LINGUISTICS AND NEUROLINGUISTICS ». Kognitivnye Issledovaniya Yazyka 25 (2016) : 166–72. http://dx.doi.org/10.20916/2071-9639-2016-25-166-172.

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Obler, Loraine K., et David Caplan. « Neurolinguistics and Linguistic Aphasiology : An Introduction ». Language 66, n^o 2 (juin 1990) : 383. http://dx.doi.org/10.2307/414897.

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Lorch, Marjorie Perlman. « Neurolinguistics and linguistic aphasiology : An introduction ». Lingua 78, n^o 1 (mai 1989) : 90–94. http://dx.doi.org/10.1016/0024-3841(89)90006-5.

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., Nuraeni, et Eska Perdana Prasetya. « THE ROLE OF NEURO LINGUISTICS IN CREATIVE WRITING SHORT STORIES THROUGH AN INTERDISCIPLINARY APPROACH ». PKM-P 5, n^o 2 (3 janvier 2022) : 234. http://dx.doi.org/10.32832/pkm-p.v5i2.1096.

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This study aims to explore the role of neurolinguistics in writing creative short stories for students through an interdisciplinary approach. neurolinguistics is a field of study consisting of linguistics and medicine which studies the relationship between language and the human brain which is linked to cognitive neuroscience and sensory and cellular movement. The method used in this research is literature review or literature review. There are four stages or four phases in conducting this research (1) designing a review, (2) conducting a review, (3) analyzing and (4) writing a review. In neurolinguistics, the parts of the human brain are also studied. The brain has 3 main parts, namely the cerebrum (cerebrum), cerebellum (cerebellum), and brainstem (brainstem). There are six factors that must be considered in creative writing, namely general knowledge and cognition, creative cognition, process, motivation and conative, linguistics and literacy, and psychomotor. There are also four-pillar factors of neurolinguistics, namely outcome, rapport, sensory acuity, and flexibility. Neurolinguistics also studies the structure and parts of the human brain, including the cerebrum (large brain), cerebellum (cerebellum), brainstem (brain stem) and limbic system (limbic system). The part that is closely related to writing is the cerebellum (cerebellum).

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Mahmud, Avesta Kamal. « Pragmatics Impairment and complexity of Linguistic Domain : Psycho-linguistic Analysis for pragmatic Disorders ». Journal of University of Human Development 3, n^o 3 (31 août 2017) : 424. http://dx.doi.org/10.21928/juhd.v3n3y2017.pp424-452.

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This research under name of (Pragmatics Impairment and complexity of Linguistic Domain: Psycho-linguistic Analysis for pragmatic Disorders) In one hand Pragmatics is the ability to appropriately interact with another by Using language in the social situation and Connecting with others, on the other hand pragmatics disorders are Inability to take turns during conversation, Inability to engage in the give and take of a conversation. this research analysis the main ideas about this type of disorders therefore it discusses the main causes that affect language comprehension and fluency, for this matter we used clinical linguistics, neurolinguistics and psycholinguistics to show how people who had this disorders struggling and how we can treat them especially how Kurdish language speakers will be affect in this level of language.

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Akbari, Ramin. « LANGUAGE AND THE BRAIN.Loraine K. Obler and Kris Gjerlow.New York : Cambridge University Press, 1999. Pp. xviii + 206. $54.95 cloth, $18.95 paper. » Studies in Second Language Acquisition 23, n^o 1 (mars 2001) : 128–29. http://dx.doi.org/10.1017/s0272263101231052.

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The relationship between brain structure and language has been of interest since the nineteenth century, as is evidenced by phrenology studies. In modern times, neurolinguistics has tried to investigate this relationship more objectively and scientifically. In their book Language and the brain, Obler and Gjerlow define neurolinguistics as “the study of how the brain (neuro) permits us to have language (linguistics)” (p. 1). As the definition indicates, the book addresses neurolinguistics in a simple, nontechnical manner. Except for chapter 2, “The Brain,” the book presents a readable yet comprehensive account of the important issues in neurolinguistics.

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Wilkins, Wendy K., et Jennie Wakefield. « Further issues in neurolinguistic preconditions ». Behavioral and Brain Sciences 19, n^o 4 (décembre 1996) : 793–98. http://dx.doi.org/10.1017/s0140525x00044101.

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AbstractThis response to continuing commentary addresses brain-hand relationships in Cebus apella (as introduced in West-ergaard's commentary), the evolutionary and acquisition parallels between music and language (suggested by Lynch), and the potential behavioral linguistic consequences of the evolutionary neurobiology in Australopithecus africanus and Homo habilis (discussed by Tobias). Finally, we reiterate the importance of well informed, multidisciplinary approaches to the study of the emergence of human species-specific cognition, especially linguistic capacity.

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Sastra, Gusdi, Mohamad Saiful Haq et Handoko Handoko. « The Role of Neurolinguistics for Language and Speech Disorders ». JURNAL ARBITRER 6, n^o 2 (23 octobre 2019) : 147. http://dx.doi.org/10.25077/ar.6.2.147-154.2019.

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This paper explains the significance of neurolinguistics as one of interdisciplinary fields of linguistics encompassing the analytical procedures on individual speech disorders in producing and using language. The result of analysis is used for designing a model and strategy to improve their language capacity. Neurolinguistics roadmap covers some previous researches done by Sastra et all since 2006. Those studies investigate language and speech disorders including thinking ailments, and answer the inherent question on neurolinguistics contribution for addressing the individual problems to express themselves. Those problems are caused by some disorders on the left and right hemispheres of the brain. Science wise, neurolinguistics will always develop because the language phenomena always happen in human life through thinking and speech.

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Md Salleh, Aminah Hanisah, Shahlan Surat et Salleh Amat. « Pengetahuan Neurolinguistik Dalam Kalangan Guru-Guru Sekolah Rendah di Daerah Betong, Sarawak ». Malaysian Journal of Social Sciences and Humanities (MJSSH) 7, n^o 4 (10 avril 2022) : e001397. http://dx.doi.org/10.47405/mjssh.v7i4.1397.

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Kajian ini dijalankan untuk mengenal pasti pengetahuan Neurolinguistik dalam kalangan guru-guru sekolah rendah di daerah Betong, Sarawak. Neurolinguistik merupakan gabungan dua bidang iaitu neurologi dan linguistik. Neurolinguistik adalah suatu bidang kajian dalam ilmu linguistik yang membincangkan struktur otak yang dimiliki seseorang untuk memproses bahasa, termasuk di dalamnya gangguan yang terjadi dalam mengungkapkan bahasa. Justeru, kajian ini dijalankan bagi mengkaji tahap pengetahuan guru-guru sekolah rendah dalam bidang Neurolinguistik. Seramai 105 orang guru yang mengajar di sekolah rendah di daerah Betong telah dipilih sebagai sampel kajian. Kajian ini merupakan kajian kuantitatif yang menggunakan kaedah tinjauan melalui borang soal selidik. Analisis deskriptif menggunakan kekerapan, peratus dan min. Dapatan kajian menunjukkan bahawa guru-guru sekolah rendah di daerah Betong mempunyai tahap pengetahuan yang rendah terhadap bidang Neurolinguistik.

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Pavlenko, Aneta. « New approaches to concepts in bilingual memory ». Bilingualism : Language and Cognition 2, n^o 3 (décembre 1999) : 209–30. http://dx.doi.org/10.1017/s1366728999000322.

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In this paper, I argue that current approaches to modeling of concepts in bilingual memory privilege word representation at the expense of concept representation. I identify four problems with the study of concepts in bilingual memory: conflation of semantic and conceptual levels of representation; scarcity of methods targeting conceptual representation; assumption of the static nature of the conceptual store; and insufficient acknowledgment of linguistic and cultural specificity of concepts. Basing my arguments on recent developments in the fields of neurolinguistics, linguistics, psychology, linguistic anthropology, and second language acquisition, I suggest new approaches to the study of concepts in bilingualism, based on notions of concept comparability and concept encoding. Subsequently, I discuss various ways in which concepts could develop and interact with each other in bilingual memory and address possible individual, psycholinguistic, and sociolinguistic constraints on conceptual representation and interaction in bilingual memory.

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Nikolenko, Olga. « Suggestive power of the word in the information space for sustainable development ». E3S Web of Conferences 258 (2021) : 07032. http://dx.doi.org/10.1051/e3sconf/202125807032.

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The article reveals the problem of the status of suggestive texts, which is relevant for modern psycho-linguistics, determines their functional capabilities that allow them to participate in the structuring of speech images and convey subjective intentions through speech. The author proves that prayers, conspiracies, neurolinguistic programming and affirmations, increasing the emotionality of speech, play a special role in the implementation of the pragmatic goals of communication, since they contain a volume of suggestion that is much greater than in the options without them. All this explains the use of the designated units both in the media and in personality improvement courses: thanks to these formal shells, the author focuses the attention of his recipients on the key points of the message. Due to intentionality, suggestive statements act as a means of objectifying the worldview of their addressee. The aim of this study is to strive to comprehensively describe the texts of a suggestive orientation with an emphasis on their linguistic potential. In this regard, a significant role in achieving the set goals is assigned to the comparative characteristics of phono-lexico-syntactic units in prayers, conspiracies, texts of neurolinguistic programming and affirmations.

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Vegini, Valdir, et Rebecca Louize Vegini. « Colóquios materno-infantis : especulações à luz das operações e dos processos sociocognitivos e linguisticos (Childisches mother-colloquy : speculation in the light of operations And processes sociocognitves and linguistics) ». Estudos da Língua(gem) 7, n^o 3 (30 décembre 2009) : 49. http://dx.doi.org/10.22481/el.v7i3.1105.

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O artigo teve por objetivo especular ou conjecturar sobre alguns aspectos das operações e dos processos sociocognitivos e linguísticos presentes em dois curtos diálogos ocorridos entre duas mães e suas respectivas filhinhas, ambas com menos de três anos. À luz dos conhecimentos neurocientíficos da última década do século XX e dos avanços da lingüística textual, os dois diálogos mostram as ações holísticas (lingüísticas, cognitivas e sociais) tanto das crianças quanto de suas mães durante o breve diálogo registrado.PALAVRAS-CHAVES: Lingüística textual. Operações e processos sociocognitivos e lingüísticos. Neurolinguística. Fala espontânea. Diálogos maternoinfantis. ABSTRACT The article aimed to speculate or conjecture about some aspects of operations and processes socio cognitive and linguistics in two short dialogues occurring between two mothers and their little children, both less than three years. In the light of knowledge neurocientifics the last decade of the twentieth century and advances in textual linguistics, the two dialogues show holistic actions (linguistic, cognitive and social) as much as the children from their mothers during the brief dialogue recorded.KEYWORD: Textual linguistics. Operations and processes sociocognitives and linguistics. Neurolinguistics. Spontaneous speech. Mother/child dialogues.

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Watters, Paul A., Brigitte Stemmer et Harry A. Whitaker. « Handbook of Neurolinguistics ». Language 75, n^o 3 (septembre 1999) : 621. http://dx.doi.org/10.2307/417093.

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Ralli, Angela. « Review article:Morphology in Greek Linguistics : The State of the Art ». Journal of Greek Linguistics 4, n^o 1 (2003) : 77–129. http://dx.doi.org/10.1075/jgl.4.09ral.

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AbstractIn recent years, morphology has received increasing attention within linguistic theory. It deals with word structure and attracts significant interest in languages that are morphologically rich, such as Modern Greek (hereafter Greek). In this paper, I present an overview of the main theoretical studies that focus on Greek morphology in the last four decades, with a particular emphasis on those following the framework of generative grammar. Reasons of space prevent me from giving an exhaustive presentation of all the topics that have been examined from a synchronic point of view. Moreover, I do not take into consideration studies on historical and dialectal morphology or lexical borrowing, or works that cover areas where morphological issues interact with research in domains such as computational linguistics, psycholinguistics, and neurolinguistics.

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Lapshyna, Olga, et Olena Dorofeyeva. « THE CONTENT OF PROFESSIONAL TRAINING IN LINGUISTICS AT THE UK UNIVERSITIES ». Scientific Bulletin of Uzhhorod University. Series : «Pedagogy. Social Work», n^o 2(49) (18 décembre 2021) : 75–78. http://dx.doi.org/10.24144/2524-0609.2021.49.75-78.

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The current challenges of linguistic globalization have increased the attention of researchers to professional training of specialists in linguistics. A detailed analysis of relevant scientific works on comparative pedagogy has shown that the problem in question in foreign experience, in particular in the UK, has not been sufficiently justified by Ukrainian researchers. Therefore, the article aims to analyze and justify the content of professional training for specialists in linguistics at the UK universities. The following research methods have been used to achieve the above-mentioned aim: analysis and synthesis, induction and deduction, structural-functional, comparative-pedagogical, exploratory, prognostic. A detailed study of content characteristics of professional training for linguists at the UK universities has proved that both the structurization and selection of training content rely on the competency-based approach, the principles of subject-specific specialization, interdisciplinarity, modularity, electiveness, fundamentalization. The structure of degree programmes consists of compulsory and optional courses, as well as dissertation preparation. Compulsory courses cover the key areas of linguistics (phonetics, phonology, semantics, morphology, syntax, pragmatics). Optional courses are focused on different linguistic fields (neurolinguistics, applied linguistics, cognitive linguistics, communicative linguistics, forensic linguistics). It must be noted that a wide range of optional courses highlights the innovativeness of the UK approach to student autonomy, given that British educators consider students as the full participants in the educational process, who can choose their own path to achieve expected learning outcomes due to the constructive and effective content of degree programmes in linguistics. This article does not disclose all the aspects of the problem in question. Consequently, further research should aim to substantiate the main characteristics of doctoral degree programmes in the field of linguistics at the UK universities.

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Lima, Silvia Saraiva Pereira, et Edwiges Maria Morato. « The neurolinguistic statute of perseveration in aphasia ». Revista da Sociedade Brasileira de Fonoaudiologia 14, n^o 2 (2009) : 256–60. http://dx.doi.org/10.1590/s1516-80342009000200018.

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The aim of this study was to investigate perseveration in two contexts: spontaneous language and linguistic tasks. It points toward perseveration as a theoretical linguistic conception, that is, sociointeractionist. This presupposes language activity produced in an interlocutive space and it does not neglect pragmatic aspects and contextual use of language. Four patients presenting the following types of aphasia were analyzed: motor transcortical, amnestic, semantic and sensory. The results point out different aspects between pathological perseveration and perseveration as a normal expression in the process of language activity. This study might imply another theoretical perspective of language therapy to perseveration in aphasia.

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Biedroń, Adriana, et Mirosław Pawlak. « New conceptualizations of linguistic giftedness ». Language Teaching 49, n^o 2 (18 mars 2016) : 151–85. http://dx.doi.org/10.1017/s0261444815000439.

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This state-of-the art paper focuses on the issue of linguistic giftedness, somewhat neglected in the second language acquisition (SLA) literature, attempting to reconceptualize, expand and update this concept in response to latest developments in the fields of psychology, linguistics and neurology. It first discusses contemporary perspectives on foreign language aptitude, concentrating in particular on the models proposed by Skehan (1998), Robinson (2002) and Sternberg (2002). This is followed by a discussion of the definitions of talented individuals and the criteria for their selection, as well as an overview of empirical research on gifted language learners, divided into early studies with those focusing on the ultimate attainment of post-pubescent learners, and those dealing with super-learners of foreign languages. The subsequent sections touch upon such issues as the relationship between first language (L1) ability and second language (L2) aptitude, and linguistic giftedness and intelligence, memory, personality factors and language learning strategies, as well as neurolinguistic research on brain functioning in gifted learners. The paper closes with the discussion of the limitations of current research, its future directions and methodological considerations.

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Delbio, A., et M. Ilankumaran. « Second Language Acquisition Through Neurolinguistic Programming : A Psychoanalytic Approach ». International Journal of Engineering & ; Technology 7, n^o 4.36 (9 décembre 2018) : 624. http://dx.doi.org/10.14419/ijet.v7i4.36.24212.

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English is the only lingua-franca for the whole world in present age of globalization and liberalization. English language is considered as an important tool to acquire a new and technical information and knowledge. In this situation English learners and teachers face a lot of problems psychologically. Neuro linguistic studies the brain mechanism and the performance of the brain in linguistic competences. The brain plays a main role in controlling motor and sensory activities and in the process of thinking. Studies regarding development of brain bring some substantiation for psychological and anatomical way of language development. Neuro-Linguistic Programming (NLP) deals with psychological and neurological factors. It also deals with the mode of brain working and the way to train the brain to achieve the purpose. Many techniques are used in the NLP. It improves the fluency and accuracy in target language. It improves non-native speaker to improve the LSRW skills. This paper brings out the importance of the NLP in language learning and teaching. It also discusses the merits and demerits of the NLP in learning. It also gives the solution to overcome the problems and self-correction is motivated through neuro-linguistic programming.

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Shcherbak, Olena, et Nina Filippova. « Neurolinguistic and Semiotic Film Structure Modelling as the Linguistic Student Engagement Technique ». Arab World English Journal 13, n^o 3 (24 septembre 2022) : 130–38. http://dx.doi.org/10.24093/awej/vol13no3.8.

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The research paper aims to improve the methodology platform and engage language students. The study’s main aim is to optimize the effectiveness of the learning process. Therefore, the authors of the article focused on solving the following tasks: 1) to revise the theoretical linguistic semiotics and lingua didactic approaches to understanding the notion of film/cinema; 2) to design the model of the neurolinguistic semiotics structure of a film; 3) to formulate the practical recommendations for applying the criterion of ecological impact to select authentic teaching video materials; 4) to experimentally prove their expediency. We utilize both general scientific research tools and unique experimental methods. We use observation, description, analysis, synthesis, generalization, and systemization, applied neurolinguistic programming (NLP), and lingua didactic techniques. We use the first group of strategies to formulate the theoretical basis of the work, logical arrangement of scientific facts, expression of conclusions, and qualification of actual material. With the help of the second group of methods, we design a model of the neurolinguistic semiotic structure of the film and experimentally verify its effectiveness in the teaching process. The main results: 1) the range of impact varieties is in the following way: weak degree – persuasion, moderate – suggestion, moderate and considerate – manipulation; 2) symbols are oriented to suggestive impact, copies – to suggestive and persuasion impact, indices – to the ability to actualize all impact varieties, including manipulations; 3) the use of publicist documentaries with persuasive and suggestive elements helps to increase student activity in the classroom. The significance of the work is that its results can be helpful to language teachers in the selecting of educational video materials for students.

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van Berkum, Jos J. A. « Inclusive affective neurolinguistics ». Language, Cognition and Neuroscience 35, n^o 7 (18 septembre 2019) : 871–76. http://dx.doi.org/10.1080/23273798.2019.1665191.

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Goral, Mira, Erika S. Levy et Loraine K. Obler. « Neurolinguistic aspects of bilingualism ». International Journal of Bilingualism 6, n^o 4 (décembre 2002) : 411–40. http://dx.doi.org/10.1177/13670069020060040301.

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Whitaker, Harry A. « Bilingualism and neurolinguistics ». Brain and Language 36, n^o 1 (janvier 1989) : 1–2. http://dx.doi.org/10.1016/0093-934x(89)90047-3.

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Fontanari, Juliano Luís. « About the neurolinguistics of the implicatures : abstract of a study ». Arquivos de Neuro-Psiquiatria 47, n^o 2 (juin 1989) : 254–55. http://dx.doi.org/10.1590/s0004-282x1989000200021.

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Taking into account recent data on linguistics of production and comprehension in aphasia, a protocol was executed including the several types of implicatures. The protocol was applied to 90 subjects classified according to the localization of cerebral lesions, as shown by CT. Results are discussed in report to clinical manifestations of brain lesions, as aphasia, apraxia, agnosia, and intelligence and pragmatics disturbances. Discussion supports the impression that there is a mechanism that correlates extra-linguistics contexts with the 'said' at the right hemisphere.

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Sari, Dewi Kumala, et Mrs Rasyimah. « NEUROLINGUISTIK : TEORI LINGUISTIK DAN PEMEROLEHAN BAHASA PADA ANAK ». Bahastra : Jurnal Pendidikan Bahasa dan Sastra Indonesia 5, n^o 2 (31 mars 2021) : 74–77. http://dx.doi.org/10.30743/bahastra.v5i2.4100.

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Thiede, Ralf, Charles Pierre Bouton et Terence MacNamee. « Neurolinguistics : Historical and Theoretical Perspectives ». Language 69, n^o 2 (juin 1993) : 409. http://dx.doi.org/10.2307/416555.

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Progovac, Ljiljana. « Syntax : Its Evolution and Its Representation in the Brain ». Biolinguistics 4, n^o 2-3 (30 septembre 2010) : 234–54. http://dx.doi.org/10.5964/bioling.8789.

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Poeppel (2008) observes that there is no clear correspondence between units of analysis in linguistics (especially the abstract and arbitrary-looking principles of syntax) and biological units of neuroscience, concluding that current neurolinguistic research presents a case of cross-sterilization, rather than cross-fertilization. Here the proposal is developed that decomposing syntax into intermediate evolutionary layers, into its evolutionary primitives, not only makes syntax compatible with gradualist accounts, but it also renders it more tangible and less abstract. In this approach, at least some complexities (and oddities) of syntax, such as Subjacency effects and the small clause core, can be seen as side-effects/by-products of evolutionary tinkering. It is conceivable that such evolutionary considerations are a necessary missing ingredient in any attempt to establish links between the postulates of syntax and the units of neuroscience. This article considers concrete linguistic data and suggestions as to where and how to look for neurobiological correlates of syntax.

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Powers, David. « Unsupervised Learning of Linguistic Structure ». International Journal of Corpus Linguistics 2, n^o 1 (1 janvier 1997) : 91–131. http://dx.doi.org/10.1075/ijcl.2.1.06pow.

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Computational Linguistics and Natural Language have long been targets for Machine Learning, and a variety of learning paradigms and techniques have been employed with varying degrees of success. In this paper, we review approaches which have adopted an unsupervised learning paradigm, explore the assumptions which underlie the techniques used, and develop an approach to empirical evaluation. We concentrate on a statistical framework based on N-grams, although we seek to maintain neurolinguistic plausibility. The model we adopt places putative linguistic units in focus and associates them with a characteristic vector of statistics derived from occurrence frequency. These vectors are treated as defining a hyperspace, within which we demonstrate a technique for examining the empirical utility of the various metrics and normalization, visualization, and clustering techniques proposed in the literature. We conclude with an evaluation of the relative utility of a large array of different metrics and processing techniques in relation to our defined performance criteria.

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Kuiper, Koenraad. « Editorial : Psycholinguistics, Neurolinguistics And Phraseology ». Yearbook of Phraseology 4, n^o 1 (1 novembre 2013) : 1–2. http://dx.doi.org/10.1515/phras-2013-0001.

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Geraldi Haase, Vitor, et Rui Rothe-Neves. « What else should a neurobiological theory of language account for ? » Behavioral and Brain Sciences 22, n^o 2 (avril 1999) : 291–92. http://dx.doi.org/10.1017/s0140525x99321828.

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We critique five points that impede the target article's far-reaching efforts toward formulating a neurobiological theory of language. Neurolinguistics amounts to no more than neurology in linguistics in this account, because it assumes “perceptual representational isomorphism,” processing autonomy and “meaning,” thereby aiming primarily at justifying modular concepts in terms of associative principles.

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Taiebine, Mohamed, et Mustapha El Alaoui Faris. « NEUROLINGUISTIC AND ACOUSTIC STUDY OF LOGOPENIC PRIMARY PROGRESSIVE APHASIA IN ARABIC ». Acta Neuropsychologica 17, n^o 4 (4 décembre 2019) : 469–85. http://dx.doi.org/10.5604/01.3001.0013.6552.

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The primary progressive aphasia (PPA) or Mesulam syndrome is an isolated and progressive deterioration of language, usually due to progressive focal atrophy of the left peri sylvian regions. Given that very little data on PPA is available in non-Western languages in the literature, we describe the first case of logopenic PPA in Arabic. Neuropsychological, neuroimaging and linguistic protocol have been administered to the patient. The Neurolinguistic assessment was carried out with the Moroccan version of the Montreal-Toulouse linguistic exploration protocol, the apraxia of speech protocol, the Moroccan version of MLSE (Mini-Linguistic Status Examination); some subtests of the BDAE (Boston Diagnostic Aphasia Examination) while the computerized acoustic analysis was performed with Vocalab4 ™. The acoustic analysis showed mainly instability in pitch and amplitude. However articulatory disruptions are very mild in our case. There is a parallelism between spoken language which is marked by phonological paraphasias with a „pseudostuttering „and written language disorder which displays a phonological alexia, a severe acalculia and an agraphia. Our pa tient presents L-PPA subtype 1 on the logopenic spectrum. These results are consistent with the neuropsychological hypothesis of a dysfunction in phonological buffer reflecting the features of logopenic PPA. Furthermore, our case displayed atypical neurolinguistic patterns in comparison with other cases described in the European languages due to the Arabic specific linguistic structure.

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Kaleniuk, S. O., et M. O. Mieshkov. « NEUROLINGUISTICS AS AN AUTONOMOUS BRANCH OF UKRAINIAN LINGUISTICS : ACHIEVEMENTS AND PROSPECTS ». Language. Literature. Folklore, n^o 1 (2022) : 27–33. http://dx.doi.org/10.26661/2414-9594-2022-1-4.

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Govorukho, Roman A., et Aleksandra L. Tokareva. « BOOK REVIEW : SALMON L. TRANSLATION THEORY. M. : GORKY INSTITUTE OF WORLD LITERATURE, RAS, 2020. 368 P. » RSUH/RGGU Bulletin. "Literary Theory. Linguistics. Cultural Studies" Series, n^o 6 (2022) : 298–306. http://dx.doi.org/10.28995/2686-7249-2022-6-298-306.

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Translation studies is a vast discipline inextricably linked to linguistics (including applied linguistics, psycho- and neurolinguistics), textual studies, literary criticism, semiotics, history, and philosophy. In her book, Professor Laura Salmon applies an interdisciplinary approach to research a wide range of topical issues in translation theory, discovering their origins and exposing the inconsistency of binary oppositions that have always accompanied it. The author’s main objective is to create a holistic scientific model of translation, which includes theoretically grounded and effective strategies and techniques of translation activities.

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Govorukho, Roman A., et Aleksandra L. Tokareva. « BOOK REVIEW : SALM ON L. TRANSLATION THEORY. M. : G ORKY IN STITU TE OF W O RLD L ITERATU RE RAS, 2020. 368 P ». RSUH/RGGU Bulletin. "Literary Theory. Linguistics. Cultural Studies" Series, n^o 7 (2022) : 245–53. http://dx.doi.org/10.28995/2686-7249-2022-7-245-253.

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Translation studies is a vast discipline inextricably linked to linguistics (including applied linguistics, psycho- and neurolinguistics), textual studies, literary criticism, semiotics, history, and philosophy. In her book, Professor Laura Salmon applies an interdisciplinary approach to research a wide range of topical issues in translation theory, discovering their origins and exposing the inconsistency of binary oppositions that have always accompanied it. The author’s main objective is to create a holistic scientific model of translation, which includes theoretically grounded and effective strategies and techniques of translation activities

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Nugraheny, Devita Cahyani, et Arie Purwa Kusuma. « NEUROLINGUISTIK PROGRAMING DALAM BIDANG PENDIDIKAN ». Buana Pendidikan : Jurnal Fakultas Keguruan dan Ilmu Pendidikan 14, n^o 26 (26 octobre 2018) : 167–74. http://dx.doi.org/10.36456/bp.vol14.no26.a1682.

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Melalui pendidikan, peserta didik memperoleh informasi dan pengetahuan yang dapat dipergunakan untuk mengembangkan diri sesuai dengan kemampuan dan kesempatan yang ada. Pendidikan mempersiapkan peserta didiknya untuk siap menjadi anggota masyarakat yang memiliki keterampilan hidup dan menerapkan dan mengembangkan ilmu pengetahuan dan teknologi. Namun dalam proses pelaksanaan pendidikan, tidak terlepas dari permasalahan yang kompleks seperti kejenuhan dalam belajar, kurangnya percaya diri dalam berinteraksi antar peseserta didik baik individu maupun kelompok, kecemasan menghadapi ujian sekolah, rendahnya motivasi belajar peserta didik, penundaan tugas belajar, dan masih banyak lagi permasalahan lainnya. Berbagai masalah tersebut dapat diatasi dengan menggunakan teknik Neuro-Linguistic Programming (NLP). NLP merupakan sebuah pendekatan yang memungkinkan mengatasi masalah-masalah yang dilakukan dengan cepat dan bersahabat. Aplikasi NLP dengan menggunakan pendekatan khas bawah sadarsehingga berlangsung cepat. Teknik NLP ini juga bersahabat, karena anak sering kali tidak merasa sedang diajari atau diberitahu.

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Bryant, David J. « Is preadaptation for language a necessary assumption ? » Behavioral and Brain Sciences 18, n^o 1 (mars 1995) : 183–84. http://dx.doi.org/10.1017/s0140525x00037948.

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AbstractPreadaptation for language is an unnecessary assumption because intermediate stages of linguistic ability are possible and adaptive. Language could have evolved through gradual selection from structures exhibiting few features associated with modern structures. Without physical evidence pertaining to language ability in prehabilis hominids, it remains possible that selective pressures for language use preceded and necessitated modern neurolinguistic structures.

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Ullah, Hafeez, Anam Zahra et Allah Wasaya Babbar. « The Role of Neuro-Linguistic Programming (NLP) to enhance speaking comprehension among EFL Students with Special Reference to Ghazi University Dera Ghazi Khan ». International Research Journal of Education and Innovation 2, n^o 2 (20 septembre 2021) : 149–59. http://dx.doi.org/10.53575/irjei.16-v2.2(21)149-159.

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The study is applied in the Ghazi University Dera Ghazi Khan Punjab, Pakistan. The research included 42 learners. Quantitative analysis was being used to perform the study of randomly selected groups. The learners were separated into experimental groups and control groups. The researcher used NLP concepts and techniques to detect the achievement of the learners in the experimental group after a few weeks of assessing the course, all classes were given pre-test and post-test. The data was compiled using a questionnaire. The result of the study indicated that learners who were instructed by the programming approach of neurolinguistics were better than those taught by the approach of regular teachers. The method of Neurolinguistics programming’s suggested to English teachers to improve the interest of their students in speaking comprehension.

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Peng, Fred C. C. « What is neurolinguistics ? » Journal of Neurolinguistics 1, n^o 1 (juillet 1985) : 7–30. http://dx.doi.org/10.1016/s0911-6044(85)80003-8.

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Kubilay, Yasemin, et Ibrahim Atakan Kubilay. « A Virtual Vocabulary Teacher for Language Distinction Training of Immigration Officers ». INTERNATIONAL JOURNAL OF INNOVATION AND ECONOMIC DEVELOPMENT 5, n^o 4 (2019) : 52–59. http://dx.doi.org/10.18775/ijied.1849-7551-7020.2015.54.2005.

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Learning and studying a language is not only about learning its grammatical structures and syntactic properties. It also has a lot to do with encountering a new culture, experiencing it firsthand and learning about it. Someone who has encountered a new language and observed people using it natively, will instinctively compare and that new culture to his and come up with several syntheses. This study is about to determine and examine linguistic problems, revealing, with what kind of linguistic classifications students struggle throughout the learning process and to examine the advantages of which language learning strategies suits best for Turkish students in middle school, high school levels and university levels , as well as, German , Irish , French, Danish (held by the Comenius Lifelong Learning project to the EU-National Agency support) Spanish at the high school level and college-level Moroccan , South-North- Central African , Iranian and Afghan students (TOMER). Three questions have been tried to answered in this study; How do the students classify their linguistic problems, how do their life experiences play a role in them becoming aware of their own linguistic capabilities and lastly, which language learning methods help them best in overcoming difficulties faced in everyday situations. Also, we have researched the virtual sides deeply in these areas. Our study consists of a B2 level language learner (CEF), the learners’ vocabulary resource, the methodologies used in vocabulary teaching, analysing the lessons and their assessment with feedback and results. We have taken the data from the departments of computer and linguistics sciences. The purpose of our study is to model various methods and explain through examples, the teaching of Turkish language to students of various age groups. We investigate language teaching for foreigners all over the world according to some new approaches that we study for ten years. Linguistics, ontology, neurolinguistics and learners who are children-babies and disabled humans. By the help of innovative researches, believe that good people deserve the good; actually, all people and living things. Science and new research serve this aim/goal.

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Kowalewski, Hubert. « Why neurolinguistics needs first-person methods ». Language Sciences 64 (novembre 2017) : 167–79. http://dx.doi.org/10.1016/j.langsci.2017.09.003.

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Mackey, Alison. « New directions for the Annual Review of Applied Linguistics ». Annual Review of Applied Linguistics 36 (mars 2016) : 1–4. http://dx.doi.org/10.1017/s0267190515000136.

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To begin with some history, reflecting the breadth of the field, the 35 issues of the Annual Review of Applied Linguistics (ARAL) published since 1980 have covered a substantial range of topics. These have included broad surveys of the field of applied linguistics; language and language-in-education; identity; written discourse; literacy; bilingual communities worldwide; language and the professions; communicative language teaching; second language acquisition research; discourse analysis; issues in foreign language teaching and learning; language policy and planning; technology and language; multilingualism; foundations of second language teaching; applied linguistics as an emerging discipline; language and psychology; discourse and dialogue; language contact and change; advances in language pedagogy; lingua franca languages; neurolinguistics; cognitive aspects of language processing; language assessment; and formulaic language.

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