Статті в журналах: "Language functions"

1

Karasik, Vladimir I. "Modeling language functions." Yazyk i kul'tura, no. 58 (June 1, 2022): 29–42. http://dx.doi.org/10.17223/19996195/58/2.

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2

DENİZ, Kemalettin, and Yunus Emre ÇEKİCİ. "LANGUAGE FUNCTIONS ON TEACHING TURKISH AS A FOREIGN LANGUAGE." Zeitschrift für die Welt der Türken / Journal of World of Turks 13, no. 1 (April 15, 2021): 01–26. http://dx.doi.org/10.46291/zfwt/130101.

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Language functions can be defined as humane purpose of language usage and the act occurring from language usage. Teaching a foreign language that aims to prepare the students to form communication in the target language focuses on language functions from 1970s to today. Language funtions that was specifically developed in the scope of teaching English as a foreign language have formed a basis for Common European Framework of Reference for Languages. In the Common European Framework of Reference for Languages, it is stated that language functions that are based on real life communicational situations ought to be taught but rather predetermined language structures. Accordingly, an education based on language functions has been adopted in the programmes reformed on teaching Turkish as a foreign language. However, there is no language functions framework that can be used as a source for teaching Turkish as a foreign language, is developed by scientific methods and includes the structure, usage and cultural elements. The purpose of this study is to develop a programme on teaching Turkish as a foreign language, to prepare course material and to prepare a language functions framework that suits cultural elements, structure, functioning and usage of Turkish in order to be used in the assessment and evaluation studies. Literature review and document analysis methods has been used nn the qualitative model and situational patterned study. Subsequent to literature review, oral and written document analysis and expert consultation, “Language Functions Framework for Teaching Turkish As a Foreign Language” has been formed. In the scope of “information inquiry and explanation”, “attides/emotions inquiry and explanation”, “persuasion”, “socialization”, “prevention and retrieval of communication errors” and “structuring the discourse” functions, 46 functions and142 subfunctions has been determined. Keywords: Language functions, teaching functional language, teaching Turkish as a foreign language, Common European Famework of Reference for Languages (CEFR), Language Policy Programme Education Policy Division Education Department Council of Europe.

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3

Sure, Kembo. "Language Functions and Language Attitudes in Kenya." English World-Wide 12, no. 2 (January 1, 1991): 245–60. http://dx.doi.org/10.1075/eww.12.2.05sur.

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4

Andreou, Georgia, Filippos Vlachos, and Nikolaos Haftouras. "The cerebellum and language functions." Psychology: the Journal of the Hellenic Psychological Society 14, no. 2 (October 15, 2020): 113. http://dx.doi.org/10.12681/psy_hps.23856.

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5

Copland, David A., Sonia Brownsett, Kartik Iyer, and Anthony J. Angwin. "Corticostriatal Regulation of Language Functions." Neuropsychology Review 31, no. 3 (May 12, 2021): 472–94. http://dx.doi.org/10.1007/s11065-021-09481-9.

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6

Simon-Vandenbergen, Anne-Marie. "Reflections on Functions of Language." On mood and speech function and the ‘why’ of text analysis 26, no. 1 (May 27, 2019): 13–14. http://dx.doi.org/10.1075/fol.00018.sim.

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7

PODOLL, KLAUS, PETER CASPARY, HERWIG W. LANGE, and JOHANNES NOTH. "LANGUAGE FUNCTIONS IN HUNTINGTON'S DISEASE." Brain 111, no. 6 (1988): 1475–503. http://dx.doi.org/10.1093/brain/111.6.1475.

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8

Carruthers, Peter. "The cognitive functions of language." Behavioral and Brain Sciences 25, no. 6 (December 2002): 657–74. http://dx.doi.org/10.1017/s0140525x02000122.

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This paper explores a variety of different versions of the thesis that natural language is involved in human thinking. It distinguishes amongst strong and weak forms of this thesis, dismissing some as implausibly strong and others as uninterestingly weak. Strong forms dismissed include the view that language is conceptually necessary for thought (endorsed by many philosophers) and the view that language is de facto the medium of all human conceptual thinking (endorsed by many philosophers and social scientists). Weak forms include the view that language is necessary for the acquisition of many human concepts and the view that language can serve to scaffold human thought processes. The paper also discusses the thesis that language may be the medium of conscious propositional thinking, but argues that this cannot be its most fundamental cognitive role. The idea is then proposed that natural language is the medium for non-domain-specific thinking, serving to integrate the outputs of a variety of domain-specific conceptual faculties (or central-cognitive “quasi-modules”). Recent experimental evidence in support of this idea is reviewed and the implications of the idea are discussed, especially for our conception of the architecture of human cognition. Finally, some further kinds of evidence which might serve to corroborate or refute the hypothesis are mentioned. The overall goal of the paper is to review a wide variety of accounts of the cognitive function of natural language, integrating a number of different kinds of evidence and theoretical consideration in order to propose and elaborate the most plausible candidate.

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9

Bashlueva, Natalya. "Nature and functions of language." Applied psychology and pedagogy 2, no. 1 (September 23, 2016): 7. http://dx.doi.org/10.12737/21636.

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10

Marshall, John C. "Language functions and brain organization." Neuropsychologia 23, no. 5 (January 1985): 702–4. http://dx.doi.org/10.1016/0028-3932(85)90075-2.

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11

Clemmens, Edward R. "Some psychological functions of language." American Journal of Psychoanalysis 48, no. 4 (December 1988): 294–304. http://dx.doi.org/10.1007/bf01256654.

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12

RAMSEY, NORMAN. "Embedding an interpreted language using higher-order functions and types." Journal of Functional Programming 21, no. 6 (September 29, 2011): 585–615. http://dx.doi.org/10.1017/s0956796811000219.

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AbstractUsing an embedded, interpreted language to control a complicated application can have significant software-engineering benefits. But existing interpreters are designed for embedding into C code. To embed an interpreter into a different language requires an API suited to that language. This paper presents Lua-ML, a new API that is suited to languages that provide higher-order functions and types. The API exploits higher-order functions and types to reduce the amount of glue code needed to use an embedded interpreter. Where embedding in C requires a special-purpose “glue function” for every function to be embedded, embedding in Lua-ML requires only a description of each function's type. Lua-ML also makes it easy to define a Lua function whose behavior depends on the number and types of its arguments.

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13

Erlita, Yeni. "LANGUAGE FUNCTION IN SOCIAL LIFE AND ITS INFLUENCES." BAHAS 31, no. 4 (December 13, 2020): 201. http://dx.doi.org/10.24114/bhs.v31i4.21859.

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AbstractLanguage becomes a necessary thing because it helps the world having the interaction. In addition, a language is a structured system of communication used by humans. Languages consist of spoken sounds in spoken languages or written elements in written languages. There are some functions of language such as communication, the expression of identity, play, imaginative expression, and emotional release. Additionally, a language may consist of other symbolic elements like hand gestures in sign languages. Language becomes a necessary thing because it helps the world having the interaction. There are some functions of language such as communication, the expression of identity, play, imaginative expression, and emotional release. Human needs social life and social life need human. The functions of language give big impact to many aspects especially in social life. In this study, the use of language and how the function of language can give impact to society. Keywords: function of language, society, system

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14

Markub, Markub. "FUNGSI BAHASA PADA KAOS DI KALANGAN REMAJA." HUMANIS: Jurnal Ilmu-Ilmu Sosial dan Humaniora 11, no. 1 (January 31, 2019): 15–22. http://dx.doi.org/10.52166/humanis.v11i1.1417.

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Language as a communication tool plays a very important role in human life because human language can interact and talk about anything. Language as a tool to convey thoughts, ideas, concepts, or feelings. An intellectual must think and the process of thinking definitely requires language. Language also functions as a means for social interaction and the media conveys ideas, the purpose of this study is to describe the function of language in counsels among adolescents. The method used in this study is a qualitative descriptive method. The data in this study are various languages including the form of language, language functions, and the meaning of expressions. The form of language in the form of words, phrases, clauses, and sentences. Language functions in the form of expression functions, information functions, exploration functions, persuasion functions, entertainment functions, Data sources in this study are the function of language on shirts among teenagers. The technique used in this data collection is documentation, see, and note. The results of research on the function of shirts on teenagers that the function of language is a tool of social interaction, as a medium for conveying ideas, concepts, thoughts, and expressions of feelings including expression functions, information functions, exploration functions, persuasion functions, and entertainment functions on shirts. among teenagers.

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15

Jin, Dawei. "Copula functions in a cross-Sinitic perspective." Folia Linguistica 54, no. 1 (April 26, 2020): 89–132. http://dx.doi.org/10.1515/flin-2020-2028.

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AbstractThis paper investigates the distinct functions associated with the copula morpheme and their distribution across Sinitic languages. Based on fieldwork on five Sinitic languages, an empirical generalization will be presented regarding the scope and variation of copular multifunctionality. Specifically, language-specific variation is witnessed in topic and conditional marking as well as verum marking. Conversely, it is found that Sinitic languages converge on employing the copula in constructions expressing phrasal and clausal level focus. The paper further explores whether these copular constructions should receive a uniform syntax, or should be conceived of as having a set of underlaid heterogeneous structures.

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16

Millichap, J. Gordon, and John J. Millichap. "Effects of Topiramate on Language Functions." Pediatric Neurology Briefs 28, no. 11 (November 1, 2014): 84. http://dx.doi.org/10.15844/pedneurbriefs-28-11-4.

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17

Li, Leon, and Michael Tomasello. "On the Moral Functions of Language." Social Cognition 39, no. 1 (February 2021): 99–116. http://dx.doi.org/10.1521/soco.2021.39.1.99.

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Previous comparisons of language and morality have taken a cognitively internalist (i.e., within-minds) perspective. We take a socially externalist (i.e., between-minds) perspective, viewing both language and morality as forms of social action. During human evolution, social cognitive adaptations for cooperation evolved, including cooperative communication (social acts to mentally coordinate with others for common goals) and social normativity (social acts to regulate cooperative social relationships). As human cooperation scaled up in complexity, cooperative communication and social normativity scaled up as well, leading to the development of culturally elaborated forms of language and morality. Language facilitates all aspects of morality and is even necessary for certain aspects. Humans use language to (1) initiate, (2) preserve, (3) revise, and (4) act on morality in ways such as forming joint commitments, teaching norms, modifying social realities, and engaging in moral reason-giving.

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18

Elffers, Els. "Interjections and the Language Functions Debate." Henry Sweet Society for the History of Linguistic Ideas Bulletin 50, no. 1 (May 2008): 17–29. http://dx.doi.org/10.1080/02674971.2008.11827189.

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19

Searle, John R. "The Structure and Functions of Language." Studies in Logic, Grammar and Rhetoric 36, no. 1 (March 1, 2014): 27–40. http://dx.doi.org/10.2478/slgr-2014-0001.

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Abstract This paper will discuss the nature of language. I find the present state of the subject, the Philosophy of Language, and the present state of Lin- guistics to be both, for different reasons, unsatisfactory. The problem with the Philosophy of Language is that its practitioners tend to lose sight of the psy- chological reality of language, i.e. of speaking and writing. Historically this is because the Philosophy of Language began with Frege’s logic and has continued to the present day to be heavily influenced by considerations of formal logic. Logicians need not be interested in the psychological reality of logical systems. Frege’s logical system is much more powerful than Aristotle’s, but for all I know Aristotle may be closer to the way people actually think. It does not matter to logicians.

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20

Podoll, K. "Language functions in progressive supranuclear palsy." Neurocase 4, no. 2 (April 1, 1998): 95f—98. http://dx.doi.org/10.1093/neucas/4.2.95-f.

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21

PODOLL, K., M. SCHWARZ, and J. NOTH. "LANGUAGE FUNCTIONS IN PROGRESSIVE SUPRANUCLEAR PALSY." Brain 114, no. 3 (June 1, 1991): 1457–72. http://dx.doi.org/10.1093/brain/114.3.1457.

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22

Brown, Jason W. "Sabcortical Functions in Language and Memory." Journal of Nervous and Mental Disease 181, no. 2 (February 1993): 140. http://dx.doi.org/10.1097/00005053-199302000-00015.

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23

Mann, William C., and Christian M. I. M. Matthiessen. "Functions of language in two frameworks." WORD 42, no. 3 (December 1991): 231–49. http://dx.doi.org/10.1080/00437956.1991.11435839.

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24

Arshavsky, Yuri I. "Two functions of early language experience." Brain Research Reviews 60, no. 2 (May 2009): 327–40. http://dx.doi.org/10.1016/j.brainresrev.2009.01.001.

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25

Frolli, Alessandro, Francesco Cerciello, Clara Esposito, Sonia Ciotola, Gaia De Candia, Maria Carla Ricci, and Maria Grazia Russo. "Executive Functions and Foreign Language Learning." Pediatric Reports 14, no. 4 (October 24, 2022): 450–56. http://dx.doi.org/10.3390/pediatric14040053.

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Executive functions (EFs) serve as an umbrella term to describe a set of higher-order cognitive abilities that include working memory, inhibitory control, cognitive flexibility, planning, reasoning, and problem-solving. Various studies suggest that foreign language learning likely promotes executive functions, but others suggest that executive functions could improve foreign language learning. The aim of this study is to investigate the relationship between executive functions and foreign language learning and how these processes could interact. The sample included 64 children from kindergarten, aged 4–5 years, with no documented neuropsychiatric disorders, and from the middle–high literacy group. They were divided into three groups based on the level of their knowledge of the foreign language. A significant effect of the group on the executive tasks is shown in the comparison of the groups. Children who belonged to a group that had advanced foreign language proficiency had better results in executive tasks. Our results suggest that the higher the level of foreign language proficiency, the higher the performance of the executive tasks. However, we do not know if there is a causal effect between these variables.

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26

Vallar, Giuseppe. "Subcortical functions in language and memory." Neuropsychologia 32, no. 8 (August 1994): 1035–36. http://dx.doi.org/10.1016/0028-3932(94)90062-0.

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27

Silverstein, Michael. "Functions." Journal of Linguistic Anthropology 9, no. 1-2 (June 1999): 76–79. http://dx.doi.org/10.1525/jlin.1999.9.1-2.76.

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28

KALIA, VRINDA, M. PAULA DANERI, and MAKEBA PARRAMORE WILBOURN. "Relations between vocabulary and executive functions in Spanish–English dual language learners." Bilingualism: Language and Cognition 22, no. 1 (October 27, 2017): 1–14. http://dx.doi.org/10.1017/s1366728917000463.

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The role of dual language exposure in children's cognitive development continues to be debated. The majority of the research with bilingual children in the US has been conducted with children becoming literate in onlyoneof their languages. Dual language learners who are becoming literate in both their languages are acutely understudied. We compared dual language learners (n = 61) in a Spanish–English dual language immersion program to monolingual English speaking children (n = 55) who were in a traditional English only school. Children (kindergarten to 3rdgrade) completed standardized vocabulary tasks and two measures of executive functions. Despite having significantly smaller English vocabularies, the dual language learners outperformed the monolingual children on the executive function measures. Implications for our understanding of the relations between oral language development and executive function in bilingual children are discussed.

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29

Devinsky, Orrin, Kenneth Perrine, Steven Pacia, Bianca Vazquez, Jill Buchwald, and Daniel J. Luciano. "Multiple subpial transections in language cortex: Effects on language functions." Journal of Epilepsy 10, no. 5 (September 1997): 247–53. http://dx.doi.org/10.1016/s0896-6974(97)00081-9.

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30

BERTONI, A., P. MASSAZZA, and N. SABADINI. "HOLONOMIC GENERATING FUNCTIONS AND CONTEXT FREE LANGUAGES." International Journal of Foundations of Computer Science 03, no. 02 (June 1992): 181–91. http://dx.doi.org/10.1142/s0129054192000127.

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In this paper we give some undecidability and decidability results about context-free languages. First, we prove that the problem of deciding whether a context-free language which admits a holonomic generating function is Turing equivalent to the finiteness question for r.e. sets. Second, we show that the Equivalence Problem is decidable for a suitable class of languages, called LCLR.

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31

Resane, Kelebogile T. "The socio-cultural functions of indigenous languages in teaching theology." STJ | Stellenbosch Theological Journal 2, no. 1 (July 30, 2016): 363. http://dx.doi.org/10.17570/stj.2016.v2n1.a18.

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This article aims to show that indigenous knowledge systems are the reservoirs of useful knowledge for teaching theology, particularly indigenous languages. It argues that theological language is an identity marker, and an ideological tool. Indigenous languages have something to offer in teaching theology. Language is a powerful force that forms national identity; and it contributes towards national unity. It is part of culture and it explains the abstracts through figures of speech. These figures of speech or metaphors are mostly comprehensible when viewed from indigenous languages’ point. Opportunities must be created for the space of the acquisition of these languages as a way of exploring and discovering the meaning of the texts. It is therefore recommended that the linguistic competence and performance be mastered for catching the metaphorical contents of the texts. Teaching theology does not only require gratis dictum but also expertise in language technical application such as code-switching, sandwich technique, mother-tongue mirroring, and back-chaining.

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32

Botha, Werner. "The functions of language mixing in the social networks of Singapore students." International Journal of the Sociology of Language 2021, no. 269 (January 28, 2021): 203–26. http://dx.doi.org/10.1515/ijsl-2020-2115.

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Abstract In the context of multilingualism, there is still a dearth of research on the language practices of individuals and the social factors that explain their linguistic behaviour, particularly in the Singapore context. This article discusses the dynamics underlying a particular feature of vernacular Singapore speech – language mixing – and how such mixing practices form part of the social identity of the interactions between speakers in their respective social networks. The approach to this current study was adapted from Milroy’s research on social networks (Milroy, Lesley. 1989 [1980]. Language and social networks, 2nd edn. Oxford: Blackwell.) in order to provide access to subjects’ most natural use of languages – that is, their “vernacular” in the Labovian sense. This study investigates various aspects of the multilingual language practices of students in Singapore and reports on the social motivations and the social contexts of language mixing in the personal lives of these speakers in the context of other languages and language varieties.

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33

Li, David C. S. "The Functions and Status of English in Hong Kong." English World-Wide 20, no. 1 (November 5, 1999): 67–110. http://dx.doi.org/10.1075/eww.20.1.03li.

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This paper is an update of Luke and Richards' (1982) study on the functions and status of English in Hong Kong. The sociolinguistic matrix is described by outlining the distribution of the main functions of the two written languages standard written Chinese (SWC) and English, and the three spoken languages Cantonese, English and Putonghua, in four key domains: government, media, employment and education. Cantonese and English remain the most important spoken languages. The macro-sociolinguistic analysis "diglossia without bilingual-ism" has given way to polyglossia with increasing bilingualism. There are two written H varieties, SWC and English, the former is penetrating into some domains formerly dominated by the latter. Cantonese, typically interspersed with some English, is assigned L functions in both spoken and written mediums. There is some indication that Putonghua is getting increasingly important in post-colonial Hong Kong, but there are as yet no significant social functions assigned to it. Compared with the early 1980s, significant changes have taken place at all levels. Language-related changes are discussed in light of a critical review of recent local research in a number of areas: medium of instruction, language right, linguistic imperialism, Hong Kong accent, Hong Kong identity and language attitudes toward Chinese and English. In view of the tremendous social prestige and symbolic predominance of English, it is argued that "value-added" is a more suitable epithet than "auxiliary" to characterize the status of English in post-1997 Hong Kong.

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34

Astawa, I. Nyoman Temon. "Bahasa Daerah dalam Kebhinekaan Bangsa Indonesia." Dharma Sastra: Jurnal Penelitian Bahasa dan Sastra Daerah 1, no. 2 (October 16, 2021): 98. http://dx.doi.org/10.25078/ds.v1i2.2789.

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Language is very important, especially seen from the function of culture and social functions in addition to other functions. It is very important for a country to have a national language which functions as a unifying tool for various ethnic groups with different backgrounds. Likewise, the function of regional languages is very important for the survival of a particular regional culture. Regional languages as one of the nation's wealth have a function as a means of communication for the supporting community. Apart from being a means of intra-ethnic communication, regional languages also function as supporters of the national language, namely Indonesian. On the basis of this function, regional languages should continue to be fostered and developed in order to strengthen the resilience of the nation's culture. Regional languages should no longer be treated as one of the cultures whose functions can be replaced by the functions of other languages. Article 36 of the 1945 Constitution states, among other things, that regional languagesthat are well maintained by their speakers will be respected and preserved by the state because these regional languages are part of the living Indonesian culture. The National Language Policy formulates that in relation to the development of state life in Indonesia towards regional autonomy and the importance of fostering and preserving regional culture, regional languagesneed to be given the widest opportunity to play a bigger role. Strengthening the existence and continuity of regional languages aims to protect regional languages which are one of the nation's wealth. Indonesian as a dynamic language can take advantage of local language vocabulary as an enrichment of Indonesian vocabulary. This attitude not only strengthens regional culture, but also strengthens national culture.

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35

Cortazzi, Martin, and Lixian Jin. "Metaphorical Conceptualizations of Language: Networks of Meanings and Meta-functions." International Journal of Education and Literacy Studies 9, no. 1 (January 31, 2021): 2. http://dx.doi.org/10.7575/aiac.ijels.v.9n.1p.2.

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This paper employs the innovative method of Elicited Metaphor Analysis to present original research in Malaysia into students’ metaphors for ‘language’. We summarize reasons why language and first/ second language learning are centrally important in education, and show patterned features of language metaphors in proverbs and in teacher talk about literacy. These may be one strand of student socialization into language-literacy conceptions. We then report our study of 408 university students in Malaysia who gave 977 metaphors for ‘language’. Using a socio-cultural extension of conceptual metaphor theory from cognitive linguistics, we analyse these data into thematic clusters and metaphor networks of meanings. In student voices, this presents a surprisingly rich picture of language and shows evidence of linguistic meta-functions: student metaphors for language can be seen not only cognitively with affective and socio-cultural meta-functions, but also with moral-spiritual and aesthetic functions. These meta-functions accord with some educational theories. To show wider insider metaphor perspectives we cite our research with ‘teacher’ and ‘learning’ metaphors in Malaysia, and ‘language’ findings from China, Iran, Lebanon and the UK. The metaphor meanings and meta-functions broaden our conception of language as a medium of learning with strong implications for the teaching of languages and literacy.

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36

Allassonnière-Tang, Marc, and Marcin Kilarski. "Functions of gender and numeral classifiers in Nepali." Poznan Studies in Contemporary Linguistics 56, no. 1 (March 26, 2020): 113–68. http://dx.doi.org/10.1515/psicl-2020-0004.

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AbstractWe examine the complex nominal classification system in Nepali (Indo-European, Indic), a language spoken at the intersection of the Indo-European and Sino-Tibetan language families, which are usually associated with prototypical examples of grammatical gender and numeral classifiers, respectively. In a typologically rare pattern, Nepali possesses two gender systems based on the human/non-human and masculine/feminine oppositions, in addition to which it has also developed an inventory of at least ten numeral classifiers as a result of contact with neighbouring Sino-Tibetan languages. Based on an analysis of the lexical and discourse functions of the three systems, we show that their functional contribution involves a largely complementary distribution of workload with respect to individual functions as well as the type of categorized nouns and referents. The study thus contributes to the ongoing discussions concerning the typology and functions of nominal classification as well as the effects of long-term language contact on language structure.

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37

Jernudd, Björn H. "Language management and language problems." Journal of Asian Pacific Communication 10, no. 2 (December 31, 2000): 193–203. http://dx.doi.org/10.1075/japc.10.2.02jer.

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This paper is an introduction to language management and to the papers in this and the next volume of the Journal. It refers to contributors’ papers as the text evolves. It discusses first management of problems in discourse, then directed management with the help of a mini-case study and some examples, then surveys sources of language problems and their solutions according to a selection of functions of language. In the first volume, it brings up the communicative, symbolic, social and entertainment functions as sources of language problems. In the second volume, it continues with a discussion of the development function as a source of language problems. The paper then brings together discourse and behavior towards language in their socio-economic context in a unified restatement of the theory. The division of volumes is necessarily arbitrary, yet, each volume can be read independently of each other. This and all the papers together celebrate J. V. Neustupný’s contribution to language management.

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Jernudd, Björn H. "Language Management and Language Problems." Journal of Asian Pacific Communication 11, no. 1 (May 8, 2001): 1–8. http://dx.doi.org/10.1075/japc.11.1.02jer.

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This paper is an introduction to language management and to the papers in this and the previous volume of the Journal. It refers to contributors’ papers as the text evolves. It discusses first management of problems in discourse, then directed management with the help of a mini-case study and some examples, then surveys sources of language problems and their solutions according to a selection of functions of language. In the first volume, it brings up the communicative, symbolic, social and entertainment functions as sources of language problems. In this second volume, it continues with a discussion of the development function as a source of language problems. The paper then brings together discourse and behavior towards language in their socio-economic context in a unified restatement of the theory. The division of volumes is necessarily arbitrary, yet, each volume can be read independently of each other. This and all the papers together celebrate J. V. Neustupný’s contribution to language management.

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Jongdeok Park. "A Study of Misconceptions on Language and the Functions ― Focusing on the Functions of Language in Education." Review of Korean Cultural Studies ll, no. 26 (August 2008): 41–59. http://dx.doi.org/10.17329/kcbook.2008..26.002.

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de Dreu, Merijn, and Leston Buell. "Neuter gender in a sexless language." Linguistics in the Netherlands 29 (November 2, 2012): 41–54. http://dx.doi.org/10.1075/avt.29.04ded.

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In some Germanic languages, neuter gender is used both as a lexical gender and for certain grammatical functions, while in Romance languages, neuter gender is only employed for grammatical functions. Zulu, a Bantu language, has a much more elaborate noun class system than those languages, but one not rooted in sex or animacy as in Germanic or Romance. However, it is shown that Zulu noun class 17 is used for the same range of grammatical functions as neuter gender in Indo-European. Specifically, Indo-European neuter gender and Zulu class 17 are used when the referent has no specific noun class properties, for expletive subjects, and as the subject of nominal predication, even when the referent is human. Aside from its use in some languages as a gender for nouns, then, neuter gender can be understood as a cluster of grammatical functions, independently of the way the lexicon is organized.

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Rutten, Geert-Jan, and Nick Ramsey. "Language Representation." Journal of Neurosurgery 106, no. 4 (April 2007): 726–27. http://dx.doi.org/10.3171/jns.2007.106.4.726.

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Dissociated language functions are largely invalidated by standard techniques such as the amobarbital test and cortical stimulation. Language studies in which magnetoencephalography (MEG) and functional magnetic resonance (fMR) imaging are used to record data while the patient performs lexicosemantic tasks have enabled researchers to perform independent brain mapping for temporal and frontal language functions (MEG is used for temporal and fMR imaging for frontal functions). In this case report, the authors describe a right-handed patient in whom a right-sided insular glioma was diagnosed. The patient had a right-lateralized receptive language area, but expressive language function was identified in the left hemisphere on fMR imaging– and MEG-based mapping. Examinations were performed in 20 right-handed patients with low-grade gliomas (control group) for careful comparison with and interpretation of this patient's results. In these tests, all patients were asked to generate verbs related to acoustically presented nouns (verb generation) for fMR imaging, and to categorize as abstract or concrete a set of visually presented words consisting of three Japanese letters for fMR imaging and MEG. The most prominent display of fMR imaging activation by the verb-generation task was observed in the left inferior and middle frontal gyri in all participants, including the patient presented here. Estimated dipoles identified with the abstract/concrete categorization task were concentrated in the superior temporal and supra-marginal gyri in the left hemisphere in all control patients. In this patient, however, the right superior temporal region demonstrated significantly stronger activations on MEG and fMR imaging with the abstract/concrete categorization task. Suspected dissociation of the language functions was successfully mapped with these two imaging modalities and was validated by the modified amobarbital test and the postoperative neurological status. The authors describe detailed functional profiles obtained in this patient and review the cases of four previously described patients in whom dissociated language functions were found.

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Egorova, Maria A. "ON THE SOCIAL FUNCTIONS OF THE VARIANTS OF THE SERBO-CROATIAN LANGUAGE." RSUH/RGGU Bulletin. "Literary Theory. Linguistics. Cultural Studies" Series, no. 2 (2021): 85–116. http://dx.doi.org/10.28995/2686-7249-2021-2-85-116.

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The issue of the status of languages that emerged on the basis of the Serbo-Croatian language after the collapse of Yugoslavia remains relevant until now. The standard Serbo-Croatian language arose in the 19th century as a common language of Serbs, Croats, Bosnians and Montenegrins and existed in two main variants, “western” and “eastern”, from the very outset. These variants were close enough to maintain free communication, and at the same time, each variant had symbolic significance as a marker of the corresponding ethnic group. This article provides an outline of the history of the Serbo-Croatian language from its origin to the collapse of Yugoslavia in the light of two social functions of the language, communicative (language as a means of exchanging information) and symbolic (language as a symbol of national identity).

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Doliwa, Katarzyna. "The Concept and Functions of a Universal Language of Law." Studies in Logic, Grammar and Rhetoric 66, no. 2 (December 1, 2021): 201–28. http://dx.doi.org/10.2478/slgr-2021-0012.

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Abstract The subject of the article is the concept of a universal language and a reflection on its importance for law. The starting point is a presentation of the history of the concept of a common language for all mankind, a concept that has always accompanied man – it is present in the Bible, in the ancient writings of Near Eastern peoples, it was alive in the Middle Ages and during the Renaissance, and it experienced its particular heyday – among other reasons because of the gradual abandonment of Latin as the language of science – in the seventeenth century, an age that was reformist by definition. Since its inception, the concept of a universal language has been inextricably linked with the idea of world peace and universal happiness for all people. It is significant that in most universal language designs, regardless of the era, there were, to a greater or lesser extent, references to the utility of such languages for law. The author, tracing the development of the concept of a universal language, focuses on its fullest contemporary development: Esperanto. Esperanto, like previous universal language designs, places particular emphasis on ideas linked to the concept of a universal language, especially the idea of peaceful coexistence and understanding between peoples. In this context, it is reasonable to ask what role Esperanto can play in the development of certain branches of law, especially international law. Given the position of English as the language of legal acts of international importance, the answer to this question is currently not clear.

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McCormick, Kay, and Rama Kant Agnihotri. "Forms and functions of English in multilingual signage." English Today 25, no. 3 (July 30, 2009): 11–17. http://dx.doi.org/10.1017/s0266078409990228.

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ABSTRACTResearch on language contact phenomena (language switching and mixing, borrowing) shows that in a multilingual setting people's choice of language(s) is governed not simply by the need to be understood. Other factors play a role. These include various forms of positioning: the language, dialect, accent a speaker chooses for an interaction consciously or unconsciously displays particular aspects of his or her actual or aspired identity. These aspects cover, for example, being (or not being) educated/religious/from a particular region or social grouping. They position the speaker in relation to the person being spoken to. They may also indicate to the addressee not only how the speaker perceives him or her (for example as someone with particular background or attributes) but also as someone with particular aspirations. In multilingual societies language choice in commercial signage carries out similar positioning in addition to giving information about products or services: being understood is not always the sign producer's only or chief consideration. He or she needs to trigger aspects of identity and aspiration that are likely to create a desire for whatever is being sold. In this paper we focus on how English is used in relation to other languages in signage, mainly commercial signage, in two multilingual cities that are the centres of an ongoing research project on bilingual and multilingual signage: Delhi and Cape Town.

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Omotunde, Samuel Adebayo, and Samuel Oyeyemi Agbeleoba. "Types and Functions of Interjections in Wole Soyinka�s Ala?pata? A?pa?ta and Yoruba Speech Community." Journal of Language and Literature 19, no. 1 (April 1, 2019): 79–89. http://dx.doi.org/10.24071/joll.v19i1.1811.

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Interjections are universal means of communication among human beings which pass across different emotions and information in different cultures and languages. However, while some are found in nearly all languages but with varied meanings and functions according to context, some are peculiar to specific languages and cultures. This work, therefore, investigates the functions and meanings of both universal interjections (specifically Oh and Ah) and the Yoruba language specific interjections found in Wole Soyinkas Ala?pata? A?pa?ta. The work also discusses two other significant Yoruba language specific interjections although they are not found in the analyzed text. The authors chose the text because it is replete with interjections Oh and Ah which carry various meanings and perform various functions (few of which have not been discussed in the literature) and also because it contains the Yoruba language specific interjections which probably have not been investigated in the literature, thereby contributing to knowledge.Keywords: universal interjections, Yoruba language specific interjections, Ala?pata?

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Rassokha, Marina N. "ON THE ISSUE OF LANGUAGE FUNCTIONS: IDENTIFICATION." Scholarly Notes of Komsomolsk-na-Amure State Technical University 2, no. 9 (March 30, 2012): 40–47. http://dx.doi.org/10.17084/2012.i-2(9).8.

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Gültekin, Murat, and Ruslan Bayramov. "Evaluation of language functions in Huntington's disease." Pamukkale Medical Journal 11, no. 2 (2018): 145–49. http://dx.doi.org/10.5505/ptd.2017.65807.

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Musskopf, Ângela, and Débora Nice Ferrari Barbosa. "Executive functions in English second language learning." BELT - Brazilian English Language Teaching Journal 13, no. 1 (August 22, 2022): e42927. http://dx.doi.org/10.15448/2178-3640.2022.1.42927.

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Recently, neuroscience studies have helped the field of Education to understand how the brain processes information and how teachers can benefit from this knowledge, specially related to Executive Functions (EFs). EFs can be described as the set of skills which allow us to perform the necessary actions to achieve a goal. There are three core EFs: working memory, inhibitory control, and cognitive flexibility. In the field of second language teaching and learning, are these skills integrated into the classroom practice by teachers? If so, how? Does it benefit students’ learning somehow? Also, are EFs included in the curriculum of teachers’ training programs? Are future teachers being prepared to integrate EFs to develop their students’ skills? This study aims to look for clues about these issues in recent literature and to find studies with approaches to ESL that stimulate the EFs in the learning process and how these methods are developed in teachers’ training contexts using the systematic mapping study as a method. This study considered articles from 2011 to October 2021, looking for strings related to ESL, such as teacher training and EFs. The search showed results in Scopus, Web of Science, Pub-Med, Science Direct/Elsevier and data from specific SLA journals, such as Cambridge Core, Journal of English as International Language, TESOL International Journal, Linguistics Journal and Asian EFL Journal. The first search resulted in 5803, from which 3 full read after applying the inclusion/exclusion criteria. As the number of articles was very low, the snowballing method was applied, resulting in more 117 articles from which other 3 were analyzed. The six studies indicated that both qualitative and quantitative data are usually used. Also, it is possible to notice that studies relating aspects of neuroscience to the ESL approaches are still in the beginning. The articles’ authors mention the need for further studies. Teachers generally are not prepared to include critical thinking in their classroom practices. Studies which developed practices and gathered data show that the students’ critical thinking and metacognition improved. Teachers should have developed their own metacognition and critical thinking to enhance their students’ skills.

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Shustova, Anna. "Anthroponyms’ Functions in Language and Fiction Usage." Stephanos. Peer reviewed multilanguage scientific journal 33, no. 1 (January 31, 2019): 146–52. http://dx.doi.org/10.24249/2309-9917-2019-33-1-146-152.

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Moustafa Ahmed Younes, Mohamed. "Human Language, (Its Concept, Features and Functions)." Arabic Language, Literature & Culture 6, no. 1 (2021): 20. http://dx.doi.org/10.11648/j.allc.20210601.13.

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