Written by researchers in their field, this book is about the skills beyond basic word recognition that are necessary for the processing and comprehension of spoken and written language. It offers topics such as: language and text analysis; cognitive processing and comprehension; development of literacy; literacy and schooling; and more.

The SOC framework does not take into account the fact that the oral modality consists of purely transient data, which is not the case for the other modalities. This, however, has important consequences on the nature of oral and written language, on language consciousness, on child language development, and on the history of linguistics.

Through his innovative study of language, noted Heidegger scholar Lawrence Hatab offers a proto-phenomenological account of the lived world, the “first” world of factical life, where pre-reflective, immediate disclosiveness precedes and makes possible representational models of language. Common distinctions between mind and world, fact and value, cognition and affect miss the meaning-laden dimension of embodied, practical existence, where language and life are a matter of “dwelling in speech.” In this second volume, Hatab supplements and fortifies his initial (...) analysis by offering a detailed treatment of child development and language acquisition, which exhibit a proto-phenomenological world in the making. He then takes up an in-depth study of the differences between oral and written language (particularly in the ancient Greek world) and how the history of alphabetic literacy shows why Western philosophy came to emphasize objective, representational models of cognition and language, which conceal and pass over the presentational domain of dwelling in speech. Such a study offers significant new angles on the nature of philosophy and language. (shrink)

Before 1972 Somalia had no official writing system for its language. In spite of this, those who bred animals (camels, cattle, sheep, and goats) and who, owing to a lack of water in the country were forced to become nomads, had an authentic oral tradition that found its voice in a rich oral literature. This was well and truly oral in that it was composed, memorized, and passed on without having to resort to any type of writing or other (...) means of communication or recording. Many of these genres are typical of any oral tradition: various dance or work songs, fairy stories and other tales, riddles, sayings, proverbs, and so on. (shrink)

This study investigates the developmental pattern and relationships between oral narrative textual skills, spelling, and written narrative textual skills in monolingual and bilingual language-minority children, L1-Chinese and L2-Italian. The aims were to investigate in monolingual and BLM children: the developmental patterns of oral and writing skills across primary school years; the pattern of relationships between oral narrative textual competence, spelling skills, and written narrative textual competence with age and socio-economic status taken under control. In total, 141 primary (...) school children from grades 2 to 5 in Central Italy aged between 7 and 11 years obtained scores for oral and written narrative textual competence, spelling accuracy in dictation, and written texts. One-way ANOVA and ANOVA with robust method analyses and Bonferroni’s correction showed that BLM children had poorer spelling skills in dictation and written narrative textual competence than their monolingual peers. After preliminary correlation analysis, the results of hierarchical regression showed that the relationship between oral and written narrative textual competence is completely mediated by spelling accuracy in BLM children. These results suggest that adequate performance in written narrative textual competence depends on adequate spelling accuracy in writing stories. The Sobel test verified the power of this mediation. In monolinguals, the strongest predictor of written narrative textual competence is oral narrative textual competence. This relation is stronger in older children whose spelling skills are automatized. The identified pattern of relationships shows a complex network of oral and written processes. The scarce spelling skills characterizing BLM children may explain why spelling skills determine a low written narrative textual level. Scarce spelling skills absorb cognitive resources, hindering high-level cognitive processes that regulate narrative production. In monolinguals, the medium of writing does not impact narrative textual competence. Children’s oral narrative textual competence easily transfers into their written narrative productions. These findings have implications for the assessment and instruction of literacy skills in young BLM children and their monolingual peers. (shrink)

The papers collected in this volume exemplify some of the trends in current approaches to logic, language and computation. Written by authors with varied academic backgrounds, the contributions are intended for an interdisciplinary audience. The first part of this volume addresses issues relevant for multi-agent systems: reasoning with incomplete information, reasoning about knowledge and beliefs, and reasoning about games. Proofs as formal objects form the subject of Part II. Topics covered include: contributions on logical frameworks, linear logic, and (...) different approaches to formalized reasoning. Part III focuses on representations and formal methods in linguistic theory, addressing the areas of comparative and temporal expressions, modal subordination, and compositionality. (shrink)

Speakers routinely rely on a vast store of fixed and semi-fixed institutionalized utterances. In our mother tongue, we know how to combine pre-patterned phrases, complete semi-fixed expressions, and produce deviant versions for humorous effect. There are analogies with the way traditional folk musicians embellish tunes with a largely fixed structure, and the way jazz musicians improvise, and also with oral traditions in which poets composed or improvised tales during performance by using fixed formulas and formulaic phrases (though without the metrical (...) requirements of Homeric poetry). In written literature, the use of ready-made language was long disparaged as the opposite of creativity, but Barthes describes both speech and literature in general as consisting entirely of transformations of words that have already been set in order, and describes individual style as essentially a citational process, and the transformation of earlier formulae. Formulaic language can be shown to underlie much linguistic creativity. (shrink)

Psycholinguistics has provided numerous theories that explain how a person acquires a language, produces and perceives both spoken and written language, including theories of proceduralization. Learners of English as a foreign language often find it difficult to achieve oral fluency, a key construct closely related to the mental state or even mental health of learners. According to previous research, this problem could be addressed by the mastery of formulaic sequences, since the employment of formulaic sequences could (...) often promote oral fluency in the long run, reflected in the positive relationship between formulaic sequence use and oral fluency. However, there are also findings contradicting the abovementioned ones, without adequate explanations. This study aims to explore the roles of formulaic sequences in oral fluency, taking into account the relationship between formulaic sequence use and oral fluency. This study investigated 120 pieces of spoken narratives by Chinese EFL learners, using both quantitative and qualitative methods, combined with artificial intelligence techniques. Results of canonical correlation analysis showed that the frequency of formulaic sequences was significantly related to speed fluency and breakdown fluency, while the variety of formulaic sequences was significantly related to repair fluency. Case studies further demonstrated that formulaic sequences could contribute to oral fluency development by promoting speed and reducing pausing when retrieved holistically, but they sometimes lost processing advantages when retrieved and processed in a word-by-word manner. The inappropriate use of formulaic sequences also neutralized the facilitative effects of formulaic sequences on repair fluency and could mirror speakers’ occasional tendency to sacrifice repair fluency for the improvement of speed and breakdown fluency when using formulaic sequences. Pedagogical implications were provided accordingly to promote sustainable oral fluency development through the use of formulaic sequences. (shrink)

Purpose: The purpose of this article is to present the stylistic and thematic analysis of Geez poetry, in a way that examines the profound and complex meaning that it carries.Research Methodology: The article methodology consisted of qualitative research methodology and a purposive sampling was used in field work. Secondary data was also obtained from books and scholarly journals and duly acknowledged. Idiomatic and literal translation methods were used, with special emphasis on meaning rather than form. The translation from Geez to (...) English was conducted by the researcher and content analysis was used to analyze the data.Findings: The poems revealed a rich, valuable aesthetics and dynamic changes taking place in the cultural mold of the Geez speaking society. It has also revealed that a huge amount of Geez oral poetry still remains unrecorded. It has also shown that Geez oral poetry is not being learned by the young generation and this could lead to a loss in cultural practices embodied in it.Unique Contribution to Theory, Policy and Practice: The article will contribute to the preservation, documentation and research endeavors being undertaken by researches, educators as well as policy makers involved in areas related to the study of the classical language of Geez. This is because none of Geez poetry has been composed, written or recorded in any parchments or books by the churches at all. Hence, it is only too obvious that a massive amount of poetic wisdom has been lost that future generations could have benefited from. (shrink)

Language, Ideology, and the Human: New Interventions redefines the critical picture of language as a system of signs and ideological tropes inextricably linked to human existence. Offering reflections on the status, discursive possibilities, and political, ideological and practical uses of oral or written word in both contemporary society and the work of previous thinkers, this book traverses South African courts, British clinics, language schools in East Timor, prison cells, cinemas, literary criticism textbooks and philosophical treatises in (...) order to forge a new, diversified perspective on language, ideology, and what it means to be human. This truly international and interdisciplinary collection explores the implications that language, always materialising in the form of a historically and ideologically identifiable discourse, as well as the concept of ideology itself, have for the construction, definition and ways of speaking about 'the human'. Thematically arranged and drawing together the latest research from experts around the world, Language, Ideology, and the Human offers a view of language, ideology and the human subject that eschews simplifications and binary definitions. With contributions from across the social sciences and humanities, this book will appeal to scholars from a range of disciplines, including sociology, cultural studies, anthropology, law, linguistics, literary studies, philosophy and political science. © Sanja Bahun, Dušan Radunović and the contributors 2012. All rights reserved. (shrink)

Background: In accordance with ethical guidelines for nurses, leaders for nurse services in general are responsible for facilitating professional development and ethical reflection and to use ethical guidelines as a management tool. Research describes a gap between employees’ and nurse leaders’ perceptions of priorities. Objective: The purpose of this article is to gain deeper insight into how nurses as leaders in somatic hospitals describe ethical challenges. Design and method: We conducted individual, quality interview with 10 nurse leaders, nine females and (...) one male nurse aged 34–64 years. We used a hermeneutical approach to analyse the data. Ethical considerations: The participants received oral and written information about the study. Participation in the study was voluntary, and the participants were given the opportunity to withdraw. All of them gave written consent. The Norwegian Centre for Research Data approved the research project. In addition, the head of the hospitals gave permission to conduct our study. Findings: Four main areas were identified: deficient ethical language, conflicting demands on nurse leaders regarding staff management, concerns regarding young nurses’ ethical consciousness and restricting factors on the creation of a climate of ethics. The nurse leaders experienced considerable pressure. An unexpected finding was the lack of – and even disregard for – an ethical language. Discussion and conclusion: It is crucial to recognise ethics in all types of nursing approaches and to make it explicit. Ethical language must be implemented in nursing education. It must be recognised and used in clinical practice. Recommendations: We recommend further research be conducted into how nurses understand the concept of ethics and how to incorporate ethical principles into clinical nursing and nurse leadership. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reframing Baudelaire: Literary History, Biography, Postcolonial Theory, and Vernacular LanguagesFrançoise Lionnet* (bio)In A Room of One’s Own, Virginia Woolf quips: “History is too much about wars; biography too much about great men;” literary history, she might have added, is too much about sons murdering their fathers. Canonical readings of the canon have often insisted on the vaguely Freudian (if not biblical) model of literary creation susceptible both to “anxieties (...) of influence” and to creative revisions imposed by strong misreadings. Criticism has followed the same reactive pattern in order to clear new ground for further research: the debate between “traditionalists” and proponents of “cultural studies” all but repeats this familiar and combative dialectic. Between formalist and sociopolitical readings, French texts have been mined by many different critical trends; but the perspectives that do not fit neatly into one or the other of these agonistic moves tend to be left out. Dominick LaCapra has suggested that “one issue for readers today is whether a different, ‘noncanonical’ reading of the canon, which resists symbolic resolutions as well as narrowly formalistic interpretations, may be one force in reopening texts to the[ir] broader sociopolitical effects” [731].In the case of Baudelaire, the way to do this “noncanonical” reading might well be to go back to a discursive field which includes biography and oral histories, and to resist the temptation either to eulogize the innovations of the poet of modernity or to denounce the patent racism of his images. The challenge today is to return to the scene of writing and the conditions of production of the early poetry—in other words, to look at the text from outside of conventional literary, critical or cultural history, to reclaim it for our side, that of a more global francophonie. To do so might mean to map out once again the contested terrain of culturally and politically sensitive readings such as the ones Christopher Miller and Gayatri Spivak claim to do. Their readings, however, do not take into account the residual cultural element of the poetry, that is, the vernacular language it appropriates. This language is all but buried beneath the emergent theoretical practices of postcolonial criticism and its vaguely nationalist agendas. 1 Critics have tended to look for [End Page 63] symbolic resolutions and to settle cultural scores at the expense of historical and geographical specificity, despite claims to the contrary.The facts of Baudelaire’s youthful travels in the Indian Ocean have remained relatively obscure. While doing research in the islands of Mauritius and Réunion on two separate occasions during the past few years, I came across written documents and watercolors that helped me reconstruct the historical and visual contexts that appear to have been Baudelaire’s in 1841. By re-examining the criticisms that have been lodged against the exoticizing rhetoric of his poetry, I want to foreground the links between the Creole culture with which Baudelaire became familiar and the now canonical texts he produced. These links can allow us to bypass the sterile opposition between “literary studies” and “cultural studies” or between aesthetics and politics; they demonstrate the urgency of re-visioning the canon not just from the perspectives of its margins, but as an important source of muted cultural knowledge. The questions with which I begin, then, are the following: where did Baudelaire actually go on his travels in 1841? and why does this matter to the field of French studies?Il faut en finir avec la légende de l’Inde parcourue par Baudelaire. Elle était séduisante, Gautier l’a adoptée, Banville ne l’a pas négligée.... Mais la vérité vraie est que Baudelaire, embarqué malgré lui, brûla la politesse à l’Inde.... Peut-être Baudelaire abandonnait-il complaisamment au commun public ces bruits de longues pérégrinations en pays fabuleux, parce qu’il en tirait, avec des couleurs de mystère, l’air de revenir de loin. Dans tous les cas, il ne nous parlait jamais de ces voyages. A peine, à son retour, nous dit-il quelques mots d’une station dans l’île Maurice ou l’île Bourbon. 2[It is time to put a stop to... (shrink)

Language and thought are intimately related: philosophers have long debated how a given language may condition the oral and written expression of thought. The language chosen to communicate scientific discoveries may facilitate or impede international access to such knowledge. Vector and message may become intertwined in ways not yet fully understood: comparing and contrasting dictionary definitions of key terms, such as the Humboldtian Weltansicht, may provide useful insights into this process. Semantic prosody, a linguistic phenomenon brought (...) to light by corpus linguistics through the analysis of ever vaster corpora, may have unsuspected and even unconscious impacts on the perception of a message. A case study of data from WebsTerre, a diachronic corpus of geological English, explores a twentieth-century Kuhnian paradigm shift in Earth Science, from continental drift to plate tectonics, to demonstrate how interactions between semantic prosody and translation have the potential to alter the history of science. (shrink)

Perspectives on emotion -- Epistemological and methodological perspectives -- method, research question and hypotheses -- The independent variables -- Results: self-perceived competence in oral and written language -- Results: communicating feelings (in general) -- Results: communicating anger and swearing -- Results: attitudes towards languages and perception of emotionality of swearwords -- Results: foreign language anxiety -- Results: code-switching and emotion. -- Concluding remarks.

Language can be cast through words and images where truth claims are thought to lie. They may be either embodied within language or indicate what transcends it. Yet expression is formed through the spoken, written words or images. But what about the imagistic: words doing the work of an image without employing the visual? To grasp how the latter has emerged, the shift in authority from the spoken to the written word will be undertaken. The importance (...) of the shift from the written word to the image can be illustrated in the case of the Renaissance, for example, where the image in the book legitimated, the word. Today the word merely amplifies or justifies the image, located on a screen! From that development the imagistic has evolved raising the problem of its authority and thereby the issue of a concern for truth. (shrink)

This paper describes the author’s development and use of a diagramming model in preparing a legal case for which he was responsible. He combined Wigmorean analysis and object oriented techniques in order to model arguments based on generalisations taken from the real world and from legal precedent. The paper addresses the modelling issues, but in particular identifies the very real benefits that affected the way the case was conducted. Those areas in which the model came into its own were principally (...) the structuring of evidence, the preparation for the cross-examination of witnesses, and ensuring a consistent approach from picking up the case to making the closing submissions. (shrink)

The language of dys-topia, both oral and written, is forced to be an upturned language, a kako-logos, even a no-language when is landing in Orwell’s Oceana : as well as the utopia, in the sense of eu-topia, capsizes in dys-topia the dystopia language capsizes in dys-language. Precisely, the Newspeak of Orwell, built by manipulating the language and by shorting drastically the dictionary, aims to prevent the subjects from communicating with each other and even (...) from thinking in order to make the Big Brother regime even more totalitarian. Similarly, to forbid any kind of literature allows the industrial producing system leaded by the Governor Mustafà Mond of Huxley and by the Government faceless of Bradbury to rule autocratically over a mass society harmonized, tidied, stabilized, and alienated through the use of latest technology for inducing it obsessively and deceitfully towards a growing consumerism. (shrink)

In this paper I aim at showing that, in Aristotle’s view, spoken and written language differ in their material organisation, in particular in their respective part-whole relations. I argue that, according to Aristotle, written language is an additive system (i.e. a system whose parts exist and are produced prior to what they are parts of), whereas spoken language is a non-additive system (i.e. a system whose parts cannot exist and be produced prior to what they (...) are parts of), and that, in his view, spoken language, qua non-additive system, is analogous to organisms. Further, I outline two possible implications of this hypothesis. The first concerns the relevance of Aristotle’s conception of spoken language as a non-additive system to his account of human language’s power to signify. I set out some reasons for thinking that Aristotle endorses the view that the form of human language (i.e. its power to signify) is matter-involving. The second implication concerns the syllable analogy that Aristotle employs in Metaphysics Ζ 17. I argue that the syllable Aristotle refers to is a spoken one, and I develop some consequences of this hypothesis for the meaning of the analogy and, more generally, of the chapter. (shrink)

In this paper, we seek to explain the power of perspective taking in narrative discourse by turning to research on the oral foundations of storytelling in human communication and language. We argue that narratives function through a central process of alignment between the viewpoints of narrator, hearer/reader, and character and develop an analytical framework that is capable of generating general claims about the processes and outcomes of narrative discourse while flexibly accounting for the great linguistic variability both across and (...) within stories. The central propositions of this viewpoint alignment framework are that the distance between the viewpoints of participants in the narrative construal – narrator, character, reader – is dynamic and regulated by linguistic choices as well as contextual factors. Fundamentally, viewpoint alignment is grounded in oral narrative interaction and, from this conversation, transferred to the written narrative situation, varying between demonstration and invasion of the narrative subjects and guiding readers’ route of processing the narrative (experientialversusreflective). Our claim is that variations in viewpoint alignment are functional to the communicative context and intended outcomes of narratives. This is illustrated with the analysis of a corporate journalistic narrative that comprises both interactional and non-interactional aspects of storytelling. The concept of viewpoint alignment further explains the oral fundaments of narrative discourse in conversational storytelling and poses new questions on the relation between the dynamic processing of stories on the one hand and their static outcomes on the other. (shrink)

In 1578, the Anglo-Italian author, translator, and teacher John Florio wrote that English was 'a language that wyl do you good in England, but passe Dover, it is woorth nothing'. Learning Languages in Early Modern England is the first major study of how English-speakers learnt a variety of continental vernacular languages in the period between 1480 and 1720. English was practically unknown outside of England, which meant that the English who wanted to travel and trade with the wider world (...) in this period had to become language-learners. Using a wide range of printed and manuscript sources, from multilingual conversation manuals to travellers' diaries and letters where languages mix and mingle, Learning Languages explores how early modern English-speakers learned and used foreign languages, and asks what it meant to be competent in another language in the past. Beginning with language lessons in early modern England, it offers a new perspective on England's 'educational revolution'. John Gallagher looks for the first time at the whole corpus of conversation manuals written for English language-learners, and uses these texts to pose groundbreaking arguments about reading, orality, and language in the period. He also reconstructs the practices of language-learning and multilingual communication which underlay early modern travel. Learning Languages offers a new and innovative study of a set of practices and experiences which were crucial to England's encounter with the wider world, and to the fashioning of English linguistic and cultural identities at home. Interdisciplinary in its approaches and broad in its chronological and thematic scope, this volume places language-learning and multilingualism at the heart of early modern British and European history. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy and Literature 28.1 (2004) 220-223 [Access article in PDF] Doing Our Own Thing. The Degradation of Language and Music and Why We Should, Like Care, by John McWhorter; xiv & 279 pp. New York: Gotham Books, 2003, $26.00. In 2002, the first anniversary of the September 11th attacks was marked in New York City by the reading of the Gettysburg Address. It was, as many commentators noted, (...) an odd choice of eulogy, comparing as it did the unwitting and innocent victims of a terrorist attack to the willing and active [End Page 220] participants in a bloody civil war. In Doing Our Own Thing, the Berkeley linguist John McWhorter asserts that this strange choice was the result of a decline in American public discourse. A "particular kind of artful English, formerly taken for granted as crucial to legitimate expression on the civic stage has" he argues, "virtually disappeared" (p. xiv). For McWhorter, this lack of contemporary public oratory is merely part of a broader linguistic decline that has affected all aspects of American life and culture.There has, he suggests, been a dumbing-down of the language. Whereas Americans once took care to craft their language, public and private, McWhorter argues, there is now a casualness to their speech and writing which affects all aspects of their existence. The nature of this decline is best captured by McWhorter's anecdote about his research into Gullah, an obscure Creole dialect. In response to his inquiries about local speech patterns, an elderly black woman in Greenwood, Mississippi responded: "Well, seems like most folks, they speak pretty good English, but some people, it seems like they just talk" (p. 2). Whereas Americans once spoke pretty good English, McWhorter believes, now, for the most part, they just talk. In Doing Our Own Thing, he seeks to identify not only evidence for his thesis, but also the causes and consequences of this decline.Evidence of linguistic decline is, McWhorter believes, to be found in our public discourse (as evidenced by the contemporary use of the Gettysburg Address), and in the rise of rap music and popular lyrics at the expense of poetry—he notes that as late as the 1960s, the poet Marianne Moore was a guest on The Tonight Show twice. Less intuitively perhaps, he identifies the same decline in the decreased popularity of piano bars, and the rising popularity of cell-phones. What all these examples of have in common, McWhorter suggests, is a turn towards an oral as opposed to a written culture. Speech has, he says, become something of a "dress-down affair" (p. 49), and this has infected both our written word and public oratory. The "modern American speech writer" he notes, "tends strongly to operate under a guiding imperative not to sound too high a note" (p. 47). McWhorter contrasts this with examples from the nineteenth-century—with letters from ordinary soldiers to their sweethearts, and with Edward Everett's two-hour plus address at Gettysburg—which show that "we live in an America with a distinctly different relationship to the English language than an America still within living memory" (p. 167).For McWhorter, the causes of this decline are clear. The 1960s counterculture, in its efforts to "Speak Truth to Power, abandoned the formal conventions of previous generations' speech, and adopted its own more casual approach to public discourse. Indeed, McWhorter feels confident enough to identify "a single year when America lost its love for its language": 1965 (p. 183). The consequences of this decline are, for McWhorter, similarly obvious. Among them, the shift to an oral culture is held to be responsible for: the election of George W. Bush—Al Gore's "studied articulateness is certainly one of the major [End Page 221] factors that blocked him from winning the presidency" (p. xxi); the decline of contemporary political debate—more formal written language is, says McWhorter, "a better vehicle for objective argument than speech" (p. 35); and the increasingly obtuse nature of academic language. Indeed, McWhorter asserts that Judith Butler... (shrink)

The book aims at equipping you with 21st Century Skills key life skills that will drive your future employability, promotion and career success. These are required for effective reasoning, writing and decision-making in changing, evolving environments. You give reasons for what you do and think every day. You argue. You often argue about things that matter to you. For example you might argue that you are the best candidate for promotion, about whether your company should invest in China, about the (...) best way to help a friend or about what the right thing to do is in an ethical dilemma. The list is up to you. If you work your way carefully through this book you will become better at reasoning both in terms of understanding and clarifying other peoples’ arguments and also at producing increasingly sophisticated and compelling arguments of your own. You will learn how to recognize common but often seductive mistakes in reasoning and so be empowered to avoid making these mistakes yourself. Your writing and oral presentations will improve and you will hone your ability to define crucial terms in argument, debate and discussion. As this book is specifically written with everyday language considerations in mind, it is a valuable tool for anyone to understand, evaluate and construct arguments in ordinary language. (shrink)

Focusing on the first journal in 'The Unabridged Journals of Sylvia Plath', this book writes a convincing case for the value of corpus-based stylistics and narrative psychology in the analysis of representations of the experience of affective states.Situated at the intersection between language study, psychology and healthcare, this study of the personal writing of a poet and novelist showcases a cutting-edge combination of quantitative and qualitative approaches, including metaphor analysis, corpus methods, and second person narration. Techniques that systematically account (...) for representations of experiences of affective states, such as those in this book, are rare and crucial in improving understanding of these experiences. The findings and methods of this book therefore potentially have bearing on the study, diagnosis and treatment of depression and other mental illnesses. Zsófia Demjén follows the cognitive turn in both literary studies and linguistics here, emerging with a greater understanding of Plath, her diarized output and her experience of her inner world. (shrink)

Higher education curricula are developed based on creating conditions for implementing many professional and universal competencies. In Russia, one of the significant competencies for a modern specialist is business communication in oral and written forms in the Russian language and a foreign language. Therefore, teaching students to write in a foreign language is one of the modern requirements for young specialists’ professional training. This article aimed to study the tools of online communication that are used in (...) teaching foreign languages. The article presents the results of an empirical study and analysis of factors of application of online communication technologies in foreign languages teaching, synchronous and asynchronous means used in online learning, and the advantages of integrating online communication tools into the educational process of teaching a foreign language. The study of the advantages and disadvantages of educational platforms is based on an analysis of information and online communication technologies used in the educational process. Based on the example of teaching a foreign language, the article shows how online communication platforms are involved in the educational process. Furthermore, the teachers’ and students’ opinions are presented on how online platforms are convenient. The survey involved 928 first-year students and 76 foreign language teachers of Volgograd State University (Volgograd), Linguistics University of Nizhny Novgorod (Nizhny Novgorod), Tomsk Polytechnic University (Tomsk), Ural Federal University, named after the first President of Russia B.N. Yeltsin (Ekaterinburg). It was revealed that the integration of online communication tools has positive effects on the formation and development of written communication skills. (shrink)

Spoken language was long thought to be mankind's earliest means of communication, with visual and gestural languages appearing only later. “ And Adam gave names to all cattle, and to the fowl of the air, and to every beast of the field;…” (Genesis II, 20). Today, with the most diverse hypotheses in circulation, the only point on which all scholars agree—in this case, a negative one— is that the question of the origins of language remains to be answered; (...) this has little importance for the present study, and we will not dwell on the problem of origins. (shrink)

Henri Meschonnic famously gives specific usage to a repertoire of terms such as subjectivity, continuous, rhythm, historicity, recitative and enunciation. Behind them, there is a project to overcome what he calls the “chain of dualisms” (1988), or the tendency toward dichotomy in theoretical thinking, represented in the language fields by the separations between signifier and signified, oral and written, form and content, and others. Following Philip Wilson’s (2012) initiative of applying Ludwig Wittgenstein’s concepts of language games and (...) forms of life to translation studies, we seek to draw an analogy between the Wittgensteinian leap from analytics to pragmatics and the Meschonnician leap from sign to discourse, with the aim of investigating the viability of a synthesis of the two authors’ ideas as a theoretical and methodological proposition for Translation Studies. Meschonnic proposes that the sign (enunciate) be overcome in favor of discourse (enunciation), which he views as a relationship between language and body. We argue that the linguistic experience, in that light, is akin to a performance and that Wittgenstein, by focusing on the use of language, also favors this idea, which may be a possible key for a theoretical practice of translation. (shrink)

The four contributions in this special issue on Argumentation Through Languages and Cultures deals with clear cases of such argumentative situations as they develop in different cultures and language groups. One of these papers comes from the Inuit oral culture; three papers from written cultures, Chinese, Muslim and Indian cultures. Among written cultures, the Indian and Muslim cultures have developed sophisticated theories of argument, while the Chinese culture, according to Graham, combined “a sense of rigorous proof with (...) the indifference to logical forms”. (shrink)

This study contributes to the cross-linguistic investigation of written language difficulties in children with DLD by reporting new findings from Greek-speaking individuals. Specifically, we investigate the writing performance of children with DLD and compare it to that of a group of typically developing children, matched for gender and chronological age. The specific orthographic properties of Greek, radically different from those of English, offer a unique opportunity to understand the nature of written language production in DLD. The (...) participants of the study were 62 children, 31 with DLD and 31 TD. Both groups were asked to write a text on a special prompt they were given by the researcher and they were assessed in the total number of words used in text, in the proportion of incorrectly spelt words in text as well as in the use of verbs, nouns, content and function words. Also, the different words and the total number of main and subordinate clauses each of the participants used in their text were counted. The findings of the study showed that the written outputs of the DLD group were poorer in almost all measurements compared to those of their TD peers. We discuss our findings in relation to those reported by other languages, in particular English, and spell out the implications for assessing written language in children with DLD. (shrink)