scholarly journals Anatomic and electro-physiologic connectivity of the language system: A combined DTI-CCEP study

2011 ◽  
Vol 41 (12) ◽  
pp. 1100-1109 ◽  
Author(s):  
Christopher R. Conner ◽  
Timothy M. Ellmore ◽  
Michael A. DiSano ◽  
Thomas A. Pieters ◽  
Andrew W. Potter ◽  
...  
Keyword(s):  
Language System ◽  
System A

scholarly journals O możliwym spojrzeniu na supersystem rozrywkowy z perspektywy wykorzystania wybranych osiągnięć językoznawstwa. Propozycja metodologiczna

2019 ◽  
Vol 24 ◽  
pp. 329-356
Author(s):  
Adam Mazurkiewicz
Keyword(s):  
Social Communication ◽  
Central Position ◽  
Language System ◽  
Transmedia Storytelling ◽  
System A ◽  
Symbolic Meanings ◽  
Integral Element ◽  
The Subject ◽  
Object Of Study ◽  
Time Culture

On the possible analysis of the entertainment supersystem from the perspective of employing selected achievements of linguistics: A methodological approachCurrently linguistics treats the subject of its study not so much as a tool for social communication, but as an integral element of culture. At the same time, culture is perceived as a system of symbolic meanings. However, the same position is occupied by “entertainment supersystems” whose role is transmedia storytelling. From the perspective of semiotics they are — just as the language system — a sign. Thus, perhaps employing the descriptive instrumentarium of language mechanisms, due to its peculiar character, will allow for a more adequate consideration of cultural phenomena in this case the entertainment supersystem than applying this methodology outside humanities. What is more, a transfer of focus from an ontological perspective seeking to answer the question of what an entertainment supersystem is or is not to an epistemological one an attempt to understand how it functions in society, that is, “how it is used” seems to be compliant with the transition from linguistic structuralism to the post-structuralistic paradigm. At the same time, considering methodological implications which derive from the analysis of mechanisms regulating the functioning of entertainment supersystems by means typical for the linguistics instrumentarium, one can easily reach the conviction that text as an object of study has been reinstated in its central position.

Interareal connectivity in the human language system: a cortico-cortical evoked potential study

2005 ◽  
Vol 1278 ◽  
pp. 397-400 ◽  
Author(s):  
Riki Matsumoto ◽  
Dileep R. Nair ◽  
William Bingaman ◽  
Akio Ikeda ◽  
Hiroshi Shibasaki ◽  
...  
Keyword(s):  
Evoked Potential ◽  
Human Language ◽  
Language System ◽  
System A ◽  
Potential Study

Plasticity in the adult language system: A longitudinal electrophysiological study on second language learning

NeuroImage ◽  
2006 ◽  
Vol 33 (2) ◽  
pp. 774-783 ◽  
Author(s):  
M. Stein ◽  
T. Dierks ◽  
D. Brandeis ◽  
M. Wirth ◽  
W. Strik ◽  
...  
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Electrophysiological Study ◽  
Language System ◽  
System A

INDICATORS FOR MEASURING DIALOGIC SPEECH AT PRE-SCHOOL AGE

2018 ◽  
Vol 28 (3) ◽  
pp. 1075-1078
Author(s):  
Delyana Chuhovska
Keyword(s):  
School Age ◽  
Language System ◽  
Speech Activity ◽  
Ferdinand De Saussure ◽  
System A ◽  
Self Actualization ◽  
General Linguistics ◽  
Main Components ◽  
The Individual ◽  
Dynamic Exchange

One of the most important achievements of child development is the learning of a language and its activation through speech. Ferdinand de Saussure believes that “people use the rules of language to produce speech” [1]. In his essay “Course in general linguistics” he distinguishes between language, speech and speech activity. In his view, language is an element of speech activity, but it itself is an integrality. He describes speech activity as heterogeneous and belonging to both the individual and the social sphere. Saussure defines speech as an individual expression of language. Language is a system; speech - its realization.As means of communication, language can be considered as a social, biological or socio-psychological phenomenon. Itsdevelopment begins with birth and continues throughout life. The most intensive processes are those of its adoption in pre-school age. Through spoken communication, children meet their natural need for self-expression, self-assertion and self-actualization. Through the adopted language knowledge they exchange information and express their needs, thoughts, desires and feelings. This dynamic exchange of personally meaningful information through verbal channels can be defined as a dialogic associated speech.In the second half of the last century ontogenetic psycholinguistics greatly expanded its knowledge of how children master the language system, focusing on the linkage of linguistic ontogenesis with the perceptual and cognitive development of children.Linguistics describes the language system as a complex set of three main components with five distinct areas of linguistic functioning, which are differentiated in accordance to the content. Bloom and Lahey (1978) define the basic components of the language system: “a form, content and use” [2].If we accept Bloom and Lahey’s theory of the basic components of language and Chomsky’s theory (speech is an individual expression of language) when looking for criteria to study the dialogue in children, we can assume that dialogue is a process of dynamic exchange of structured language units of speech united by a mutually recognizable form which is structured in accordance to content.The main problem in exploring dialogic speech is the selection of the indicators with the help of which it will be measured. The factually measurable structures - productivity, autonomy, lexical-grammatical shaping of dialogue and integrity (according to Daskalova) are selected for the purposes of the study.

scholarly journals The Chinese Language Complement as a Grammatical Challenge

2021 ◽  
pp. 88-95
Author(s):  
Ю.А. Костина
Keyword(s):  
Word Order ◽  
Chinese Language ◽  
Russian Language ◽  
Grammatical Category ◽  
Language System ◽  
System A ◽  
The Russian Language

В статье исследуется проблема понятия «комплемент» в китайском предложении. Автор рассматривает трудности овладения комплементом, что объясняется его отсутствием как грамматической категории в системе русского языка, разнообразием функций, многозначностью, зависимостью от ряда параметров коммуникативной ситуации, необходимостью соблюдать порядок слов и другими факторами. В работе приводится составленная автором диаграмма, наглядно демонстрирующая, какие именно типы комплемента вызывают наибольшие трудности, по мнению самих студентов. Предлагаемая типология упражнений учитывает субъективные трудности студентов, учит целенаправленно преодолевать их, а затем распределять внимание между несколькими трудностями в условиях, имитирующих реальное общение. The paper deals with the problem of complement in the Chinese sentence. The author examines the difficulties of studying the complement, explained by its absence as a grammatical category in the Russian language system, a variety of functions, polysemy, dependence on a number of parameters of the communicative situation, the need to observe word order and other factors. The work provides a diagram compiled by the author, clearly demonstrating which types of complement cause the greatest difficulties, according to the students' opinion. The proposed typology of exercises takes into account the challenges that are subjectively felt by students, teaches to purposefully overcome each difficulty, and to distribute attention among several difficulties in conditions that imitate real communication.

Types of Assignments when Teaching the Infinitive in Syntax Lessons in Grades 8–9

2020 ◽  
Vol 81 (5) ◽  
pp. 15-22
Author(s):  
M. I. Shutan
Keyword(s):  
Secondary School ◽  
Functional Approach ◽  
Linguistic Competence ◽  
Language System ◽  
Complex Sentences ◽  
System A ◽  
Different Levels

The article describes types of assignments used in teaching the infinitive in lessons on syntax in grades 8–9. The proposed assignments help students recognize the unity of different levels of the language system. A functional approach to the study of Russian grammar is manifested in the organization of lessons devoted to principal and subordinate parts of a sentence, one-member sentences, homogeneous parts, introductory phrases, compound sentences, syndetic and asyndetic complex sentences. The proposed assignments tested during secondary school lessons included sentence analysis for language phenomenon identification, in some cases involving a grouping of sentences; transformation of syntactic constructions; writing compositions with a grammatical setting; linguostylistic analysis of a poem. The article presents an approach to forming the linguistic competence of students and the development of their speech skills.

Sign in / Sign up

Export Citation Format

Share Document