Towards understanding and studying cohesion in schizophrenic speech

1995 ◽  
Vol 16 (1) ◽  
pp. 25-41 ◽  
Author(s):  
Jonathan Fine
Keyword(s):  
Language Use ◽  
Initial Step ◽  
Linguistic Analysis ◽  
Research Tool ◽  
Theoretical Context ◽  
Broad Approach

ABSTRACTCohesion analysis has been used to investigate the language of schizophrenics and that associated with other psychiatric syndromes. Alverson and Rosenberg (1990) reviewed this technique. Such analyses properly imply the necessity and value of a broad approach to language and language use. To be optimally useful, cohesion analysis must be seen in its theoretical context. Cohesion is one means of creating text, and therefore it cannot account for all aspects of the pretheoretical notion of coherence. Cohesion may realize elements of register and code, but these concepts are distinct and account for different kinds of variation in language use. As a research tool, cohesion is one initial step of linguistic analysis that can meet the dual criteria of both an analysis of language in context and in reliability.

On thetical grammar

2011 ◽  
Vol 35 (4) ◽  
pp. 852-897 ◽  
Author(s):  
Gunther Kaltenböck ◽  
Bernd Heine ◽  
Tania Kuteva
Keyword(s):  
Internal Structure ◽  
Language Use ◽  
Linguistic Analysis ◽  
Word Structure ◽  
Language Knowledge

Most frameworks of linguistic analysis tend to highlight phenomena of language use and/or language knowledge such as sentence and word structure, while backgrounding or ignoring other phenomena that are interpreted as being of more marginal interest for the linguist. The main goal of this paper is to argue that some phenomena that have previously been treated as being more peripheral play an important role in the organization of linguistic discourse, and that the latter operates in at least two different domains, namely that of sentence grammar and of thetical grammar. Each of the two domains has its own internal structure, and the two tend to be separated from one another syntactically, prosodically, and semantically. Building on recent research, the paper aims at defining the main characteristics of thetical grammar.

scholarly journals Hyperbolic markers in modeling hyperbole: a scenario-based account

2021 ◽  
Vol 85 ◽  
pp. 61-71
Author(s):  
Carla Ovejas Ramírez
Keyword(s):  
Cognitive Linguistics ◽  
Language Use ◽  
Meaning Construction ◽  
The Other ◽  
Target Domain ◽  
Real Situation ◽  
Source Domain ◽  
The Real ◽  
Theoretical Context ◽  
Hypothetical Scenario

This article discusses hyperbolic markers in modeling hyperbole from the perspective of a scenario-based account of language use within the framework of Cognitive Linguistics. In this view, hyperbole is seen as a mapping across two conceptual domains (Peña y Ruiz de Mendoza, 2017), a source domain, here relabeled as the magnified scenario, which contains a hypothetical unrealistic situation based on exaggeration, and a target domain or observable scenario which depicts the real situation addressed by the hyperbolic expression. Since the hypothetical scenario is a magnified version of the observable scenario, the mapping contains source-target matches in varying degrees of resemblance. Within this theoretical context, the article explores resources available to speakers for the construction of magnified scenarios leading to hyperbolic interpretation. Among such resources, we find hyperbole markers and the setting up of domains of reference. Finally, the article also discusses hyperbole blockers, which cancel out the activity of the other hyperbolic meaning construction mechanisms.

scholarly journals Studiare l’apprendimento linguistico interculturale come pratica discorsiva e interazionale

2018 ◽  
Author(s):  
Claudia Borghetti
Keyword(s):  
Language Learning ◽  
Language Use ◽  
Linguistic Analysis ◽  
Student Interaction ◽  
Discursive Practice ◽  
Intercultural Learning ◽  
Theoretical Part ◽  
Definition Of ◽  
Class Interaction ◽  
Interactional Features

This paper focuses on intercultural language learning and on the methods to study it. The discussion is divided into two parts. In the first theoretical part, intercultural language learning is defined as a linguistic and discursive practice, according to a non-essentialist approach. In the second methodological part, the paper overviews the limited number of studies which, coherently with a language-use-based definition of intercultural learning, have employed forms of linguistic analysis to detect traces of such learning in class interaction. Finally the analysis of one extract from a class-based student-student interaction is presented, in order to showcase how different forms of linguistic analysis can be adopted to investigate the discursive and interactional features of intercultural learning.

Maryann Overstreet, Whales, candlelight, and stuff like that: General extenders in English discourse. (Oxford Studies in Sociolinguistics) Oxford & New York: Oxford University Press, 1999. Pp. xii + 171. Hb. $39.95.

2002 ◽  
Vol 31 (1) ◽  
pp. 132-134
Author(s):  
Catherine N. Ball
Keyword(s):  
New York ◽  
Language Use ◽  
Descriptive Study ◽  
Linguistic Analysis ◽  
Limiting Factor ◽  
Theoretical Frameworks ◽  
Oxford University ◽  
Naturally Occurring ◽  
Starting Point ◽  
Discourse Functions

Characterizing the discourse functions of linguistic expressions is surely one of the most difficult tasks in linguistic analysis. The starting point for any study of discourse functions is the examination of naturally occurring data; the limiting factor is the lack of well-developed theoretical frameworks for understanding language use. Still, a good descriptive study has lasting value, and empirical claims invite further analysis. Overstreet's study of the “general extenders” or something, and everything, and other members of this class makes a solid contribution on both fronts.

Analysis of language use in public library storytimes

2018 ◽  
Vol 52 (2) ◽  
pp. 476-484 ◽  
Author(s):  
Maria Cahill ◽  
Soohyung Joo ◽  
Kathleen Campana
Keyword(s):  
Language Development ◽  
Oral Language ◽  
Growth And Development ◽  
Language Use ◽  
School Success ◽  
Public Libraries ◽  
Public Library ◽  
Initial Step ◽  
Behavioral Skills ◽  
Oral Language Development

Public libraries are well positioned to support young children’s growth and development, yet few studies have examined programming to determine the extent to which they actually do. The current study investigated the nature of language use in public library storytimes as an initial step in determining their potential to contribute to the vocabulary and oral language development of young children. The study employed textual analysis methods with 22 storytime transcripts to identify token and type counts, the most frequent words spoken by participating librarians and children respectively, the major grammar elements present, and the top 20 nouns, verbs, and adjectives. Results suggest that librarians dominate storytime communication with language that is highly repetitive and complex, yet centered on children and cognitively accessible for them. Further, storytimes seem to promote cognitive and behavioral skills necessary for school success such as counting and exposure to foundational concepts like colors, size, and position.

Objective and subjective collocational frequency

2021 ◽  
Vol 2 (1) ◽  
pp. 64-91
Author(s):  
Hakan Cangır
Keyword(s):  
Target Word ◽  
Computational Methods ◽  
Language Use ◽  
Initial Step ◽  
Decision Makers ◽  
Tertiary Level ◽  
Systematic Method ◽  
Association Measures ◽  
T Score ◽  
Language Analysis

Abstract Research states that when deciding what target lexical items to focus in their syllabi, textbook designers tend to use their intuition and establish their framework for vocabulary teaching accordingly rather than using a systematic method. With the advent of computational methods for language analysis, contemporary EFL publishers also claim they have begun to design corpus-informed textbooks reflecting actual language use in their products as evidenced in a representative corpus. In an attempt to offer a more rational method to form corpus-oriented and pedagogically convenient target vocabulary lists, the present study, exploiting different association measures in a representative corpus, seeks to detect the collocational strength of 50 target word combinations presented in the two EFL textbooks as an initial step. Additionally, inspired by Ellis et al.’s (2008) research, the current study aims to investigate if/to what extent the association measures indicating collocational strength correlate with EFL instructors’ intuitions regarding collocational frequency. The results indicate that EFL instructors’ collocational frequency intuitions correlate strongly with an objective collocational frequency measure (t-score). The findings are likely to guide decision makers in tertiary level schools in constructing their vocabulary syllabi and designing materials for teaching collocations in particular.

scholarly journals Linguistic analysis of pediatric residency personal statements: gender differences

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Jessica C. Babal ◽  
Aubrey D. Gower ◽  
John G. Frohna ◽  
Megan A. Moreno
Keyword(s):  
Gender Differences ◽  
Language Use ◽  
Linguistic Analysis ◽  
Word Count ◽  
Application Process ◽  
Residency Programs ◽  
Future Studies ◽  
Pediatric Residency ◽  
Personal Statement ◽  
Predominantly Female

Abstract Background All US residency programs require applicants to submit personal statements. Prior studies showed gender differences in personal statement writing, which has implications for gender bias in the application process, but previous studies have not considered the dual influence of specialty-specific values on personal statement writing by applicants of each gender. Objective To understand gender differences in pediatric residency personal statements. Methods From 2017 to 2018, we performed linguistic analysis of personal statements written by interviewees at a mid-size US pediatrics residency during two prior academic years. We assessed writing tone, communal language, and agentic language. We performed t-tests to evaluate for gender differences, p < 0.05. Results We analyzed personal statements from 85 male and 85 female interviewees. Average word count was 676 words. Personal statements demonstrated analytic writing style with authentic and positive emotional tone. We found no gender differences in communal language for social affiliation (p = 0.31), adjectives (p = 0.49), or orientation (p = 0.48), which deviates from typical gender norms for male language use. Males used agentic language of reward more frequently (p = 0.02). Conclusions Findings suggest that social language is valued in pediatrics, a predominantly female specialty, regardless of applicant gender. Use of reward language by males is consistent with previous findings. Future studies should evaluate gender differences in residency applications across specialties to advance understanding of the role gender plays in the application process.

scholarly journals Linguistic Analysis of Pediatric Residency Personal Statements: Gender Differences

2019 ◽  
Author(s):  
Jessica Babal ◽  
Aubrey Gower ◽  
John Frohna ◽  
Megan Moreno
Keyword(s):  
Gender Differences ◽  
Language Use ◽  
Linguistic Analysis ◽  
Word Count ◽  
Application Process ◽  
Residency Programs ◽  
Future Studies ◽  
Pediatric Residency ◽  
Personal Statement ◽  
Predominantly Female

Abstract Background: All US residency programs require applicants to submit personal statements. Prior studies showed gender differences in personal statement writing, which has implications for gender bias in the application process, but previous studies have not considered the dual influence of specialty-specific values on personal statement writing by applicants of each gender. Objective: To understand gender differences in pediatric residency personal statements Methods: From 2017-2018, we performed linguistic analysis of personal statements written by interviewees at a mid-size US pediatrics residency during two prior academic years. We assessed writing tone, communal language, and agentic language. We performed t-tests to evaluate for gender differences, p<0.05. Results: We analyzed personal statements from 85 male and 85 female interviewees. Average word count was 676 words. Personal statements demonstrated analytic writing style with authentic and positive emotional tone. We found no gender differences in communal language for social affiliation (p=0.31), adjectives (p=0.49), or orientation (p=0.48), which deviates from typical gender norms for male language use. Males used agentic language of reward more frequently (p=0.02). Conclusions: Findings suggest that social language is valued in pediatrics, a predominantly female specialty, regardless of applicant gender. Use of reward language by males is consistent with previous findings. Future studies should evaluate gender differences in residency applications across specialties to advance understanding of the role gender plays in the application process.

Speech-gesture constructions in cognitive grammar: The case of beats and points

2018 ◽  
Vol 29 (3) ◽  
pp. 453-493 ◽  
Author(s):  
Laura Ruth-Hirrel ◽  
Sherman Wilcox
Keyword(s):  
Language Use ◽  
Semantic Information ◽  
Initial Step ◽  
Cognitive Grammar ◽  
Actual Usage ◽  
Symbolic Integration ◽  
Detailed Explanation ◽  
Pointing Gestures

AbstractThe current study uses principles from Cognitive Grammar to better account for the symbolic integration of gesture and speech. Drawing on data collected from language use, we examine the use of two attention-directing strategies that are expressed through gesture, beats and pointing. It has been claimed that beats convey no semantic information. We propose that beat gestures are symbolic structures. It has also been noted that beats are often overlaid on other gestures. To date, however, no detailed explanation has been offered to account for the conceptual and phonological integration of beats with other co-expressed gestures. In this paper, we explore the integration of beats and pointing gestures as complex gestural expressions. We find that simple beat gestures, as well as beat gestures co-expressed with pointing gestures, are used to direct attention to meanings in speech that are associated with salient components of stancetaking acts. Our account further reveals a symbolic motivation for the apparent “superimposing” of beats onto pointing gestures. By closely examining actual usage events, we take an initial step toward demonstrating how the symbolic elements of both beats and points are integrated in multimodal constructions.

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