“ALWAYS MIXED TOGETHER”: NOTATION, LANGUAGE, AND THE PEDAGOGY OF FREGE'S BEGRIFFSSCHRIFT

2018 ◽  
Vol 17 (4) ◽  
pp. 1099-1131
Author(s):  
DAVID E. DUNNING

Gottlob Frege is considered a founder of analytic philosophy and mathematical logic, but the traditions that claim Frege as a forebear never embraced his Begriffsschrift, or “conceptual notation”—the invention he considered his most important accomplishment. Frege believed that his notation rendered logic visually observable. Rejecting the linearity of written language, he claimed Begriffsschrift exhibited a structure endogenous to logic itself. But Frege struggled to convince others to use his notation, as his frustrated pedagogical efforts at the University of Jena illustrate. Teaching Begriffsschrift meant using words to explain it; rather than replacing spoken language, notation became its obverse in a bifurcated style of argument that separated deduction from commentary. Both registers of this discourse, however, remained within Frege's monologue, imposing a consequential passivity on his students. In keeping with Frege's visual understanding of notation, they learned by silently observing it, though never in isolation: notation and language were always mixed together.

2019 ◽  
Vol 3 (2) ◽  
pp. 215
Author(s):  
Anisatu Thoyyibah

This article is a study of Arabic Language Education students at the University of Muhammad Malang concerning spelling errors in writing Arabic characters. Orthography or Arabic alphabet spelling is a system that is generally used to realize the sound description from spoken language to written language in a language community, in this case Arabic. But in practice not everyone is able to describe the sound of language into writing correctly. Including students in the Arabic Language Study Program, University of Muhammadiyah Malang. This research is a descriptive type, in collecting data using observation techniques, documentation techniques, and interview techniques. The data analysis uses the orthographic equivalent method with basic techniques (orthographic sorting techniques) and advanced techniques (comparative correlation techniques). While the presentation of data uses informal variety. The results showed that the forms of orthographic errors or Arabic characters were first, one type of error consisting of adding vowels, reducing vowels or consonants, reducing consonant punctuation, and changing letters. Second, two or more types of errors. The factors underlying these mistakes are in terms of sociolinguistics and psycholinguistics.


Author(s):  
Oskari Kuusela

Gottlob Frege and Bertand Russell are widely regarded as the founders of analytic philosophy. A longer list also includes G. E. Moore and Ludwig Wittgenstein. This is not because analytic philosophers subscribe to Frege’s and Russell’s views about particular philosophical matters. It is hard to think of examples of such agreed-upon views. Rather, Frege’s and Russell’s role as founders is due, before all, to certain methodological ideas which they introduced. Especially important in this regard is the idea that philosophical progress could be achieved by means of the methods of symbolic or mathematical logic to whose development both contributed in important ways. This book, in essence, is an examination of Frege’s and Russell’s methodological and logical ideas and their further development and transformation by certain other philosophers, especially Ludwig Wittgenstein, but also Rudolf Carnap and Peter Strawson. It is in this sense a book on methodology in analytic philosophy. And although the book assumes the form of the examination of the history of analytic philosophy, especially the work of Wittgenstein, it is just as much—or more—about the future of analytic philosophy. The underlying question that motivates this book is what analytic philosophy could be or become, and whether it is possible for it to redeem its original promise of progress. For it seems fair to say that progress has been less impressive than Russell promised and more controversial than he may have expected (see ...


1994 ◽  
Author(s):  
R. Schwartz ◽  
L. Nguyen ◽  
F. Kubala ◽  
G. CHou ◽  
G. Zavaliagkos ◽  
...  

Author(s):  
Peter Francis Kornicki

This chapter focuses on the language rupture in East Asia, that is to say, the loss of the common written language known as literary Chinese or Sinitic. The gradual replacement of the cosmopolitan language Sinitic by the written vernaculars was a process similar in some ways to the replacement of Latin and Sanskrit by the European and South Asian vernaculars, as argued by Sheldon Pollock. However, Sinitic was not a spoken language, so the oral dimension of vernacularization cannot be ignored. Charles Ferguson’s notion of diglossia has been much discussed, but the problem in the context of East Asia is that the only spoken languages were the vernaculars and that Sinitic was capable of being read in any dialect of Chinese as well as in the vernaculars used in neighbouring societies.


ReCALL ◽  
2000 ◽  
Vol 12 (1) ◽  
pp. 63-72 ◽  
Author(s):  
CARMEN CABOT

This paper presents the results of a study that demonstrates an effective use of the Web as a tool to increase motivation and thus promote reading and writing skills in Spanish as well as a deeper sense of the culture of the Spanish speaking world. In the study, thirty students of second year Spanish at the University of New South Wales were required to prepare an itinerary for a trip to a Spanish speaking country of their choice using the WWW as the only resource. In general our findings regarding improved language skills were consistent with the literature: an increase of vocabulary, more use of references, more student initiated interactions and greater interactivity in the classroom amongst students were observed. There was, however, one aspect, linguistic accuracy, in which improvement was not greatly noted. The data collected confirms that a task-oriented Web based course can increase the motivation of students, improve the scope of their reading, and enhance their perception of the target culture, all with a great effect on range of language explored, learned and re-processed, but a much lesser effect on the accuracy of written language produced.


2013 ◽  
Vol 7 (1) ◽  
pp. 58
Author(s):  
Siska Amelia Maldin

There is a tendency of cases in transforming spoken and written language. A current debate was proposed about the role. This debate derives from current phenomenon which shows evidence which is related with learner mastery in the particular skills. Some learners are able to produce spoken form of language fluently, however, when it comes to writing, it is seen that they find difficulties and get disturbance to put down ideas and elaborate the ideas into a good writing.  Hence, two questions arise. First, to what extent is the nature of spoken and written language? Second, what are strategies to help learners in transforming their spoken language to the written production? Therefore, this article is proposed to explain the nature of spoken and written language and present any strategies to help learners in transforming their spoken language into the written forms.


2019 ◽  
Vol 8 (4) ◽  
Author(s):  
Arrasyd Arrasyd ◽  
Hamzah Hamzah

The purpose of this study was to find impoliteness strategies used by netizens to Jokowi-Maaruf and netizens to Prabowo-Sandi based on gender in YouTube comments section based on Culpeper`s theory (1996). This research was descriptive qualitative research based on impoliteness strategies phenomena in written language. The data on this research were words, phrases, and sentences in online comments that contained impoliteness strategies found in Indonesian Presidential debate 2019 in YouTube comment. The instruments of this research were Wi-Fi, laptop, writing equipment, and indicators of impoliteness strategies. The results of analysis showed that from 200 comments collected, there were 267 impoliteness strategies found. The reason why number of strategies found bigger than the data collected is because the commentators mostly performed more than one strategy in one utterance. Four by five strategies found in this research were bald on record, positive impoliteness, negative impoliteness, and sarcasm or mock politeness. The strategies that were not found ware withhold politeness because it only occurred in spoken language. The most used strategies were positive impoliteness. The highest user of positive impoliteness was male netizens to female netizens to Prabowo-Sandi (47%).


Virittäjä ◽  
2008 ◽  
Vol 112 (2) ◽  
pp. 162
Author(s):  
Auli Hakulinen ◽  
Lea Laitinen

Anaphoric zero: Grammar and affect [myös suomeksi] (englanti)2/2008 (112)Anaphoric zero: Grammar and affectThe article examines the syntactic and semantic properties of the anaphoric zero in spoken and written Finnish. Referentially, the zero is equivalent to the third person pronoun hn he/she or he they. However, the writers started out with the hypothesis that this does not necessarily hold for other possible kinds of meaning conveyed by the two different devices, the anaphoric zero and anaphoric pronouns. In standardised written language the conditions for use of the zero are fairly clear cut: within a sentence it is mainly used as an anaphoric device, but in a subordinate clause that precedes the main clause it is also used as a forward-looking, anticipatory anaphor. In spoken language as well as in literary prose the syntactic conditions are more flexible. During the course of the research, it was the literary texts that proved especially fruitful for understanding the implications involved in the use of the anaphoric zero.In earlier work (e.g. Kalliokoski 1990; Heinonen 1995), it has been pointed out that the anaphoric zero typically ties two successive clauses together more tightly than a pronoun would. The writers are able to show that it does something else as well. In talk-in-interaction, it conveys the speakers commitment to and often affiliation with the previous speakers perspective and stance. In reported speech - both in spoken language and in literary dialogue - the zero can convey the speakers attitude concerning the thoughts of the person being referred to, for example irony and empathy.The writers argue that when the zero represents one alternative in a paradigm it is empty only in (morpho)syntactical terms, not in terms of meaning. Whether the speaker chooses a pronoun (hn or he) or a zero, he/she makes a rhetorical choice. The zero alternative creates implications, expressing the speakers affective stance and attitude in relation to the characters in the story, or his/her interpretation of the speech, thought or behaviour of the co-participant or the story character that he/she is quoting.It is striking that in more than 90 per cent of the 150 examples used, the verb is at the beginning of the utterance or turn. In the rest of the cases, the verb is often preceded by an epistemic adverb (varmaan definitely, tuskin hardly), or the utterance is formed as a fixed construction. The writers hypothesise that the grammar of the anaphoric zero should include verb initial position as one of its constitutive factors. This factor is typical both for co-ordinated and subordinated sentences of the standard written language that are governed by syntactic rules, and for the turn-initial expressions that arise from the speakers or narrators affective stance towards the matter at hand.Auli Hakulinen Lea Laitinen- - - - - - - - - - - -Anaforinen nolla: Kielioppia ja affektejaArtikkeli käsittelee anaforisen nollan syntaktisia ja semanttisia ominaisuuksia puhutussa ja kirjoitetussa suomessa. Referentiaalisesti nolla vastaa kolmannen persoonan pronomineja hän, he. Lähdimme kuitenkin siitä oletuksesta, että vastaavuus ei välttämättä koske niiden muita funktioita. Normitetussa kirjakielessä nollan käytön ehdot ovat jokseenkin selvät: virkkeen rajoissa se on anaforinen mutta päälausetta edeltävässä sivulauseessa myös eteenpäin katsova, ennakoiva anafora. Puhutussa kielessä samoin kuin kaunokirjallisessa proosassa anaforisen nollan syntaktiset ehdot ovat joustavammat. Varsinkin kaunokirjalliset tekstit osoittautuivat hedelmällisiksi yrittäessmme tutkimuksen kuluessa ymmrätää nollan käyttöön liittyviä implikaatioita. Aikaisemmassa tutkimuksessa (Kalliokoski 1990, Heinonen 1995) on todettu, että anaforinen nolla sitoo kaksi perättäistä lausetta tiukemmin yhteen kuin pronomini. Omassa tutkimuksessamme voimme osoittaa sen tekevän muutakin. Keskustelupuheessa se välittää puhujan sitoutumista ja usein asettumista (affiliaatiota) edellisen puhujan perspektiiviin ja asennoitumiseen. Referoinnissa - niin vapaassa puheessa kuin kaunokirjallisessa dialogissakin - nolla voi tuoda esiin puhujan asennoitumisen puheenalaisen henkilön ajatuksiin, esimerkiksi ironisia tai empaattisia affekteja.Väitämme siis, että kun nolla on yksi paradigman vaihtoehdoista, se on tyhjä vain (morfo)syntaktisesti, ei merkitykseltään. Käyttää puhuja sitten pronominia hän, he tai nollaa, hän tekee retorisen valinnan. Nollavaihtoehto luo implikaatioita, ilmaisee puhujan affektia ja suhtautumista kertomuksen henkilöön tai tulkintaa referoimansa puhekumppanin tai kertomuksen henkilön puheesta, ajattelusta tai käyttäytymisestä.Huomiota herttää, että yli 90 %:ssa 150 esimerkistämme verbi on lausuman- tai vuoronalkuinen. Lopuissa tapauksista verbi edeltää usein episteeminen adverbi (varmaan, tuskin) tai lausumana on kiteytynyt konstruktio. Hypoteesimme on, että verbialkuisuus on anaforisen nollan kieliopin tärkeä piirre. Se on tyypillinen kirjoitetussa kielessä sekä rinnasteisille ja alisteisille virkkeille, joita säätelevät kirjakielen normit, että vuoronalkuisille ilmauksille, jotka ilmentävät puhujan tai kertojan affektista suhtautumista käsillä olevaan. Auli Hakulinen Lea Laitinen


2017 ◽  
Vol 4 (4) ◽  
pp. 125
Author(s):  
Indra Grietēna

The paper reviews publications by Latvian linguists looking at the main translation problems within the context of the EU between 2005 and 2010. The author analyses the publications from three aspects: general aspects of translation problems and practices within the EU context, particular translation problems, and methodological publications providing guidelines for translators working within the EU context. The author reveals discussions on the ways translation influences language in general, the role of the source language for the development of the target language, and the role and responsibility of a translator at the ‘historical crossroads’. The article discusses a number of EU-specific translation problems, including source language interference, problems of the translator’s visibility and a translation’s transparency, ‘false friends’, and linguistic and contextual untranslatability. The author briefly summarizes the contents of guidelines and manuals for translators working within the EU context, highlighting the main differences between English and Latvian written language practices, literal (word-for-word) translation and the translator’s relationship with the source text. The publications selected and analysed have been published either in conference proceedings or in academic journals from the leading Latvian institutions in the field of translation: Ventspils University College, the University of Latvia, the State Language Commission of Latvia and Translation and Terminology Centre of Latvia.


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