Indirect reports as language games

2012 ◽  
Vol 20 (3) ◽  
pp. 593-613 ◽  
Author(s):  
Alessandro Capone
Keyword(s):  
Language Game ◽  
Language Games ◽  
Theory Of Language ◽  
The Voice

In this chapter I deal with indirect reports in terms of language games. I try to make connections between the theory of language games and the theory of indirect reports, in the light of the issue of clues and cues. Indirect reports are based on an interplay of voices. The voice of the reporter must allow hearers to ‘reconstruct’ the voice of the reported speaker. Ideally, it must be possible to separate the reporter’s voice from that of the reported speaker. When we analyze the language game of indirect reporting, we ideally want to establish which parts belong to the primary voice (the reported speaker’s voice) and which parts belong to the reporter’s voice. In this paper I apply considerations on language games by Dascal et al. (1996) and I explore the dialectics between abstract pragmatics principles and considerations about situated uses that are sensitive to cues and clues.

Worchitect: An English Grammar (Parts of Speech) Card Game

2018 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Adi Idham Jailani ◽  
Nazarul Azali Razali ◽  
Ahmad Harith Syah Md Yusuf ◽  
Ariff Imran Anuar Yatim ◽  
Nor Atifah Mohamad
Keyword(s):  
Teaching And Learning ◽  
Language Game ◽  
Language Teachers ◽  
Learning Activity ◽  
Language Games ◽  
Card Game ◽  
Parts Of Speech ◽  
English Grammar ◽  
L2 Learners ◽  
Grammar Rules

Mastery of the English grammar is an intricate subject. Conventional teaching and learning of the English grammar have found to be an arduous task for teachers and a lacklustre one for students. The traditional pen and paper method often cause second language (L2) learners to become unmotivated in understanding this important element of the language. Thus, it is critical to provide L2 learners with the motivation to engage learning grammar in a more meaningful and purposive process. An ideal way to provide such learning experiences is through the use of language games that accommodate L2 learners’ desire to grasp grammar rules in an enjoyable way. To fill the gap for a purposive and meaningful grammar-based language game, Worchitect, a card-based game that focuses on (English) parts of speech is developed. The card game poses players/learners with questions that will foster their understanding of the rules of grammar for them to play the game and accumulate the highest scores possible. This game provides a constructive reinforcement to L2 users as it allows for the English parts of speech (and grammar) rules to be deductively attained. Furthermore, Worchitect is highly marketable as it is suitable for learners of various language proficiencies; for language teachers to be used as reinforcement or the actual learning activity; for parents who are looking to spend quality time with their children; and for any language enthusiast.

LANGUAGE GAMES IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE

2020 ◽  
Author(s):  
Olga Iermachkova ◽  
Katarína Chválová
Keyword(s):  
Foreign Language ◽  
Language Game ◽  
Word Formation ◽  
Language Games ◽  
Effective Implementation

The paper is devoted to the language game in teaching Russian as a foreign language. The research aims to examine the phenomenon of the language game in journalistic text and show its effective implementation in the study processes. Language games are considered at different language levels (word-formation, graphics, paremiology and etc.). The article analyzes the definitions of the examined phenomenon and its main functions in journalistic text.

Teaching Applied Music

2020 ◽  
pp. 193-208
Author(s):  
Colleen M. Conway
Keyword(s):  
Undergraduate Students ◽  
Lesson Study ◽  
Applied Music ◽  
Specific Culture ◽  
Music Faculty ◽  
The Voice ◽  
Applied Studio

Chapter 10 is based on responses from applied music faculty around the country as well as responses from undergraduate students regarding applied lesson study. Quotes from both applied faculty and undergraduate students are included throughout the chapter. I have tried to represent the voice of the applied teacher in this chapter as a way of honoring the very specific culture that is created in each unique applied studio. Issues presented include scheduling logistics, pianists, choosing repertoire and materials, juries and auditions, practicing and motivation. Stories written by applied faculty as well as students from around the country are used to illustrate the characteristics of successful applied teachers.

Evolution of an Optimal Lexicon under Constraints from Embodiment

2003 ◽  
Vol 9 (4) ◽  
pp. 387-402 ◽  
Author(s):  
Willem Zuidema ◽  
Gert Westermann
Keyword(s):  
Cognitive Science ◽  
Language Processing ◽  
Language Evolution ◽  
Language Game ◽  
Self Organization ◽  
Language Games ◽  
Linguistic Patterns ◽  
Language And Cognition ◽  
Linguistic Structures

Research in language evolution is concerned with the question of how complex linguistic structures can emerge from the interactions between many communicating individuals. Thus it complements psycholinguistics, which investigates the processes involved in individual adult language processing, and child language development studies, which investigate how children learn a given (fixed) language. We focus on the framework of language games and argue that they offer a fresh and formal perspective on many current debates in cognitive science, including those on the synchronic-versus-diachronic perspective on language, the embodiment and situatedness of language and cognition, and the self-organization of linguistic patterns. We present a measure for the quality of a lexicon in a population, and derive four characteristics of the optimal lexicon: specificity, coherence, distinctiveness, and regularity. We present a model of lexical dynamics that shows the spontaneous emergence of these characteristics in a distributed population of individuals that incorporate embodiment constraints. Finally, we discuss how research in cognitive science could contribute to improving existing language game models.

Quality in qualitative management accounting research

2014 ◽  
Vol 11 (1) ◽  
pp. 29-39 ◽  
Author(s):  
Hanne Nørreklit
Keyword(s):  
Cost Management ◽  
Management Accounting ◽  
Language Game ◽  
Language Games ◽  
Content Type ◽  
Four Dimensions ◽  
Accounting Research ◽  
Pragmatic Constructivism ◽  
Insight Into

Purpose – The purpose of this article is to demonstrate how the quality of Qualitative Research in Accounting & Management (QRAM) is manifested through the conceptualization of knowledge about functioning actions that are applicable for local management accounting practices. Design/methodology/approach – Drawing on language game theory and pragmatic constructivism, the paper analyzes the “practice doing” embedded in key language games of the case descriptions of three articles on intra-organizational buyer-supplier relations published in QRAM with the aim of revealing how they contribute to the development of a performativity in management accounting topos that integrates facts, possibilities, values and communication. Findings – The analysis documents that the three QRAM articles on inter-organizational cost management make a common contribution to the knowledge related to what to do to make functional actions within the practice of inter-organizational cost management. Together, the articles provide conceptual rigour with a complexity in content that can encompass the four dimensions of integration. Research limitations/implications – In providing a framework for analyzing practice relevance, the paper has implications for contemporary discussions on doing research that is relevant for practice. Originality/value – The paper provides novel insight into the analysis of quality in management accounting research. Additionally, it provides a framework for reflecting on the accumulation of practice-relevant knowledge and identifying areas requiring more research.

Use, Meaning, and Theoretical Commitment

2006 ◽  
Vol 71 (1) ◽  
pp. 175-204 ◽  
Author(s):  
Eike Von Savigny
Keyword(s):  
Language Game ◽  
Expressive Power ◽  
Language Games ◽  
Everyday Language ◽  
Theoretical Commitment

This paper is on theoretical commitments involved in connecting use and meaning. Wittgenstein maintained, in his , that meaning more or less 'is' use; and he more or less proclaimed that in philosophy, we must 'not advance any kind of theory' (PI § 109). He presented a connection between use and meaning by describing a sequence of language-games where richness of vocabularies and complexity of embedding behaviour grow simultaneously. This presentation is very in the sequence of PI §§ 2, 8, 15, and 21, even if it needs sympathetic touching up. If supplemented, the presentation makes a for claiming that there is a connection between use and meaning in the following sense: This may be a very modest statement of the meaning-is-use connection. However, , as sober analysis of the sequence presented by Wittgenstein will reveal. This is not to say that the modest statement is in any way fishy. Rather, I want to remind readers of how desirable it is to restrict the interpretation of Wittgenstein's famous hostile remarks on theories to that kind of metaphysical misunderstandings of our everyday language which the context of PI § 109 is about. In (1) I characterize, by way of listing examples from the , the area of what I think Wittgenstein regarded as innocent, everyday meaning talk, talk that is not yet infected by bad philosophy. In (2), I argue that what Wittgenstein wanted to show was that such talk is in some sense replaceable by use descriptions, i.e. by descriptions of language-games. In (3), I argue that not all kinds of language-games are relevant; in particular, those of teaching and explaining words have to be excluded. As I restrict myself to the four remaining 'primitive' language-games in PI §§ 2, 8, 15, and 21, I have to defend my approach, in (4), against Joachim Schulte's case for reading Wittgenstein's comparison of these language-games with real languages as ironical. How the invitation to regard such a language-game as a complete, primitive language should in fact be construed is a question I discuss in (5), defending my interpretation against Richard Raatzsch in particular. How increases of expressive power are brought about by increases of the use repertoires is shown by an analysis of modified versions of the language-games in question, and of alternatives thereof, in (6), (7), (8), and (9) respectively, pointing out the places where theoretical commitments enter. Section (10) sums up commitments that have emerged from a sympathetic defence of a modest reading of the meaning-and-use connection.

The Logic of ‘Solemn’ Believing

1977 ◽  
Vol 13 (4) ◽  
pp. 409-416
Author(s):  
W. D. Robinson
Keyword(s):  
Language Game ◽  
Religious Language ◽  
Language Games ◽  
Religious People

It is sometimes suggested that the logic of religious language differs from other kinds of language. Or it is said that each ‘language-game’ has its own ‘logic’ and that, whatever usual language-games are played in the context of religion, there is something that could be called the ‘religious language-game’ which does not correspond to any other and, therefore, has its own peculiar logic. In either case, religious people are urged to make clear what this logic is, so that their utterances may be understood and evaluated.

scholarly journals ENHANCING LIBYAN STUDENTS’ ENGLISH SPEAKING PERFORMANCE THROUGH LANGUAGE GAME AND INFORMATION GAP ACTIVITIES

2019 ◽  
Vol 77 (1) ◽  
pp. 110-125
Author(s):  
Eman Abdussalam Owen ◽  
Abu Bakar Razali ◽  
Arshad Abd Samad ◽  
Nooreen Noordin
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Language Game ◽  
Communicative Language Teaching ◽  
Control Group ◽  
Language Games ◽  
Information Gap ◽  
Post Test ◽  
English Speaking ◽  
Speaking Performance

The importance of English as a foreign language EFL in Libya has increased significantly throughout the years and the language has become essential in all disciplines. However, one of the essential challenges that needs to be explored is the lack of speaking competence of the Libyan students. There has been little research, which adopts an experimental design to determine the causal effects of certain teaching methods, particularly the Communicative Language Teaching (CLT) approach on Libyan students’ English speaking performance. Against this backdrop, this research sets out to assess the effects of selected Communicative Language Teaching (CLT) activities (i.e., Information gap and Language games) on Libyan first-year secondary school students’ English speaking performance. Using a sample of 124 students from a public secondary school in Sabratha, Libya, and adopting the quasi-experimental pre-test, post-test non-equivalent groups design (NEGD), first year classes were randomly assigned as three experimental groups (i.e., Experimental Language Game group (G1), Experimental Language Game and Information Gap group (G2), and Experimental Information Gap group (G3)) and one Control group (G4). Treatments were given to the experimental groups and paired sample t-test results reveal significant differences between the groups’ in the post-test English language speaking scores. While an ANOVA test, comparing the scores between the four groups reveals a substantial difference between Information Gap group and the control group through a post-hoc test. It is therefore concluded that implementing communicative activities based on the principles of CLT in the Libyan English language classroom helps to enhance students’ English speaking performance. Keywords: Communicative Language Teaching (CLT), English as a foreign language (EFL); information gap and language games activities; quasi-experiment speaking performance.

scholarly journals USING OF GAMING TECHNOLOGIES IN PROFESSIONAL LINGVODIDACTIC EDUCATION OF FUTURE EDUCATOR OF PRESCHOOL EDUCATIONAL INSTITUTIONS

2019 ◽  
pp. 130-142
Author(s):  
Yulia Rudenko
Keyword(s):  
Educational Games ◽  
Language Game ◽  
Speech Development ◽  
Educational Process ◽  
Self Control ◽  
Management Tool ◽  
Educational Institutions ◽  
Language Games ◽  
Educational Activities ◽  
Gaming Technology

The article raises the problem of the use of gaming technologies in professional lingvodidactic education of future educators of pre-school educational institutions, in particular, the essence of interactive learning is considered, the basic principles of using the latest, interactive, interactive-gaming, game technologies in the professional-speech activity of future educators are defined, the classification of gaming technologies is given (business games, educational games, gaming situations, discussions, trainings, language games, speech games, etc.), pedagogical requirements about the use of gaming technology in the educational process of higher education are substantiated, gaming technology features discussed in professional lingvodidactic education of future teachers. The essence of scientific concepts "gaming technologies", "language game technologies", "language game" is determined. The expediency of using gaming technologies in the professional linguistic and pedagogical education of future educators of pre-school institutions is described. Gaming technologies are defined in the study as a component of methodical support for the formation of professional and methodological orientation of future educators of pre-school institutions, creating a professional-oriented background, psychological comfort of the educational process; productive, developmental, creative solutions to tasks that promote the development of students' creativity; interactive forms of learning that: are dynamic, create conditions for overcoming the psychological barrier in the system of "teacher-student", "student-student", contribute to the creation of a psychological comfort, emancipation of students; increase motivation / selfmotivation of future educators for educational activities; is an effective learning management tool; provide for the reorientation of the educational process from the strictly regulated, passive-reproductive to the subject-subject activity; contribute to the formation and development of personal professional qualities of future educators (creativity, emotionality, creativity, imaginative thinking, non-standard, etc.); рrovide educational activities on a positive emotional background with the optimal combination of reproductive, productive, innovative creative activities of participants in the educational process; contribute to the formation of reflection / self-reflection skills, control / self-control, correction / self-correction of the assimilation of educational information. The prospect of further scientific research of the initiated research is seen in the development of a system of gaming technologies, trainings for speech development of future educators of pre-school education institutions.

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