A
            Common Word
            (Surah 3:64) between Muslims and Christians?

Abstract This article reports on findings from interviews with students from the University of Ljubljana. The study is based on fourteen questions about participants’ habits of dictionary use, their look-up abilities, and their perceptions of the utility and quality of definitions and illustrative examples. Students were given nine contexts containing a clearly-marked common word used in an infrequent sense; they had to locate the relevant sense in the online Merriam–Webster Learner’s Dictionary (MWLD). A think-aloud method enabled the researchers to follow the students’ look-up process and record their problems as well as their suggestions on how to improve the content and presentation of information in the dictionary. Recommendations are provided on: the improvement of drop-down menus; the inclusion of the form(s) of a target word; illustrative examples; the use of italics, boldface, and colors as well as what types of information should be displayed or available if needed.

Download Full-text

THE CONTEXT OF THE “COMMON WORD”

The Review of Faith & International Affairs ◽

10.1080/15570274.2008.9523368 ◽

2008 ◽

Vol 6 (4) ◽

pp. 49-52 ◽

Cited By ~ 2

Author(s):

Drew Christiansen

Keyword(s):

Common Word ◽

The Common

Download Full-text

Facilitation and practice in verb acquisition

Journal of Child Language ◽

10.1017/s0305000906007495 ◽

2006 ◽

Vol 33 (3) ◽

pp. 487-518 ◽

Cited By ~ 8

Author(s):

TAMAR KEREN-PORTNOY

Keyword(s):

Word Order ◽

Inverse Correlation ◽

Early Learning ◽

Common Word ◽

Syntactic Knowledge ◽

Early Stages ◽

Subsequent Learning ◽

Syntax Acquisition ◽

Intensive Use ◽

Verb Acquisition

This paper presents a model of syntax acquisition, whose main points are as follows: Syntax is acquired in an item-based manner; early learning facilitates subsequent learning – as evidenced by the accelerating rate of new verbs entering a given structure; and mastery of syntactic knowledge is typically achieved through practice – as evidenced by intensive use and common word order errors – and this slows down learning during the early stages of acquiring a structure.The facilitation and practice hypotheses were tested on naturalistic production samples of six Hebrew-acquiring children ranging from ages 1;1 to 2;7 (average ages 1;6 to 2;4 months). Results show that most structures did in fact accelerate; the notion of ‘practice’ is supported by the inverse correlation found between number of verbs and number of errors in the earliest productions in a given structure; and the absence of acceleration in a minority of the structures is due to the fact that they involve relatively less practice.

Download Full-text

Contemporary Uses of the Golden Rule of Reciprocity in Abrahamic Interfaith Discourses

Studies in Religion/Sciences Religieuses ◽

10.1177/0008429817721904 ◽

2017 ◽

Vol 47 (1) ◽

pp. 107-136

Author(s):

Ionut Untea

Keyword(s):

Golden Rule ◽

Common Word ◽

Religious Toleration ◽

World Peace ◽

Key Points ◽

Abrahamic Religions ◽

Moral Teachings

The second half of the twentieth and the beginning of the twenty-first centuries have witnessed a revival of the Golden Rule arguments in relation to the idea of religious toleration. Apologizing or acknowledging apologies for past mistakes, the Abrahamic religions have produced a series of texts inviting further ethical and theological discussions with the purpose of facilitating reconciliation and working to maintain a sustainable world peace. Inspired by three groundbreaking texts, Nostra Aetate (1965), Dabru Emet (2000), and A Common Word (2007), representatives of all three monotheisms have produced a number of important commentaries, responses, and critiques with the purpose of clarifying some key points that both unite and separate the interpretations, given the familiar look of common doctrinal and moral teachings.

Download Full-text

Hapax Legomena and the Idiolect of John

Novum Testamentum ◽

10.1163/15685365-12341437 ◽

2014 ◽

Vol 56 (2) ◽

pp. 134-153

Author(s):

Hellen Mardaga

Keyword(s):

Related Word ◽

Common Word ◽

Fourth Gospel ◽

Present Contribution ◽

Semantic Domain ◽

The Common ◽

First John ◽

Hapax Legomena

AbstractThe present contribution treats hapax legomena in the Fourth Gospel. The author presents three important findings. First, John has few hapaxes in his gospel (84) and only five hapaxes are unique (i.e. these words are mainly used after the composition of the Fourth Gospel). Second, the presence of hapaxes could be an indicator of orality and memory. Third, in several instances John uses hapaxes in conjunction with repetitions in two ways: 1) In John 2:14-16; 12:14; 18:3; 19:39-40 a hapax is followed by a (more) common word that belongs to the same semantic domain as the hapax. The common word repeats and clarifies the meaning of the hapax to the audience; 2) In John 4:7, 11, 15, 20-24; 9:1-2, 6, 8; 11:11-13; 13:5 a hapax is created by means of a stem-related word. The alteration between repetition and hapaxes helps the audience to focus on the narrative and follow the line of thought.

Download Full-text