THE SEMANTICS AND PRAGMATICS OF ASSOCIATIVE DE IN MANDARIN DISCOURSE

1992 ◽  
Vol 21 (2) ◽  
pp. 199-229 ◽  
Author(s):  
Hilary CHAPPELL ◽  
Sandra A. THOMPSON
Keyword(s):  
Information Flow ◽  
Semantics And Pragmatics ◽  
Nous Examinons ◽  
Analyse De Discours

Nous examinons dans cet article l'emploi du morphème "associatif de en mandarin. Il s'agit de la première analyse de discours fondée sur un important corpus d'exemples écrits et parlés. Nous nous servons d'un modèle probabiliste pour démontrer que la présence ou l'absence de de dans les phrases nominales associatives est un phénomène complexe qui est déterminé par l'interaction de variables linguistiques telles que (i) le facteur pragmatique de l'"information flow"; (ii) les propriétés sémantiques du nom principal et (iii) des propriétés structurelles et combinatoires de la phrase nominale. Pour l'explication des résultats concernant les propriétés sémantiques du déterminant et du déterminé dans cette construction associative, nous employons également une hierarchie d'égocentricité et une théorie de l'iconicité.

Development of Instruments for Assessing Linguistic Intelligence in Elementary School

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Dea Sinta Maharani ◽  
Otang Kurniaman
Keyword(s):  
Elementary Schools ◽  
Data Collection ◽  
Assessment Instrument ◽  
Fifth Grade ◽  
Is Research ◽  
Fifth Grade Students ◽  
Intelligence Assessment ◽  
The World ◽  
Semantics And Pragmatics ◽  
Homeroom Teachers

Linguistic intelligence is one of eight multiple intelligences that currently attracts attention in the world of education. Linguistic intelligence is a person's ability to speak both verbally and in writing, besides that people who have linguistic intelligence also master the components of linguistic intelligence which consists of phonology, syntax, semantics and pragmatics. The type of research used is research and development (R & D) with a 4D model. The subjects in this study were experts as validators, fifth grade students for trials and homeroom teachers in elementary schools. Data collection is done by giving a questionnaire to the validator. In this study the researchers concluded that the product of the developed linguistic intelligence assessment instrument was declared feasible to be used based on the results of validation of 86% with very feasible categories. The obstacle in developing the product of this instrument of linguistic intelligence assessment is the lack of knowledge of the school about the importance of linguistic intelligence for students in elementary schools. 

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