On Texts and Disciplines: How the Prātiśākhyas are Categorised by Their Commentaries

2018 ◽  
Vol 3 (3) ◽  
pp. 310-336 ◽  
Author(s):  
Giovanni Ciotti
Keyword(s):  
Frame Of Reference ◽  
Linguistic Features ◽  
Textual Space ◽  
The Relationship

Abstract This article explores the relationship between texts and the scholarly categories to which they are attributed. In particular, it focuses on the Prātiśākhyas—grammars of the linguistic features characterising Vedic recitation—and on the position they occupy within the domains of Sanskritic scholarship according to the different views expressed by their commentaries. In fact, the Prātiśākhyas are variously presented as corresponding to specific canonical or non-canonical disciplines, or as piecing together parts of many disciplines. Because of the inherent stylistic difference between the Prātiśākhyas and their commentaries, Vedic scholars found in the latter ones the (textual) space where they could express their opinions regarding the scholarly frame of reference to which the Prātiśākhyas were said to belong.

Comparing the characteristics of EFL students’ multimodal composing and traditional monomodal writing: The case of a reading-to-write task

2021 ◽  
pp. 136216882110467
Author(s):  
Hyejin Cho ◽  
YouJin Kim
Keyword(s):  
High School ◽  
High School Students ◽  
Linguistic Features ◽  
School Students ◽  
Writing Practices ◽  
Multimodal Composing ◽  
Language Classrooms ◽  
Efl Students ◽  
The Relationship

Although digital multimodal composing (DMC) is receiving increasing attention in language classrooms, the extent to which it contributes to students’ writing practices is controversial. In order to understand the affordances of DMC compared to traditional monomodal writing in school contexts, it is pertinent to compare DMC and traditional writing using academic integrated-skills tasks. The current study aims to investigate the relationship between the quality of Korean high school students’ multimodal composing and that of the same students’ traditional monomodal writing, as well as content and language alignment. Thirty-one Korean high school students carried out a summary-reflection task through DMC and traditional monomodal writing. After reading a short fable by Aesop, students summarized and reflected on the text. While students used only one mode in traditional writing (i.e. English text), they utilized multiple modes in DMC (e.g. pictures, movies). Students’ task outcomes were scored using analytic rubrics, and texts were coded in terms of the content and linguistic features students retrieved from the text (i.e. alignment) and their degree of reflection. The results showed that there were no statistically significant differences in the quality, content and language alignment, or amount of reflection in writing outcomes between students’ DMC and traditional monomodal writing.

Exploring the Relationship Between Lexical Behavior and Concept Formation in Design Conversations

2005 ◽  
Author(s):  
Andy Dong ◽  
Kevin Davies ◽  
David McInnes
Keyword(s):  
Computational Method ◽  
Linguistic Features ◽  
Design Concepts ◽  
Syntactic Pattern ◽  
Chain Analysis ◽  
Individual Knowledge ◽  
Computational Systems ◽  
Lexical Chain ◽  
The Relationship ◽  
Grammatical Structures

Designers bring individual knowledge and perspectives to the team. The hypothesis tested in this research is that semantic and grammatical structures (the language through which concepts are expressed) enable designers to bridge relations among ideas stored in each designer’s mind and from this to generate design concepts. This paper describes a linguistic and a computational method to examine the grammatical and semantic structure of design conversations and the linguistic processes by which individuals bridge their knowledge to the group’s ongoing knowledge accumulation. To test the hypothesis, we conducted a linguistic (systemic functional linguistics) and computational linguistic (lexical chain analysis) analysis of a design team conversation The computational analysis revealed hypernym relations as the primary lexico-syntactic pattern by which designers offer, interrelate and develop concepts. The linguistic analysis highlighted the grammatical linguistic features that actively contribute to the generation of design content by teams. These analyses point to the prospect of a functional correspondence between language use and a team’s ability to construct knowledge for design. This interrelation has implications both for computational systems that assess design teams and design teamwork education.

Modellierung sprachlicher Anforderungen in Testaufgaben verschiedener Unterrichtsfächer: Theoretische und empirische Grundlagen

2018 ◽  
Vol 2018 (69) ◽  
pp. 69-96 ◽  
Author(s):  
Lena Heine ◽  
Madeleine Domenech ◽  
Lisa Otto ◽  
Astrid Neumann ◽  
Michael Krelle ◽  
...  
Keyword(s):  
Empirical Study ◽  
Education System ◽  
Task Difficulty ◽  
School Success ◽  
Academic Language ◽  
Linguistic Features ◽  
Subject Specific ◽  
German Speaking ◽  
The Subject ◽  
The Relationship

AbstractRecent years have witnessed a growing interest in the relationship between academic language registers and school success in the German-speaking education system. However, we still know very little about the actual effects that academic language has on the academic performance of students, for instance, in how far the extent to which academic language is used in subject tasks actually makes these tasks more difficult. It is therefore highly vital that any operationalization of difficulty-inducing linguistic features of tasks is made on solid theoretical and empirical grounds. The purpose of this article is thus to present the linguistic foundation used in an interdisciplinary empirical study in which 1.346 7th and 8th graders solved a set of subject-oriented tasks from Maths, Physics, German, PE and Music, while the degree of linguistic demands in the tasks was systematically varied. First, the theoretical and empirical research on linguistic difficulty from a range of research discourses is discussed. The findings are merged into a model of linguistic demands. Its operationalization is then illustrated in three linguistically varied versions of the subject-specific tasks. Finally, an outlook on preliminary results of the empirical study is given, which indicate that the categories used in the model actually do produce differences in subject-task difficulty, even though there are a number of effects that need further investigation.

Christ in context

2013 ◽  
Vol 7 (3) ◽  
pp. 257-266
Author(s):  
Nico Vorster
Keyword(s):  
Natural Sciences ◽  
Frame Of Reference ◽  
Religious Language ◽  
Historical Research ◽  
Philosophical Reflection ◽  
Relationship Of ◽  
The Relationship

Abstract This article discusses the inevitable contextual nature of Christology, highlights contextual and transcontextual issues in the study of Christology and then introduces the various contributions to this volume. Contextual issues that are highlighted is the need to develop a Christology that restores a transcendent frame of reference in a materialist world entrapped within an immanent frame of reference, the importance to rethink the relationship of Christ to the cosmos in light of developments within the natural sciences, the universal relevance of Christ and the theme of inculturation. Transcontextual issues that need to be addressed are the Jewish-Christian dialogue on Jesus as the fulfillment of the promise to Israel, the relationship between historical research on Jesus and theological-philosophical reflection on the nature of Christ, the relationship between high and low Christology, Jesus’s universal significance, the meaning of Christ’s atonement, the parousia of Christ and the limits of religious language about Christ.

Regiolect vs dialect: new searches of ethnolinguists (reflections on the book: Donetsk Regiolect: monograph / edited by V.I. Terkulov. – Donetsk: Folio, 2018. – 265 p.)

Neophilology ◽  
2020 ◽  
pp. 836-845
Author(s):  
Vasilii I. Suprun
Keyword(s):  
Native Speakers ◽  
Linguistic Features ◽  
The Relationship

We consider the relationship between the terms regiolect and dialect, and note that the regiolect has the following features: 1) geographically limited, found only on the territory of the subethnos’ residence; 2) socially limited, is the speech of people who consider themselves as a subethnos; 3) has homogeneous linguistic features; 4) may have prestige associated with positive ideas of native speakers about their subethnos; 5) has its own onomastic space consisting of special models of onym formation and onyms characteristic only for this subethnos; 6) includes dialects with some specific linguistic features, but do not destroy the homogeneous unity of folk speech; 7) presented in folklore, artistic and publicistic texts. In the book review of Donetsk linguists “Donetsk Regiolect” we note that the authors convincingly prove the existence of analyzed idiom., which: 1) is limited to the territory of Donbass; 2) is based on the professionally colored speech of miners; 3) is quite homogeneous, distributed throughout the region; 4) is positively evaluated by native speakers who are careful about the words and phrases of their Donetsk speech; 5) has a rich onymic space; 6) has a consistently used katoikonym донбассовцы (and донбассцы), which reveals ethnonymic features; 7) operates outside of Russia; 8) includes some phenomena of the neighboring Ukrainian language; 9) is convincingly presented in folklore, artistic and publicistic texts.

scholarly journals Small but Multi-functional: Response Tokens in Content Language Integrated Learning Interaction

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Sabria Salama Jawhar
Keyword(s):  
Conversation Analysis ◽  
Corpus Linguistics ◽  
Language Use ◽  
Classroom Interaction ◽  
Integrated Learning ◽  
Linguistic Features ◽  
Teachers And Students ◽  
The Difference ◽  
Interactional Functions ◽  
The Relationship

This paper is an investigation of language use inside a content language integrated learning (CLIL) classroom at Saudi tertiary level. It examines the difference in language use between teachers and students in four subject-specific classrooms in which English is used as a medium of instruction. The study is informed by corpus linguistics (CL) and uses the principles and theoretical underpinning of conversation analysis (CA). It identifies the most frequent linguistic features of CLIL and examines their diverse interactional functions in this context. Amongst the most frequent linguistic features in CLIL are short response tokens such as “yes” and “no”. Using a micro-analytic approach to conversation analysis, a closer look at the data shows the students’ ability to use small and limited linguistic resources to accomplish multiple interactional functions such as taking the floor, taking turns and, most importantly, displaying orientation to knowledge. The data reflected the relationship between frequency and meaning construction. With regard to the difference in language use between teachers and students with regard to comes to short response tokens, the study shows some common interactional uses of response tokens between teachers and students, such as agreement, acknowledgement, response to confirmation checks and yes/no questions. On the other hand, it shows some exclusive interactional use of the same token by teachers and students. Finally, the paper emphasises the relationship of language, interaction and orientation to content knowledge in CLIL classrooms. Pedagogically, the findings have implications for teachers’ language use and for increased classroom interaction.

scholarly journals Wellington 2013 – «There’s no place like home»: The Anxiety of Mobility in the Works of Louise DeSalvo

altrelettere ◽  
2015 ◽  
Author(s):  
Bernadette Luciano
Keyword(s):  
Domestic Space ◽  
Italian American ◽  
Search For Self ◽  
Textual Space ◽  
Autobiographical Texts ◽  
A Site ◽  
The Relationship ◽  
Meaning Of Home ◽  
Geographical Space ◽  
Point Of Departure

The often conflicting emotions associated with home and the tension between mobility and fixity are at the heart of autobiographical works that map Italian American writer Louise DeSalvo’s transition from working class girl to privileged «intellectual nomad» (Bruno 2002, 404). The essay is framed around the theorizing of home as a geographical space and idea and its relationship to widespread and diverse forms of mobility. Migration, exile, transnationalism, tourism, and relocation create a mobile space for home not only as a site of origin, but as a destination and transit zone. Rosi Braidotti’s multiple figurations of mobility, both physical and metaphorical, are particularly useful in an analysis of DeSalvo’s autobiographical texts. This essay concentrates on two of her memoires: "Crazy in the Kitchen" (2004) and "On Moving" (2009). In these works DeSalvo interrogates the layers of meaning of home as well as the interaction between home and geographic and intellectual mobility. In "Crazy in the Kitchen", a work that highlights the interconnectedness between food-writing and life-writing in Italian American culture, the narrator’s search for self relies on the constant reinvention of geographical space, of domestic space, and of textual space. "On Moving" explores the condition of relocation or change of dwellings. Taking as a point of departure her own anxiety about changing homes, DeSalvo resorts to an examination of the relationship between mobility and home through the experiences of other writers and thinkers.

scholarly journals LINGUISTIC ESSENCE OF COMPUTER AND INTERNET JARGONS

2020 ◽  
pp. 98-114
Keyword(s):  
Phenomenological Study ◽  
Science And Technology ◽  
The Internet ◽  
Literary Language ◽  
Linguistic Features ◽  
Language Of Science ◽  
The Relationship ◽  
The Way

This article reflects the experience of a comprehensive systematic and phenomenological study of computer and the Internet jargon, which is now widely recognized as an important tool and subject. One of the unique features of computer and the Internet terminology is the emergence of computer jargon specific to their users. After all, special vocabulary is only used in industry and is self-explanatory. This research is devoted to the study of the sources of computer and the Internet jargon in Uzbek and English. In fact, the language of science and technology emerges and develops on the basis of the general literary language. The structure of the language of the science and technology obeys the rules of the language, the main types of language units are expressed in it. The relationship between the language of the science and technology and the general literary language has been analyzed by the author in the way of analyzing the jargons of the computer and the Internet systematically. That is to say, it has been undertaken in the examples of the literary language relations. The literary language and the language of the science and technology practically use the commonly-used words and scientific lexical units. The terminological lexical units are also connected with the general literary language, which means that it gives the chance of representing and naming newly appeared notions. Practical means of creating the terms are determined in the process as well. Meanwhile, professional jargons are also enriched by means of non-professionally-used terminological lexical units in its turn. Before analyzing the linguistic features of computer and the Internet jargon, we considered it necessary to analyze the terms/terminology, computer and the Internet terms, theoretical views given to them by linguists and experts in this field. In the modern English and Uzbek languages jargons are widely used in terms of many concepts related to computer and the Internet activities.

scholarly journals The Writer, the Text and the Reader: An Exploration of  Identity in Second Language Academic Writing

2021 ◽  
Author(s):  
◽  
Kirsten Reid
Keyword(s):  
Second Language ◽  
Undergraduate Students ◽  
Academic Writing ◽  
Second Language Writing ◽  
English For Academic Purposes ◽  
Linguistic Features ◽  
Student Writers ◽  
Language Writing ◽  
The Relationship

<p>Students studying in university contexts often find learning to write English for academic purposes especially challenging. Some of the challenges reside in acquiring the necessary skills and strategies to be successful academic writers. A less tangible consideration which has received recent attention from first and second language writing researchers is the relationship between writing and identity. How do student writers become part of a situated community in which some discourses may be privileged over others? While all writing can be a potential site of struggle, this may have particular significance for second language students who bring their own unique backgrounds and literacy histories to their academic writing and may find becoming part of a new and heterogeneous discourse community profoundly unsettling. Using case study methods, this dissertation explores the experiences of four undergraduate students as they become academic writers in a second language. It also carries out an analysis of some of the linguistic features one particular student essay to examine how writers simultaneously construct their texts and are constructed by them.</p>

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