Linguistic Competence, Diplomacy and Diplomatics

2021 ◽  
pp. 108-134
Keyword(s):  
Linguistic Competence

Linguistic Competence in Aphasia

2008 ◽  
Vol 17 (3) ◽  
pp. 87-92
Author(s):  
Leonard L. LaPointe
Keyword(s):  
Language Use ◽  
Linguistic Competence ◽  
Careful Study ◽  
Feral Children ◽  
Performance Factors ◽  
Performance Loss ◽  
Linguistic Rules ◽  
Communication Goals ◽  
Aphasia Treatment ◽  
And Performance

Abstract Loss of implicit linguistic competence assumes a loss of linguistic rules, necessary linguistic computations, or representations. In aphasia, the inherent neurological damage is frequently assumed by some to be a loss of implicit linguistic competence that has damaged or wiped out neural centers or pathways that are necessary for maintenance of the language rules and representations needed to communicate. Not everyone agrees with this view of language use in aphasia. The measurement of implicit language competence, although apparently necessary and satisfying for theoretic linguistics, is complexly interwoven with performance factors. Transience, stimulability, and variability in aphasia language use provide evidence for an access deficit model that supports performance loss. Advances in understanding linguistic competence and performance may be informed by careful study of bilingual language acquisition and loss, the language of savants, the language of feral children, and advances in neuroimaging. Social models of aphasia treatment, coupled with an access deficit view of aphasia, can salve our restless minds and allow pursuit of maximum interactive communication goals even without a comfortable explanation of implicit linguistic competence in aphasia.

Training Second-Year MSW Students to Improve Cultural and Linguistic Competence

2019 ◽  
Vol 30 (4) ◽  
pp. 392-398 ◽  
Author(s):  
Susan L. Neely-Barnes ◽  
Brittany G. Kirk ◽  
Susan Elizabeth Elswick ◽  
Laura C. Taylor ◽  
Elena Delavega ◽  
...  
Keyword(s):  
Social Work ◽  
Training Program ◽  
Health Resources ◽  
Linguistic Competence ◽  
Master Of Social Work ◽  
Field Placements ◽  
Msw Students ◽  
Second Year ◽  
Work Education ◽  
Cultural And Linguistic Competence

Purpose: Cultural competency is a critical construct in social work education. This study investigated whether a grant-funded training program completed in tandem with second-year field placement and second-year Master of Social Work (MSW) curriculum could improve the cultural competence of MSW students. Method: Ninety-nine trainees completed the program over the 3-year grant period funded by the Health Resources and Services Administration. Cultural and linguistic competence was measured at the beginning and end of the training program for each cohort using a preexperimental design. Results: Findings suggest that MSW students saw improvement in their communication, values, and attitudes with respect to cultural and linguistic competence. Trainees did not report improvement on the Physical Environment subscale portion of the measure. Discussion: Results suggest that training can improve knowledge, values, and skills on cultural and linguistic competence. However, trainees may not have adequate authority to make an impact on the environment of their field placements.

scholarly journals Didactic Model: Teaching the English Temporal System to Arabic Freshman Learners of English

2017 ◽  
Vol 19 (_sup1) ◽  
pp. 81-97
Author(s):  
Thana Hmidani
Keyword(s):  
Linguistic Competence ◽  
First Year ◽  
Language Awareness ◽  
Intensive English ◽  
First Year Students ◽  
Medical College ◽  
Temporal System ◽  
Post Test ◽  
And Control ◽  
Selection Of

This study took place at a medical college with 57 Arabic first-year students taking an intensive English course. The aim was to address the problems that learners experience when using the English tenses properly. The didactic model was developed and implemented in the study group only (27 students). Pre, mid-, and post-tests were administered to study and control groups at three points in time. The model is a selection of aspects from different methods combined aiming to lead participants to a higher level of linguistic competence in terms of language awareness, reading and writing skills, and vocubulary building. The results indicated statistically significant differences in the post-test between the two groups over time regarding the level of linguistic competence.

LINGUISTIC COMPETENCE IN APHASIA

1975 ◽  
Vol 263 (1 Developmental) ◽  
pp. 263-277 ◽  
Author(s):  
Herman Buschke
Keyword(s):  
Linguistic Competence

What Dummett Says About Truth and Linguistic Competence

Mind ◽  
1989 ◽  
Vol XCVIII (390) ◽  
pp. 207-224 ◽  
Author(s):  
RICHARD L. KIRKHAM
Keyword(s):  
Linguistic Competence

Influence of Communicative Competence on Peer Preferences in a Preschool Classroom

1994 ◽  
Vol 37 (4) ◽  
pp. 913-923 ◽  
Author(s):  
Bethany L. Gertner ◽  
Mabel L. Rice ◽  
Pamela A. Hadley
Keyword(s):  
Peer Relationships ◽  
Social Acceptance ◽  
Communicative Competence ◽  
Language Skills ◽  
Social Consequences ◽  
Linguistic Competence ◽  
Single Word ◽  
Preschool Classroom ◽  
Communication Ability ◽  
Peer Popularity

Recent research suggests that children’s linguistic competence may play a central role in establishing social acceptance. That possibility was evaluated by examining children’s peer relationships in a preschool classroom attended by children with varying degrees of communication ability. Three groups of children were compared: children with normally developing language skills (ND), children with speech and/or language impairments (S/LI), and children learning English as a second language (ESL). Two sociometric tasks were used to measure peer popularity: positive nominations and negative nominations. Children in the ND group received more positive nominations than the children in either the ESL or S/LI groups. When the children’s positive and negative nominations were combined to classify them as Liked, Disliked, Low Impact, or Mixed, the ND children predominated in the Liked cell, whereas the other two groups of children fell into the Disliked or Low Impact cells. In addition, the PPVT-R, a receptive measure of single-word vocabulary, was found to be the best predictor of peer popularity. The findings are discussed in terms of a social consequences account of language limitations.

Knowledge of the Polish language and the right to practice as a medical doctor. Notes on the margin of administrative court decisions

2021 ◽  
Vol 2(24) ◽  
pp. 11-20
Author(s):  
Michał Bartoszewicz
Keyword(s):  
Professional Preparation ◽  
Medical Doctor ◽  
Point Of View ◽  
Linguistic Competence ◽  
Court Decisions ◽  
Pragmatic Approach ◽  
Polish Language ◽  
Administrative Courts ◽  
The Right

The article deals with standards of professional preparation of doctors in the scope of speaking and writing Polish. The thesis of the article is that this requirement is one of the elements of professional preparation which is not limited to knowledge but includes specific skills. Defining the threshold of minimum linguistic competence is a subtle matter. The study draws attention to the necessity of pragmatic approach to these requirements to the extent necessary to practice as a doctor or dentist. From the point of view of the doctor’s rights, a lot depends on the procedure of verifying the command of Polish language. Therefore, attention was paid to the jurisprudence of administrative courts in this area.

Rethinking Maltese English as a continuum of sociolinguistic continua through evaluations of written and oral prompts

2021 ◽  
Vol 42 (3) ◽  
pp. 245-272
Author(s):  
Sandro Caruana ◽  
Laura Mori
Keyword(s):  
University Students ◽  
Social Stratification ◽  
Scientific Literature ◽  
World Englishes ◽  
Linguistic Competence ◽  
English Speakers ◽  
The World ◽  
Speech Events

Abstract Scientific literature has tackled Maltese English (MaltE) mainly in the framework of World Englishes in order to focus on its features compared to other varieties of English around the world. In this paper we shed more light on MaltE by proposing a sociolinguistic perspective, oriented towards its social stratification, and by referring to it through degrees of linguistic competence in English. We therefore propose two continua of variation: MaltE as an L2 continuum and as a situational one. Within this framework, we identify two groups defined as Mainly Maltese Speakers (MMS) and Mainly English Speakers (MES). We suggest that MaltE can be interpreted both as an L2, and as a variety used according to speech events, domain, participants, in-groupness etc. To investigate this we carried out a perceptual experiment involving two groups of university students, specialising in Maltese and English respectively. We discuss the results based on ratings and evaluations of authentic MaltE written and spoken prompts.

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