scholarly journals Das laienlinguistische Konzept von Variation.

2021 ◽  
Vol 110 (5) ◽  
pp. 75-95
Author(s):  
Toke Hoffmeister
Keyword(s):  
Empirical Study ◽  
Regional Variation ◽  
Final Diagnosis ◽  
Realistic Model ◽  
Linguistic Knowledge ◽  
The Third ◽  
Social Variation

The following article consists of three parts: First, the context in which speakers live is sketched phenomenologically. These life-worlds are described as language-worlds, since language, according to the premise, is apriori and thus directly relevant. Subsequently, the focus is on the speakers as actors within the language-worlds. A cognitive-realistic model is presented to describe their lay-linguistic knowledge, the center of what is called epistemicon. Based on this, the third part of the article outlines an empirical study that surveys the linguistic laypersons’ knowledge on variation. It can be shown that although knowledge of regional variation is most abundant, aspects of functional and social variation also play a role. The final diagnosis is that the conceptualization of variation is fundamental to the linguistic worlds of linguistic laypersons.

Il buono, il brutto e il cattivo. Disambiguare il naturalismo di Quine

2009 ◽  
pp. 75-97
Author(s):  
Susan Haack
Keyword(s):  
Empirical Study ◽  
A Priori ◽  
Scientific Investigation ◽  
The Third ◽  
Epistemological Naturalism

- Quine's ‘epistemology naturalised' has been profoundly influential, but it is also highly ambiguous. Quine seems at times to claim only that epistemology is not a purely a priori enterprise but an empirical study, continuous with the sciences of cognition; at others, that epistemological questions can be turned over to the sciences to resolve; and on other occasions, that epistemological questions are misconceived and should be replaced by scientific investigation into cognition. What is argued here is that the first and most modest version of Quine's epistemological naturalism is potentially fruitful, the second and more ambitious indefensible, and the third and most ambitious not only false but disastrous.

Named Entity Recognition and transliteration in Bengali

2007 ◽  
Vol 30 (1) ◽  
pp. 95-114 ◽  
Author(s):  
Asif Ekbal ◽  
Sudip Kumar Naskar ◽  
Sivaji Bandyopadhyay
Keyword(s):  
Channel Model ◽  
Named Entity Recognition ◽  
Entity Recognition ◽  
Linguistic Knowledge ◽  
Linguistic Features ◽  
Named Entities ◽  
Named Entity ◽  
The Third ◽  
News Corpus ◽  
Model C

The paper reports about the development of a Named Entity Recognition (NER) system in Bengali using a tagged Bengali news corpus and the subsequent transliteration of the recognized Bengali Named Entities (NEs) into English. Three different models of the NER have been developed. A semi-supervised learning method has been adopted to develop the first two models, one without linguistic features (Model A) and the other with linguistic features (Model B). The third one (Model C) is based on statistical Hidden Markov Model. A modified joint-source channel model has been used along with a number of alternatives to generate the English transliterations of Bengali NEs and vice-versa. The transliteration models learn the mappings from the bilingual training sets optionally guided by linguistic knowledge in the form of conjuncts and diphthongs in Bengali and their representations in English. The NER system has demonstrated the highest average Recall, Precision and F-Score values of 89.62%, 78.67% and 83.79% respectively in Model C. Evaluation of the proposed transliteration models demonstrated that the modified joint source-channel model performs best in terms of evaluation metrics for person and location names for both Bengali to English (B2E) transliteration and English to Bengali transliteration (E2B). The use of the linguistic knowledge during training of the transliteration models improves performance.

Linguistic structure and information organisation

2003 ◽  
Vol 3 ◽  
pp. 183-206 ◽  
Author(s):  
Christiane von Stutterheim
Keyword(s):  
Empirical Study ◽  
Learning Process ◽  
Native Speakers ◽  
Formal System ◽  
Target Language ◽  
Linguistic Knowledge ◽  
Advanced Learners ◽  
Event Time ◽  
Form Part ◽  
Time Structures

This paper addresses the factors that distinguish very advanced learners from native speakers, investigating the difficulties which arise in overcoming the final thresholds in the learning process. Firstly, it compares different linguistic systems with respect to specific grammaticised categories, showing how these categories relate to patterns of information organisation at text level, with the assumption that the principles underlying these patterns form part of the learner’s linguistic knowledge. Secondly, it demonstrates that L2-learners who master the formal system of the target language to a near-perfect degree still have problems in applying forms in context in accordance with the principles of information organisation which grammaticised forms entail in the target language. The domains investigated are event-time structures. The languages investigated in the empirical study are Algerian Arabic, English, German, Spanish, and Norwegian, and advanced learner languages (English and German).

Pronominal address in German

2006 ◽  
Vol 29 (2) ◽  
pp. 17.1-17.18
Author(s):  
Heinz L. Kretzenbacher ◽  
Michael Clyne ◽  
Doris Schüpbach
Keyword(s):  
Empirical Study ◽  
Social Distance ◽  
Complex Interplay ◽  
Emotional Closeness ◽  
Relative Age ◽  
The Third ◽  
Individual Preferences ◽  
Address Forms ◽  
Crucial Feature ◽  
German Speaking

Choice of address forms, a socially crucial feature in German communication, is context-dependent on situations (a) where the unmarked form of address isdu(T), (b) where it isSie(V), and (c) where the two systems (a and b) coexist. The first two situations are, apart from their fuzzy edges, rather clearcut. The third situation, however, appears anarchic and has a high embarrassment potential. In an empirical study based on 72 interviews conducted in three regions of the German speaking area, the three prototypical situations are explored. A number of potentially conflicting rules and preferences for ambiguity are isolated. These include individual preferences, network preferences and perceptions of social distance, based on factors such as relative age, emotional closeness of interlocutors, and perceived commonalities between them. In spite of the complex interplay of competing rules and preferences and the consequent embarrassment potential, German speakers appear to reject any imposition from outside of a particular address form. This study is part of a larger, Australian-based project comparing the address systems of French, German and Swedish.

scholarly journals STUDY OF THE FORMATION OF FUTURE TEACHERS’ READINESS FOR INCLUSION

2021 ◽  
pp. 33-40
Author(s):  
Ольга Анатольевна Козырева ◽  
Елена Петровна Хвастунова
Keyword(s):  
Empirical Study ◽  
Inclusive Education ◽  
Professional Training ◽  
Scientific Discourse ◽  
Professional Activity ◽  
Structural Components ◽  
Future Teachers ◽  
Education Practice ◽  
The Third ◽  
The University

Анализируется проблема необходимости формирования готовности будущих педагогов к инклюзии в процессе профессиональной подготовки в вузе, а также ее структурные компоненты и их содержание. В структуре указанного вида готовности выявляются мотивационный, когнитивный и операционно-деятельностный компоненты. Констатируется, что проблема готовности будущих педагогов к профессиональной деятельности в условиях инклюзии является проблемным полем в современном научном дискурсе, так как ее системное решение пока не найдено. Целью является исследование сформированности готовности будущих педагогов к инклюзии школьников в процессе профессиональной подготовки в вузе. Приводятся результаты эмпирического исследования сформированности готовности будущих педагогов к инклюзии школьников. Даются рекомендации по формированию профессиональной готовности будущих педагогов к инклюзии школьников в процессе обучения в университете, где изучаются на третьем и четвертом курсах следующие дисциплины: «Обучение лиц с ограниченными возможностями здоровья», «Психолого-педагогические основы инклюзивного образования»; происходит введение производственной (технологической в системе инклюзивного образования) практики на базе организаций образовательной и социальной сферы, оперативный мониторинг сформированности готовности будущих педагогов к инклюзивному образованию школьников с ОВЗ. The problem of the need to form the readiness of future teachers for inclusion in the process of professional training at a university is analyzed, as well as its structural components and their content. In the structure of this type of readiness, motivational, cognitive and operationalactivity components are revealed. It is stated that the problem of the readiness of future teachers for professional activity in conditions of inclusion is a problematic field in modern scientific discourse, since its systemic solution has not yet been found. The aim is to study the formation of the readiness of future teachers for the inclusion of schoolchildren in the process of professional training at a university. The article presents the results of an empirical study of the formation of the readiness of future teachers for the inclusion of schoolchildren. Recommendations are given on the formation of professional readiness of future teachers for the inclusion of schoolchildren in the process of studying at the university, consisting in enriching the content of training in the third and fourth years of the disciplines: «Teaching people with disabilities», «Psychological and pedagogical foundations of inclusive education»; the introduction of industrial (technological in the system of inclusive education) practice on the basis of educational and social organizations; operational monitoring of the formation of the readiness of future teachers for inclusive education of schoolchildren with disabilities.

scholarly journals Strategies of behavior in conflict as indicators of satisfaction with the professional activity of university teachers

2021 ◽  
Vol 15 (2) ◽  
pp. 248
Author(s):  
Karina F. Mirakyan ◽  
Alexander A. Karpov
Keyword(s):  
Empirical Study ◽  
Education System ◽  
Point Of View ◽  
Professional Activity ◽  
Behavioral Strategies ◽  
University Teachers ◽  
Professional Activities ◽  
The Third ◽  
Level Of Satisfaction

The realities of the time require the teacher to quickly respond to changes taking place in the education system, the dynamism of transformations increases, and it can contribute to increasing mental tension, in general, and increasing conflict tension, in particular. All this leads to an increasing interest in the psychology of pedagogical conflicts, both from the point of view of phenomenology and structure, and from the point of view of their influence on satisfaction with professional and pedagogical activity. The article presents the results of an empirical study to identify the specifics of correlations of strategies of behavior in conflicts and the level of satisfaction with the professional activities of university teachers, taking into account the stages of professionalization. The provisions on strengthening the influence of the role of behavioral strategies in conflicts in the assessment of professional satisfaction at the third and fourth stages of professionalization are formulated.

scholarly journals Language as an Object of Empirical Study in the Dutch Republic

2021 ◽  
Vol 5 (2) ◽  
pp. 281-305
Author(s):  
Els Stronks
Keyword(s):  
Empirical Study ◽  
Linguistic Knowledge ◽  
Dutch Republic ◽  
Empirical Observation ◽  
Large Numbers ◽  
Language Knowledge ◽  
Reflexive Practice ◽  
Dutch Books ◽  
Object Of Study ◽  
Short Time

This article takes a dictionary by Joos Lambrecht, dating from 1546, as its point of departure. It argues that this dictionary, as well as other dictionaries and treatises produced in the wake of Lambrecht’s, did more than teach their young audience in the Dutch Republic the meaning of existing words and thus transfer cultural and linguistic knowledge as was already understood. They also taught youngsters how to obtain (new) knowledge from their own empirical observations. The Dutch books on morphology, orthography, phonology, and grammar – produced in large numbers – offered their readers the opportunity to use their own language as an object for empirical study. By charting the dynamics of language, knowledge, and empirical training, it is argued that the Dutch language was, for a short time, treated by writers not merely as a means to express and share knowledge, but also as an object of study in itself. What might have formed an accessible training ground for the development of skills in empirical observation and especially self-reflexive practice, was, however, soon snuffed out by a second wave of tutorial books which emphasised the prescriptive over the explorative.

scholarly journals Features of Correctional Work with Primary School Children with Disabilities

2021 ◽  
Vol 12 (4) ◽  
Author(s):  
Sergey Pashkin ◽  
Svetlana Goncharova
Keyword(s):  
Intellectual Disability ◽  
Empirical Study ◽  
Primary School ◽  
School Children ◽  
Children With Disabilities ◽  
Final Diagnosis ◽  
Primary School Children ◽  
Systematic Correction ◽  
And Performance ◽  
Specific Disorders

The problem of the specifics of correctional work with primary school children with disabilities is relevant due to the need for the search for new effective forms of assistance in the development and compensation of disability of this heterogeneous group of children. The knowledge of the features of correctional work with this group of children of primary school age will allow us to increase the effectiveness of correctional work. The purpose of this empirical study is to substantiate the effectiveness of the correctional program aimed at developing the attention of children with disabilities (a group with intellectual disability). The methods of educational experiment, the “Correction task” technique, “Schulte Table” and statistical method were used. The author of the article created the program “Educational Development” for children with disabilities (intellectual disability). The aim of the program was to correct attention of children with intellectual disability. The objectives of the program were to improve span of attention and concentration of this group of children. The results of the theoretical and empirical study of the initial and secondary level of attention properties in primary school children with disabilities are presented. The process of attention of primary school children with disabilities (a group with intellectual disability) has specific disorders, such as insufficiency of concentration, stability and capacity, accompanied by mental instability. As a result of the correctional work, statistically significant differences in the properties of attention concentration and stability and performance efficiency were revealed. Thus, the effectiveness of regular and systematic correction of the attention process of children with disabilities (a group with intellectual disability) is justified by comparing the results of the initial and final diagnosis and identifying significant positive changes. The process of attention of primary school children with disabilities (a group with intellectual disability) has specific disorders, such as insufficiency of concentration, stability and span of attention, accompanied by mental instability. The prospect of the research is to identify changes in cognitive operations as a result of the correction of attention ability of this group of children.

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