4.3 “Is there anybody out there?” Creative Language Play and “Literariness” in Internet Relay Chat (IRC)

2002 ◽  
pp. 325-344
Keyword(s):  
Internet Relay Chat ◽  
Language Play ◽  
Creative Language

scholarly journals THE ROLE OF INTERNAL CONSTRAINTS AND FANTASY ELEMENT IN CREATIVE LANGUAGE TASKS FOR FOREIGN LANGUAGE LEARNERS

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Lavinia D. W. Araminta
Keyword(s):  
Adult Learners ◽  
Language Learning ◽  
Language Teachers ◽  
Small Scale ◽  
Human Beings ◽  
Internal Constraints ◽  
Language Play ◽  
Linguistic Resources ◽  
Creative Language

For the past few years, language teaching, especially for foreign learners, has become more and more creative. Creativity has been deemed paramount in the history of language use by human beings, including day-to-day language play and literary works. It is also suggested that creative language tasks are helpful for learners when it comes to writing. This small-scale study involving two Indonesian university students in Auckland was conducted to find out how adult learners, at any rate, take advantage of imagination in language learning. It examines the role of internal constraints and fantasy element in helping adult learners create meanings in doing creative language tasks. The results show that these two components in creative language tasks could help adult learners play with language. By combining prior knowledge and existing linguistic resources, the participants came up with new meanings from previously known concepts which did not seem to relate to each other. Specifically, input and outcome constraints are useful, while external constraints should be left out. Fantasy element is also beneficial as it requires an act of imagining. For recommendation, to stimulate students to experiment with language, teachers need to design creative tasks which have appealing topics and require them to collaborate.

Specificity in mother^toddler language^play relations across the second year.

1994 ◽  
Vol 30 (2) ◽  
pp. 283-292 ◽  
Author(s):  
Catherine S. Tamis-LeMonda ◽  
Marc H. Bornstein
Keyword(s):  
Language Play ◽  
Second Year

Nilsen, Don L. F. and Alleen Pace Nilsen. Language Play: An Introduction to Linguistics. Rowley, Mass.: Newbury House, 1978; Akmajian, Adrian, Richard A. Demers and Robert M. Harnish. Linguistics: An Introduction to Language and Communication. Cambridge, Mass.: M.I.T. Press, 1979; Binnick, Robert I. Modern Mongolian: A Transformational Syntax. Toronto: University of Toronto Press, 1979; Mulder, Jan W. F. and Sandor G. J. Hervey. The Strategy of Linguistics. Edinburgh: Scottish Academic Press, 1980; Hervey, Sandor G. J. Axiomatic Semantics: A Theory of Linguistic Semantics. Edinburgh: Scottish Academic Press, 1980Nilsen, Don L. F. and Alleen Pace Nilsen. Language Play: An Introduction to Linguistics. Rowley, Mass.: Newbury House, 1978. Pp. xii, 249.Akmajian, Adrian, Richard A. Demers and Robert M. Harnish. Linguistics: An Introduction to Language and Communication. Cambridge, Mass.: M.I.T. Press, 1979. Pp. xvii, 357. $11.95.Binnick, Robert I. Modern Mongolian: A Transformational Syntax. Toronto: University of Toronto Press, 1979. Pp. xix, 133.Mulder, Jan W. F. and Sandor G. J. Hervey. The Strategy of Linguistics. Edinburgh: Scottish Academic Press, 1980. Pp. v, 236. $17.50.Hervey, Sandor G. J. Axiomatic Semantics: A Theory of Linguistic Semantics. Edinburgh: Scottish Academic Press, 1980. Pp. xxvii, 313. $20.00.

1982 ◽  
Vol 38 (2) ◽  
pp. 380-381
Author(s):  
Marcel Danesi
Keyword(s):  
Academic Press ◽  
Language Play ◽  
University Of Toronto ◽  
Axiomatic Semantics ◽  
Language And Communication

»Eigentümlicher Denkzauber« und »die Aura der Begriffe«

2020 ◽  
Vol 24 (1) ◽  
pp. 255-288
Author(s):  
Pola Groß
Keyword(s):  
Thought Style ◽  
Language Play ◽  
Thought Collective ◽  
Scientific Facts ◽  
Art And Language ◽  
Scholarly Attention

AbstractThis article approaches Ludwik Fleck’s work from a literary perspective. It argues that Fleck is not only concerned with how scientific facts emerge, but, in accordance with his broader epistemology, with how different knowledges of reality emerge, through intra- and intercollective migrations of concepts and thoughts through different styles of thinking. Thus, in order to comprehend such cognitive traversal, interpretation, which I take to be suggested in Fleck’s work, is required. In this, I draw on the work of Andrzej Przyłębski and Dimitri Ginev, who see an implicit hermeneutics anticipated in Fleck’s work. These writings are supplemented and expanded by considering the concept of style, including Fleck’s own style, before examining what role literature, art, and language play in Fleck’s conception of thought style and thought collective. To this end, Fleck’s article »The Problem of Epistemology« from 1936, which has received little scholarly attention so far, is highlighted.

Disentangling Chat

2010 ◽  
Vol 36 (3) ◽  
pp. 389-409 ◽  
Author(s):  
Micha Elsner ◽  
Eugene Charniak
Keyword(s):  
Internet Relay Chat ◽  
Clustering Model ◽  
Highly Correlated ◽  
Graph Based Clustering

When multiple conversations occur simultaneously, a listener must decide which conversation each utterance is part of in order to interpret and respond to it appropriately. We refer to this task as disentanglement. We present a corpus of Internet Relay Chat dialogue in which the various conversations have been manually disentangled, and evaluate annotator reliability. We propose a graph-based clustering model for disentanglement, using lexical, timing, and discourse-based features. The model's predicted disentanglements are highly correlated with manual annotations. We conclude by discussing two extensions to the model, specificity tuning and conversation start detection, both of which are promising but do not currently yield practical improvements.

Language, play, and attention at one year

1990 ◽  
Vol 13 (1) ◽  
pp. 85-98 ◽  
Author(s):  
Catherine S. Tamis-LeMonda ◽  
Marc H. Bornstein
Keyword(s):  
Language Play ◽  
One Year

Walter Benjamin

2021 ◽  
Keyword(s):  
Walter Benjamin ◽  
Student Interest ◽  
Children's Theater ◽  
Youth Movement ◽  
Language Play ◽  
Childhood Play ◽  
English Speaking ◽  
Political Philosopher ◽  
English Speaking World

Cultural theorist and political philosopher Walter Benjamin (b. 1892–d. 1940) reflected on the thought processes and imaginative life of the child both in dedicated writings and, tangentially, in his major works. As a young man Benjamin wrote essays critical of high school education, and he was a supporter of the German Youth Movement until he became disillusioned with its nationalist tone. Subsequently Benjamin’s engagement shifted toward early childhood and took many forms: he collected antique children’s books; recorded the sayings and opinions of his infant son; made radio broadcasts for children; composed a memoir of his own childhood years in Berlin; and devoted a number of prose fragments to aspects of drama for young people, play, toys, and the numinous qualities of childhood reading. Influenced by the German Romantic view of the purity of a child’s vision that removes the subject-object barrier, Benjamin suggests in these works that in the course of developing an intense relationship with its immediate locality the child simultaneously absorbs and animates the innate qualities of the natural or manufactured object. Benjamin also regarded language play, witnessed in the utterances of his young son and the magical resonance of his own childhood misunderstandings, as essential to the formation of memory images and the imagination. He does not, however, present an idealized vision of childhood, since children are engaged in a cycle of destruction as well as renewal, and play with the detritus of daily life is essential to the growth of the child’s autonomy—as indeed are acts of mimesis and an immersion in the imaginative world of the book and its illustration. Alongside these observations on the child’s intellectual and imaginative development, Benjamin assumes the role of mentor in broadcasts for children that seek to encourage a historical and political consciousness in the young. He returns to his student interest in education in essays on the nature of colonial and proletarian pedagogy, and in a manifesto on proletarian children’s theater. Initially, little critical attention was paid to Benjamin’s writings on childhood in the English-speaking world, partly because of their gradual appearance in English translation. It is only in recent decades that the significance of Benjamin’s illuminating reflections on childhood, play, and education has become apparent, and that the autobiographical Berlin Childhood around 1900) has gained recognition as an expression in serial “thought-images” of the speculation on memory and materialist historiography that is essential to his philosophy.

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