Elasticity of vague language

2011 ◽  
Vol 8 (4) ◽  
Author(s):  
Grace Zhang
Keyword(s):  
2020 ◽  
pp. 239-269
Author(s):  
Joan Weiner

This chapter is largely an examination of the significance one of Frege’s views has for contemporary thought. The view, which was labeled the “apparently absurd view” in Chapter 6, is that (1) it is appropriate to give definitions of terms already in use that are, in part, stipulative and (2) it is appropriate to take sentences in which such terms appear as, already (pre-definition), having truth-values. It is argued that, although this view may seem absurd, it is perfectly in line with some scientific practices, in particular unexceptionable practices routinely used in epidemiology. If we follow Hilary Putnam’s view about the significance of our deference to experts, we should accept Frege’s apparently absurd view as not absurd in the least. Moreover, what we see on examination of this view are reasons for rejecting a number of contemporary views about vague language, including those of Field, Fine, Fodor and Lepore, and Williamson.


English Today ◽  
2019 ◽  
pp. 1-13
Author(s):  
Patrice Quammie–Wallen

The computational analysis of corpora, a body of ‘naturally occurring language texts chosen to characterize a state of variety of a language’ (Sinclair, 1991: 171) provided the opportunity to reveal otherwise unobservable features and patterns across varieties, registers and languages. One such language feature is a ‘lexical bundle’ otherwise known as an n-gram. Vague terms in any language variety can often present themselves in the form of not just individual words (e.g. things, plenty, scores, stuff) but as a group of words that tend to co-occur: a lexical bundle (e.g. loads of, stuff like that, and so on, or what have you). In this paper, the function in Hong Kong English (HKE) of the vague n-gram ‘something like that’ will be explored via corpus methodology to account for its observed hyper-usage in Hong Kong society.


2019 ◽  
pp. 088626051987555 ◽  
Author(s):  
Adrienne Baldwin-White

One in five college women report being sexually assaulted with 23% to 45% of men reporting attempting or completing a sexual assault while attending a university. One important concept in preventing sexual assault is consent. It is important to ensure that when students are being asked to wait for consent, they understand what consent is and the potential ways it could manifest in a sexual situation. In total, 25 female and 20 male college students participated in semistructured focus groups or interviews to gain a better understanding of their perspectives of consent and how they ensure that it has been given. Results demonstrate that college students do not have a consistent, coherent, or precise definition of consent. Participants often described consent using vague language and were only able to clearly identify verbal indicators of consent. Much of the discussion of consent centered around an individual’s ability or inability to clearly and directly communicate his or her needs. Data also show that how students communicate about consent is influenced by gender expectations. There are multiple complicating factors when determining consent, including alcohol consumption. Participants discussed not understanding how to navigate sexual encounters when one or both parties had been consuming alcohol. Results also showed that there are multiple factors that may lead women to say yes to sex they don’t want, and men to not ask for consent. For college students, consent is a complex concept—a concept they may not have a practical and useful definition of. Sexual assault prevention must take steps to provide college students with a definition of consent informed by their experiences and the reality of their sexual encounters.


Sign in / Sign up

Export Citation Format

Share Document