scholarly journals Linguistic knowledge and command of language

2018 ◽  
Vol 69 (1) ◽  
pp. 77-89
Author(s):  
Juraj Dolník
Keyword(s):  
Mother Tongue ◽  
Linguistic Competence ◽  
Linguistic Knowledge ◽  
Communicative Rationality ◽  
Human Beings ◽  
Knowledge Based ◽  
And Linguistics

Abstract Drawing on the ideas of many pragmatically based philosophers of language and linguistics, the author proposes a conception of command of language with regard to linguistic cultivation of language users. His approach to the problem may be summarized in the sentence that the cultivation of the mother tongue is adequate when it is in harmony with communicative rationality that originated from the fact that human beings are behavioural-actional creatures. The main point is that the rationality of communication is based on the function of the intention-emergent-mechanism; that is, we are in natural linguistic state if the working of this mechanism is not disturbed. The cultivation of command of language can only be successful as the developing of the natural linguistic state when the requirement of the natural coordination of the behavioural and actional linguistic competence remains in force, in other words, it is necessary to take into consideration that for the natural command of language is responsible the interplay of the not-knowledge-based grammatical disposition and the language knowledges.

scholarly journals Psychological Principle And Its Implications In Islamic Education Hasan Langgulung's Perspective

2019 ◽  
Vol 3 (2) ◽  
pp. 224
Author(s):  
Suminto Suminto
Keyword(s):  
The Body ◽  
Islamic Education ◽  
Human Potential ◽  
Young Generation ◽  
Human Beings ◽  
Knowledge Based ◽  
Library Research ◽  
Learning As A Process ◽  
Islamic View ◽  
Psychological Principle

The psychological principle of education can be understood as truth which is the basis or basis for thinking, both at the planning, implementation and evaluation stages of knowledge based on theories from psychology. Therefore, it becomes essential in understanding education, that education also has principles as a place and foothold that is upright, upright in material, upright in interaction, upright in innovation, or honest in its ideals. The type of research used is library research. The content analysis is used as an analysis method in this study. The results of this study can be concluded that: (1) The concept of psychological principles in Islamic education according to Hasan Langgulung is by emphasizing the theory of the learning process and the idea of human creation according to the Islamic view, which includes the nature of creation, essential human potential, cognitive and psychological growth and development and human spirit, so that it can be understood that human beings are creatures consisting of elements of Islamic and spiritual. (2) The implication of the concept of psychological principles in Islamic education is to view learning as a process in preparing the young generation so that they can act as the next generation, transferring knowledge and Islamic values ​​so that they are aligned with the purpose of the human being created, as well as in their daily behaviour. Therefore, in the process of education must pay attention to the development of the soul, as well as the growth of the body of students by referring to the basis, objectives, curriculum, material, and evaluation that carry human functions as abid and khalifatullah which are decorated with righteous deeds.

scholarly journals Mekanisme Transmisi Pengetahuan dengan Modus Imperatif Kesiapan dan Kemampuan Penerapan Pembelajaran dalam Perspektif Pendidikan Islam

2019 ◽  
Vol 3 (1) ◽  
pp. 113-122
Author(s):  
Sudar Kajin
Keyword(s):  
Teaching And Learning ◽  
Intellectual Development ◽  
Human Life ◽  
Lessons Learned ◽  
Islamic Education ◽  
Human Beings ◽  
Religious Knowledge ◽  
Transmission Of Knowledge ◽  
Knowledge Based ◽  
Readiness To Learn

Grounding the transmission of knowledge by simplifying the learning process on real-world problems helps students maintain what is taught and remembers lessons learned when and when needed will have benefits and can be achieved using a variety of student-friendly teaching and learning methods that take into account interests, needs, and levels students. This article was written with the aim of studying the mechanism of knowledge transmission with the Readiness and Ability to Apply Learning Mode in the Islamic Education Perspective. The results of the discussion conclude that: 1) The concept of learning from teacher to student is popularly referred to as the 'Transmission' paradigm in learning and the process as a 'Transmission mechanism' with a different hierarchical Imperative mode; 2. In Islam, education is based on what Islamic ideals once held about educating all human beings rather than the narrow transmission of discursive knowledge. Islamic knowledge is the knowledge contained in the human body and the ways in which Muslims use it to archive, transmit, decode, and actualize religious knowledge based on a combination of imperative modes; 3) Islamic education aims to develop humans holistically, contrary to western education which focuses primarily on intellectual development. The main purpose of Islamic education is to reform and build human life and develop balanced relationships between individuals, communities and the world based on ethical concepts; 4) regardless of the frame of 'readiness to learn' or 'readiness for school', there is far more preparedness than this and far more that we can do to help everyone become more prepared to learn and overcome life.

Human Nature, Non-human Nature, and Needs

2016 ◽  
Author(s):  
Andrew Biro
Keyword(s):  
Critical Theory ◽  
Political Theory ◽  
Human Nature ◽  
Deliberative Democracy ◽  
Frankfurt School ◽  
Instrumental Rationality ◽  
Communicative Rationality ◽  
Human Beings ◽  
Human Needs

This chapter assesses the relevance of Frankfurt School critical theory for contemporary environmental political theory. Early Frankfurt School thinkers such as Adorno, Horkheimer, and Marcuse developed a critique of instrumental rationality that provides a powerful framework for understanding the domination of nature in modernity, including an inability to articulate and defend human needs. Habermas subsequently attempts to mitigate this totalizing critique, countering instrumental rationality with a focus on communicative rationality. This Habermasian turn both provides new openings and forecloses certain possibilities for environmental political theory; deliberative democracy is emphasized, but with a renewed commitment to anthropocentrism. The chapter then explores whether Habermas’s communicative turn could be “greened,” either through an expansion of the subjects of communicative rationality, or by critically examining the extent to which human beings themselves can articulate their genuine needs.

The Growth of Linguistic Knowledge and Language Processing in Undergraduate Learners of French

1996 ◽  
Vol 55 ◽  
pp. 175-186
Author(s):  
Richard J. Towell
Keyword(s):  
Language Processing ◽  
Language Learner ◽  
Linguistic Competence ◽  
Linguistic Knowledge ◽  
Data Set ◽  
Second Language Learner ◽  
Temporal Variables ◽  
The Mind ◽  
Over Time ◽  
Fluent Language

In this article it is argued first that linguistic knowledge consists of two components, linguistic competence and learned linguistic knowledge, and that these components are created in the mind of the second language learner by different processes. It is further argued that these two kinds of knowledge must be stored in the mind as proceduralised knowledge, through a process of automatization or proceduralisation, in order to permit fluent language processing. Using evidence gathered from undergraduate learners of French, these two hypotheses are investigated. The acquisition of competence is investigated through grammaticality judgement tests, the acquisition of proceduralised knowledge is investigated through the measurement of temporal variables. In relation to the acquisition of linguistic competence, the results suggest that learners do not re-set parameters even after a lengthy period of exposure to the L2, but that they may mimic the L2 on the basis of the LI. In relation to the proceduralisation of linguistic knowledge, the results suggest that learners do not possess the L2 knowledge in the same way as the LI knowledge but that specific aspects of the knowledge are proceduralised over time. It is expected that further investigation of the data set will enable more detailed statements about exactly what kind of knowledge has been acquired and proceduralised and what has not.

scholarly journals How ’Straight’ Has Developed Its Meanings －Based on a metaphysical theory

2018 ◽  
Vol 53 ◽  
pp. 03009
Author(s):  
Kosuke Nakashima
Keyword(s):  
Mother Tongue ◽  
English Speakers ◽  
Human Beings ◽  
Standing Posture ◽  
Metaphysical Theory ◽  
Normal Image ◽  
Conceptual Connection ◽  
Way Of Thinking ◽  
Central Meaning ◽  
Made In

This paper makes the development of the word ’straight’ clear. Dictionaries define ’straight’ as; ‘without a curve or bend’, ‘going direct to the target’, ‘honest’, ‘in continuous succession’ or ‘neat’. As can be seen, ’straight’ has a variety of meanings. Some connections between these meanings can be guessed but others cannot. The mechanism of how ’straight’ has obtained each meaning will be explained logically in this paper. First, the most basic or central meaning of ’straight’ is ‘without a curve or bend’. So ’straight’ modifies the verb ’stand’ like the following: He stood up straight. ’Straight’ has a strong conceptual connection with a standing posture. At the present time, ’straight’ is the normal posture for human beings. This means ’straight’ has a concept for ‘normal’ for human beings like the following: He grew up straight. This sentence does not mean that his posture is straight up. It means that he grew up honest. ’Straight’ gives a normal image to English speakers both physically and metaphysically. Like an example above, this paper explains how ’straight’ has developed its meanings through the human beings’ way of thinking. And some comparisons between English expressions and Japanese ones, which is the author’s mother tongue, are made in this paper as well.

scholarly journals Morphosyntactic knowledge of clitics by Portuguese heritage bilinguals

2014 ◽  
Vol 17 (4) ◽  
pp. 681-699 ◽  
Author(s):  
ESTHER RINKE ◽  
CRISTINA FLORES
Keyword(s):  
Early Childhood ◽  
Heritage Language ◽  
Preschool Age ◽  
Linguistic Competence ◽  
Linguistic Knowledge ◽  
Heritage Speakers ◽  
Grammaticality Judgment ◽  
Test Conditions ◽  
European Portuguese ◽  
Almost All

This paper focuses on the linguistic competence of adult Portuguese–German bilinguals in their heritage language, European Portuguese (EP), which they acquired at home in early childhood in the context of German as the majority language. Based on a grammaticality judgment test, we investigate their morphosyntactic knowledge of clitics. The central questions are whether possible deviations from native monolinguals may be traced back to a) lack of contact with the formal register; b) reduced input after preschool age; and c) cross-linguistic influence. The results reveal qualitative differences between the heritage speakers and a group of monolingual controls in almost all test conditions. We conclude that although the linguistic knowledge of the heritage bilinguals investigated in this study differs from that of monolinguals, it is not “deficient” but “different” and “innovative”, because it is primarily based on the spoken variety of the language and because it promotes linguistic changes which are inherent in the speech of native monolinguals.

“Hätte, wäre, wenn…”

2015 ◽  
Vol 1 (1) ◽  
pp. 25-57 ◽  
Author(s):  
Ursula Maden-Weinberger
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Native Speaker ◽  
Linguistic Knowledge ◽  
Complex Nature ◽  
Human Beings ◽  
Learner Corpus ◽  
Subjunctive Mood ◽  
Cognitive Theories ◽  
Different Levels

The German subjunctive mood (‘Konjunktiv’) is a grammatical feature that attests to the freedom of human beings to step out of the boundaries of their immediate situation and explore new possibilities in hypothetical scenarios. It therefore plays a pivotal role in advanced learner argumentative writing, but due to its highly complex nature regarding both form and usage, the ‘Konjunktiv’ challenges learners on virtually all levels of linguistic knowledge. This paper presents the first learner corpus-based study of this phenomenon with a two-pronged Contrastive Interlanguage Analysis approach: comparing learner data to native-speaker data and learner data at different levels of proficiency using the Corpus of Learner German (CLEG). The investigation seeks to explain the detected patterns of over-, under- and misuse and developmental paths by drawing on cognitive theories of second language acquisition.

scholarly journals Teaching Foreign Languages to Students of the Philological Direction Using the Academic Language

2021 ◽  
Vol 11 (4) ◽  
pp. 2423-2442
Author(s):  
Oksana V. Asadchykh ◽  
Liudmyla H. Smovzhenko ◽  
Iryna V. Kindras ◽  
Ihor I. Romanov ◽  
Tetiana S. Pereloma
Keyword(s):  
Foreign Language ◽  
Academic Language ◽  
Effective Means ◽  
Spoken Language ◽  
Linguistic Competence ◽  
Foreign Languages ◽  
Linguistic Knowledge ◽  
Visual Images ◽  
Social Situations ◽  
Knowledge And Skills

Modern socio-educational student environment, which stands on communication is based on the exchange of visual images and philological units. Philology students see in communicating with foreign language communicants an opportunity to develop the spoken language of a non-native language, as well as to supplement this knowledge with cultural characteristics and new images. The perception of academically correct lexical group is relevant in combination with spoken language. The novelty of the study lies in the fact that the authors go beyond the stereotype, according to which the academic language is conventionally considered an anachronism and, in general, not an effective means to expand linguistic competence. The article proves that students are ready to learn the academic language not only ion the cultural plane, but also with the help of pedagogical methods. The study also confirms the authors' assertion that it is advisable to introduce an extended learning format into the curriculum in line with the techniques of linguistic learning. The practical value of this article lies in the fact that the study of the academic language by philology students will help them apply the acquired knowledge and skills in different social situations, which are often based on in-depth historical linguistic knowledge.

scholarly journals PRAGMATIC TRANSFER IN REFUSALS REALIZED BY PROFICIENT EFL LEARNERS ENGLISH EDUCATION PROGRAM SRIWIJAYA UNIVERSITY

MABASAN ◽  
2019 ◽  
Vol 9 (1) ◽  
pp. 43-54
Author(s):  
NFN Eviliana
Keyword(s):  
Qualitative Research ◽  
Foreign Language ◽  
Research Method ◽  
English Education ◽  
Mother Tongue ◽  
Linguistic Knowledge ◽  
Study Program ◽  
Qualitative Research Method ◽  
Pragmatic Transfer ◽  
Efl Students

This research was aimed at describing the strategies of proficient EFL students’ refusal realization in Indonesian and in English and the occurrences of pragmatic transfer (PT) in their refusal realization. Qualitative research method was employed. As the subsidiary of the qualitative research method, quantitative research method was also employed. The subjects were 18 EFL students of English Study Program Sriwijaya University whose TOEFL prediction scores were 450 above. DCT was used as the instrument of collecting data. Data were analyzed based on combined refusal classification by Wannaruk (2005) and Campillo (2009). The results of this research show that proficient EFL students’ mostly used the indirect strategies in their refusal realization both in English and Indonesian. Nevertheless, differences occurred in term of semantic formula choice and order in the twelve situations of DCT. Thus, PT could be observed. In consequences, it is suggested to foreign language teacher or lecturers should be aware that fluency in a language involves both a mastery of linguistic knowledge and pragmatic knowledge. Foreign language learners should be aware of the fact that social variables play a role when refusing, and that their inappropriate refusals may make them sound rude, vague or abrupt. Due to the limitation of this study, future researchers should also explore the differences between EFL  students’ refusal realization in their mother tongue  and Indonesian, the idiosyncrasies that occur in  the proficient EFL students’ refusal realization, and communication strategies used by EFL students in realizing their refusals.

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