scholarly journals Candidate Methodology for Analyzing Meaning Making

2021 ◽  
Vol 1 (2) ◽  
Author(s):  
Alaric Kohler
Keyword(s):  
Detailed Analysis ◽  
Creative Process ◽  
Language Use ◽  
Meaning Making ◽  
Cultural Dimensions ◽  
Psychological Processes ◽  
Natural Logic ◽  
Complex Process ◽  
Piagetian Theory ◽  
Cognitive Activities

This paper aims at presenting a candidate methodology for studying psychological processes involved in meaning making. The analysis of meaning making processes poses methodological challenges. Grize’s proposes a neo-Piagetian theory, Natural Logic, which can be used as a methodology approaching the making and the interpretation of meaning, approaching discourse as a complex process interrelating cognitive, social and cultural dimensions. The making of new meaning is nevertheless approached through language use, yet both as a creative process in choosing and assembling words together, and as an interpretative process of reasoning in listening to or reading discursive material. This paper presents some main features of a new methodology for studying meaning making and interpretation processes in psychology, and a quick introduction to its practice based on a short example of analysis. The objective is to contribute to detailed analysis of meaning making, as we find it in complex cognitive activities such as interviewing, presenting or listening to a political discourse, debating, or teaching.

scholarly journals Language Use in a Multilingual Class: a Study of the Relation Between Bilingual Students’ Languages and Their Meaning-Making in Science

2017 ◽  
Vol 48 (5) ◽  
pp. 1027-1048 ◽  
Author(s):  
Zeynep Ünsal ◽  
Britt Jakobson ◽  
Bengt-Olov Molander ◽  
Per-Olof Wickman
Keyword(s):  
Language Use ◽  
Meaning Making ◽  
Bilingual Students ◽  
Class A

scholarly journals Cross-cultural Training and Second Language Learning

2017 ◽  
Vol 2 (3) ◽  
pp. 1
Author(s):  
Zhonghao Zhou
Keyword(s):  
Language Learning ◽  
Cultural Awareness ◽  
Second Language Learning ◽  
Language Use ◽  
Cross Cultural ◽  
Cultural Training ◽  
Cross Cultural Training ◽  
Complex Process ◽  
Culture Teaching ◽  
Culture And Language

Culture and language are inseparable, and cultures as groups adopt particular practices and norms of behavior. Culture teaching is a long and complex process concerning something more than language use itself. The two popular theories influencing practice today are the Constructivist and the Creative Constructionist approaches, and the technique for conveying cultural awareness is cultural assimilator, which has been designed for specific cultures around the world. Cross-cultural training can be used to promote cultural awareness, that is, sensitize people to the influence of culture on people’s values and behaviors and help them recognize and accept the existence of cultural differences.

Arabic borrowings in Tima

2020 ◽  
Vol 51 (1) ◽  
pp. 175-196
Author(s):  
Mona Hashim ◽  
Suzan Alamin ◽  
Gertrud Schneider-Blum
Keyword(s):  
Detailed Analysis ◽  
Language Contact ◽  
Language Use ◽  
Way Of Life ◽  
North West ◽  
Arab Culture ◽  
The North

Abstract In this contribution, we look at Arabic borrowings in Tima, a Niger-Congo language spoken in the north-west of the Nuba Mountains (as well as in the Sudanese diaspora). Due to several factors, outlined in the paper, Arab culture has been exerting more and more influence on the Tima way of life, especially with regard to the Tima language, where we find – to varying degrees – Arabic lexemes, phrases and whole utterances. A detailed analysis of the phonotactic and morpho-phonological adaptation of Arabic borrowings is followed by a discussion on the socio-linguistic setting of language contact, i.e. essentially a contact between Arabic and Tima speakers. Eventually, as we argue, a repertoire approach seems the appropriate way to tackle the issue of language use in today’s Tima society.

Introduction

2021 ◽  
pp. 1-8
Author(s):  
Jenni Ingram
Keyword(s):  
Detailed Analysis ◽  
Classroom Interactions ◽  
Complex Process ◽  
Learning Mathematics

Learning is a social and interactional endeavour, involving interactions between students and the teacher, between students themselves, and between all of these participants and the mathematics. By focusing on the process of learning itself in classroom interactions, the intersubjective negotations enabled by interactional structures and practices become visible. Detailed analysis of these interactional structures and practices, such as those offered in this book, can not only contribute to our understanding of the complex process of learning mathematics, but can also reveal opportunities to use and deviate from these structures.

Experiencing Responsive Technology in a Mixed Work: Interactive music as embodied and situated activity

2017 ◽  
Vol 22 (3) ◽  
pp. 418-427
Author(s):  
Anna Einarsson
Keyword(s):  
Interpretative Phenomenological Analysis ◽  
Meaning Making ◽  
Phenomenological Analysis ◽  
Cultural Dimensions ◽  
The Self ◽  
Structured Interviews ◽  
Interactive Music ◽  
Sensorimotor Interaction ◽  
The Relationship

How is performing with responsive technology in a mixed work experienced by performers, and how may the notion of embodied cognition further our understanding of this interaction? These questions are addressed here analysing accounts from singers performing the author’s mixed work Metamorphoses (2015). Combining semi-structured interviews and inspiration from Interpretative Phenomenological Analysis, questions concerning the ‘self’ when listening, singing, moving and relating to fellow musicians, as well as the relationship towards the computer, are explored. The results include a notion of the computer as neither separated nor detached but both, and highlight the importance of the situation, including not only the here and now but also social and cultural dimensions. The discussion emphasises the role of sensorimotor interaction and bodily experience in human meaning-making.

Richard Johnson

1991 ◽  
Vol 18 (2-3) ◽  
pp. 281-299 ◽  
Author(s):  
Anat Biletzki
Keyword(s):  
Detailed Analysis ◽  
Speech Acts ◽  
Language Use ◽  
18Th Century ◽  
Conceptual Frameworks ◽  
Continuity And Change ◽  
Grammatical Categories ◽  
Pragmatic Analysis ◽  
Change Characteristic

Summary The grammarians of 16th, 17th, and 18th century England were, in the main, conservative, but the elements of continuity and change characteristic of these times make for a strange blend of uniformity and variety in the grammars they produced. Of all the grammatical categories, the treatment of mood is most hesitant, variable, and problematic. Building on this confusion, and taking a cue from the modern discussion of mood which lends itself to pragmatic analysis, the paper asks about pragmatics in the treatment of mood in earlier periods. In this it is claimed that although numerous hints and inklings provide evidence of some pragmatic tendencies, only one grammarian, Richard Johnson, in the Grammatical Commentaries of 1706, comes close to an explicit rendering of moods akin to speech acts and based on language use. His theory of moods is presented and analyzed; it is seen to formulate theoretical, pragmatic principles for moods and, furthermore, to apply such principles in the detailed analysis of specific moods. Johnson emerges as unique in his time for his treatment of moods, but obviously still limited by its conceptual frameworks.

scholarly journals Microskills in Teaching in the Lecture Room of Medical Students

1970 ◽  
Vol 14 (2) ◽  
pp. 96-98
Author(s):  
MH Haldary ◽  
Asgar Hossain ◽  
Md Iqbal Bari
Keyword(s):  
Medical Students ◽  
Effective Teaching ◽  
Language Use ◽  
Media Use ◽  
Basic Skills ◽  
Medical Teacher ◽  
Medical Teaching ◽  
Lecture Room ◽  
Complex Process ◽  
The Way

Teaching is a highly complex process. The medical teaching is more complex and difficult. There are certain basic skills of teaching e.g. the way the teacher presents lecture, use various teaching media, use of basic questionnaire and motivation etc. Besides these basic skills there are certain microskills of teaching. These are explaining, introductory procedure, closures and advanced questioning. Out of these microskills, explaining is the most important and powerful skill. Explaining has some components; e.g. clarity, fluency of language, use of illustration, variation of voice manners, structuring statements and finally obtaining feedback. Every medical teacher should use these microskills in the lecture room for effective teaching. DOI: http://dx.doi.org/10.3329/taj.v14i2.8397 TAJ 2001; 14(2): 96-98

Examining meaning making from reading wordless picture books in Chinese and English by three bilingual children

2016 ◽  
Vol 18 (2) ◽  
pp. 214-238 ◽  
Author(s):  
Ran Hu ◽  
Xiaoming Liu ◽  
Xun Zheng
Keyword(s):  
Picture Books ◽  
Language Use ◽  
Meaning Making ◽  
Language Ability ◽  
Gradual Release Of Responsibility ◽  
Personal Experiences ◽  
Wordless Picture Books ◽  
Responsibility Model ◽  
Chinese And English ◽  
Gradual Release

This qualitative study examined three bilingual children’s (aged 2, 3 and 4) meaning making and storytelling in relation to five wordless picture books over a period of 10 weeks. Guided by the Gradual Release of Responsibility Model the children were asked to read each book through four stages in both English and Chinese: I Read You Listen, I Read You help, You Read I help and You Read I Listen. The results suggested that the children applied a variety of techniques in their meaning-making process and that there were commonalities among the strategies they used as well as differences due to age, personal experiences and language ability. The children interacted with these books by making different connections and prompts from adults were also useful in facilitating their storytelling. Finally, the children’s preferences for language use and their unique characteristics in storytelling were also discussed.

Linguistic and Personological Features of the Doka & Martin Grieving Style Continuum

2021 ◽  
Author(s):  
James Geisler ◽  
Cass Dykeman
Keyword(s):  
Corpus Linguistics ◽  
Language Use ◽  
Latent Dirichlet Allocation ◽  
Topic Model ◽  
Psychological Processes ◽  
Clinical Vignettes ◽  
Present Tense ◽  
Dirichlet Allocation

While there is extensive research on the adaptive grief styles developed by Doka and Martin, this study is the first of its kind to explore the language used among each style of grief. This study used clinical vignettes from a variety of sources on instrumental and intuitive grieving in an attempt to decipher the language use across various linguistic and psychological processes. Following this analysis, latent Dirichlet allocation (LDA) was used fitting a two-topic model to analyze differences between topics while additionally performing a supervised LDA analysis. The strongest data from this study relate to intuitive grief, which found a higher use of present-tense language in comparison to the instrumental grief style. In addition, results found that the language used by intuitive grievers is slightly more distinguishable than that of its instrumental counterpart. Several implications for counseling and research were developed in response to these findings.Keywords: corpus linguistics, grieving, instrumental grieving, intuitive grieving, LIWC, latent Dirichlet allocation (LDA).

scholarly journals Making sense of sensory perceptions across languages and cultures

2015 ◽  
Vol 22 (1) ◽  
pp. 1-19 ◽  
Author(s):  
Rosario Caballero ◽  
Carita Paradis
Keyword(s):  
Language Use ◽  
Meaning Making ◽  
Human Communication ◽  
Cognitive Approach ◽  
Making Sense ◽  
The World ◽  
New Research ◽  
Production Areas ◽  
Different Cultures

This article has two aims: (i) to give an overview of research on sensory perceptions in different disciplines with different aims, and on the basis of that (ii) to encourage new research based on a balanced socio-sensory-cognitive approach. It emphasizes the need to study sensory meanings in human communication, both in Language with a capital L, focusing on universal phenomena, and across different languages, and within Culture with a capital C, such as parts of the world and political regions, and across different cultures, such as markets, production areas and aesthetic activities, in order to stimulate work resulting in more sophisticated, theoretically informed analyses of language use in general, and meaning-making of sensory perceptions in particular.

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