Recent literature has revealed the upsurge of populism in political and media discourses across the world. However, few studies have acknowledged the importance of cultivating critical language awareness among citizens in democracies. Drawing on Halliday’s Systemic Functional Linguistics and Fairclough’s Critical Discourse, this study critically analyzes Trump’s populist meaning-making choices in his inaugural address through both genre and register analysis to raise the urgency of cultivating citizens’ critical language awareness through language education. To better illustrate (...) Trump’s genre moves and rhetorical strategies, this study sometimes analyzes Trump’s inaugural address in comparison with other presidents’ inaugural addresses. The findings indicate that Trump employs a combination of populist rhetorical style, which includes anti-establishment, anti-elitism rhetoric; collectivist rhetoric; pro-nationalist sentiments; and linguistic choices of simplicity and repetition to appeal to both supporters and opponents in an attempt to build solidarity. The implications of this study center on raising educators’ and social scientists’ awareness of the urgency to cultivate critical language awareness among citizens through language education. Equipped with critical language awareness, citizens can understand how politicians use linguistic resources to engage, persuade, and manipulate their audiences to achieve their political goals, and thereby can make informed choices about political leaders in the future. (shrink)

In this paper, we make initial advances towards building an argument for the inclusion of Critical Literacy Awareness within the new Early Career Framework in England. Using illustrative examples from recent research projects, we argue that post-2010 education policy has discursively divided practitioners, structuring relationships between different groups of teachers in schools as hierarchical and competitive, rather than collegial and supportive. We argue that such hierarchies may be a contributing factor to the teacher retention crisis, given that research indicates (...) teachers working in schools with a collegial culture are more likely to remain committed and motivated. We propose that engagement with CLA may enable early career teachers to critique and resist dominant discourses which differentiate and hierarchically divide them from their colleagues, and therefore, the utility of CLA should be explored within future iterations of the Early Career Framework. (shrink)

In the research on literacy learning the concept of language awareness has come forward as a unifying framework for understanding the underlying knowledge that supports ability in reading and writing. Consensus is gathering around the idea that language awareness is an essential foundation. If subsequent work in this area confirms it, this factor may turn out to be the key cognitive-domain explanation for successful literacy learning in school (and for academic purposes in general). In this review (...) we examine two cross-cultural comparisons regarding this claim. The comparisons point to the need to examine cases that juxtapose contrasting conditions. Relevant contrasts place side by side examples that appear to be typical and examples that appear to be exceptional. Taking what appear on the surface as sharply diverging cases, how is access to requisite underlying competencies similar, and how different, from one instance to the other? (shrink)

Awareness of language structure has been studied in bilinguals, but there is limited research on how language dominance is related to metalinguistic awareness, and whether metalinguistic awareness predicts vocabulary size. The present study aims to explore the role of language dominance in the relation between vocabulary size in both languages of bilingual children and metalinguistic awareness in the societal language. It evaluates the impact of two metalinguistic awareness abilities, morphological and lexical (...) awareness, on receptive and expressive vocabulary size. This is of special interest since most studies focus on the impact of exposure on vocabulary size but very few explore the impact of the interaction between metalinguistic awareness and dominance. 5–6-year-old preschool children with typical language development participated in the study: 15 Russian-Hebrew bilingual children dominant in the societal language (SL) Hebrew, 21 Russian-Hebrew bilingual children dominant in the Heritage language (HL) Russian and 32 monolingual children. Dominance was determined by relative proficiency, based on standardized tests in the two languages. Tasks of morphological and lexical awareness were administered in SL-Hebrew, along with measures of receptive and expressive vocabulary size in both languages. Vocabulary size in SL-Hebrew was significantly higher for SL-dominant bilinguals (who performed like monolinguals) than for HL-dominant bilinguals, while HL-Russian vocabulary size was higher for HL-dominant bilinguals than for SL-dominant bilinguals. A hierarchical regression analyzing the relationship between vocabulary size and metalinguistic awareness showed that dominance, lexical metalinguistic awareness and the interaction between the two were predictors of both receptive and expressive vocabulary size. Morphological metalinguistic awareness was not a predictor of vocabulary size. The relationship between lexical awareness and SL-vocabulary size was limited to the HL-dominant group. HL-dominant bilinguals relied on lexical metalinguistic awareness, measured by fast mapping abilities, that is, the abilities to acquire new words, in expanding their vocabulary size, whereas SL-dominant bilinguals and monolinguals did not. This difference reflects the milestones of lexical acquisition the different groups have reached. These findings show that metalinguistic awareness should also be taken into consideration when evaluating the variables that influence vocabulary size among bilinguals though different ways in different dominance groups. (shrink)

In a society where mobility, globalization and contact with people from other cultures have become its basic descriptors, the enhancement of plurilingualism and intercultural understanding seem to be of the utmost concern. From a Positive Psychology Perspective, agency is the human capacity to affect other people positively or negatively through their actions. This agentic vision can be related to mediation, a concept rooted in the socio-cultural learning theory where social interaction is considered a fundamental cornerstone in the development of cognition. (...) Social interactions in the language learning setting may be facilitated through musical activities due to its social bonding effect. This paper tries to offer insights on how a musical-mediated experience in language learning may develop students’ interpersonal and collaborative competences to become active members of a more inclusive society. Mediation, considered as a paradigm shift in the foreign language classroom and the different out-of-class language learning possibilities, could also provide an environment where learners maximize their emotional intelligence. Our paper focuses on this paradigm shift spearheaded by the CEFR Companion Volume and the considerable repercussions it is bound to have for foreign language didactics, as cooperative tasks become central to foreign language learning. We hypothesize that mediated language learning experiences imply a socioemotional change in learners, focusing on the others, on their needs and interests, by trying to help them understand texts, concepts or facilitating communication with their peers. An intervention with a musical-mediated language learning experience was designed and implemented in the classroom. A self assessment scale with mediation descriptors and the socioemotional expertise scale (SEE) were administered. Results show that students become more mindful of their strengths, of their capacity for collaborating and team working. This leads to more awareness of their mediation skills. Students’ mediation skills correlate significantly with their socio-emotional skills, more concretely with their expressivity. The implementation of a musical-mediated experience also promoted tolerance and enhanced learners’ intrinsic motivation for language learning at the same time as they acknowledged their diversity. (shrink)

The relationship between language and consciousness has been debated since ancient times, but the details have never been fully articulated. Certainly, there are animals that possess the same essential auditory and vocal systems as humans, but acquiring language is seemingly uniquely human. In this essay, we investigate the relationship between language and consciousness by demonstrating how language usage implies the self-awareness of the user. We show that the self-awareness faculty encompasses the language faculty (...) and how this self-awareness, that is uniquely human, enables us to create social realities through utilizing the social character of the language. We conclude that it is self-awareness that empowers humans to form collective intentionality and to structure societies. Establishing the relationship between self-awareness, language and society sheds light on connections between philosophy of mind, philosophy of language and philosophy of society. (shrink)

Against the assumption that legal and normative systems are coextensive with geopolitical units and national spaces, the article advocates for the need to study how different legal and normative semiospheres, within the same geopolitical unit and national space, often give rise to ‘normolects’ that are transversal to socio-economic classes, ethnicities, and cultural lifestyles. The concept of legal and normative ‘imaginaries’ is useful to come to terms with the legal and normative semiotic ideology of such normolects, including their non-verbal dimension and (...) legal-normative semiotic ideologies. More generally, the article prompts legal scholars, and particularly semioticians of law, not to focus exclusively on inter-cultural awareness in legal-normative language but to concentrate also on intra-cultural awareness. As a case study, the article analyses a drawing through which the former Italian Prime Minister Silvio Berlusconi visualized and advertised for a bill of reform of the Italian judicial system by his Minister of Justice, Angelino Alfano. The semiotic analysis of this visual artifact casts new light on the controversial political and judicial figure of Mr Berlusconi. The drawing is read as a visual embodiment of the conflict between two different legal and normative ideologies within the present-day Italian political and judicial arena. The paradoxes that underpin this iconography of law and mar a rational confrontation of legal-normative arguments in contemporary Italy are uncovered. (shrink)

This paper considers methodological issues of awareness during adult second language acquisition. Specifically, the paper deals with the issue of instructional orientations, the issue of biases in knowledge measurement, and the issue of reactivity in the online think-aloud protocol. Detailed reviews of prominent SLA research that has investigated the possibility of implicit SLA reveal that the instruction on implicit learning does not guarantee that learners engage in the implicit learning mode, that the majority of SLA research has employed (...) only tests of “explicit learning” such as untimed grammaticality judgment, and that there is some evidence that the online think-aloud protocol causes negative reactivity particularly when it is metalinguistic in nature. (shrink)

The main goal of the paper is to present a putative role of consciousness in language capacity. The paper contrasts the two approaches characteristic for cognitive semiotics and cognitive science. Language is treated as a mental phenomenon and a cognitive faculty. The analysis of language activity is based on the Chalmers’ distinction between the two forms of consciousness: phenomenal and psychological. The approach is seen as an alternative to phenomenological analyses typical for cognitive semiotics. Further, a cognitive (...) model of the language faculty is described. The model is implemented in SNePS/GLAIR architecture and based on GATN grammar and semantic networks as a representation formalism. The model - reflecting traditionally distinguished linguistic structures - consists of phonological, syntactic, and semantic modules. I claim that the most important role in the phenomenon of language is played by psychological consciousness. Phenomenal consciousness accompanies various stages of language functioning, but is not indispensable in explanations of the language faculty. (shrink)

Some philosophers have laid down rather severe strictures on whether there can be thought without language. Wittgenstein asserted that ‘the limits of language…mean the limits of my world’. Davidson has argued that ‘a creature cannot have thoughts unless it is an interpreter of the speech of another’. Dummett has interpreted some pronouncements as meaning that ‘the study of thought is to be sharply distinguished from the study of the psychological processes of thinking and…the only proper method of analysing (...) thought consists in the analysis of language’. And there is also the position that thought has its own language that might exist even prior to or in the absence of natural language. But here I am going to concentrate on what might be possible in the absence of natural language. I do not know what it would mean to consider thinking in the absence of its own intrinsic language, a language of thought, if the two always co-exist. (shrink)

We explore ChatGPT’s handling of left-peripheral phenomena in Italian and Italian varieties through prompt engineering to investigate 1) forms of syntactic bias in the model, 2) the model’s metalinguistic awareness in relation to reorderings of canonical clauses (e.g., Topics) and certain grammatical categories (object clitics). A further question concerns the content of the model’s sources of training data: how are minor languages included in the model’s training? The results of our investigation show that 1) the model seems to be (...) biased against reorderings, labelling them as archaic even though it is not the case; 2) the model seems to have difficulties with coindexed elements such as clitics and their anaphoric status, labeling them as ‘not referring to any element in the phrase’, and 3) major languages still seem to be dominant, overshadowing the positive effects of including minor languages in the model’s training. (shrink)

The article examines the dialogue between British cognitive science expert Murray Shanahan and the large language model Claude 3 Opus about “self-awareness” of artificial intelligence (AI). Adopting a text-centric approach, the author analyzes AI’s discourse through a hermeneutic lens from a reader’s perspective, irrespective of whether AI possesses consciousness or personhood. The article draws parallels between AI’s reasoning about the nature of consciousness and Buddhist concepts, especially the doctrine of dharmas, which underpins the Buddhist concept of anātman (“non-Self”). (...) Basic classifications of dharmas and their justification are examined in light of the Buddhist system of ideas about the foundations of an individual’s cognitive experience in the world. The author emphasizes that the problem of the Self as a linguistic and conceptual construct, rather than a real ontological category, was first formulated in the teachings of Buddha Shakyamuni who also proposed an “experimental” application of this concept in practices of systematic introspection (smṛti). The article contends that Claude’s discourse on self-awareness, even if it is just a tapestry of linguistic constructs woven by preset algorithms, could prove to be a source inspiring new approaches to the enigma of consciousness. This potential stems from its vast database, which is a melting pot of textual heritage from diverse human cultures. The author posits that examining AI-generated texts through the prism of Indian and Buddhist thought traditions can be eye-opening. Such an approach might help shed light on and overcome the unconscious cognitive biases and cultural blind spots within Western consciousness studies that have hindered their engagement with the full spectrum of human intellectual traditions. The author concludes that discovering different cultural sources in AI discourse and examining it from the perspective of various cultural traditions can: firstly, enrich the conceptual apparatus of cognitive studies; secondly, reveal universal cross-cultural patterns in understanding consciousness; thirdly, generate new research hypotheses and directions in studying not only artificial but also natural intelligence; fourthly, contribute to rethinking our understanding of the Other, by expanding the boundaries of what we today consider conscious or sentient. (shrink)

The idea that language is necessary for thought and emotion is a dominant one in philosophy. Animals have taken the brunt of this idea, since it is widely held that language is exclusively human. Michael Leahy makes a case against the moral standing of factory-farmed animals based on such ideas. His approach is Wittgensteinian: understanding is a thought process that requires language, which animals do not possess. But he goes further than this and argues that certain factory (...) farming methods do not cause certain sufferings to the animals used, since animals lack full awareness of their circumstances. In particular he argues that animals do not experience certain sufferings at the slaughterhouse since, lacking language, they are unaware of their fate . Through an analysis of Leahy’s claims this paper aims to explore and challenge both the idea that thought and emotion require language and that only humans possess language. (shrink)

In my 2003 SCR paper “Inner speech and conscious experience” (LINK) I put forward the notion that we most often need to talk to ourselves in order to understand who we are. That is, inner speech is frequently required to access self-information and to gradually build a self- concept. To illustrate, let’s imagine that you want to reflect on an abdominal pain you are currently experiencing. It is very likely that you will engage in an internal monologue, thinking “Why is (...) it that my belly hurts? I feel cramps... Ha! I get it—I skipped breakfast...” You could go on and also notice: “I’ve been missing breakfast often lately... I tend to sleep in, I don’t eat breakfast, and by noon I’m starving... And I didn’t go to the gym as often as I should have... This is bad—I’m getting _lazy_...” Here the adjective “lazy” constitutes the conclusion that you have drawn from your inner monologue; it may then become a more or less permanent part of your self-concept. (shrink)

본 논문의 목적은 7세기 불교논사인 다르마끼르띠(약 600～660년)의 논리에 따라 음성의 발성과 그것에 대한 인식의 문제를 해명해보고자 하는 데 있다. 그는 우리의 인식이란 외부에 실재하는 대상의 인식이 아니라, 대상이 知에 남긴 형상을 파악하는 것이라고 말한다. 따라서 모든 인식은 知 자신의 인식, 즉 자기인식(svasaṃvedana)일 뿐이다. 그런데 2중모음 등 장모음에 있어서 발성된 앞선 모음은 어떻게 다음 모음이 발성 될 때까지 남아 있다가 장모음에 대한 최종적인 인식을 성립시키는 것일까. 여기에서 다르마끼르띠는 앞선 순간 경험된 것에 대한 자기인식이 없다면, 장모음에 대한 인식은 가능하지 않다고 말한다. 그는 (...) 먼저 디그나가의 二相性의 논리에 따라 ‘대상의 형상’과 ‘[知] 자신의 형상’ 두 가지가 생겨난다는 것을 추론하고 자기인식이 성립함을 논증하고 있다. 또한 기억에 의하여 자기인식의 성립함을 논증하고 있다. 장모음에는 앞선 찰나와 이후 찰나에 걸쳐 다수의 부분음성들이 생겨나기 마련이다. 이 문제를 ‘다수의 형상은 단일한 知에 의하여 파악된다’고 말하는 다르마끼르띠의 진술을 통해 해명해볼 수 있지 않을까. 이러한 진술은 후대에 전개된 다양불이론의 단초가 되기도 하는데, 공간적으로 펼쳐진 다양한 색의 인식을 시간적으로 연속하는 다수의 부분음성의 인식에도 적용할 수 있으리라 생각하기 때문이다. (shrink)

This article examines the emergent relationship between epistemic responsibility and frame awareness in early childhood, wherein a mother uses language socialization practices to guide her child into a new frame. The pair co-constructs the parameters of the new frame through negotiation of epistemic responsibility and remedial interchanges. The analysis demonstrates that these remedial interchanges arise from conflicting understandings of the embeddedness of frames and the epistemic dynamics that these frames entail. The child maintains epistemic primacy in her concurrent (...) play frame, which carries over to the recording activity given that the recording activity is embedded within her larger play frame. I argue that the data predict epistemic responsibility to be acquired earlier than the ability to shift epistemic dynamics outside of role-play. This study contributes to our understanding of frame and epistemic development in early childhood. (shrink)

The book consists of 6 chapters. Chapter One explains the reason why SLA researchers should study the language learning environment in space: population movements associated with internal and external migration and social mobility such as the circuits of commodity production and distribution create much space, in which language learning environment become diverse and uneven. With the spatial perspective, we can fully understand the interactions between language learners and the world or environments.In Chapter Two, by introducing the brief (...) history of Critical Spatial Theory, the author wants to tell us one of the key ideas in the theory: the social production of space, which views space as the product of the social relations of its era. Based on it, the author adds that the production of languages is an integral aspect of the production of space on a global scale. It can help us to understand how social mobility shapes language learning environments. From this perspective, the local environments in which languages are learned are outcomes of the production of space under the influence of mobility. It reiterates the key view that the global mobilities of physical objects (people, goods and information) produce space.In Chapter Three, the author introduces the mainstream views held by modern linguistics: languages are conceptualized as objects in the space. They hold that the spatiality of language is given by providing correct writing systems and standardized rules for various languages. Influenced by mainstream conception of language from modern linguistics, SLA tends to regard languages as self-contained objects in space. However, this view neglects the relation between language and the learning environments. The author holds that the distribution and circulation of languages and their varieties in geographical space produce the spatiality of language, which clears the ground for an environment or object-as-space view of language in Chapter Four.In Chapter Four, the author develops an alternative "objects-as-space" view and introduces three concepts to illustrate spatiality of language: flat ontology, assemblage and mobilities. The concept of flat ontology helps explain what language is and how it comes into being in the world; From assemblage perspective, the author develops the idea that everything is an object, so are human beings and languages. Language (the non-physical object) interacts with various physical objects, forming the language-bearing assemblage. This assemblage is the form of spatiality of language. The mobilities theory explains how language-bearing assemblages develop or change on a global scale because of social mobility, emphasizing the importance of learning environment in SLA. All in all, the author outlines how language makes its way into physical space in the form of assemblages, or assemblages of assemblages.Chapter Five centers on language learning environment. First, the author explains the relation between language learners and their learning environment from an ecological view: the learner is a part of the language learning environment, and second language learning is a spatial interaction between the learners and the semiotic resources provided by environment. Then, the author discusses language environment from two different perspectives. From an 'individual' perspective, environments are assembled by individuals from the spatial resources available; from an 'areal' view, environments are shaped both by local circumstances and global circulations of language-bearing assemblages. Meanwhile, the author also discusses other language environments like the multilingual city and online resources. What the author hopes to develop in this chapter is an environment perspective that grounds the contexts of language learning in space, which helps the readers think about language learning from a spatial perspective.Chapter Six contains three parts. In the first part, it outlines the work of a number of researchers from sociolinguistics and the contribution they made to the spatial theory. In the second part, the author wants to tell us how the idea of language learning environment emerges from his own research. The last part discusses the four main researching routes (areal studies, studies of individuals learning in settings, studies of the construction of individual learning environment and design-based studies) that might influence SLA research on language learning environments and some research methods. The book is in alignment with several recent "turns" occurring in the field of SLA, such as "social turn" (Block, 2003) and "multilingual turn" (May, 2014), both of which bring to the fore the social aspects involved in language learning. While the first "turn" accentuates the role of social context in shaping and influencing learner cognition, the latter highlights how the physical multilingual world remold language learning experiences, and how the mental multilingual world helps raise learners' language awareness, and facilitates their successful construction of an identity of legitimate multi-language users. The book under review joins up the two "turns" in acknowledging that language learners are persons-in-context with organic interaction with social learning environment (Ushioda, 2021). This view has research and pedagogical implications. From the point of doing research, spatial perspectives, advocated in the book, afford huge research potentials for both language teachers and (instructed) SLA researchers to conduct situated investigations, exploring the complex and dynamic nexus between language learners and their surrounding environment (not restricted to people) that play a part in their learning experience, and thus gaining insightful understanding of how individuals and learning contexts are coupled with each other, how they evolve together, and how they constitute an ecosystem that generates affordances, facilitating or constraining language learning. Pedagogically speaking, the spatial perspectives encourage language teachers to hold an ecological view of language teaching and learning, directing their attention to the individuality of each language learner and their complex, dynamic and multifaceted relationality with other learners and the physical realities, rather than solely focusing on the abstract systems (e.g., the development of cognitive aspect). This holistic view allows language teachers to take measures to address concrete questions emerging in and out of the classrooms, and stimulates them to design and experiment with pedagogical interventions that help to create a favorable environment for language learning. This view also invites language teachers to take learner agency into account (Xu & Long, 2020) and to design pedagogical activities that enable learners to take agentive actions to adapt their environments as they actively create and seek their own language learning opportunities, making the world their own (Bronfenbrenner, 1979). In turn, teachers' agency-enabling activities will ultimately help learners to autonomously access a range of resources in this new affordance-rich era to improve their language skills, and thus become more independent in their pathway to life-long learning.Beside the above benefits, the book is also theoretically and methodologically friendly. In illustrating the role of space in SLA, the author invokes a plethora of theories from such disciplines as sociology, sociolinguistics, psychology, etc. This orientation helps readers to build a transdisciplinary framework to capture the multi-layered nature of SLA, and to acquire a nuanced understanding of how language learning is influenced by multiple scales of environmental factors. Methodologically, the author proposes several specific methods that are especially apt to investigate language learning environment. These methods, together with the theoretical foundation laid by the book, will definitely help researchers and language teaching practitioners to further delve into the complex interplay between context and language learners.Admittedly, the book is not without weaknesses. It spends most of its words on illustrating the importance of physical environment in SLA. Another essential component, the virtual environment is insufficiently referenced and discussed. This lacking is undoubtedly a regret the book leaves with us, especially in these years of pandemic, where language learning in virtual spaces is becoming a norm.All in all, the book is an invaluable contribution to the field of SLA, and is worthy of recommending to language teaching practitioners, researchers, and postgraduates in applied linguistics. (shrink)

In this article we review the basic idea of the “intermediate level” hypothesis about consciousness as proposed by Ray Jackendoff, then developed by Crick and Koch and finally by Prinz. According to this hypothesis, consciousness arises only at an intermediate-level, which lies between rough sensory inputs and the more abstract representations used, e.g., in object recognition. We aim at formulating a more specific hypothesis about a suitable conception of consciousness relative to the experience of language. We claim that “linguistic (...) consciousness”, namely an individual’s conscious experience engendered by the processing of linguistic information, cannot be identified only in the phenomenal role played by the phonological structure of language, contrary to what Jackendoff holds. Instead, we hypothesize that the top-down computational structure required for the very possibility of linguistic consciousness is determined by syntax. This hypothesis, we believe, avoids two problems with Jackendoff’s original account. (shrink)

I. Language constructing language: the implications of reflexivity for linguistic theory -- II. Language in its own image: on epilinguistic and metalinguistic knowledge -- III. Folk-linguistic fictions and the explananda of the language sciences -- IV. Why we need a theory of language -- V. Folk psychology and the Language Myth -- VI. Talking about what happened -- VII. Metalinguistic truisms and the emancipation of the language sciences.

What is the role of language in human cognition? Could we attain self-consciousness and construct our civilisation without language? Such were the questions at the basis of eighteenth-century debates on the joint evolution of language, mind, and culture. Language and Enlightenment highlights the importance of language in the social theory, epistemology, and aesthetics of the Enlightenment. While focusing on the Berlin Academy under Frederick the Great, Avi Lifschitz situates the Berlin debates within a larger temporal (...) and geographical framework. He argues that awareness of the historicity and linguistic rootedness of all forms of life was a mainstream Enlightenment notion rather than a feature of the so-called 'Counter-Enlightenment'. -/- Enlightenment authors of different persuasions investigated whether speechless human beings could have developed their language and society on their own. Such inquiries usually pondered the difficult shift from natural signs like cries and gestures to the artificial, articulate words of human language. This transition from nature to artifice was mirrored in other domains of inquiry, such as the origins of social relations, inequality, the arts and the sciences. By examining a wide variety of authors - Leibniz, Wolff, Condillac, Rousseau, Michaelis, and Herder, among others - Language and Enlightenment emphasises the open and malleable character of the eighteenth-century Republic of Letters. The language debates demonstrate that German theories of culture and language were not merely a rejection of French ideas. New notions of the genius of language and its role in cognition were constructed through a complex interaction with cross-European currents, especially via the prize contests at the Berlin Academy. (shrink)

Language depth and complexity are comparable with the world reflected in its reality. The conceptual categories are formed by its means, allowing conceptualize ideas about the world, on the basis of which cognitive experience of man further develops. In all periods of its existence, the language is characterized by dynamism and synergy, the ability of self-development, improvement of socio-functional nature, taking care of maintaining its communicative suitability in the best condition. As a unique object of reality, as the (...) most brilliant creation of a human being, language deserves not only to be spoken, but also to get attention and be studied. Research experience proves that the language still holds many secrets and unrevealed laws of its being, development and functioning. Revealing these secrets and laws is possible on the basis of scientific and linguistic competence; the base substrate of it is communicative language competence, which itself can not get enough depth without the support of linguistic competence. Language is the most important means of formation and protection of ethnic and cultural consciousness and the identity of a man whose personal features begin to form on the base and with the help of language in early childhood. Historically, it is through the medium of the Russian language numerous peoples of Russia, the former Soviet Union, and abroad maintain and develop their culture in the broadest sense of the word connection, and it allows everyone to feel their place in the world and thus realize the dynamic integrity of mankind in the general context of space and time, rootedness in their limits, responsibility to them. Russian is the official language, and the state is obliged to develop and adopt measures linguoecological protective nature towards their language in the interests of Russian language and Russian-speaking communities abroad, and to ensure the preservation of its cultural and communicative power. The experience of Russian linguistics in formation of the theory of state language is invaluable in general sociolinguistic approach to language, based on the objective fact of ethnic, cultural and linguistic diversity of Russia. (shrink)

With the idea of analyzing awareness as potential for knowledge, we propose a novel semantics for awareness logic. Expressivities of languages with different combinations of modalities for this semantics are investigated. We explore the properties of our semantics and compare our model with Fagin & Halpern model and the model by Heifetz et al. in partitional settings. A series of equivalence results are established from the comparison. Finally, we provide two axiomatizations for implicit knowledge and explicit knowledge, respectively, (...) and prove soundness and completeness for them. (shrink)

The assessment of pragmatic skills in a foreign or second language (L2) is usually investigated with regard to language learners, but rarely with regard to non-native language instructors, who are simultaneously teachers and (advanced) learners of the L2. With regard to English as the target language, this is a true research gap, as nonnative English-speaking teachers (non-NESTs) constitute the majority of English teachers world-wide (Kamhi-Stein 2016). Addressing this research gap, this paper presents a modified replication of (...) Bardovi-Harlig and Dörnyei’s (1998) renowned study on grammatical vs. pragmatic awareness, carried out with non-NEST candidates. While the original study asked the participants for a global indication of (in)appropriateness/ (in)correctness and to rate its severity, the participants in the present study were asked to identify the nature of the violation and to suggest a repair. Inspired by Pfingsthorn and Flöck (2017), the data was analyzed by means of Signal Detection Theory with regard to Hits, Misses, False Alarms and Correct Rejections to gain more detailed insights into the participants’ metalinguistic perceptions. In addition, the study investigated the rate of successful repairs, showing that correct problem identification cannot necessarily be equated with adequate repair abilities. Implications for research, language teaching and language teacher education are derived. (shrink)

The purpose of this study is to explore the linguistic aspects of police FIR using Michael Halliday’s system of transitivity and three-dimensional model of CDA, encompassing the macro-sociological analysis of social practice. FIR is a genre of discourse, referring to a report prepared by the police, which reaches the police station first after the commission of a cognizable offence. FIR needs thorough and careful reading, and very difficult to understand by the people of a particular community. In this regard, the (...) Transitivity system is a medley of six different processes realizing ideational meaning which is further strengthened by CDA, which also helps the people of a community to comprehend complex discourses. In accordance with this study, the researchers used the qualitative approach as a paradigm. They used close reading technique as a strategy and relying on purposive sampling in the selection of data. Further textual analysis is used as a method of analysis. The researcher took five FIRs which were analyzed with respect to the transitivity system. This study reveals that the FIRs conform to five processes out six processes of the transitivity system and the three-dimensional model of CDA. Moreover, this study can be extended to other police reports and common people may easily expand their awareness to understand the language and context of FIRs. (shrink)

Classical epistemic logic describes implicit knowledge of agents about facts and knowledge of other agents based on semantic information. The latter is produced by acts of observation or communication that are described well by dynamic epistemic logics. What these logics do not describe, however, is how significant information is also produced by acts of inference—and key axioms of the system merely postulate “deductive closure”. In this paper, we take the view that all information is produced by acts, and hence we (...) also need a dynamic logic of inference steps showing what effort on the part of the agent makes a conclusion explicit knowledge. Strong omniscience properties of agents should be seen not as static idealizations, but as the result of dynamic processes that agents engage in. This raises two questions: (a) how to define suitable information states of agents and matching notions of explicit knowledge, (b) how to define natural processes over these states that generate new explicit knowledge. To this end, we use a static base from the existing awareness literature, extending it into a dynamic system that includes traditional acts of observation, but also adding and dropping formulas from the current ‘awareness’ set. We give a completeness theorem, and we show how this dynamics updates explicit knowledge. Then we extend our approach to multi-agent scenarios where awareness changes may happen privately. Finally, we mention further directions and related approaches. Our contribution can be seen as a ‘dynamification’ of existing awareness logics. (shrink)

This volume provides, for the first time, multidisciplinary perspectives on the problem of awareness of deficits following brain injury. Such deficits may involve perception, attention, memory, language, or motor functions, and they can seriously disrupt an individual's ability to function. However, some brain-damaged patients are entirely unaware of the existence or severity of their deficits, even when they are easily noticed by others. In addressing these topics, contributors cover the entire range of neuropsychological syndromes in which problems with (...) awareness of deficit are observed: hemiplegia and hemianopia, amnesia, aphasia, traumatic head injury, dementia, and others. On the clinical side, leading researchers delineate the implications of awareness of deficits for rehabilitation and patient management, and the role of defense mechanisms such as denial. Theoretical discussions focus on the importance of awareness disturbances for better understanding such cognitive processes as attention, consciousness, and monitoring. (shrink)

Falsification-aware (hyper)sequent calculi and Kripke semantics for normal modal logics including S4 and S5 are introduced and investigated in this study. These calculi and semantics are constructed based on the idea of a falsification-aware framework for Nelson’s constructive three-valued logic. The cut-elimination and completeness theorems for the proposed calculi and semantics are proved.

Studies involving direct language imitation tasks have shown that pronunciation ability is related to musical competence and working memory capacities. However, this type of task may measure individual differences in many different linguistic dimensions, other than just phonetic ones. The present study uses an indirect imitation task by asking participants to a fake a foreign accent in order to specifically target individual differences in phonetic abilities. Its aim is to investigate whether musical expertise and working memory capacities relate to (...) phonological awareness (i.e., participants’ implicit knowledge about the phonological system of the target language and its structural properties at the segmental, suprasegmental and phonotactic levels) as measured on this task. To this end, French native listeners (N = 36) graded how well German native imitators (N = 25) faked a French accent while speaking in German. The imitators also performed a musicality test, a self-assessment of their singing abilities and working memory tasks. The results indicate that the ability to fake a French accent correlates with singing ability and musical perceptual abilities, but not with working memory capacities. This suggests that heightened musical abilities may lead to an increased phonological awareness probably by providing participants with highly efficient memorization strategies and highly accurate long-term phonetic representations of foreign sounds. Comparison with data of previous studies shows that working memory could be implicated in the pronunciation learning process which direct imitation tasks target, whereas musical expertise influences both storing of knowledge and later retrieval here assessed via an indirect imitation task. (shrink)

This edited volume presents new lines of research dealing with the language of thought and its philosophical implications in the time of Ockham. It features more than 20 essays that also serve as a tribute to the ground-breaking work of a leading expert in late medieval philosophy: Claude Panaccio. Coverage addresses topics in the philosophy of mind and cognition (externalism, mental causation, resemblance, habits, sensory awareness, the psychology, illusion, representationalism), concepts (universal, transcendental, identity, syncategorematic), logic and language (...) (definitions, syllogisms, modality, supposition, obligationes, et cetera), action theory (belief, will, action), and more. A distinctive feature of this work is that it brings together contributions in both French and English, the two major research languages today on the main theme in question. It unites the most renowned specialists in the field as well as many of Claude Panaccio's former students who have engaged with his work over the years. In furthering this dialogue, the essays render key topics in fourteenth-century thought accessible to the contemporary philosophical community without being anachronistic or insensitive to the particularities of the medieval context. As a result, this book will appeal to a general population of philosophers and historians of philosophy with an interest in logic, philosophy of language, philosophy of mind, and metaphysics. (shrink)

Invisible Language: Its Incalcuable Significance for Philosophy affirms that a greater awareness of language, philosophy's universal medium, could have altered the history of philosophy beyond recognition. Striking a balance between in-depth studies and more over-arching discussions, Garth L. Hallet proves the greatness of the possibilities of philosophy conducted with fuller linguistic awareness.

Have you ever felt nervous, inappropriate, insecure or worried when trying to communicate in a foreign language? Have you ever feared to make mistakes, being negatively judged or misunderstood when talking to foreigners? Do you know someone who has experienced those situations? If yes, please, keep on reading. All these negative feelings are common in many and diverse situations when using a foreign language. They are the result of experiencing Foreign Language Anxiety (FLA) a situational, dysphoric and (...) debilitating anxiety coined by Horwitz, Horwitz and Cope in 1986. Nowadays, multiculturalism and multilingualism are part of our daily lives as well as communication in a foreign language and with foreigners. Hence, FLA is not a problem restricted to foreign language learning scenarios anymore. This innovative session aims to inform and raise awareness of FLA presence and effects in professional and educational contexts, beyond FL classrooms and learning settings. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Buddhist-Christian Studies 23 (2003) 101-116 [Access article in PDF] Persons and Awareness Tyson Anderson Saint Leo University The aim of this essay is to relate Christianity and Buddhism through a consideration of two key terms, "persons" and "awareness," the first being central for Christianity and the second being central for Buddhism.The first thing that needs to be noticed is the relatively indefinable character of these words. I (...) of course intend to give as clear an indication as is possible concerning their meaning, but as I considered some of the important concepts that are involved in the topic—language, world, love, understanding—I began to realize that we are surely in the realm of mystery here. By "mystery" I mean something that we can understand somewhat but cannot comprehend, much as Saint Thomas Aquinas thought of God. 1 As is well known, LudwigWittgenstein believed that there is something mysterious even about language itself, that basically what it is can be "shown" but not "said." 2 A certain tentativeness here in regard to propositional adequacy, I might add, is perfectly compatible with strong confidence in one's relation to what Wittgenstein called "the higher." 3 In regard to the truth to be found in the beliefs of others, even a megapandit such as Ken Wilber—not noted for his modesty and circumspection—observes that "the human mind is incapable of producing 100% error." 4 Perhaps some misunderstandings among those engaging in dialogue can be avoided if we remain mindful of the mysterious character of the subject matter and are less confident about the sufficiency of our own articulation of the truth.As to dialogue itself, it is perhaps well to remember when the issues of "fruit salad" and syncretism arise, 5 that thinking itself has typically a dialogical structure, with the result that "fruit salad" is actually the normal condition of persons as they develop in understanding themselves and their world. 6 In conversation with Laurence Freeman, O.S.B., the Dalai Lama appears to disapprove of mixing traditions—"Do not try to put a yak's head on a sheep's body" 7 —but it would be difficult to conceive of a more syncretistic religion than Tibetan Buddhism or Catholicism. Indeed, if we compare the early Jesus movement to the medieval church, the development of Catholicism might well be described by Luther or Calvin, had they thought of it, as an operation that put a yak's head on a sheep's body. The dialogical and finite structure of thinking is in fact one of the reasons why it is possible to conceive of a "universal religion," contrary to what the Dalai Lama thinks. 8 This is so because, since human understanding is never absolute and completed, there is always the possibility that future [End Page 101] understanding will yield a vision that embraces a multiplicity and diversity of religious insights in a way that is impossible for us to foresee at this time. Moreover, part of the point of American culture, I would think, is the benefits of mongrelization, and so perhaps Americans ought to be less suspicious than some at the thought of having "strange bedfellows." Looking for historical examples of conscious syncretism, one thinks of Mani and Jesuit syncretism exemplified in Matteo Ricci (outfitted first as a Buddhist monk and then later as a Confucian scholar) and the evangelization of New Spain, 9 and more recently, Hazrat Inayat Khan and his son, Pir Vilayat Khan. Also, there is Jesaiah Ben-Aharon, a Jewish thinker who interprets the Holocaust in terms of the Christ. 10 I find such efforts to be commendable, and so although doctrinal and cultural immaculacy has its charms, I believe it to be the call of maya. I will proceed, then, in constructing a mysterious and miscegenational fruit salad, my only justification being that this seems to reflect accurately the truth of the matter and that we really have no other peaceable choice. 11 Persons "Person" is often used in the same sense as "human being." By "person" I mean a being who can love and who, as a human being, is the... (shrink)

This article provides an account of the language standardization process in Germany during the 18th century. Linguistic activity as a means of social definition and differentiation is discussed with respect to class relations within the absolutist states in Germany. The linguistic awareness of different social classes expressed in the debates on linguistic standards of language unification supports the assumption of an asymmetric modernization process which is based not only on conditions such as literacy, education and economical subsistence (...) but at the same time on the bourgeois' claim for hegemony. (shrink)

Measuring responsiveness to gain accurate diagnosis in populations with disorders of consciousness (DOC) is of central concern because these patients have such complex clinical presentations. Due to the uncertainty of accuracy for both behavioral and neurophysiological measures in DOC, combined assessment approaches are recommended. A number of standardized behavioral measures can be used with adults with DOC with minor to moderate reservations relating to the measures’ psychometric properties and clinical applicability. However, no measures have been standardized for use with pediatric (...) DOC populations. When adapting adult measures for children, confounding factors include developmental considerations for language-based items included in all DOC measures. Given the lack of pediatric DOC measures, there is a pressing need for measures that are sensitive to the complex clinical presentations typical of DOC and that can accommodate the developmental levels of pediatric populations. The music therapy assessment tool for awareness in disorders of consciousness (MATADOC) is a music-based measure that has been standardized for adults with DOC. Given its emphasis on non-language based sensory stimuli, it is well-suited to pediatric populations spanning developmental stages. In a pre-pilot exploratory study, we examined the clinical utility of this measure and explored trends for test-retest and inter-rater agreement as well as its performance against external reference standards. In several cases, MATADOC items in the visual and auditory domains produced outcomes suggestive of higher level functioning when compared to outcomes provided by other DOC measures. Preliminary findings suggest that the MATADOC provides a useful protocol and measure for behavioral assessment and clinical treatment planning with pediatric DOC. Further research with a larger sample is warranted to test a version of the MATADOC that is refined to meet developmental needs of pediatric DOC populations. (shrink)