Language, language games and ostensive definition

Synthese ◽  
1986 ◽  
Vol 69 (1) ◽  
pp. 41-49 ◽  
Author(s):  
James F. Harris
Keyword(s):  
Language Games ◽  
Ostensive Definition

Language Games and the Sacred: A Definitional Content Analysis

2006 ◽  
Author(s):  
Kevin A. Harris ◽  
Desiree S. Howell ◽  
Don W. Spurgeon ◽  
Adam W. Sirken ◽  
John M. McConnell ◽  
...  
Keyword(s):  
Content Analysis ◽  
Language Games

The Effect of Language Games with Audio Visual Aids on Students’ Speaking Competence at Fourth Graders of Tunas Daud Elementary School

2019 ◽  
Vol 3 (3) ◽  
pp. 185
Author(s):  
Susnawati. K ◽  
Marhaeni A.A.I.N ◽  
Ramendra D.P
Keyword(s):  
Elementary School ◽  
Fourth Graders ◽  
Fourth Grade ◽  
Control Group ◽  
Language Games ◽  
Visual Aids ◽  
Fourth Grade Students ◽  
Post Test ◽  
Competence Test ◽  
Better Than

Study aimed to determine the effect of language games with audio visual aids on students' speaking competence at fourth grade students of Tunas Daud elementary school and to describe the implementation of language games with audio visual aids on students’ speaking competence. The design used in this research was a mixed method design. It was explanatory design since this research was started with quantitative design (experimental design with post test only control design) followed by qualitative design. The samples were 62 students; 31 students of the experimental group and 31 students of the control group of fourth grade Tunas Daud elementary students. The data were collected by using speaking competence test and analyzed by IBM SPSS 22 with independent t-test. The data were also collected through an observation sheet for observing the implementation of the language games with audio visual aids. The results showed there was a significant effect of the language games with audio visual aids on students' speaking competence in which the mean score of the students who were taught by using language games with audio visual aids is better than the students who were taught without language games with audio visual aids. For the implementation of the language games with audio visual aids, it can be seen that the implementation of the language games with audio visual aids were done in a very good way. The games was suitable for the students since it could give good impacts for the students. The students are active and confident to speak.

تدريس كتاب "المحادثة والمطالعة العربية الجزء الأول" في تنمية مهارة الكلام للمستوى بمعهد دار اللغة والدراسات الإسلامية سنينان باميكاسن

2019 ◽  
Vol 2 (2) ◽  
pp. 123-133
Author(s):  
Moh. Hasyim Asy'ari
Keyword(s):  
Arabic Language ◽  
External Factors ◽  
Teaching Material ◽  
Language Games ◽  
Research Use ◽  
Provisional Teachers ◽  
Internal And External Factors

The topic of this research is "Learning the Book of Al-Muhadasah Wa Muthala'ahAl-Arabiyah Juz Awwal for the Development of Maharah Kalam in the IslamicBoarding School Darul Lughah Waddirosatil Islamiyah, Seninan Akkor PelengaanPamekasan Madura, East Java". Every year there must be acceptance of newsantri in all of the rapidly developing huts in Indonesia, The new santri usuallyfind it difficult to speak Arabic because they don't know much about Arabicbefore entering pondok. This research aim to know the steps of learning and thepositive factors that influence the learning. This research use qualitative researchmethods. The results of this study are as follows: 1. Learning Steps to the Book"Al-Muhadasah Wa Muthala'ah Al-Arabiyah Juz Awwal" the teacher greets,remembering the students last lesson, giving new teaching material, the teacherreading the Muhadasah text and the students practiced the Muhadasah text thestudents were allowed to ask about the difficult mufrodat, the students translatedthe muhadasah text according to their abilities, then the teacher interpreted thewhole of the Muhadasah text. then the teacher gives training about sometimesthe teacher gives Arabic language games, the teacher tells students to memorize the muhadasah text and tells them to have two or two in front of the class, at the end of the lesson the teacher gives advice and motivation. 2. There are twopositive factors in the Learning of the Book "Al-Muhadasah Wa Muthala'ahAl-Arabiyah Juz Awwal" namely internal and external factors, internal factorsnamely: provisional teachers, the use of learning methodologies and appropriateteaching materials, students are eager to learn. External factors are: the scope ofthe Arabic language contained in the cottage.

Conquer and Score: A Word Formation Game for Language Learners

2019 ◽  
Vol 3 (1) ◽  
pp. 10
Author(s):  
Anealka Aziz Hussin ◽  
Tuan Sarifah Aini Syed Ahmad
Keyword(s):  
Language Learners ◽  
Cognitive Skills ◽  
English Language ◽  
Word Formation ◽  
Language Games ◽  
Safe Environment ◽  
Learning Path ◽  
Derivational Morphemes ◽  
And Linguistics ◽  
Formation Game

Engaging students in language activities can sometimes be challenging for language educators. One of the ways to engage students in language activities is through language games. Language games can motivate students to communicate, strengthens their ability to comprehend the language and enhance their problem-solving and cognitive skills. Language games also have a vast potential to increase engagement of the students, thus lead to the creation of the Conquer & Score: The Derivational Island. It is a word formation enrichment game catering to students learning lexicology and linguistics. The topic was chosen based on the result of an online quiz on the types of morphemes. The game focuses on the derivational morphemes used to form the English language words. The game requires knowledge of morphology as well as basic lexical analysis skills. The game provides educators a fun and engaging reinforcement activity for the students. Gamification elements used in the game such as rewards, flexible learning path and progress indicator offer a safe environment for competition, which can motivate students to outdo each other to win the game. This paper also highlights some important aspects of games in learning.

One Goy, Multiple Language Games

2018 ◽  
Author(s):  
Adi Ophir ◽  
Ishay Rosen-Zvi
Keyword(s):  
Division Of Labor ◽  
Language Games ◽  
Discursive Formation ◽  
Characteristic Features

This chapter analyzes the characteristic features of the goy as a specific type of other, in both its legal (halakhic) and homiletical (aggadic) manifestations, as well as the division of labor between these two genres of the rabbinic corpus. It reconstructs the goy as a figure and a discursive position, and examines the technology of separation associated with it in both legal (laws of idolatry; purity; pedigree; murder, theft, recovering lost items; etc.) and non-legal (embryology; eschatology; daily liturgy; homilies on the exodus and the Sinai covenant; etc.) domains. The chapter demonstrates the consolidation of the binary, total, individualized discursive formation of Jew-goy opposition, through each of these aspects, and traces the triadic structure in which the opposition is embedded in the aggadic discourse, with God serving as the mediating position between the two parties. Analyzing the different domains together exposes the depth and comprehensiveness of the new structure.

Family Resemblances, Practical Interrelations and Material Extensions: Understanding Sexual Prohibitions, Production and Consumption in Kilimanjaro

Africa ◽  
2007 ◽  
Vol 77 (3) ◽  
pp. 307-330 ◽  
Author(s):  
Knut Christian Myhre
Keyword(s):  
Social Life ◽  
Well Being ◽  
Sub Saharan Africa ◽  
Local Mode ◽  
Language Games ◽  
Beneficial Effects ◽  
Ex Post ◽  
Family Resemblances ◽  
Mode Of Life ◽  
Sub Saharan

AbstractThrough the ‘procreative paradigm’, sexuality and its relationships to other social practices have recently regained importance in the study of sub-Saharan Africa. Despite its apparent novelty, I argue that this paradigm invokes an anthropological approach that harks back to the discipline's beginnings. In an attempt at a fresh departure, I use Ludwig Wittgenstein's late philosophy to investigate the meaning of sexual prohibitions among the Chagga-speaking people of Rombo District, Kilimanjaro Region, Tanzania. Starting from local linguistic usage, I describe the multiple ‘language-games’ of the vernacular notion of ‘power’,horu. In this manner, I demonstrate how production, reproduction and consumption are conceptually, practically and materially intertwined through the ‘family resemblances’ of this local concept.Horuis expended through productive practices; in multiple ways it is converted, transferred and exchanged between adults and children in reproduction; and it is replenished through the consumption of specific ‘powerful’ foods. By means of different objects, the activities of work, sex and feeding enable ‘power’ to flow between persons. The multiple vernacular usages of the notion ofhoru, and its practical and material concomitants, interrelate diverse spheres of social life in such a manner that they constitute an overlapping network that extends laterally. Human capability and well-being are constituted through participation in these activities, and engagement in the mutual flows, conversions and exchanges of ‘power’ that encompass humans, livestock and vegetable matter. The sexual prohibitions of Rombo regulate and channel these flows and conversions, in order to ensure their beneficial effects for the parties concerned. I therefore argue that the sexual prohibitions are notex post factointerpretations or justifications that explain or control preceding experiences, but rather that they are constitutive of the local mode of life. An appreciation of lateral relationships between concepts, practices and objects enables an evasion of some of the problems that arise from the procreative paradigm.

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