Effects of linguistic context and age of exposure to English on attention to manner of motion

2006 ◽  
Author(s):  
Alan W. Kersten ◽  
Christian A. Meissner ◽  
Bennett L. Schwartz ◽  
Adam Iglesias ◽  
Justin S. Albrechtsen
Keyword(s):  
Linguistic Context

Pragmatics of the Qur’an: Model Pemahaman Kisah Sayyidah Maryam yang Terikat Konteks

SUHUF ◽  
2017 ◽  
Vol 9 (2) ◽  
pp. 321-342
Author(s):  
Fathur Rosyid
Keyword(s):  
Social Status ◽  
Speech Acts ◽  
Speech Act ◽  
Scientific Discipline ◽  
Linguistic Context ◽  
Pragmatic Approach ◽  
Application Form ◽  
Illocutionary Acts ◽  
Birth Story ◽  
The Relationship

Abstrak Kata Kunci: Pragamtik, Tindak Tutur, Implikatur, Kisah Sayyidah Maryam   Kisah Sayyidah Maryam dalam al-Qur’a>n merupakan salah-satu kisah yang menarik dikaji dengan pendekatan pragmatik. Hal ini disebabkan, secara tekstual, beliau adalah publik figur yang fenomenal, bahkan mengalahkan status sosial perempuan lainnya, sehingga namanya terdokumentasikan dalam satu surat khusus yang populer dengan sebutan ”Surat Maryam”. Kecuali itu, kisah tersebut juga termasuk kisah yang kaya dengan nuansa konteks. Sementara posisi ilmu prgamatik sendiri  merupakan disiplin keilmuan yang mengkaji satuan bahasa dari sudut pandang relasi antara konteks linguistik yang bersifat diadik dan konteks non-linguistik yang bersifat triadik. Penelitian ini hendak mengungkap dua hal; Pertama, apa yang dimaksud pragmatika al-Qur’a>n?. Kedua, bagaimana bentuk aplikasi pragmatik tindak tutur dan implikatur terhadap fragmentasi kisah kelahiran Sayyidah Maryam dalam al-Qur’an?. Tujuan kedua pertanyaan tersebut untuk memahami konsep prgamtika al-Qur’an, juga untuk mengungkap bentuk tindak tutur dan implikatur fragmentasi kisah kelahiran Sayyidah Maryam. Penelitian ini menghasilkan kesimpulan; Pertama, pragmatika al-Qur’an adalah suatu disiplin ilmu yang mengkaji al-Qur’a>n dari sudut pandang relasi antara konteks kebahasaan dengan konteks non-kebahasaan. Kedua, tindak tutur fragmentasi kisah kelahiran Sayyidah Maryam yang terdapat dalam Qs. A<li ‘Imra>n (03): 36, lokusinya berupa kalimat informatif, sementara illokusinya merupakan bentuk kalimat asertif yang bermakna mengeluh. Adapun implikaturnya sebagai pelajaran, bahwa jika segala sesuatu telah dipasrahkan sama Allah swt. maka tidak pantas mencari kesalahan atas peraturan yang telah ditetapkan-Nya.               Abstract Keywords: Pragamtik, Speech Acts, implicatures, Story of Sayyidah Maryam   The story of Sayyidah Maryam in the al-Qur'a>n is one-on-one interesting stories studied with a pragmatic approach. This is due, textually, he is a public figure who is phenomenal, even beating out other women's social status, so the name is documented in a special letter that is popularly known as "Surah Maryam". Except that, the story also included a story rich with nuances of context. While the position pragamatic science itself is a scientific discipline that examines unit of language from the perspective of the relationship between linguistic context that is both dyadic and non-linguistic context that is triadic. This research seeks to reveal two things; First, what is meant pragmatic al-Qur'a>n?. Second, how the application form pragmatics of speech acts and implicatures to fragmentation birth story of Sayyidah Maryam in the al-Qur'a>n?. The second purpose of these questions to understand the concept pragamtic al-Qur'a>n, as well as to reveal the shape of speech acts and implicatures fragmentation of the birth story of Sayyidah Maryam. This research resulted in the conclusion; First, the pragmatics of the al-Qur’a>n is a discipline that examines al-Qur'a>n from the viewpoint of the relationship between linguistic context with non-linguistic context. Second, the speech act fragmentation birth story of Sayyidah Maryam contained in Qs. A<li 'Imra>n (03): 36, locutionary acts be informative sentence, while illocutionary acts an assertive form meaningful sentences complaining. The implicature as a lesson, that if everything was handled the same God, it is inappropriate to find fault with the regulations set his.

Hong Kong’s language ecology and the racialized linguistic order

2017 ◽  
Vol 1 (1) ◽  
pp. 25-43 ◽  
Author(s):  
Kara Fleming
Keyword(s):  
Hong Kong ◽  
Secondary School ◽  
South Asians ◽  
Ethnographic Research ◽  
Linguistic Context ◽  
Social Hierarchies ◽  
Language Ecology ◽  
Mediating Factor ◽  
Social Orders

Abstract This paper will argue that the role and status of the languages promoted as part of Hong Kong’s “trilingualism and biliteracy” policy cannot be understood without reference to each other and to their wider social, political and linguistic context. Particularly, in Hong Kong, race is a key mediating factor that structures social orders in which language is used and evaluated, and therefore its role in the ecology must be emphasized. This article will outline the links between language and social hierarchies of race, focusing particularly on the positioning of Hong Kong South Asians, based on ethnographic research in a Hong Kong secondary school and analysis of media and policy data. This approach is key to understanding the apparent contradictions in the evaluation of various languages spoken in Hong Kong, and demonstrates the necessity of a holistic, contextualized analysis of language and race.

scholarly journals Functional Neuroanatomy of Contextual Acquisition of Concrete and Abstract Words

2009 ◽  
Vol 21 (11) ◽  
pp. 2154-2171 ◽  
Author(s):  
Anna Mestres-Missé ◽  
Thomas F. Münte ◽  
Antoni Rodriguez-Fornells
Keyword(s):  
Native Speakers ◽  
Brain Regions ◽  
Functional Neuroanatomy ◽  
Linguistic Context ◽  
Abstract Concepts ◽  
New Words ◽  
Simulation Paradigm ◽  
Abstract Words ◽  
The Brain ◽  
Concrete Words

The meaning of a novel word can be acquired by extracting it from linguistic context. Here we simulated word learning of new words associated to concrete and abstract concepts in a variant of the human simulation paradigm that provided linguistic context information in order to characterize the brain systems involved. Native speakers of Spanish read pairs of sentences in order to derive the meaning of a new word that appeared in the terminal position of the sentences. fMRI revealed that learning the meaning associated to concrete and abstract new words was qualitatively different and recruited similar brain regions as the processing of real concrete and abstract words. In particular, learning of new concrete words selectively boosted the activation of the ventral anterior fusiform gyrus, a region driven by imageability, which has previously been implicated in the processing of concrete words.

Perception of Word Junctures by Children

1995 ◽  
Vol 80 (3_suppl) ◽  
pp. 1075-1082 ◽  
Author(s):  
Salvatore De Marco ◽  
Roxanne M. Harrell
Keyword(s):  
Age Groups ◽  
Relative Magnitude ◽  
Young Group ◽  
Sentence Context ◽  
Linguistic Context ◽  
Top Down ◽  
School Aged Children ◽  
Significant Difference ◽  
Meaningful Context ◽  
Better Than

A comparative study was undertaken to assess the relative magnitude of the effects of linguistic context on the perception of word-juncture boundaries in 30 young school-aged children, 30 older school-aged children, and 30 adults. Minimally contrasted two-word phrases differing in word-juncture boundaries were embedded in a meaningful sentence context, nonmeaningful sentence context, and in neutral phrase context. Groups performed similarly in the neutral phrase context, and two older groups performed better than the young group in the meaningful context. The poorest performances occurred during the nonmeaningful context, with a significant difference among age groups. Heavier reliance upon top-down processing and less developed linguistic and metalinguistic competence may account for the observed differences among groups.

Children's use of lexical and non-lexical information in responding to commands

1982 ◽  
Vol 9 (1) ◽  
pp. 139-150 ◽  
Author(s):  
Stephen Wilcox ◽  
David S. Palermo
Keyword(s):  
Word Meaning ◽  
Linguistic Context ◽  
Lexical Information ◽  
Per Se

ABSTRACTTwo experiments are reported in each of which eighty children between the ages of two and six years of age were given a series of commands containing relational terms and similar commands in which the relational terms were replaced by nonsense. The results indicated that children are able to use information from a number of sources which help them to interpret such commands. Younger children, particularly, seemed to rely relatively little upon word meaning, per se. Evidence is offered that the children's responses were constrained by the non-linguistic context, by prior repetition of commands, and by information available from the linguistic context.

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