scholarly journals Re-discovery in Pursuing Poetic Quality ——On the Linguistic Symbol System Updating of the Miao Minority Writers in Chongqing, China since 1980s

2013 ◽  
Vol null (31) ◽  
pp. 417-434
Author(s):  
Tang Qingqing ◽  
Tu Hong
Keyword(s):  
Symbol System ◽  
Minority Writers

Refraction and recognition

Target ◽  
2006 ◽  
Vol 18 (1) ◽  
pp. 17-47 ◽  
Author(s):  
Rainier Grutman
Keyword(s):  
Relative Position ◽  
English Translation ◽  
Cultural Practice ◽  
Foreign Languages ◽  
Republic Of Letters ◽  
The World ◽  
Per Se ◽  
Minority Writers ◽  
Multilingual Literature

Texts foregrounding different languages pose unusual challenges for translators and translation scholars alike. This article seeks to provide some insights into what happens to multilingual literature in translation. First, Antoine Berman’s writings on translation are used to reframe questions of semantic loss in terms of the ideological underpinnings of translation as a cultural practice. This leads to a wider consideration of contextual aspects involved in the “refraction” of foreign languages, such as the translating literature’s relative position in the “World Republic of Letters” (Casanova). Drawing on a Canadian case-study (Marie-Claire Blais in English translation), it is suggested that asymmetrical relations between dominating and dominated literatures need not be negative per se, but can lead to the recognition of minority writers.

Frege’s Horizontal

1979 ◽  
Vol 9 (3) ◽  
pp. 479-492 ◽  
Author(s):  
William C. Heck ◽  
William G. Lycan
Keyword(s):  
Symbol System

Frege begins his exposition of the symbol system employed in his Begriffsschrift by introducing the sign ⟝, whereby, he says, “[a] judgment is always to be expressed” (p. 1 ).[The judgment sign] stands to the left of the sign or complex of signs in which the content of the judgment is given. If we omit the little stroke at the left of the horizontal stroke, then the judgment is to be transformed into a mere complex of ideas; the author is not expressing his recognition or nonrecognition of the truth of this. (Pp. 1–2)

Language as Symbol System: Islam, Javanese Muslem and Cultural Diplomacy

2019 ◽  
Author(s):  
Mochammad Arief Wicaksono ◽  
Keyword(s):  
Cultural Context ◽  
Cultural Diplomacy ◽  
Participant Observation ◽  
Research Participant ◽  
Symbol System ◽  
Symbolic System ◽  
The Past ◽  
Nahdlatul Ulama ◽  
Great Tradition ◽  
Linguistic Aspect

Islamic diaspora throughout the world has its own characteristics depending on cultural context in each region. Observing the characteristics of the entry process and the rise of Islam in Java in the past, Indonesia can be viewed significantly through a linguistic perspective. By focusing on the narratives of how Islam was constructed in Java by kiai, we will be able to understand that the pattern of the entry process and the rise of Islam in Java emerged through“language diplomacy.” There are various symbols which later became the symbol system in Islamic languages that were contextualized to Javanese language and knowledge systems. In other words, I see that language in this context is a symbol system. These symbols are a strategy of how Islam was “planted” and developed in Java. I will compare the symbol system of the language in the Quran as the Great Tradition of Islam with a symbol system on the narratives that a kiai expressed in Javanese society as the Little Tradition. By taking some narratives that the kiai gave to the Javanese Moslems in East Java region, this paper argues that the linguistic aspect in some narratives and Quran recitation which has the symbolic system of the language have an important role in planting and developing Islam in Java. This paper is based on ethnographic research-participant observation among Nahdlatul Ulama Muslim society in East Java, Indonesia and reviews Islamic narratives in society as an important unit of analysis.

A Structural Curriculum in English

1966 ◽  
Vol 36 (1) ◽  
pp. 17-28 ◽  
Author(s):  
James Moffett
Keyword(s):  
Curriculum Development ◽  
Structural Approach ◽  
Symbol System

An emphasis on "structure" is one of the key elements in recent curriculum development. In this article Mr. Moffett explores a structural approach to the teaching of English as a symbol system and as a set of skills as distinguished from the traditional emphasis on the linguistic and literary content of the field.

The Development of a Universal Tangible Symbol System

2009 ◽  
Vol 103 (7) ◽  
pp. 425-430 ◽  
Author(s):  
Ellen Trief ◽  
Susan M. Bruce ◽  
Paul W. Cascella ◽  
Sarah Ivy
Keyword(s):  
Symbol System

Transparency of Three Communication Symbol Systems

1984 ◽  
Vol 27 (3) ◽  
pp. 436-443 ◽  
Author(s):  
Carolyn R. Musselwhite ◽  
Dennis M. Ruscello
Keyword(s):  
Test Scores ◽  
Age Groups ◽  
Forced Choice ◽  
Chronological Age ◽  
Symbol System ◽  
Identification Task ◽  
Symbol Systems ◽  
Developmental Progression ◽  
Total Test

This investigation studied the transparency or guessability of communication symbols from three widely used systems—Blissymbols, Picsyms, and Rebus. Symbol transparency was assessed across four age groups through a forced-choice identification task which contained Word, Phrase, and Sentence subtests. Significant differences were found in both Word subtest and Total test scores for the variables of symbol system and chronological age. Subjects across all age groups performed similarly in response to the Picsyms and Rebus symbol items but significantly more poorly when identifying Blissymbols. In addition, there appeared to be a developmental progression for the Picsym and Rebus symbol tests, but the same trend did not emerge for the Blissymbol test. The feature of symbol transparency, as measured through a forced-choice identification task, discriminated among symbol systems. Significantly fewer symbols from the Bliss system were found to be transparent when compared with Picsym and Rebus systems.

Nonspeech Noun Usage Training with Severely and Profoundly Retarded Children

1974 ◽  
Vol 17 (3) ◽  
pp. 510-517 ◽  
Author(s):  
Joseph K. Carrier
Keyword(s):  
Response Mode ◽  
Symbol System ◽  
Short Period ◽  
Do So

A nonspeech symbol system, consisting of small pieces of masonite cut into various shapes, was used to investigate the learning of noun usage by nonverbal, severely and profoundly retarded children. Results indicated that most such subjects can learn appropriate skills and do so in a short period of time when this nonspeech response mode is employed.

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