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Logical Form And The Vernacular Revisited, Andrew Botterell, Robert J. Stainton 2016 The Univeristy of Western Ontario

Logical Form And The Vernacular Revisited, Andrew Botterell, Robert J. Stainton

Robert J. Stainton

We revisit a debate initiated some fifteen years ago by Ray Elugardo and Robert Stainton about the domain of arguments. Our main result is that arguments are not exclusively sets of linguistic expressions. Instead, as we put it, some non-linguistic items have ‘logical form’. The crucial examples are arguments, both deductive and inductive, made with unembedded words and phrases.


Logical Form And The Vernacular Revisited, Andrew Botterell, Robert J. Stainton 2016 The Univeristy of Western Ontario

Logical Form And The Vernacular Revisited, Andrew Botterell, Robert J. Stainton

Robert J. Stainton

We revisit a debate initiated some fifteen years ago by Ray Elugardo and Robert Stainton about the domain of arguments. Our main result is that arguments are not exclusively sets of linguistic expressions. Instead, as we put it, some non-linguistic items have ‘logical form’. The crucial examples are arguments, both deductive and inductive, made with unembedded words and phrases.


Reduced Structure In Malagasy Headlines, Ileana Paul 2016 The University of Western Ontario

Reduced Structure In Malagasy Headlines, Ileana Paul

Ileana Paul

This paper examines the register associated with headlines in Malagasy. While in many
languages headlines appear to have reduced structure as evidenced by the absence of certain
grammatical markers (determiners, copulas, tense), Malagasy headlines show a change in word
order from VOS to SVO. It is argued that like English, Malagasy headlines involve a truncated
syntactic structure and that the absence of certain functional projections accounts for the change
in word order.


Two Questions About Interpretive Effects, Robert J. Stainton, Christopher Viger 2016 University of Western Ontario

Two Questions About Interpretive Effects, Robert J. Stainton, Christopher Viger

Robert J. Stainton

We discuss central themes in Lepore and Stone's Imagination and Convention. We begin by laying out their view, and then pose both empirical and methodological criticisms.


‘‘Can I Drop It This Time?’’ Gender And Collaborative Group Dynamics In An Engineering Design-Based Afterschool Program, Jessica Schnittka, Christine Schnittka 2016 Jefferson County Public Schools

‘‘Can I Drop It This Time?’’ Gender And Collaborative Group Dynamics In An Engineering Design-Based Afterschool Program, Jessica Schnittka, Christine Schnittka

Journal of Pre-College Engineering Education Research (J-PEER)

The 21st century has brought an increasing demand for expertise in science, technology, engineering, and math (STEM). Although strides have been made towards increasing gender diversity in several of these disciplines, engineering remains primarily male dominated. In response, the U.S. educational system has attempted to make engineering curriculum more engaging, informative, and welcoming to girls. Specifically, project-based and design-based learning pedagogies promise to make engineering interesting and accessible for girls while enculturating them into the world of engineering and scientific inquiry. Outcomes for girls learning in these contexts have been mixed. The purpose of this study was to explore ...


The Narrative Performances Of Teenage Girls: Participation, Identity, And Authority As The Foundation For Power, Chere M. Smith 2016 California State University - San Bernardino

The Narrative Performances Of Teenage Girls: Participation, Identity, And Authority As The Foundation For Power, Chere M. Smith

Electronic Theses, Projects, and Dissertations

This thesis explores the ways in which teenage girls use narrative performance to negotiate participation, social and gender identity, and individual authority in order to establish ratified and equal statuses of power within their social peer group. Although previous work on narrative discourse has shown that narratives can act as the catalyst for the complex co/construction of identity especially in social situations of talk, little work has been done to focus on the way teenagers, particularly girls, use this discourse to their benefit as they fulfill social and gender goals in social and conversational settings. Furthermore, while multimodal, narrative ...


On The Functions Of Swearing In Persian, Mohammad Salmani Nodoushan 2016 Iranian Institute for Encyclopedia Research

On The Functions Of Swearing In Persian, Mohammad Salmani Nodoushan

Mohammad A. Salmani Nodoushan

The burgeoning literature on studies of swearing suggests that a precise definition of swearing necessarily involves three features: (a) non-literal meanings, (b) taboo subjects, and (c) emotions. It also suggested that swearwords fall into one of the three classes: aggressive, cathartic, or social. Driven by a rich corpus of swearwords from Persian, this paper argues that swearing in Persian does not necessarily involve these three features, and that a redefinition of swearing is needed. It then borrows ideas from ethics to suggest that any precise definition of swearing will have to involve the distinction between teleological and deontological ethics. It ...


Review: The Diagnosis Of Reading In A Second Or Foreign Language, Mohammad Salmani Nodoushan 2016 Iranian Institute for Encyclopedia Research

Review: The Diagnosis Of Reading In A Second Or Foreign Language, Mohammad Salmani Nodoushan

Mohammad A. Salmani Nodoushan

Book Review: Review of the book The diagnosis of reading in a second or foreign language.


Review: The Diagnosis Of Reading In A Second Or Foreign Language, Mohammad Salmani Nodoushan 2016 Iranian Institute for Encyclopedia Research

Review: The Diagnosis Of Reading In A Second Or Foreign Language, Mohammad Salmani Nodoushan

Mohammad A. Salmani Nodoushan

Book Review: Review of the book The diagnosis of reading in a second or foreign language.


On The Functions Of Swearing In Persian, Mohammad Salmani Nodoushan 2016 Iranian Institute for Encyclopedia Research

On The Functions Of Swearing In Persian, Mohammad Salmani Nodoushan

Mohammad A. Salmani Nodoushan

The burgeoning literature on studies of swearing suggests that a precise definition of swearing necessarily involves three features: (a) non-literal meanings, (b) taboo subjects, and (c) emotions. It also suggested that swearwords fall into one of the three classes: aggressive, cathartic, or social. Driven by a rich corpus of swearwords from Persian, this paper argues that swearing in Persian does not necessarily involve these three features, and that a redefinition of swearing is needed. It then borrows ideas from ethics to suggest that any precise definition of swearing will have to involve the distinction between teleological and deontological ethics. It ...


The Moroccan Jurist Al-Khamlīshī: Can A Woman Become A Legislator (Mujtahid)?, Nayel A. Badareen 2564414 2016 University of Arizona

The Moroccan Jurist Al-Khamlīshī: Can A Woman Become A Legislator (Mujtahid)?, Nayel A. Badareen 2564414

Mathal

The idea of deducing legal rulings in Islamic law, or ijtihād, as well as the qualifications of the person who practices ijtihād, known as the mujtahid, has been a complex issue among Muslim ʿulamāʾ for centuries. Many Muslim ʿulamāʾ and Western scholars have maintained that the gate of ijtihād was closed. The title of mujtahid was therefore impossible to attain. The Moroccan intellectual al-Khamlīshī maintains that the strenuous conditions put forth by some of the Sunni jurists to qualify an individual to become a mujtahid actually contributed to the demise of ijtihād. These qualifications, according to al-Khamlīshī, were proven to ...


Second Language Writing And Textual Borrowing In A French Cultural Studies Course, Heather W. Allen, Lauren Goodspeed 2016 University of Wisconsin-Madison

Second Language Writing And Textual Borrowing In A French Cultural Studies Course, Heather W. Allen, Lauren Goodspeed

Heather Willis Allen

This session focuses on the use of textual borrowing, a technique grounded in literacy- and genre-based pedagogies, for facilitating L2 writing development. Presenters share an instructional model and findings from a pilot study on the use of textual borrowing and student perceptions of its value conducted in a French cultural studies course.


Language Analysis Skills Of Children With Mental Retardation, Hyla Rubin 2016 The College of New Rochelle

Language Analysis Skills Of Children With Mental Retardation, Hyla Rubin

Hyla Rubin

The ability of children with moderate mental retardation to analyze orally presented sentences into words and words into syllables and phonemes was studied. The subjects, ages 10 to 15, were grouped by method of reading instruction. All of them could analyze spoken sentences into words and words into syllables equally well. However, subjects receiving code-emphasis reading instruction performed significantly better on the more difficult phoneme manipulation tasks than did subjects receiving whole-word instruction. Results suggest that code-emphasis reading instruction for some subjects with mental retardation should be used. Further research on linguistic analysis skills and the use of code-emphasis reading ...


What Is The Difference Between “Muslim” And “Islamic”?, Ahmed E. Souaiaia 2016 Selected Works

What Is The Difference Between “Muslim” And “Islamic”?, Ahmed E. Souaiaia

Ahmed E SOUAIAIA

Social labels and categories are exercise in control. They describe opponents, create boundaries, exclude social groups, justify discrimination, and promote persecution. They are imbued with sociopolitical power. Muslims used labels, internally for the first time, during the formative period of the community to privilege the elite and marginalize dissenters. They called those who challenged the established order, Khawarij [Outsiders]. Today, Muslims living in Western societies are often labeled radical Islamic extremists. But aside from this politically charged phrase, even common adjectives, such as Islamic and Muslim, are misused. So in what contexts should these adjectives be appropriately used and why ...


Fish Names Variability Traces The Geo-Historical Dynamics Of Moroccan Fishermen Communities, Hicham Masski, Abdelaziz Ait Hammou 2016 Institut National de Recherche Halieutique - Morocco

Fish Names Variability Traces The Geo-Historical Dynamics Of Moroccan Fishermen Communities, Hicham Masski, Abdelaziz Ait Hammou

Journal of Ecological Anthropology

Fish vernacular names in Morocco needs a structuring system. Though used widely, these names are highly variable and do not necessarily meet trade requirements. The 138 species considered in this study have 691 vernacular names and the vernacular names lists of the 16 study sites show large disparities. The most part of this variability is of linguistic origin coming from four geographic regions and thus cultural groups. Even if possible, the adoption of a unique standard, which is the goal of the national fisheries regulation authorities, might encounter resistance to its dissemination throughout fishermen and the local population.


Integrating Sound Symbolism With Core Grammar: The Case Of Expressive Palatalization, John Alderete, Alexei Kochetov 2016 Simon Fraser University

Integrating Sound Symbolism With Core Grammar: The Case Of Expressive Palatalization, John Alderete, Alexei Kochetov

Alexei Kochetov

Fifty cases of sound-symbolic expressive palatalization were collected in a typological survey of babytalk registers, diminutive constructions, and other sound symbolic systems. Analysis of the typological trends and language-particular examples reveals important differences between expressive palatalization and phonologically motivated palatalization. To account for expressive palatalization, we propose a novel set of Express(X) constraints in Optimality Theory. The integration of the Express(X) constraints with the rest of phonology is shown to explain the typological differences between expressive and phonological palatalization, account for the phonological extension of expressive palatalization, and constitute a general theoretical framework for sound symbolic phonological patterns.


An On-Line Supplement To Alderete & Kochetov (To Appear), Language, John Alderete, Alexei Kochetov 2016 Simon Fraser University

An On-Line Supplement To Alderete & Kochetov (To Appear), Language, John Alderete, Alexei Kochetov

Alexei Kochetov

No abstract provided.


Phonological Awareness: Normally Developing And Language Delayed Children, Hyla Rubin 2016 The College of New Rochelle

Phonological Awareness: Normally Developing And Language Delayed Children, Hyla Rubin

Hyla Rubin

This study compared 15 nonnal and 13 language delayed fourand five-year-old children on a range of tasks of phonological awareness. The tasks differed in the degree of explicit linguistic analysis that was required. The language delayed group always performed below the level of the nonnal children, and there were significant group differences on several tasks. A significant interaction effect reflected the greater difficulty language delayed children experienced with tasks that required the most explicit analysis. The tasks used in this study could be used in intervention research with language delayed children. They can also be used in therapy and classroom ...


The Development Of Morphological Knowledge In Relation To Early Spelling Ability, Hyla Rubin 2016 The College of New Rochelle

The Development Of Morphological Knowledge In Relation To Early Spelling Ability, Hyla Rubin

Hyla Rubin

This study assessed the morphological knowledge of kindergarteners and first graders in relation to their early spelling ability. Morphological knowledge was investigated because, in order to spell, children need to understand that words are composed of morphemes and phonemes, and because poor spellers have particular difficulty with inflected forms of words. Kindergarteners and first graders were grouped by their implicit understanding of morphology and were given tests of dictated spelling and morphological analysis. First graders with poor morphological knowledge omitted more inflectional morphemes in spelling and were less able to identify base morphemes in spoken words than kindergarteners and first ...


Morphological Knowledge And Early Writing Ability, Hyla Rubin 2016 The College of New Rochelle

Morphological Knowledge And Early Writing Ability, Hyla Rubin

Hyla Rubin

This study assesscd the morphological knowledge of kindergarteners and first graders in relation to their early writing ability. hlorphological knowledge was investigated bemuse, in order to write, children need to understand that words are composed of morphemes and phonemes, and because poor writers have particular difficulty with inflected forms of words. Kindeqarteners and f m t graders were grouped by their implicit understanding of morphology and were given tests of dictated spelling and morphological analysis. First graders with poor implicit morphological knowledge omitted more inflectional morphemes in writing and wcre less able to identify base morphemes in spoken words than ...


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