Alternative Linguistics: Descriptive and Theoretical Modes by Philip W. Davis

By Philip W. Davis

The papers during this quantity have been awarded on the 5th Biennial Symposium of the dep. of Linguistics, Rice college, March 1993. The contributors have been requested to pay attention extensive and in a self-reflective method upon a few variety of information. The motive was once multifold. the 1st goal used to be descriptive. It was once anticipated that the members may perform their job in a retrospective approach, exemplifying and construction upon their prior paintings, however it used to be additionally anticipated that they'd start to reveal the configuration of a few region in a extra finished photo of language. the purpose used to be to take (at least) one noticeable step within the depiction of what we predict language will eventually be like. The contributions have been either particular and generalizing, with concentration as a lot upon technique as upon hypotheses approximately language. In studying descriptive perform, we persisted to pay attention upon concerns which involved us all, and while we attempted to boost the discourse through the result of such description. We was hoping that tricky and recalcitrant info may make our personal perform clearer to us and that it could additionally coach us within the refinement of our conceptions of language.

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Lutz & Lila AbuLughod, 46-68. Cambridge: Cambridge Univ. Press. Wilensky, Robert. 1982a. "Points: A theory of the structure of stories in memory". Strategies for Natural Language Processing ed. by Wendy G. Lehnert & Martin H. Ringle, 345-374. Hillsdale, N. : Lawrence Erlbaum Associates. 1982b. "Story Grammars Revisited". 423432. Wierzbicka, Anna 1992. "Defining Emotion 'concepts". 539-581. Wittgenstein, Ludwig. 1953. Philosophical Investigations. Oxford: Blackwell. THE WAY OF L A N G U A G E : DIMENSIONS OF VOICE Philip W.

What counts as 'good data' is part of 'justification discourse' along the same line as we suggested 'double emotions' are — things for which we don't even have a name. HOW CHILDREN LEARN TOTALKABOUT THINGS WITH NO NAME 39 APPENDIX 1 EXAMPLES OF SCENARIOS PRESENTED IN THE 'STORY COMPLETION TASK' [1] AERAID/ANGRY (1) (2) (3) (4) (5) (6) Once, Chippy Chipmunk and Harry Hare went to the other side of the river in a canoe. After a while, they wanted to go back home, because it was slowly getting dark.

Note that our predictions (as well as the actual out­ come) for all other constellations were 'event sequences' in response to the Re­ port Question, and 'scenarios' in response to the Possibility Question. , constellations with one 'positive' and one 'negative' emotion) were responded to in terms of a break PERSONAL NARRATIVES Young 1 Middle 1 Older Age Age Age Group 1 Group 1 Group Adults POSSIBILITY QUESTION ELABORATIONS Young Age 1 Group Middle Older Age Age Group Group Self as Experiencer 93% 94% 87% 94% 42% 44% Hypothetical Self as Experiencer 6% 4% 2% 3% 5% 4% Concrete or Generalized ι Other as Experiencer 5% Hypothetical Other as Experiencer 17% Adults 72% 6% 5% 7% 2% 4% 2% 5% 3% 48% 44% 81% 8% Event Sequence 68% 65% 54% 33% 50% 37% 33% 15% Scenario 32% 35% 46% 67% 50% 63% 67% 85% Table 3: Responses along the two genre dimensions: (a) Self vs.

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