The Experts below are selected from a list of 261 Experts worldwide ranked by ideXlab platform
Yan Huang - One of the best experts on this subject based on the ideXlab platform.
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aspects of anaphora in chinese and in some germanic romance and slavic languages the syntactic versus Pragmatic language typology and neo gricean Pragmatics
外语教学与研究, 2016Co-Authors: Yan HuangAbstract:Anaphora refers to a relation between two or more linguistic elements, in which the interpretation of one element (called an anaphoric expression) is in some way determined by the interpretation of another element (called an antecedent). Two types of anaphora – (i) null subjects and (ii) long-distance reflexivisation – will be briefly compared and contrasted between Chinese and some Germanic, Romance, and Slavic languages, showing how they are different typologically. Following Huang, Y, Anaphora: A cross-linguistic study. Oxford University Press, Oxford, 2000a, Huang, Y, Bayesian probabilistic model of discourse anaphoric comprehension, linguistic typology, and neo-Gricean Pragmatics. Theoretical Linguistics, 39, 95–108, 2013a), utilising intra-sentential anaphora as a testing ground, I shall re-hypothesise that languages in the world can roughly be divided into two groups: syntactic (such as English, French, and German) and Pragmatic (such as Chinese, Japanese, and Korean). Finally, I shall outline an analysis of long-distance reflexivisation in Chinese in terms of my neo-Gricean Pragmatic Theory of anaphora.
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A neo-Gricean Pragmatic Theory of anaphora
Journal of Linguistics, 1991Co-Authors: Yan HuangAbstract:Anaphora clearly involves syntactic, semantic and Pragmatic factors. Although it is generally acknowledged that Pragmatic factors are predominant in discourse anaphora, it is equally widely held (especially among Government-Binding (GB) theorists) that only syntactic and semantic factors are crucial to intrasentential anaphora. In this article, I shall argue, in the spirit of an ongoing debate about the ‘division of labour’ between grammar and Pragmatics regarding anaphora (Reinhart, 1983a, b, 1986; Kempson, 1984a, b, 1988a, b; Levinson, 1987a, b, 1991; Yan Huang, 1987a, 1989), that contrary to this popular but erroneous view, the contribution of Pragmatics to anaphora is much more fundamental than has been commonly believed, even at the heart of intrasentential anaphora, at least with respect to languages like Chinese. Such a position, if established, would seem to decrease the plausibility of Chomsky's (1981, 1982, 1986) claim that anaphora, and zero anaphora in particular, have a privileged access to the alleged underlying principles of the innate Universal Grammar (UG), the biologically determined endowment of the human mind.
Fabrizio Macagno - One of the best experts on this subject based on the ideXlab platform.
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dialectical relevance and dialogical context in walton s Pragmatic Theory
Informal Logic, 2008Co-Authors: Fabrizio MacagnoAbstract:The notions of types of dialogue and dialectical relevance are central themes in Walton’s work and the grounds for a dialectical approach to many fallacies. After outlining the dialogue models constituting the background of Walton’s account, this article presents the concepts of dialectical relevance and dialogue shifts in their application to biased argumentation, fallacious moves, and illicit argumentative strategies. Showing the different dialectical proposals Walton advanced in several studies on argumentation as a development of a dialogical system, it has proved possible to highlight the fundamental aspects of his Theory in a comprehensive model of communication and interaction.
Sam Wilkinson - One of the best experts on this subject based on the ideXlab platform.
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the speaker behind the voice therapeutic practice from the perspective of Pragmatic Theory
Frontiers in Psychology, 2015Co-Authors: Felicity Deamer, Sam WilkinsonAbstract:Many attempts at understanding auditory verbal hallucinations have tried to explain why there is an auditory experience in the absence of an appropriate stimulus. We suggest that many instance of voice-hearing should be approached differently. More specifically, they could be viewed primarily as hallucinated acts of communication, rather than hallucinated sounds. We suggest that this change of perspective is reflected in, and helps to explain, the successes of two recent therapeutic techniques. These two techniques are: Relating Therapy for Voices and Avatar Therapy.
Christopher D. Andrews - One of the best experts on this subject based on the ideXlab platform.
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Expansive framing as Pragmatic Theory for online and hybrid instructional design
Educational Technology Research and Development, 2020Co-Authors: Daniel T. Hickey, Grant T. Chartrand, Christopher D. AndrewsAbstract:This article explores the complex question of how instruction should be framed (i.e., contextualized) . Reports from the US National Research Council reveal a broad consensus among experts that most instruction should be framed with problems, examples, cases, and illustrations. Such framing is assumed to help learners connect new knowledge to broader “real world” knowledge, motivate continued engagement, and ensure that learners can transfer their new knowledge to subsequent contexts. However, different theories of learning lead to different assumptions about when such frames should be introduced and how such frames should be created. This article shows how contemporary situative theories of learning argue that frames should be (a) introduced before instructional content, (b) generated by learners themselves, (c) used to make connections with people, places, topics, and times beyond the boundaries of the course, and (d) used to position learners as authors who hold themselves and their peers accountable for their participation in disciplinary discourse. This expansive approach to framing promises to support engagement with disciplinary content that is productive (i.e., increasingly sophisticated, raising new questions, recognizing confusion, making new connections, etc.) and generative (i.e., supporting transferable learning that is likely to be useful and used in a wide range of subsequent educational, professional, achievement, and personal contexts). A framework called Participatory Learning and Assessment (PLA) is presented that embeds expansively framed engagement within multiple levels of increasing formal assessments. This paper first summarizes PLA as Theory-laden design principles. It then presents PLA as fourteen more prescriptive steps that some may find easier to implement, allowing them to learn as they go. Examples are presented from several courses from an extended program of design-based research using this approach in online and hybrid secondary, undergraduate, graduate, and technical courses.
Michael Tomasello - One of the best experts on this subject based on the ideXlab platform.
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the social Pragmatic Theory of word learning
Pragmatics, 2000Co-Authors: Michael TomaselloAbstract:Abstract Some researchers have tried to explain early word learning via garden-variety learning processes and others by invoking linguistically specific "constraints" that help children to narrow down the referential possibilities. The social-Pragmatic approach to word learning argues that children do not need specifically linguistic constraints to learn words, but rather what they need are flexible and powerful social-cognitive skills that allow them to understand the communicative intentions of others in a wide variety of interactive situations. A series of seven word learning studies demonstrate something of the range of communicative situations in which children can learn new words. These situations include many non-ostensive contexts in which no one is intentionally teaching the child a new word and the intended referent is not perceptually present at the time of the new word's introduction. Language acquisition in general, and word learning in particular, is best seen as a special case of cultural learning in which children attempt to discern adults' intentions toward their intentions toward things in the world. Keywords: Word Learning, Lexical Development, Pragmatics, Intentionality
