The most important stage of the sound phenomenon for children covers the time that starts from the mother's womb and continues until the school period. A child starting school (6:5 or 7 years old) is just learning to write. However, he acquired the language/s/ almost entirely thanks to the sound in the mentioned period. In this respect, the processing of language and sound in the brain of newborn babies becomes important. The language acquisition level of newborns (...) may vary in terms of such reasons as genetics, ability, and frequency of exposure, environmental factors, and whether they are physically and mentally healthy or not. This study deals with the question of what kind of a connection is there between the phenomenon of sound, especially the sound of music, and the acquisition of two languages in early childhood. In short, the subjects of language acquisition and musical sound in early childhood have been investigated in the literature with a qualitative method. Another question is how do the two languages acquired in early childhood stay with each other in a developmental relation. In the study, it was understood that there is not a single result from the studies on children grown up monolingual or bilingual in early childhood. The opinion that the sooner one or two languages are learned in early childhood (usually by exposure to the sound) the better the acquisition would be is outweighed, though there are different opinions about the results of the scientists. In addition, since it was concluded that there is a developmentally parallel relationship between the sound of music and the acquisition of language by newborns, it means that ontology gives us the summary of phylogenesis. (shrink)

The target of Second- Language Acquisition (SLA), emerged in the second half of the 20th century, was to be helpful in foreign- language education/ teaching. It denotes mostly the study of individuals (or sometimes groups) who are learning a language consequent to learning their first language when they are young children. At the same time, it signifies the process of learning a second language. The added language is named a second language, (...) but it might indeed be the third, fourth or more which is going to be acquired. The range of SLA comprises informal Second- Language Learning occurring in natural milieus, formal second- language learning occurring in classroom or the one that contains a combination of them both, that is, settings and conditions. The three main aspects for the study of SLA process are the linguistic, psychological and social aspects. The Monitor Theory/ Model postulated by Krashen in the 1970s is a psychological approach in nature. With its five hypotheses (The Acquisition– Learning Hypothesis, The Monitor Hypothesis, The Natural Order Hypothesis, The Input Hypothesis, and The Affective Filter Hypothesis), it tries to find answers to the problems of SLA, such as what does a second- language learner come to know, how the acquisition process takes place, and why some learners are more successful than others? The Monitor Theory (MT) received extensively many criticisms after its appearance and was rejected. Its teaching implications were also at the centre of criticisms. What place does MT occupy in SLA today? This study aims to try to find an answer. The other questions are: How important is the MT for SLA? What kind of criticisms are expressed against it? How fair is the criticism by McLaughlin (1978, 1987)? The working hypotheses of the present work are: The hypotheses developed by Krashen are not/ will not be rejected. Because science is still lying in the so- called agony phase, and cannot find any answers to all questions in psychology (e.g. how exactly is the processing of language; in particular and of mind in general). Moreover, the problems related to memory etc., the thoughts emanated from the MT can probably not be refuted. They have evolved so far and will be evolved further, perhaps with small differences. This research is completely based on the literature written since the time the theory was developed. In other words, it was carried out using a descriptive method without using a special data collection tool. The sources written on the subject were reviewed and an answer to the research questions was tried to be found. Even though the theory is expressed with different names and different meanings today, it has survived all the criticisms made, and it has been concluded that it still occupies an important place in the discipline of second- language acquisition (SLA) and foreign- language teaching. Again, the inquiries carried out since the 1970s delineate that the implications in favour of language education are not very different from those stated by Krashen (1982), which were the products of his opinions in that period. There are still basic consequences grounded on MT for language teaching today. (shrink)

At first blush, phenomenology seems to be concerned preeminently with questions of knowledge, truth, and perception, and yet closer inspection reveals that the analyses of these phenomena remain bound up with language and that consequently phenomenology is, inextricably, a philosophy of language. Drawing on the insights of a variety of phenomenological authors, including Husserl, Heidegger, Merleau-Ponty, Gadamer, and Ricoeur, this collection of essays by leading scholars articulates the distinctively phenomenological contribution to language by examining two sets (...) of questions. The first set of questions concerns the relatedness of language to experience. Studies exhibit the first-person character of the philosophy of language by focusing on lived experience, the issue of reference, and disclosive speech. The second set of questions concerns the relatedness of language to intersubjective experience. Studies exhibit the second-person character of the philosophy of language by focusing on language acquisition, culture, and conversation. This book will be of interest to scholars of phenomenology and philosophy of language. (shrink)

According to one of the greatest Greek philosophers in history, Aristotle, all men by nature desire to know. Human beings are in the pursuit for knowledge and truth. Across the history of philosophy, many thinkers provided various views in understanding the human cognition. In man’s search for knowledge, it is inevitable to resort to language in the sense that it is the principal method of human communication. In this paper, the researcher will try to investigate the relation of (...) class='Hi'>language in human’s acquisition of knowledge in the perspective of John Locke. John Locke was widely regarded as one of the most notable and influential thinkers during the Enlightenment period. Locke was famous for his work “An Essay Concerning Human Understanding” which was one of the first great defenses of modern empiricism. He stressed that the human mind is basically a “tabula rasa” or a blank tablet and only through experience that knowledge can be written down. In Book II, it was stressed that language plays an important role in human cognition. Locke believes that language is a tool for communication; that humans want to communicate their ideas, the contents of their minds. It is by the use of words that people convey their necessarily private thoughts to each other. Accordingly, words signify or indicate ideas; words are sensible marks of ideas. However, Locke asserted that there is a misuse or abuse of language. He believes that improper use of language is one of the greatest obstacles in human cognition. The main question of this paper is: Based on Locke’s philosophical perspective, what is the relationship of language in man’s acquisition of knowledge? This paper only limits to the book of Locke entitled, “An Essay Concerning Human Understanding”, which is also supplemented by various secondary sources. The first part of this paper is all about Locke’s philosophical understanding on human understanding. The second part is about the relationship between knowledge and language as discussed particularly on the Book III of his book. The third part is all about the abuses of language and their remedies. (shrink)

My aim in this chapter is to extend the Realist account of the foundations of linguistics offered by Postal, Katz and others. I first argue against the idea that naive Platonism can capture the necessary requirements on what I call a ‘mixed realist’ view of linguistics, which takes aspects of Platonism, Nominalism and Mentalism into consideration. I then advocate three desiderata for an appropriate ‘mixed realist’ account of linguistic ontology and foundations, namely (1) linguistic creativity and infinity, (2) linguistics (...) as a theory of types (and not tokens) and (3) independence but structural respect between language and the linguistic competence thereof. My own brand of mixed realism, what I call ante rem realism, is defended along the lines of an ante rem or non-eliminative structuralism, the likes of which has been offered for mathematics by Resnik (1997) and Shapiro (1997). In other words, grammars describe a mind-independent (but not necessarily unconnected) linguistic reality in terms of linguistic patterns or structures also known as natural languages. I further amend this picture to allow for the possibility of a naturalistic account of language acquisition and evolution by arguing against a particular view of the type-token distinction. (shrink)

"Lest one think that the focus on aspect-seeing in Wittgenstein is only a means to more contemporary philosophical ends, one ought to read Day’s remarkable 'Wanting to Say Something: Aspect-Blindness and Language'. Day considers the issue of aspect-blindness, arguing that universal aspect-blindness is impossible for beings with language. Specifically, he shows that a child’s first attempt at language, at trying “bloh” for “ball,” is neither an indication that the child sees the ball for the first (...) time, nor an indication that the child is giving a first label for an object seen all along. Rather, he shows that this attempt is an indication of the dawning of an aspect. The dawning of aspects, so common during the phase of language acquisition, becomes supplanted by language itself. Universal aspect-blindness is not humanly possible, then. Day argues that the acquisition of language results in a loss of desire for aspects (which it is possible to regain through art). Localized aspect-blindness is familiar because as language-users, we have lost our desire for aspects. Day then turns to questions about the deep purpose behind Wittgenstein’s style. Why are those doubting voices prominent? Why does Wittgenstein demand so often that the reader answer his questions? Day shows that these elements of Wittgenstein’s style arise from a motivation to regain his own desire for aspects, and he wants to re-awaken our own desire for aspects. Day motivates us to consider aspect-seeing in order to see Wittgenstein himself anew." --Chris Weigel, Book Review of Seeing Wittgenstein Anew, Journal of the History of Philosophy 49:2 (April 2011): 263. (shrink)

This paper aims to exemplify the language acquisition model by tracing back to the Socratic model of language learning procedure that sets down inborn knowledge, a kind of implicit knowledge that becomes explicit in our language. Jotting down the claims in Meno, Plato triggers a representationalist outline basing on the deductive reasoning, where the conclusion follows from the premises (inborn knowledge) rather than experience. This revolution comes from the pen of Noam Chomsky, who amends the empiricist (...) position on the creativity of language by pinning down it with the innateness hypothesis. However, Chomsky never rejects the external world or the linguistic stipulation that relies on the objective reality. Wittgenstein’s model of language acquisition upholds a liaison centric appeal that stands between experience (use theory of meaning) and mentalism (mind based inner experiences). Wittgenstein’s Tractatus never demarcates the definite mental processes that entangle with the method of understanding and meaning. Wittgenstein’s ‘language game’ takes care of the model of language acquisition in a paradigmatic way. The way portrait language as the form of life and the process of language acquisition is nothing but a language game that relies on the activity of men. (shrink)

Four modes of language acquisition and communication are presented translating ancient Indian expressions on human consciousness, mind, their form, structure and function clubbing with the Sabdabrahma theory of language acquisition and communication. The modern scientific understanding of such an insight is discussed. . A flowchart of language processing in humans will be given. A gross model of human language acquisition, comprehension and communication process forming the basis to develop software for relevantmind-machine modeling will (...) be presented. The implications of such a model to artificial intelligence and cognitive sciences will be discussed. The essential nature and necessity of a physics, communication engineering , biophysical and biochemical insight as both complementary and supplementary to using mathematical and computational methods in delineating the theory of language processing in humans is put forward. (shrink)

In the globalizing world foreign language learning is becoming more and more important. This case leads to new developments in language learning research. The purpose of this study is to depict whether the second language learning would occur better in the childhood or later. In other words to investigate the question of in which period of bilingualism it will be better. In order to answer this question, important sources in the linguistic field, related to the topic, were (...) highlighted. The important researches and theories mentioned in the literature have been examined, evaluated, information about the first and second language learning has been given and the subject has been discussed from the scientific point of view. In this context, it has been understood that many reasons exist affecting the level of proficiency of preand post- 12 year's language learning (in mono-, bi-, tri-, quadra- or multi-, lingualism) such as age, brain function, individual differences, ambience differences; social, political, economic background and how to regard the language. The idea that bilingualism after the critical period (around the age of 12) could not be as that of the childhood has been gained weight, due to the system differences between two languages, especially the difficulties in intoning and pronouncing. (shrink)

With this monograph on Kant and the problem of language, Raphaël Ehrsam develops a well-argued reconstruction of the architectonic place of language in Kant’s philosophy. The author terms his argument “genetic thesis”. On Ehrsam’s genetic thesis, in Kant’s philosophy the mastery of linguistic competences is indispensable to the acquisition of a priori theoretical and practical cognitions. The material of the book can be divided into three parts. In the first part (Introduction and Chapter One), Ehrsam frames (...) the subject by outlining his thesis and foregrounding Kant’s notions of acquisition and epigenesis. In the second part (Chapters Two - Five), he then articulates his thesis by reconstructing the functions played by specific linguistic instances in Kant’s theoretical and practical philosophy. The third part (Chapter Six) is devoted to sketching Kant’s thoughts on how the human being, both as an individual and a species, acquires linguistic competences. (shrink)

The fourth goal in Sustainable Development Goals (SDG) spells out Quality Education that demands teachers across all disciplines to teach effectively. The available literature suggests that teaching effectiveness starts from good planning, which should be evident in the documentation of lesson plans. However, when it comes to English teachers, their demanding roles that are attributed to the value-laden content, the grading of essays, the performance pressure of high-stake testing, and the requirement of culturally appropriate pedagogies (Loh & Liew, 2016)have caused (...) the practice of writing lesson plans to be challenged, causing the effectiveness of the teaching to be jeopardised. English teachers in international schools are not exempted from facing this problem, yet little studies have been done on the teachers in this context. To achieve the purpose, this research adopts a case study design using document analysis and semi-structured interview to collect the data. The data were analysed quantitatively using a lesson plan rubric by Student Teacher Assessment Instrument (STAI) and thematic analysis, respectively. The study unveils that the teachers had a moderate level of lesson plan, suggesting a need for further support in lesson planning. The findings of this study will be helpful for English. Teachers understand the importance of writing an effective lesson plan as it has a high possibility of enhancing teaching effectiveness. (shrink)

Following the development of the selectionist theory of the immune system, there was an attempt to characterize many biological mechanisms as being "selectionist" as juxtaposed to "instructionist." But this broad definition would group Darwinian evolution, the immune system, embryonic development, and Chomsky's language-acquisition mechanism as all being "selectionist." Yet Chomsky's mechanism (and embryonic development) are significantly different from the selectionist mechanisms of biological evolution or the immune system. Surprisingly, there is a very abstract way using two dual mathematical (...) logics to make the distinction between genuinely selectionist mechanisms and what are better called "generative" mechanisms. This note outlines that distinction. (shrink)

Ideas about human consciousness and mental functions will be analyzed and developed using cognitive science information available in the Upanishads, Brahmajnaana, Advaita and Dvaita schools of thought. -/- The analysis and development so done will be used to theorize and give scheme of human language acquisition and communication process clubbing with Sabdabrahma Siddhanta/Sphota Vaada which put forward infrasonic wave oscillator issuing pulses in infrasonic range and are reflected as brain waves. -/- Thus a brain-wave modulation/demodulation model of human (...) language acquisition and communication will be advanced and put forward. Application of this study in mind-machine modeling, natural language comprehension field of artificial intelligence will also be hinted. -/- . (shrink)

Throughout this paper, I will pose a reponse to the question of, and elucidate through analogy, why it is that acquisition of certain languages is less effortful than of other languages. I will demonstrate that tradition dictates we ought to organize languages into family style groupings according to the organization and understanding of our personal situation in a world—our personal way of being in the world (Weltenshauung) . The world in which native speakers of English live is more similar (...) to the world of native Spanish speakers (both of which developing from Indo-European) than that of native Swahili speakers (developed from Bantu); consequently, it appears reasonable to conclude that expression between or among speakers of different language families communicate less successfully, efficiently, and effortlessly than otherwise because how each of these language families ‘carve reality at the joints’—that is, the conditions which make statements in one language true are more alike among members of a single family than otherwise. I consider an example of how ways of living in time varies. Further, I defend that the considerations I apply to the specific case of living in time are not a function of the respective culture independent of personal use of language, but arise according to the signification of such mental events as ‘past’ and ‘future,’ for example. Fundamentally, I rely on the assumption that what makes statements true or false is a function of the specific person’s existing in the world rather than a function of the world itself; therefore, I defend that language acquisition varies by similarity in those conditions which make propositions true or false. (shrink)

ABSTRACT: A report on the pioneering of a new pedagogy designed to challenge students to use and improve their memory, increase their awareness of logical fallacies and tacitly embedded contradiction(s) and sensitize them to the deeply symbolic nature of thought in all its expressions (math, logos, music, picture and motor skills), as created, by the author, from in situ research at a senior level (ESL) course in Storytelling at one of East Asia’s premiere second languages university, and from teaching children (...) in several university summer programs. -/- As a Visiting Professor of Foreign Languages, I recently had a glorious opportunity to innovate curriculum and teaching techniques in an East Asian university classroom. Under the auspices of teaching senior level thematic courses in English as a Foreign Language, or more specifically, “storytelling,” I was blessed with the opportunity to innovate both on the level of curriculum and pedagogy. -/- But let me backtrack to set up my story from the start. All of this began in a children’s ESL class at a private language institute where I was given some newly formed intermediate level English classes for middle school students on a new campus that had yet to form a library. While waiting for my standard textbooks to arrive I began innovating with one of my own childrens’ stories titled The Tale of the Purple People Eater (a three page mythic story written in the late 90s. Please see appendix). In working with this story, because I envisioned presenting it orally (from memory) at first as a way to introduce students to memory arts exercises, I was compelled to read it over many times, which, to my surprise revealed a troubling feature: it was riddled with contradictions in every paragraph. At any rate, with the middle school aged students I only touched on this feature very briefly and focused more on language acquisition exercises. The tale nevertheless impressed upon me this bizarre aspect of language where a story can appear naturally cogent on the surface, but can also come apart at the seems if taken “literally.” Hence, later while teaching Storytelling in university with a rather dry textbook, I was invited to supplement the class with exercises of my own. Here I was curious to try work shopping the ‘Tale of The Purple People Eater’ with young adults. This involved three stages: 1) Memory work — or engaging with the unpublished story orally; 2) Exploring the contradictory nature of language and thought; 3) Probing the “deeply-symbolic” nature of meaning. -/- Of course, all of these levels have a long history of precedence in our civilization. Memory arts — though defunct now — had been highly developed in the ancient world, not least among bards who performed oral recitations from memory of the entire Illiad and Odyssey. Dialectics — now transmuted into the debate for show and prizes — had a deeper epistemological mission to discover truth and achieve enlightenment (i.e. Socrates, Boethius and St-Augustine). And if it could not be done via contradictory-prone rationality, it would do it by re-attaching or re-membering broken meanings via the sym-bol (“throwing together”), as per our lineage of platonic poets who created a world compelling enough to make us ask where Jesus went during his (underworld journey) three days in the crypt? Or, and, on what terrain did Dante travel? -/- Lets look at all three: Memory work can be very simple: it amounts to an oral recitation of the story in class followed by a homework assignment wherein the students are asked to reproduce the story (in writing) from memory. They can then compare ‘notes’ in class and by working in groups attempt to produce one version per group of the story in question. In this way we invite them to engage with ‘live’ stories as did our oral-history ancestors. Likewise, by writing it down (“for the first time”) they are re-living the act of our first bardic writer(s) who wove together a collection of competing versions of a popular legend to produce a standard. Very primal work! If Plato thought that writing meant the end of memory in his time, imagine what smart phones are doing to memory now. Contradictions too are easy to work with. It suffices to project a written version of the teacher’s story on the classroom screen — no note taking! — and let students have ample time to read it over and over, at first to check with their own memorized version, and later to seek out logical contradictions in the prose. Any way to ‘repair’ the story? Does it lose credibility because of contradictions? Can it be real without being true? Can it be true without being real? Do reality (L. res = matter) and truth (Gk. a-leithea = un-forgetting) etymologically speaking, share the same domain? -/- Further, if below the surface-meaning the story falls apart, its apparent mythical meaning immediately is called into question. This is a good time to ask the students to propose a (deeper) interpretation. On the surface, the obvious meaning of the Tale of the Purple People Eater, a world in which a purple ogre predatorily feasted on the purple race of the United Peoples of Benetton (a multi-racial nation representing every “skin colour of the rainbow”), revolves around racism, and indeed everyone save for one, thought the story was about racism. -/- I, the author, had the challenge of discovering the deeper meaning of my own story. Because it was written inspirationally one morning, the way we might record the memory of a dream from the night before in a journal, I also was ignorant of the story’s meaning. As luck would have it, a few days before I was to give my class feedback on their interpretations, a meditation on the color “purple” led to the book “The Color Purple” which I first heard of from a friend who, in my reply to a question about the book she was reading (in 1985), summarized it succinctly in one sentence about a black woman’s sexual awakening and liberation. I quickly got the book from the university library as well as the film which I viewed several times before my next class. -/- To my utter amazement, after reading the Tale of the Purple People Eater in light of the Color Purple and adjusting the meaning of color in the tale from the color of people’s complexion to the “color of people’s souls” (to commensurate with the film) as depicted in their clothing and other accoutrements (e.g. automobiles) as reflective of the “health of their souls” (white for revolt, purple for majesty, etc…) where the enslaved Celie is surrounded by drab lifeless colors in the beginning of the film in contrast to the liberated woman she has become in the end of the story symbolized by the extraordinary intensity of the purple shawl that bedecks her like an African queen, the tale can be considered, in part, as a kind of back story of the inner evolution of the book’s and film’s protagonist. -/- Many other cross-polenised metaphors come to the fore: Hippocrates in the tale is the mail man in the film; St-Yves anti-ageing gel is a metaphor for remaining in “childhood (sexual) slavery”; the Ex-Thrax vaccine is the spiritual laxative in the form of letters from Africa (from Ex-Lax and Thrace, a “wild place”) that eases Celie out of her yoke; the egg-shaped conference table with the pointy end in the tale is the kitchen table in the last meeting where Celie threatens her husband with the pointy end of the knife in the film… -/- Of course, the students could not be expected to decode the meaning of a story of this nature whose collective unconscious connotations the author himself had to go to great lengths to excavate almost like a detective of the subconscious. What was important here was the shared engagement between mind and narrative and how it acted as a vehicle for 1) re-membering, 2) becoming aware that all language is a metaphorical cover and 3) that the deep symbol and fused metaphor are divided not by external time and space but by external reality (in the Latin sense, res) and internal truth (in the Greek sense, aleithea). Myth then, in its highest meaning is a hybrid form (of these two) of narrative. Hence both parts real and true. (shrink)

This paper argues that the notion of a single object or 'being one' does not require worldly or perceived conditions of integrity and even less so concept-relative atomicity. It generally is based on conditions of integrity of some sort, but not strictly so. It rather is imposed by the use of count categories in natural language and thus makes a case for linguistic idealism.

This thesis examines the prospects for mechanical procedures that can identify true, complete, universal, first-order logical theories on the basis of a complete enumeration of true atomic sentences. A sense of identification is defined that is more general than those which are usually studied in the learning theoretic and inductive inference literature. Some identification algorithms based on confirmation relations familiar in the philosophy of science are presented. Each of these algorithms is shown to identify all purely universal theories without (...) function symbols. It is demonstrated that no procedure can solve this universal theory inference problem in the more usual senses of identification. The question of efficiency for theory inference systems is addressed, and some definitions of limiting complexity are examined. It is shown that several aspects of obvious strategies for solving the universal theory inference problem are NP-hard. Finally, some non-worst case heuristic search strategies are examined in light of these NP-completeness results. These strategies are based upon an isomorphism between clausal entailments of a certain class and partition lattices, and are applicable to the improvement of earlier work on language acquisition and logical inductive inference. (shrink)

There is currently a theoretical tension between young children’s failure in False Belief Tasks (FBTs) and their success in a variety of other tasks that also seem to require the ability to ascribe false beliefs to agents. We try to explain this tension by the hypothesis that in the FBT, children think they are asked what the agent should do in the circumstances and not what the agent will do. We explain why this hypothesis is plausible. We examined the hypothesis (...) in two experiments, each involving a new task. In the first task, the hypothesised misunderstanding of the question leads to failure without the need to ascribe a false belief, and we show that failure in this new task is correlated with failure in the FBT. In the second task, passing which requires ascribing a false belief to an agent, and for which we have partial yet encouraging results, the children are asked a question which is unlikely to be misunderstood. Children pass this task much more often than they do a standard FBT. The mentioned tension is thus resolved. We conclude that the so-called False Belief Task probably does not check the ability to ascribe false beliefs but rather linguistic development. (shrink)

The subject of this book is the first person in thought and language. The main question concerns what we mean when we say 'J'. Related to it are questions about what kinds of self-consciousness and self-knowledge are needed in order for us to have the capacity to talk about ourselves. The emphasis is on theories of meaning and reference for 'J', but a fair amount of space is devoted to 'I' -thoughts and the role of the concept of (...) the self in cognition. The purpose is to give a picture of how we think and talk about ourselves in a wide range of circumstances. The topic has been discussed in numerous articles during the last decades, but rarely in the form of a monograph. I felt the need for a book of this kind while working on my dissertation. The manuscript is the result of many years of reflection on the self and indexicals. Some of the theories that I advance have developed as a result of my teaching an undergraduate course in the philosophy of language the last couple of years. (shrink)

Deliberate contextual vocabulary acquisition (CVA) is a reader’s ability to figure out a (not the) meaning for an unknown word from its “context”, without external sources of help such as dictionaries or people. The appropriate context for such CVA is the “belief-revised integration” of the reader’s prior knowledge with the reader’s “internalization” of the text. We discuss unwarranted assumptions behind some classic objections to CVA, and present and defend a computational theory of CVA that we have adapted to a (...) new classroom curriculum designed to help students use CVA to improve their reading comprehension. (shrink)

The dissertation is a contrastive analysis. It deals with the acquisition of English relative clause (RC) by German and Turkish students(in Germany and Turkey) learning English as a second and third language and attending the 11th grades of a German school. The main question of the study is to find out whether the acquisition of English RCs is more difficult for German or for Turkish learners. The other study is the corpus analysis of the English relative clauses. (...) For this research I have chosen various school books from the fields such as History, Chemistry and Literature. The target is to find out how often the English relative clauses are used. They are from the same school level (11th grade) where I have applied the tests. I wanted to know which difficulties exists for the students. Moreover the frequency of English relative clauses in the school books has been given. (shrink)

This paper examines theories of first person authority proposed by Dorit Bar-On (2004), Crispin Wright (1989a) and Sydney Shoemaker (1988). What all three accounts have in common is that they attempt to explain first person authority by reference to the way our language works. Bar-On claims that in our language self-ascriptions of mental states are regarded as expressive of those states; Wright says that in our language such self-ascriptions are treated as true by default; and (...) Shoemaker suggests that they might arise from our capacity to avoid Moore-paradoxical utterances. I argue that Bar-On’s expressivism and Wright’s constitutive theory suffer from a similar problem: They fail to explain how it is possible for us to instantiate the language structures that supposedly bring about first person authority. Shoemaker’s account does not suffer from this problem. But it is unclear whether the capacity to avoid Moore-paradoxical utterances really yields self-knowledge. Also, it might be that self-knowledge explains why we have this capacity rather than vice versa. (shrink)

This presentation discusses a notion encountered across disciplines, and in different facets of human activity: autonomous activity. We engage it in an interdisciplinary way. We start by considering the reactions and behaviors of biological entities to biotechnological intervention. An attempt is made to characterize the degree of freedom of embryos & clones, which show openness to different outcomes when the epigenetic developmental landscape is factored in. We then consider the claim made in programming and artificial intelligence that automata could show (...) self-directed behavior as to the determination of their step-wise decisions on courses of action. This question remains largely open and calls for some important qualifications. We try to make sense of the presence of claims of freedom in agency, first in common sense, then by ascribing developmental plasticity in biology and biotechnology, and in the mapping of programmed systems in the presence of environmental cues and self-referenced circuits as well as environmental coupling. This is the occasion to recall attempts at working out a logical and methodological approach to the openness of concepts that are still to be found, and assess whether they can operate the structuring intelligibility of a yet undeveloped or underdeveloped field of study, where a “bisociation" and a unification of knowledge might be possible. (shrink)

Some philosophers (e.g. Descartes) argue that there is an evidential relationship between language and thought, such that presence of language is indicative of mind. Recent language acquisition research with apes such as chimpanzees and bonobos attempts to demonstrate the capacity of these primates to acquire at least rudimentary linguistic capacity. This paper presents a case study of the ape language research and explores the consequences of the research with respect to the argument that animals lack (...) mind because they fail to display linguistic capacity. (shrink)

This paper is the first major and a thorough study on the Merger & Acquisition (M&A) activities in Vietnam’s emerging market economy, covering almost entirely the M&A history after the launch of Doi Moi. The surge in these activities since mid-2000s by no means incidentally coincides with the jump in FDI and FPI inflows into the nation. M&A industry in Vietnam has its socio-cultural traits that could help explain economic happenings, with anomalies and transitional characteristics, far better than (...) even the most complete set of empirical data. Proceeds from the sales of existing assets and firms have mainly flowed into the highly speculative industries of securities, banking, non-bank financials, portfolio investments and real estates. The impact of M&A on Vietnam’s long-term prosperity is thus highly questionable. An observable high degree of volatility in the M&A processes would likely blow out the high ex ante expectations by many speculators, when ex post realizations finally arrive. The effect of the past M&A evolution in Vietnam has been indecisively positive or negative, with significant presence of rent-seeking and likelihood of causing destructive entrepreneurship. From a socio-economic and cultural view, the degree of positive impacts may result in domestic entrepreneurship which will perhaps be the single most important indicator. (shrink)

Chinese Chan or Zen Buddhism is renowned for its improvisational, atypical, and perplexing use of words. In particular, the tradition’s encounter dialogues, which took place between Chan masters and their interlocutors, abound in puzzling, astonishing, and paradoxical ways of speaking. In this chapter, we are concerned with Chan’s use of paradoxical language. In philosophical parlance, a linguistic paradox comprises the confluence of opposite or incongruent concepts in a way that runs counter to our common sense and ordinary rational thinking. (...) One naturally wonders about Chan masters’ rationales for their use of paradox. There are also concerns about whether the use violates the logical principle of noncontradiction to the effect that nothing can be both P and not-P all over in the same way at the same time. Chan became a viable Chinese Buddhist tradition during the Tang dynasty (618−907) and continued to develop for several centuries. The tradition had produced a huge literature; consequently, our investigation of its use of paradox cannot but be limited and selective. In the second section, I first sketch key ideas of Chan that are pertinent to our investigation and then examine the use of paradox in the sermons associated with certain Tang masters of the southern Chan. In the third section, I analyze the presence of paradoxical language in post-Tang encounter dialogues. The fourth section concludes. (shrink)

Seeing Wittgenstein Anew is the first collection to examine Ludwig Wittgenstein’s remarks on the concept of aspect-seeing. These essays show that aspect-seeing was not simply one more topic of investigation in Wittgenstein’s later writings, but, rather, that it was a pervasive and guiding concept in his efforts to turn philosophy’s attention to the actual conditions of our common life in language. Arranged in sections that highlight the pertinence of the aspect-seeing remarks to aesthetic and moral perception, self-knowledge, mind (...) and consciousness, linguistic agreement, philosophical therapy, and “seeing connections,” the sixteen essays, which were specially commissioned for this volume, demonstrate the unity of not only Philosophical Investigations but also Wittgenstein’s later thought as a whole. They open up novel paths across familiar fields of thought: the objectivity of interpretation, the fixity of the past, the acquisition of language, and the nature of human consciousness. Significantly, they exemplify how continuing consideration of the interrelated phenomena and concepts surrounding aspect-seeing might produce a fruitful way of doing philosophy. The volume includes a concordance for the unnumbered remarks in the various editions of Philosophical Investigations, including the latest (4th) edition. (The front matter is posted here. The introduction - "Seeing Aspects in Wittgenstein" - appears below under "Published articles."). (shrink)

Politics abounds with bad language: lying and bullshitting, grandstanding and virtue signaling, code words and dogwhistles, and more. But why is there so much bad language in politics? And what, if anything, can we do about it? In this paper I show how these two questions are connected. Politics is full of bad language because existing social and political institutions are structured in such a way that the production of bad language becomes rational. In principle, by (...) modifying these institutions we can reduce the prevalence of bad language. However, as I show, such practical efforts are fraught with difficulties. After first outlining an account of bad language (Section 1), I examine the rationality of three different types of bad language: inaccurate language, insincere language, and unclear language (Section 2). Next, I discuss the possibility of implementing institutional reforms to improve the quality of political discourse (Section 3). However, I then outline and discuss two serious complications for institutional reforms—namely, they create risk of abuse, and they could preclude instances of seemingly bad language that, in fact, are socially beneficial (Section 4). I conclude with some thoughts about how to pursue institutional reform in an appropriately circumspect manner (Section 5). (shrink)

The fact that Gilbert Ryle and J.L. Austin seem to disagree about the ordinary use of words such as ‘voluntary’, ‘involuntary’, ‘voluntarily’, and ‘involuntarily’ has been taken to cast doubt on the methods of ordinary language philosophy. As Benson Mates puts the worry, ‘if agreement about usage cannot be reached within so restricted a sample as the class of Oxford Professors of Philosophy, what are the prospects when the sample is enlarged?’ (Mates, Inquiry 1:161–171, 1958, p. 165). In this (...) chapter, we evaluate Mates’s criticism alongside Ryle’s and Austin’s specific claims about the ordinary use of these words, assessing these claims against actual examples of ordinary use drawn from the British National Corpus (BNC). Our evaluation consists in applying a combination of methods: first aggregating judgments about a large set of samples drawn from the corpus, and then using a clustering algorithm to uncover connections between different types of use. In applying these methods, we show where and to what extent Ryle’s and Austin’s accounts of the use of the target terms are accurate as well as where they miss important aspects of ordinary use, and we demonstrate the usefulness of this new combination of methods. At the heart of our approach is a commitment to the idea that systematically looking at actual uses of expressions is an essential component of any approach to ordinary language philosophy. (shrink)

In her ‘Spracherwerb’(2012) Ruth Millikan gives a compelling account of language acquisition based on our ability to track objects. I argue that, and how, it is undermined by her insistence on equating understanding language utterances and sense perception, point to idealist hazards, and plead against propositionality and for imagism in order to safeguard the account’s important potential for giving a comprehensive explication of meaning.

“Contextual” vocabulary acquisition is the active, deliberate acquisition of a meaning for a word in a text by reasoning from textual clues and prior knowledge, including language knowledge and hypotheses developed from prior encounters with the word, but without external sources of help such as dictionaries or people. But what is “context”? Is it just the surrounding text? Does it include the reader’s background knowledge? I argue that the appropriate context for contextual vocabulary acquisition is the (...) reader’s “internalization” of the text “integrated” into the reader’s “prior” knowledge via belief revision. (shrink)

The twenty-first century will witness an unprecedented decline in the diversity of the world’s languages. While most philosophers will likely agree that this decline is lamentable, the question of what exactly is lost with a language has not been systematically explored in the philosophical literature. In this paper, I address this lacuna by arguing that language loss constitutes a problematic form of illocutionary silencing. When a language disappears, past and present speakers lose the ability to realize (...) a range of speech acts that can only be realized in that language. With that ability, speakers lose something in which they have a fundamental interest: their standing as fully empowered members of a linguistic community. (shrink)

Between the end of the nineteenth century and the first twenty years of the twentieth century, stimulated by the impetuous development of logical studies and taking inspiration from Leibniz's idea of a characteristica universalis, the three founding fathers of the analytic tradition in philosophy, i.e., Frege, Russell, and Wittgenstein, started to talk of a logically perfect language, as opposed to natural languages, all feeling that the latter were inadequate to their (different) philosophical purposes. In the second half of (...) the twentieth century, however, the very idea of a logically perfect language ceased for various reasons to seem attractive to analytic philosophers. Thus, it might appear that this idea could be classified together with the many other bizarre ideas that from time to time surface in the history of philosophy-an idea that perhaps had a beneficial impact on the development of twentieth century logic, but which can now be put to rest. In this brief note, I contend that this conclusion may be too hasty. Indeed, if a well-known empirical hypothesis advanced in 1975 by Jerry Fodor turns out to be true, then there is a logically perfect language, after all. More precisely, I argue that, if it exists, Fodor's language of thought possesses the main characteristics a logically perfect language is required to have. (shrink)

Philosophical enquiry stands to benefit from the inclusion of methods from the digital humanities to study language use. Empirical studies using the methods of the digital humanities have the potential to contribute to both conceptual analysis and intuition-based enquiry, two important approaches in contemporary philosophy. Empirical studies using the methods of the digital humanities can also provide valuable metaphilosophical insights into the nature of philosophical methods themselves. The use of methods from the digital humanities in philosophy should be expected (...) to follow a similar trajectory to another attempt to introduce empirical methods in philosophy. Experimental philosophers use empirical methods from the cognitive sciences to bear on philosophical questions. At first, we should expect the main contribution of methods from the digital humanities in philosophy to be at the metaphilosophical level. Then, given the right impetus and support, we are optimistic that methods from the digital humanities can make important and sustained contributions to first-order philosophical enquiry. This chapter gives two case studies of recent studies in which methods from the digital humanities are used to address metaphilosophical questions about the use of the word ‘intuition’ and the methods of philosophy and physics. It gives three examples of contemporary first-order philosophical debates to which methods fromthe digital humanities could make an important contribution in epistemology, metaphysics and philosophy of language. The chapter discusses some methodological challenges and limitations which are of particular importance when considering the application of methods from the digital humanities in philosophy, including concerns about the demographic representativeness of widely available corpora. (shrink)

In LOT 2: The Language of Thought Revisited, Jerry Fodor argues that concept learning of any kind—even for complex concepts—is simply impossible. In order to avoid the conclusion that all concepts, primitive and complex, are innate, he argues that concept acquisition depends on purely noncognitive biological processes. In this paper, we show (1) that Fodor fails to establish that concept learning is impossible, (2) that his own biological account of concept acquisition is unworkable, and (3) that there (...) are in fact many promising general models for explaining how concepts are learned. (shrink)

Let the label binary category terms refer to natural language expressions like ‘woman’, ‘man’, ‘female’, and ‘male’. Focusing on ‘woman’ and ‘female’, I develop a novel, empirically supported theory of the meanings of English binary category terms. Given plausible assumptions about the metaphysics of sex and gender, this gender-first theory predicts that the sentence ‘Trans women are women’ expresses a truth in all contexts and the sentence ‘Women are adult human females’ expresses a truth in most ordinary contexts (...) — thus that these two sentences can and usually do express logically consistent contents. The key feature of the proposed theory is that it treats both ‘woman’ and ‘female’ as sensitive to an individual’s gender when that individual belongs to a gendered category and to an individual’s sex otherwise. The existence and plausibility of a gender-first theory of this kind opens up conceptual room for trans-inclusive positions in the philosophy of sex and gender which endorse the claim that women are adult human females, thereby both accounting for trans women’s experiences of their bodies as female and helping to disarm the sentence ‘Women are adult human females’ as a trans-exclusionary slogan. (shrink)

Sabdabrahma Siddhanta, popularized by Patanjali and Bhartruhari will be scientifically analyzed. Sphota Vada, proposed and nurtured by the Sanskrit grammarians will be interpreted from modern physics and communication engineering points of view. Insight about the theory of language and modes of language acquisition and communication available in the Brahma Kanda of Vakyapadeeyam will be translated into modern computational terms. A flowchart of language processing in humans will be given. A gross model of human language (...) class='Hi'>acquisition, comprehension and communication process forming the basis to develop software for relevant mind-machine modeling will be presented. The implications of such a model to artificial intelligence and cognitive sciences will be discussed. The essentiality and necessity of a physics, communication engineering , biophysical and biochemical insight as both complementary and supplementary to using mathematical and computational methods in delineating the theory of Sanskrit language is put forward. Natural language comprehension as distinct and different from natural language processing is pointed out. (shrink)

Progress in philosophy is difficult to achieve because our methods are evidentially and rhetorically weak. In the last two decades, experimental philosophers have begun to employ the methods of the social sciences to address philosophical questions. However, the adequacy of these methods has been called into question by repeated failures of replication. Experimental philosophers need to incorporate more robust methods to achieve a multi-modal perspective. In this chapter, we describe and showcase cutting-edge methods for data-mining and visualization. Big data is (...) a useful investigatory tool for moral psychology, and it fits well with the Ramsification method the first author advances in a series of recent papers. The guiding insight of these papers is that we can infer the meaning and structure of concepts from patterns of assertions and inferential associations in natural language. (shrink)

The famous advaitic expressions -/- Brahma sat jagat mithya jivo brahma eva na apraha and Asti bhaati priyam namam roopamcheti amsa panchakam AAdya trayam brahma roopam tato dwayam jagat roopam -/- will be analyzed through physics and electronics and interpreted. -/- Four phases of mind, four modes of language acquisition and communication and seven cognitive states of mind participating in human cognitive and language acquisition and communication processes will be identified and discussed. -/- Implications and application (...) of such an identification and analysis to the fields of cognitive sciences, mind-machine modeling, natural language comprehension field of artificial intelligence and physiological psychology will be hinted. A comprehensive modern scientific understanding of human consciousness, mind and mental functions will be presented. (shrink)

According to the mental continuity claim (MCC), human mental faculties are physical and beneficial to human survival, so they must have evolved gradually from ancestral forms and we should expect to see their precursors across species. Materialism of mind coupled with Darwin’s evolutionary theory leads directly to such claims and even today arguments for animal mental properties are often presented with the MCC as a premise. However, the MCC has been often challenged among contemporary scholars. It is usually argued that (...) only humans use language and that language as such has no precursors in the animal kingdom. Moreover, language is quite often understood as a necessary tool for having representations and forming beliefs. As a consequence, by lacking language animals could not have developed representational systems or beliefs. In response to these worries, we aim to mount a limited defense of the MCC as an empirical hypothesis. First, we will provide a short historical overview of the origins of the MCC and examine some of the motives behind traditional arguments for and against it. Second, we will focus on one particular question, namely whether language as such is necessary for having beliefs. Our goal is to show that there is little reason to think language is necessary for belief. In doing so, we will challenge a view of belief that is widely accepted by those working in animal cognition, namely representational belief, and we will argue that if belief is non-representational, then different research questions and methods are required. We will conclude with an argument that to study the evolution of belief across species, it is essential to begin the study of subjects in their social and ecological environment rather than in contexts that are not ecologically valid along the social and ecological dimensions. Thus, rather than serving as a premise in an argument 3 in favor of animal minds, the MCC can only be defended by empirical investigation, but importantly, empirical investigation of the right sort.. (shrink)

We rely on language to know the minds of others, but does language have a role to play in knowing our own minds? To suppose it does is to look for a connection between mastery of a language and the epistemic relation we bear to our inner lives. What could such a connection consist in? To explore this, I shall examine strategies for explaining self-knowledge in terms of the use we make of language to express and (...) report our mental states. Success in these strategies will depend on the view we take of speakers' understanding of the words they use to speak their minds. The key is to avoid circularity in the account of how they know what they mean; for if knowing what one is saying in speaking a language provides a means of knowing one's own mind, it cannot simply be a part of it. I shall look at ways in which we might proceed here, and examine whether the strategy can make room for a genuinely first-person point of view. But first let me try to motivate the problem of self-knowledge. (shrink)

This document presents a Gentzen-style deductive calculus and proves that it is complete with respect to a 3-valued semantics for a language with quantifiers. The semantics resembles the strong Kleene semantics with respect to conjunction, disjunction and negation. The completeness proof for the sentential fragment fills in the details of a proof sketched in Arnon Avron (2003). The extension to quantifiers is original but uses standard techniques.

A liberalism which scorns all individualism is fundamentally misguided. This is the chief thesis of this paper. To argue for it, I look closely at some key concepts. The concepts of morislity and individualism are crucial. I emphasize Dewey on the "individuality of the mind" and a Deweyan discussion of language, communication, and community. The thesis links individualism and liberalism, and since appeals to liberalism have broader appeal in the present context of discussions, I start with consideration of liberalism. (...) The aim is to dispute overly restrictive conceptions and explore a broader perspective. To bring the argument to a close, attention turns first to Dewey on value inquiry, to Dewey's "democratic individualism" (cf. Dewey 1939, 179), and to the concept of moral community. Disputing the acquisitiveness of utilitarian influences in classical liberalism, a Deweyan argument from the nature of moral community supports re-emphasis on individualism in contemporary liberal thought. (shrink)

Here we focus on two questions: What is the proper semantics for deontic modal expressions in English? And what is the connection between true deontic modal statements and normative reasons? Our contribution towards thinking about the first, which makes up the bulk of our paper, considers a representative sample of recent challenges to a Kratzer-style formal semantics for modal expressions, as well as the rival views—Fabrizio Cariani’s contrastivism, John MacFarlane’s relativism, and Mark Schroeder’s ambiguity theory—those challenges are thought to (...) motivate. These include the Professor Procrastinate challenge to Inheritance (the principle that ‘If ought p and p entails q, then ought q), as well as Parfit’s miners puzzle regarding information-sensitive deontic modals. Here we argue that a Kratzer-style view is able to meet all of the challenges we’ll consider. In addition, we’ll identify challenges for each of those rival views. Our overall conclusion is that a Kratzer-style semantics remains the one to beat. With this assumption in place, we then ask how we should understand the relationship between true deontic modal statements and normative reasons. Should, for example, we hold that the truth of such a statement entails the existence of a normative reason for some agent to comply? Here we argue that, in many cases, acceptance of Kratzer’s semantics for deontic modals leaves open for substantive normative theorizing the question of whether an agent has a normative reason to comply with what she ought to do. (shrink)

Language is often conceived of today as providing a person with a worldview and a set of communicative norms that one accepts unambiguously. However, in his 1992 lecture, “Monolingualism of the Other,” Jacques Derrida insists that his mother tongue is for him “not a natural element, not the transparency of the ether, but an absolute habitat.” In other words, while French is an intimate part of his existence, his relationship to it is nevertheless ambiguous. Derrida claims that his situation (...) is not exceptional though, since for no person is language simply a “natural element.” In this essay, I examine first the phenomenological basis for this controversial claim, drawing from Derrida’s lecture as well as earlier explorations by Martin Heidegger to elucidate the point. Later I turn to address the ethical-political dimensions of Derrida’s claim, explaining how it serves to protest against a problematic process of consolidating power. (shrink)

There is substantial evidence from many domains that visual representations aid various forms of cognition. We aimed to determine whether learning to construct visual representations of argument structure enhanced the acquisition and development of argumentative writing skills within the context of first-year college writing course. We found a significant effect of the use of argument diagrams, and this effect was stable even when multiple plausible correlates were controlled for. These results suggest that natural⎯and relatively minor⎯modifications to standard (...) class='Hi'>first-year composition courses could provide substantial increases in student writing ability. (shrink)

The book is a collection of papers and aims to unify the questions of syntax and semantics of language, which are included in logic, philosophy and ontology of language. The leading motif of the presented selection of works is the differentiation between linguistic tokens (material, concrete objects) and linguistic types (ideal, abstract objects) following two philosophical trends: nominalism (concretism) and Platonizing version of realism. The opening article under the title “The Dual Ontological Nature of Language Signs and (...) the Problem of Their Mutual Relations” provides a broad introduction into the problem area connected with this differentiation, while the logic-formal characteristics of the distinction are framed in the work entitled “On the Type-Token Relationships” (Chapter 1). The basic part of the book deals with issues relating to syntax (Chapters 2-4) and semantics of language (Chapters 5-6), as well as pertaining to syntactic-semantic pragmatic questions (Chapters 7-13). Throughout the book, language, categorial language, is characterized syntactically as generated by classical categorial grammar (Chapter 2) and formalized on two opposing levels: as language of expression-tokens (level of tokens) and language of expression-types (level of types). The author’s considerations contained in Chapters 2 and 4 lead to the important philosophical conclusion that in formal-logical syntactic studies on language the assumption that expression-types constitute the primary language layer while expression-tokens make the secondary one, can be neglected; thus, this speaks in favour of the opposing standpoint—the concretistic one—in the ontology of language syntax. In the works “Meaning and Interpretations”, Parts I and II (Chapters 5 and 6), it is underlined, however, that such semantic concepts as: meaning, denotation and interpretation are defined on the types level, yet their formal definitions require making use of notions of the tokens level. The semantic notions introduced in the above-mentioned articles are also used in the following works of the present selection, under the titles: “Three Principles of Compositionality” and “On Metaknowledge and Truth” (Chapters 7 and 8). They formalize two principles of compositionality that are well known in the literature on the subject, deriving from Frege, i.e. those of meaning and of denotation; they are related to the syntactic principle of compositionality which was introduced by the author. All the three principles are, at the same time, three conditions of homomorphism of categorial language algebra into three kinds of non-standard models of language (one syntactic and two semantic ones: intensional and extensional), which allows introducing three definitions of truthfulness into these models. The next two works in the collection, entitled: “On Language Adequacy” and “What is the Sense in Logic and Philosophy of Language” (Chapters 9 and 10) concern adequacy of categorial language syntax along with its dual semantics: intensional and extensional, and categorial compatibility of any of its syntactic categories with two corresponding semantic categories: intensional and extensional, based on the compatibility the syntactic category of each language expression with the ontological category assigned to its denotatum. The well-known problem of categorial compatibility for first-order quantifiers finds its solution in the paper “Categories of First-Order Quantifiers” (Chapter 11). In the work “Logic and Ontology of Language” (Chapter 12), being in a sense a summary of the considerations presented in the preceding chapters of the book, language is treated as an ontological being, characterized in compliance with the logical conception of language proposed by Ajdukiewicz. Application—like throughout the book—of tools of classical logic and set theory has resulted in emergence of a general formal logical theory of syntax, semantics and pragmatics of language, which takes into account duality in the understanding of linguistic expressions as tokens (concretes) and types (abstract objects). In terms that take into account a functional approach to language itself, there comes out an ontological neutrality of logic with respect to existential assumptions relating to the ontological nature of linguistic expressions and their extra-linguistic ontological counterparts. The issues connected with applying logic while explaining the manner of using linguistic tokens and linguistic types to determine notions of language communication are raised and illustrated in the last chapter of the work, bearing the title “A Logical Conceptualization of Knowledge on the Notion of Language Communication”. (shrink)

Ethnographic study of Hippo Family Club, a foreign language learning club in Japan with chapters elsewhere, reveals a critique of foreign language teaching in Japanese schools and in the commercial English conversation industry. Club members contrast their own learning methods, which they view as “natural language acquisition”, with the formal study of grammar, which they see as uninteresting and ineffective. Rather than evaluating either the Hippo approach to learning or the teaching methods they criticize, however, this (...) paper considers the ways of thinking about language that club members come to share. Members view the club as a transnational organization that transcends the boundaries of the nation-state. Language learning connects the club members to a cosmopolitan world beyond the club, even before they interact with speakers of the languages they are learning. The analysis of club members’ ideologies of language and language learning illuminates not only the pragmatics of language use, but practices and outcomes of socialization and shared social structures. (shrink)