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Stanley E. Porter provides descriptions of various important topics in Greek linguistics from a Systemic Functional Linguistics (SFL) perspective; an approach that has been foundational to Porter's long and influential career in the field of New Testament Greek. Deep insights into Porter's understanding of SFL are displayed throughout, based either upon how he positions SFL in relation to other linguistic models, or how he utilizes it to describe topics within Greek and New Testament studies. Porter reflects on his core approach to the Greek New Testament by exploring subjects such as metaphor, rhetoric, cognition, orality and textuality, as well as studies on linguistic schools of thought and traditional grammar.
In this book, Stanley E. Porter offers a unique, language-based critique of New Testament theology by comparing it to the development of language study from the Enlightenment to the present. Tracing the histories of two disciplines that are rarely considered together, Porter shows how the study of New Testament theology has followed outmoded conceptual models from previous eras of intellectual discussion. He reconceptualizes the study of New Testament theology via methods that are based upon the categories of modern linguistics, and demonstrates how they have already been applied to New Testament Greek studies. Porter also develops a workable linguistic model that can be applied to other areas of New Testament research. Opening New Testament Greek linguistics to a wider audience, his volume offers numerous examples of the productivity of this linguistic model, especially in his chapter devoted to the case study of the Son of Man.
This volume addresses five different Dimensions of Iconicity. While some contributions examine the phonic dimensions of iconicity that are based on empirical, diachronic and theoretical work, others explore the function of similarity from a cognitive point of view. The section on multimodal dimensions takes into account philosophical, linguistic and literary perspectives in order to analyse, for example, the diagrammatic interplay of written texts and images. Contributions on performative dimensions of iconicity focus on Buddhist mantras, Hollywood films, and the dynamics of rhetorical structures in Shakespeare. Last but not least, the volume also addresses new ways of considering iconicity, including notational iconicity, the interplay of iconicity, ambiguity, interpretability, and the iconicity of literary analysis from a formal semanticist point of view.
This volume grew out of the workshop Writing Language, held at the Max Planck Institute, Nijmegen. The papers represent several lines of research into the intricate relation between writing and spoken language: Theoretical and computational linguists discuss the models that explain why orthographies are the way they are and the constraints that hold between writing and speaking a language; researchers in special education deal with the question of how certain aspects of orthography can be learned; and psycholinguists discuss aspects of language processing affected by variation in orthographies.
This collection of essays explores the rich intellectual heritage of Russian Formalism and the Prague School of Linguistics to illuminate their influence on the field of biblical studies and apply their constructive and creative potential for advancing linguistic theory, discourse analysis, and literary interpretation of the texts of the Old and New Testaments in their original languages
The bibliography offers information on research about writing and written language over the past 50 years. No comprehensive bibliography on this subject has been published since Sattler's (1935) handbook. With a selection of some 27,500 titles it covers the most important literature in all scientific fields relating to writing. Emphasis has been placed on the interdisciplinary organization of the bibliography, creating many points of common interest for literacy experts, educationalists, psychologists, sociologists, linguists, cultural anthropologists, and historians. The bibliography is organized in such a way as to provide the specialist as well as the researcher in neighboring disciplines with access to the relevant literature on writing in a given field. While necessarily selective, it also offers information on more specialized bibliographies. In addition, an overview of norms and standards concerning 'script and writing' will prove very useful for non-professional readers. It is, therefore, also of interest to the generally interested public as a reference work for the humanities.
This volume expands the concept and role of the schema, with three goals in mind: 1) to outline the continuing issues in the schema concept as the legacy of Kant’s concept and analysis, 2) to show that Kant’s challenges resulted in successful but truncated views of the schema and its functions, 3) to reconstruct Otto Selz’s schema concept by proposing an alternative. The basis and scope of Selz’s schema were intended to yield a more complete follow-up to Kant’s challenges. These had emerged out of his unresolved view of the schema as knowledge, on one hand, and thought, on the other. Sel’z concepts—‘anticipatory schema,’ ‘coordinate relations,’ and ‘knowledge complex’—are more inclusive and psychologically dynamic than those of the influential but reductionist theorists: Piaget, Bartlett, and Craik. Harwood Fisher explores Sel’z ideas in past, present, and future temporal contexts. His predecessors’ and his contemporaries’ ideas influenced him. Present-day needs and future prospects round out a Selzian conception of the schema that would enrich a psychology of thought and knowledge.
This collection of fourteen original essays addresses the seminal contribution of Franz Brentano and his heirs, to philosophy of language. Despite the great interest provoked by the Brentanian tradition and its multiple connections with early analytic philosophy, precious little is known about the Brentanian contribution to philosophy of language. The aim of this new collection is to fill this gap by providing the reader with a more thorough understanding of the legacy of Brentano and his school, in their pursuit of a unique research programme according to which the analysis of meaning is inseparable from philosophical inquiries into what goes on in the mind and what there is in the world. In three parts, the volume first reconstructs Brentano’s pathbreaking thoughts on meaning and grammatical illusions, exploring their strong connections with the Austro-German tradition and analytic philosophy. It then addresses the multifaceted debates on the objectivity of meaning in the Brentano School and its aftermath (Meinong, Husserl, Ingarden, Twardowski and the Lvov-Warsaw School). Finally, part three explores Brentano’s wider legacy, namely: Husserl’s theory of modification and typicality, Bühler’s theory of linguistic and non-linguistic expressions, and Wittgenstein’s thoughts on guidance and rule-following. The result is a unique collection of essays which shows the significance, originality and timely character of the Brentanian philosophy of language.
In our everyday life, communicative processes are relevant in almost all situations. It is important to know whether you should say something which is adequate in the situation or whether it is better to say nothing at all. Communicative competence is fundamental for a successful life in our society as it is of great importance for all areas of life. Therefore, it is not surprising that communicative competence is the subject of many theoretical and empirical approaches and, in consequence, research on this topic is diverse. We focus our contributions on linguistic aspects of communication. In the centre of interest are linguistic oriented performances of different forms of communicative competence, language acquisition, and language disorders. The topics of this book concern the description of methods for studying language in the brain, the interaction between language and cognition, discourse acquisition of children, literacy acquisition and its precursors, the use and acquisition of the sign language, models and training of writing and reading, nonverbal communicative competence, media competence, communication training, developmental dyslexia, the treatment of stuttering, and the description of language disorders.