Both children and adults predict the content of upcoming language, suggesting that prediction is useful for learning as well as processing. We present an alternative model which can explain prediction behaviour as a by-product of language learning. We suggest that a consideration of language acquisition places important constraints on Pickering & Garrod's (P&G's) theory.

The ability to combine words into novel sentences has been used to argue that humans have symbolic language production abilities. Critiques of connectionist models of language often center on the inability of these models to generalize symbolically (Fodor & Pylyshyn, 1988; Marcus, 1998). To address these issues, a connectionist model of sentence production was developed. The model had variables (role‐concept bindings) that were inspired by spatial representations (Landau & Jackendoff, 1993). In order to take advantage of these variables, (...) a novel dual‐pathway architecture with event semantics is proposed and shown to be better at symbolic generalization than several variants. This architecture has one pathway for mapping message content to words and a separate pathway that enforces sequencing constraints. Analysis of the model's hidden units demonstrated that the model learned different types of information in each pathway, and that the model's compositional behavior arose from the combination of these two pathways. The model's ability to balance symbolic and statistical behavior in syntax acquisition and to model aphasic double dissociations provided independent support for the dual‐pathway architecture. (shrink)

The settler-colonial and republican principles of early U.S. politics tend to be studied as paradoxical ambitions of American nation-building. This article argues that early republican thought in the United States developed through what I call ‘ideological code-switching’, a vernacular practice that allowed popular actors to strategically vacillate between anti-colonial and neo-colonial discourses as complementary principles of revolutionary change. I illustrate these claims by tracing a genealogy of anti- and neo-colonial thought from the founding of the United States to its (...) transnational emergence in the U.S.-Mexico borderlands. I demonstrate that ideological code-switching first appeared as a rhetorical strategy among the Federalist debates, where Publius argued for the feasibility of expansionist republics via a hemispheric account of American exceptionalism. These appeals to hemispheric unity remained salient into the nineteenth century among groups like the ‘Republicans of ‘Nacogdoches’, a militia comprised of Indigenous, Mestizo, and White actors that mobilized an attack on Spain and founded the Republic of Texas in April of 1813. Drawing on archival research, I turn to the U.S.-Mexico borderlands as an example of the way marginalized groups instrumentalized links between anti- and neo-colonial politics to envision their position in the rapidly evolving landscapes of transnational revolution. (shrink)

The Hwa Yen school of Mahāyāna Buddhism bloomed in China in the 7th and 8th centuries A.D. Today many scholars regard its doctrines of Emptiness, Totality, and Mind-Only as the crown of Buddhist thought and as a useful and unique philosophical system and explanation of man, world, and life as intuitively experienced in Zen practice. For the first time in any Western language Garma Chang explains and exemplifies these doctrines with references to both oriental masters and Western philosophers. The (...) Buddha's mystical experience of infinity and totality provides the framework for this objective revelation of the three pervasive and interlocking concepts upon which any study of Mahāyāna philosophy must depend. Following an introductory section describing the essential differences between Judeo-Christian and Buddhist philosophy, Professor Chang provides an extensive, expertly developed section on the philosophical foundations of Hwa Yen Buddhism dealing with the core concept of True Voidness, the philosophy of Totality, and the doctrine of Mind-Only. A concluding section includes selections of Hwa Yen readings and biographies of the patriarchs, as well as a glossary and list of Chinese terms. (shrink)

The Hwa Yen school of Mahāyāna Buddhism bloomed in China in the 7th and 8th centuries A.D. Today many scholars regard its doctrines of Emptiness, Totality, and Mind-Only as the crown of Buddhist thought and as a useful and unique philosophical system and explanation of man, world, and life as intuitively experienced in Zen practice. For the first time in any Western language Garma Chang explains and exemplifies these doctrines with references to both oriental masters and Western philosophers. The (...) Buddha's mystical experience of infinity and totality provides the framework for this objective revelation of the three pervasive and interlocking concepts upon which any study of Mahāyāna philosophy must depend. Following an introductory section describing the essential differences between Judeo-Christian and Buddhist philosophy, Professor Chang provides an extensive, expertly developed section on the philosophical foundations of Hwa Yen Buddhism dealing with the core concept of True Voidness, the philosophy of Totality, and the doctrine of Mind-Only. A concluding section includes selections of Hwa Yen readings and biographies of the patriarchs, as well as a glossary and list of Chinese terms. (shrink)

Juri Lotman’s well-known distinction of primary modeling system versus secondary modeling system is a lasting legacy of his that has been adhered to, modified, and refuted by semioticians of culture and nature. Adherence aside, modifications and refutations have focused on the issue whether or not language is a primary modeling system, and, if not, what alternatives can be made available to replace it. As Sebeok would concur, for both biosemiosis and anthroposemiosis, language can only be a secondary modeling (...) system on top of the biological experience of Umwelt or human sensory system. This paper proposes to explore the possibility of a “preverbal” modeling system suggested by Lotman’s spatial concept of semiosphere, and discuss its implications in cross-cultural dialogue. (shrink)

Within a Complex Dynamic Systems Theory framework, this longitudinal qualitative study explored the complex patterns and identified the degree of variability in three learners’ developmental process. Learners’ listening performance was tracked and examined every 6 weeks, followed by retrospective interviews and self-reflections every 7 weeks over the 43-month span. A series of CDST techniques were adopted for data analysis, including using min–max graphs to trace the minimum and maximum scores on the EFL learners’ listening developmental indices over time. Monte-Carlo and (...) Loess smoothing analyses were applied to gauge for degrees of variability. The results suggest that: Min–max graphs and smoothed Loess curves depict flux developmental processes of learners’ L2 listening; learners differed from each other in the degree of inter-individual variability in their listening developmental trajectory; and occurrence of unanticipated patterns confirm that learners demonstrated personalized intra-individual variability within their unique listening developmental process. Results indicate that variability is a pattern characteristic of CDST both between and within individuals, and inform us about how Chinese EFL listeners’ language develops. We conclude by discussing the implications for researchers and practitioners who are concerned with learners’ developmental trajectories and unexpected changing patterns in the process of foreign language learning. (shrink)

The study of natural disaster and its discursive dimensions from a semiotic perspective can provide a theoretical frame for the scientific communication of global catastrophes. In this paper I will suggest two models; one is a semiotic model on the natural catastrophic events and the other is a hexagon model composed of semiotic dimensions of natural disaster discourse. The six main modules include narration, description, explication, visualization, prevention, and recovery action.

For all his profound interest in Secondness and its manifestation in various kinds of indices, including deictics, Peirce rarely addresses the inter-pronominalrelationships. Whilst the American founder of semiotics would designate language as a whole to Thirdness, only within the larger framework of which deictics can work, the German philosopher Cassirer observes that “what characterizes the very first spatial terms that we find in language is their embracing of a defi nite ‘deictic’ function”. For Cassirer the significance of pronominals, (...) especially the I-Thou relationship, lies in its impact on the development of spatial concept that lays the foundation of symbolic forms. It may look strange why the “designatives” of I, Thou, He, in Peirce’s own terms, so obvious in their categorial and empirical differentiation, should fail to be reduceable to the triad of Firstness, Secondness, and Thirdness. It is interesting, however, that in his 1906 correspondence with Lady Welby, Peirce should refer to the strange “Communicational Interpretant”, or “the Cominterpretant, which is a determination of that mind into which the minds of utterer and interpreter have to be fused in order that any communication should take place”. Peirce asserts that this communication of a Form, say, being in love, is made possible by sign. This paper discusses Peirce’s and Cassirer’s references to deictics or indexical sign, in particular, inter-personal relationships, in light of Benveniste’s concept of discourse, and probes into a possible subtext underlying the Peirce-Welby correspondence. (shrink)

For all his profound interest in Secondness and its manifestation in various kinds of indices, including deictics, Peirce rarely addresses the inter-pronominalrelationships. Whilst the American founder of semiotics would designate language as a whole to Thirdness, only within the larger framework of which deictics can work, the German philosopher Cassirer observes that “what characterizes the very first spatial terms that we find in language is their embracing of a defi nite ‘deictic’ function”. For Cassirer the significance of pronominals, (...) especially the I-Thou relationship, lies in its impact on the development of spatial concept that lays the foundation of symbolic forms. It may look strange why the “designatives” of I, Thou, He, in Peirce’s own terms, so obvious in their categorial and empirical differentiation, should fail to be reduceable to the triad of Firstness, Secondness, and Thirdness. It is interesting, however, that in his 1906 correspondence with Lady Welby, Peirce should refer to the strange “Communicational Interpretant”, or “the Cominterpretant, which is a determination of that mind into which the minds of utterer and interpreter have to be fused in order that any communication should take place”. Peirce asserts that this communication of a Form, say, being in love, is made possible by sign. This paper discusses Peirce’s and Cassirer’s references to deictics or indexical sign, in particular, inter-personal relationships, in light of Benveniste’s concept of discourse, and probes into a possible subtext underlying the Peirce-Welby correspondence. (shrink)

Traditional theories construe approximate truth or truthlikeness as a measure of closeness to facts, singular facts, and idealization as an act of either assuming zero of otherwise very small differences from facts or imagining ideal conditions under which scientific laws are either approximately true or will be so when the conditions are relaxed. I first explain the serious but not insurmountable difficulties for the theories of approximation, and then argue that more serious and perhaps insurmountable difficulties for the theory of (...) idealization force us to sever its close tie to approximation. This leads to an appreciation of lawlikeness as a measure of closeness to laws, which I argue is the real measure of idealization whose main purpose is to carve nature at its joints. (shrink)

Information processing in neural systems can be described and analysed at multiple spatiotemporal scales. Generally, information at lower levels is more fine-grained but can be coarse-grained at higher levels. However, only information processed at specific scales of coarse-graining appears to be available for conscious awareness. We do not have direct experience of information available at the scale of individual neurons, which is noisy and highly stochastic. Neither do we have experience of more macro-scale interactions, such as interpersonal communications. Neurophysiological evidence (...) suggests that conscious experiences co-vary with information encoded in coarse-grained neural states such as the firing pattern of a population of neurons. In this article, we introduce a new informational theory of consciousness: Information Closure Theory of Consciousness (ICT). We hypothesise that conscious processes are processes which form non-trivial informational closure (NTIC) with respect to the environment at certain coarse-grained scales. This hypothesis implies that conscious experience is confined due to informational closure from conscious processing to other coarse-grained scales. ICT proposes new quantitative definitions of both conscious content and conscious level. With the parsimonious definitions and a hypothesise, ICT provides explanations and predictions of various phenomena associated with consciousness. The implications of ICT naturally reconcile issues in many existing theories of consciousness and provides explanations for many of our intuitions about consciousness. Most importantly, ICT demonstrates that information can be the common language between consciousness and physical reality. (shrink)

Juri Lotman’s well-known distinction of primary modeling system versus secondary modeling system is a lasting legacy of his that has been adhered to, modified, and refuted by semioticians of culture and nature. Adherence aside, modifications and refutations have focused on the issue whether or not language is a primary modeling system, and, if not, what alternatives can be made available to replace it. As Sebeok would concur, for both biosemiosis and anthroposemiosis, language can only be a secondary modeling (...) system on top of the biological experience of Umwelt or human sensory system. This paper proposes to explore the possibility of a “preverbal” modeling system suggested by Lotman’s spatial concept of semiosphere, and discuss its implications in cross-cultural dialogue. (shrink)

When ancient Chinese philosophy culminated in the sixth to third centuries BCE, “hundreds of flowers [intellectual schools] were blooming”, yet not many theoreticians were particularly interested in questions regarding the relationship between animal and human life — despite their profuse discussion of, and heated debates about, both “nature” and “human nature” in their writings. This indifferent attitude towards creatures lower than humans is best illustrated by Confucius (551–479 BCE), who observed: “It is impossible to associate with birds and beasts, as (...) if they were the same as us.” Later, however, this condescending attitude of the Sage would be challenged by the Daoist philosopher Zhuangzi (370 to 301 BCE), who untiringly advocates the equity of all creatures in the universe — a place where both living and fabulous organisms cohabit and co-evolve with one another, as well as with their environments. Morever, even Confucius’s descendent Mencius (c.372–289 BCE) did not endorse his mentor’s position, for the latter’s own writings are likewise inhabited by all kinds of creatures which not only serve the passive role of poetic figuration, but actually also construct their respective Umwelten, paralleled by the umwelt-construction of human beings. Recent advances in biosemiotics and ecosemiotics have enabled us to reread some of these philosophical texts, and to shed new light on this obscure aspect of Chinese thinking. This paper will draw upon the sign reflections of C. S. Peirce (1839–1914) and Jakob von Uexküll (1864–1944), and make use of a composite analytical method of text semiotics and dialogue studies, to examine a number of political and ethical allegories by Zhuangzi and Mencius. Acknowledging the necessarycircularity of interpretation and the homogeneity of observer and observed, the essay explores the ways in which ancient philosophical texts can be made compatible with contemporary biological and semiotic thinking. (shrink)

The study of natural disaster and its discursive dimensions from a semiotic perspective can provide a theoretical frame for the scientific communication of global catastrophes. In this paper I will suggest two models; one is a semiotic model on the natural catastrophic events and the other is a hexagon model composed of semiotic dimensions of natural disaster discourse. The six main modules include narration, description, explication, visualization, prevention, and recovery action.

Lexicalized theories of syntax often assume that verb-structure regularities are mediated by lemmas, which abstract over variation in verb tense and aspect. German syntax seems to challenge this assumption, because verb position depends on tense and aspect. To examine how German speakers link these elements, a structural priming study was performed which varied syntactic structure, verb position, and verb overlap.structural priming was found, both within and across verb position, but priming was larger when the verb position was the same between (...) prime and target. Priming was boosted by verb overlap, but there was no interaction with verb position. The results can be explained by a lemma model where tense and aspect are linked to structural choices in German. Since the architecture of this lemma model is not consistent with results from English, a connectionist model was developed which could explain the cross-linguistic variation in the production system. Together, these findings support the view that language learning plays an important role in determining the nature of structural priming in different languages. (shrink)

The Hwa Yen school of Mah&āy&āna Buddhism bloomed in China in the 7th and 8th centuries A.D. Today many scholars regard its doctrines of Emptiness, Totality, and Mind-Only as the crown of Buddhist thought and as a useful and unique philosophical system and explanation of man, world, and life as intuitively experienced in Zen practice. For the first time in any Western language Garma Chang explains and exemplifies these doctrines with references to both oriental masters and Western philosophers. The (...) Buddha's mystical experience of infinity and totality provides the framework for this objective revelation of the three pervasive and interlocking concepts upon which any study of Mah&āy&āna philosophy must depend. Following an introductory section describing the essential differences between Judeo-Christian and Buddhist philosophy, Professor Chang provides an extensive, expertly developed section on the philosophical foundations of Hwa Yen Buddhism dealing with the core concept of True Voidness, the philosophy of Totality, and the doctrine of Mind-Only. A concluding section includes selections of Hwa Yen readings and biographies of the patriarchs, as well as a glossary and list of Chinese terms. (shrink)

Theories of language production have long been expressed as connectionist models. We outline the issues and challenges that must be addressed by connectionist models of lexical access and grammatical encoding, and review three recent models. The models illustrate the value of an interactive activation approach to lexical access in production, the need for sequential output in both phonological and grammatical encoding, and the potential for accounting for structural effects on errors and structural priming from learning.

In Third Digital Documentary: A Theory and Practice of Transmedia Arts Activism, Critical Design and Ethics Anita Chang offers a theory and methodology of transmedia arts activism within the technocultural and sociopolitical landscape of expanded documentary production, distribution, reception and participation. Through a detailed analysis of her transmedia project on indigenous and minority language endangerment and revival that consists of the feature-length documentary Tongues of Heaven, and the companion web application Root Tongue: Sharing Stories of Language Identity and (...) Revival, she reveals the layers and depths that comprise a critical arts practice when confronted with complex sociopolitical issues while working with multiple communities across territorial/national boundaries. In the context of the growing field of transmedia documentaries, Chang discusses the potentials and benefits of a critical design practice and production ethics that can transform this field to pilot new collaborations in documentary and digital media platforms towards a third digital documentary. (shrink)

To philosophize is to communicate philosophically. From its inception, philosophy has communicated forcefully. Socrates, Plato, and Aristotle talk a lot, and talk ardently. Because philosophy and communication have belonged together from the beginning--and because philosophy comes into its own and solidifies its stance through communication--it is logical that we subject communication to philosophical investigation. This collection of key works of classical, modern, and contemporary philosophers brings communication back into philosophy's orbit. It is the first anthology to gather in a single (...) volume foundational works that address the core questions, concepts, and problems of communication in philosophical terms. The editors have chosen thirty-two selections from the work of Plato, Leibniz, Hegel, Husserl, Heidegger, Wittgenstein, Benjamin, Lacan, Derrida, Sloterdijk, and others. They have organized these texts thematically, rather than historically, in seven sections: consciousness; intersubjective understanding; language; writing and context; difference and subjectivity; gift and exchange; and communicability and community. Taken together, these texts not only lay the foundation for establishing communication as a distinct philosophical topic but also provide an outline of what philosophy of communication might look like. (shrink)

Within the class environment, particularly in the language learning setting, stress is considered to be the most common mental condition educators experience in their work, and due to the effect of stress on teachers, burnout similarly occurs because English as a foreign language teachers periodically experience affective trauma while participating and engaging in their careers. To solve the problem, one must consider teacher self-efficacy, a significant construct that can mitigate the probability of burnout by preventing the occurrence of (...) stress at work that also plays a key role in enhancing positive upshots. To emphasize the impact of teachers’ stress and burnout on the one hand and the mediator role of teachers’ efficacy, on the other hand, this mini-review attempted to study the issue. Finally, some scholastic recommendations are pinpointed. (shrink)

This study investigates the effects of visual mnemonics and the methods of presenting learning materials on learning visually similar characters for Chinese-as-second-language learners. In supporting CSL learners to build robust orthographic representations in Chinese, addressing the challenges of visual similarity of characters is an important issue. Based on prior research on perceptual learning, we tested three strategies that differ in the extent to which they promote interrelated attention to the form and meaning of characters: Stroke Sequence, a form-emphasis strategy, (...) Key-images, a form + meaning strategy utilizing visual code, Pithy Formulas with Key-images, a form + meaning strategy combining visual and verbal codes. A pretest–posttest equivalent-group design was adopted. The independent variables were the learning strategy, the method of presenting character pairs, and testing time. The dependent variables were learners’ proportions of accurate responses to reading and writing Chinese characters through a posttest and a delayed posttest ; a learner experience survey was also administered to investigate learners’ opinions on each strategy. Sixty-six non-beginning learners of Chinese participated; they were randomly assigned to one of the two groups in which participants learned ten characters via the three strategies, respectively, differing between whether the characters were presented in similar pairs or dissimilar pairs. Data were analyzed via three-way ANCOVAs. The Pithy Formulas with Key-images and the Key-images generally yielded higher writing accuracy than Stroke Sequence immediately after learning. Notably, the advantage of the Pithy Formulas with Key-images over the Key-images on writing was specific to the participants that learned with visually similar pairs rather than those that learned with dissimilar pairs. All strategies were effective for reading, yet learners’ experience ratings favored the two form + meaning strategies over the strategy that focused primarily on form. Suggestions for future research and pedagogical implications on learning visually similar characters were offered. (shrink)

Most theories of slurs fall into one of two families: those which understand slurring terms to involve special descriptive/informational content (however conveyed), and those which understand them to encode special emotive/expressive content. Our view is that both offer essential insights, but that part of what sets slurs apart is use-theoretic content. In particular, we urge that slurring words belong at the intersection of a number of categories in a sociolinguistic register taxonomy, one that usually includes [+slang] and [+vulgar] and always (...) includes [-polite] and [+derogatory]. Thus, e.g., what distinguishes ‘Chinese’ from ‘chink’ is neither a peculiar sort of descriptive nor emotional content, but rather the fact that ‘chink’ is lexically marked as belonging to different registers than ‘Chinese’. It is, moreover, partly such facts which makes slurring ethically unacceptable. (shrink)

Children show a remarkable degree of consistency in learning some words earlier than others. What patterns of word usage predict variations among words in age of acquisition? We use distributional analysis of a naturalistic corpus of child‐directed speech to create quantitative features representing natural variability in word contexts. We evaluate two sets of features: One set is generated from the distribution of words into frames defined by the two adjacent words. These features primarily encode syntactic aspects of word usage. The (...) other set is generated from non‐adjacent co‐occurrences between words. These features encode complementary thematic aspects of word usage. Regression models using these distributional features to predict age of acquisition of 656 early‐acquired English words indicate that both types of features improve predictions over simpler models based on frequency and appearance in salient or simple utterance contexts. Syntactic features were stronger predictors of children's production than comprehension, whereas thematic features were stronger predictors of comprehension. Overall, earlier acquisition was predicted by features representing frames that select for nouns and verbs, and by thematic content related to food and face‐to‐face play topics; later acquisition was predicted by features representing frames that select for pronouns and question words, and by content related to narratives and object play. (shrink)

Humans can attribute beliefs to others. However, it is unknown to what extent this ability results from an innate biological endowment or from experience accrued through child development, particularly exposure to language describing others' mental states. We test the viability of the language exposure hypothesis by assessing whether models exposed to large quantities of human language display sensitivity to the implied knowledge states of characters in written passages. In pre‐registered analyses, we present a linguistic version of the (...) False Belief Task to both human participants and a large language model, GPT‐3. Both are sensitive to others' beliefs, but while the language model significantly exceeds chance behavior, it does not perform as well as the humans nor does it explain the full extent of their behavior—despite being exposed to more language than a human would in a lifetime. This suggests that while statistical learning from language exposure may in part explain how humans develop the ability to reason about the mental states of others, other mechanisms are also responsible. (shrink)

Slurs are derogatory words; they seem to express contempt and hatred toward marginalized groups. They are used to insult and derogate their victims. Moreover, slurs give rise to philosophical questions. In virtue of what is the word “chink,” unlike “Chinese,” a derogatory word? Does “chink” refer to the same group as “Chinese”? If “chink” is a derogatory word, how is it possible to use it in a non-derogatory way (e.g., by Chinese comedians or between Chinese friends)? Many theories of slurs (...) answer these questions by assuming that slurs communicate derogatory messages. However, little attention has been paid to the speech acts slurs are used to perform. In this dissertation, I argue that slurs are illocutionary force indicators: words to perform the speech acts of derogation. “Chink” is a derogatory word because its use is to derogate the Chinese, just like the phrase “I promise” has the use to make a promise. To derogate the Chinese is to enforce a norm which assigns to them an inferior normative status. Slurs are also propositional indicators: words that contribute to the truth-conditions. “Chink” has the same referent as “Chinese,” its neutral counterpart. Appealing to speech act theory enables my theory to answer questions about slurs, e.g., slurs can be used in non-derogatory ways because the felicity conditions of derogation are not met. To illustrate the advantage of my theory, I will explain how other theories of slurs fall short because they take positions opposite to mine on certain issues. For instance, Mark Richard’s theory, unlike mine, takes utterances of slurs to have no truth values. It follows from his theory, I will argue, that lying with “Chang is a chink” is impossible. Finally, I will defend the force indicator theory from common objections. My force indicator theory provides a case study of the use theory of meaning and a framework for political philosophers to study the harm of slurs. (shrink)

Like other sciences, biosemiotics also has its time-honoured archive, consisting, among other things, of writings by those who have been invented and revered as ancestors of the discipline. One such example is Jakob von Uexküll who has been hailed as a precursor of semiotics, developing his theory of “sign” and “meaning” independently of Saussure and Peirce. The juxtaposition of “sign” and “meaning” is revelatory because one can equally legitimately claim Uexküll as a hermeneutician in the same way as others having (...) claimed him as a semiotician. Such a novel temptation can be justified by Uexküll’s prolonged obsession with Sinn and Bedeutung since his first book in 1909. This paper attempts to reconstruct the immediate intellectual horizon of Uexküll’s historicity, a discursive space traversed by his contemporaries Frege and Husserl, in order to see how Uexküll’s discussions of Zeichen and Gegenstand, Sinn and Bedeutung, were informedby other philosophers of language, and to establish Uexküll as a phenomenological hermeneutician in the tradition of Husserl, Heidegger and Gadamer. To forestall and counter possible criticism that hermeneutics is primarily concerned with textual interpretation, while Uexküll is at most an interpreter of animal life, the paper will discuss his unfinished parody of the Platonic dialogue Meno, which is entitled Die ewige Frage: Biologische Variationen über einen platonischen Dialog (1943). It is through such textual practice that one witnesses the emergence of an Uexküll who embodies at once the addressee exercising his understanding of ancient texts as well as the second addresser recoding his explanation to another group of targeted addressees. This textual practice already goes beyond the confines of biology and in fact involves the linguistic pragmatics of rhetoric and speech act. (shrink)

***Translated a Korean-language book to English with Dr. Chang-Seong Hong*** Venerable Hyun-Eung's Enlightenment and History is the first book of Buddhist philosophy of history published in South Korea; possibly the first of its kind in the world. In this book of telling points and clear visions, Hyun-Eung discusses East Asian Buddhist traditions in light of Western-philosophical perspectives and presents his views on the theory and praxis in contemporary Buddhism in a way that Western readers can easily understand. East Asian (...) Buddhist philosophy has had little introduction to English-speaking societies compared with the philosophies of other traditions in Buddhism. This book provides penetrating insight into such major issues of East Asian Mahayana Buddhism as enlightenment, compassion, emptiness, and sudden enlightenment in the Zen traditions. Hyun-Eung s approach is creative, clear, logical, and methodologically modernized. Hyun-Eung s Buddhist philosophy of history is not a mere product of armchair philosophy. He wrote most essays in this book during the 1980 s while South Korea was undergoing serious political turmoil as it tried to overthrow a government backed by military generals. This book presents a philosophy that evolved from his contemplations on the real issues of South Korean society. Defining the ideal form of life as the life of bodhisattva in Mahayana Buddhism, Hyun-Eung summarizes the theme of this book as follows: My book Enlightenment and History is a collection of essays that interpret Buddhist doctrines under a new light. In particular, this book interprets bodhisattva as the combination of bodhi (enlightenment) and sattva (life, history), and defines the life of bodhisattva as enlightenment s becoming history and history s becoming enlightenment. This is the representative of all the new interpretations in this book. Also, I classify the issue of fact judgments on how to understand facts and phenomena as the area of bodhi (enlightenment) and the issue of value judgments on how to live life as the area of sattva (history), and thereby I make their logical differences clear. However, at the same time, I claim that harmonizing these two areas into one area of life is the model of a nice and practical life, which is the bodhisattva that Mahayana Buddhism praises. From Introduction. (shrink)

In traditional Chinese literary criticism, textual strategies comparable to intertextuality have governed Chinese critics’ and poets’ reading and writing aboutliterature throughout the dynasties. Drawing on the intertextual theories of Kristeva and Riffaterre, the paper probes into the phenomenon of sign system-mutations in two highly influential ancient texts: the Confucian Classic of Changes of the fifth century B.C.E. and Liu Xie’s The Literary Mind and the Carving of Dragons, an ars poetica in the third century. The transformation of sign systems from (...) nonverbal to verbal, in the case of the Changes, and from literate to literary or “creative” to “theoretical”, in the case of the Dragons, bears witness to the Hjelmslevian reciprocity of object-semiotic and meta-semiotic. (shrink)

Naming, according to Sebeok, constihttes the first stage of zoosemiotics. This special but common use of language acrually inaugurates more complicated procedures of human discourse on non-human kingdom, including classification of its members. Because of language's double articulation in sound and sense, as well as the grapheme's pleremic (meaning-full) rather than cenemic (meaning-empty) characteristic (according to Hjelmslev). Chinese script is capable of naming and grouping animals randomly but effectively. This paper attempts to describe the said scriptorial "necessity of (...) naming" (Kripke) in classical Chinese by citing all the creatures, real or fabulous, with a /ma/ (horse) radical. (shrink)

The metaphor of parasites or parasitism has dominated literary critical discourse since the 1970s, prominent examples being Michel Serres in France and J. Hillis Miller in America. In their writings the relationship between text and paratext, literature and criticism, is often likened to that between host and parasite, and can be therefore deconstructed. Their writings, along with those by Derrida, Barthes, and Thom, seem to be suggesting the possibility of a semiotics of parasitism. Unfortunately, none of these writers has drawn (...) enough on the biological foundation of parasitism. Curiously, even in biology, parasitism is already a metaphor through which the signified of an ecological phenomenon involving two organisms is expressed by the signifier of “[eating] food at another’s [side] table”. This paper will make some preliminary remarks on semiotics of parasitism, based on the notions of Umwelt (Jakob von Uexküll) and structural coupling (Maturana and Varela). It will look into the phenomenon of co-evolutionary process in community ecology. With reference to empirical history, the project will briefly surveythe literary and medical praxis of the 17th century England where large number of creative writings referred to the phenomenon of parasitism, which was deeply embedded in religious practice (e.g., the Eucharist) and political life (e.g., the courtier ecology in monarchy) of the times. Finally, it will touch upon the possible ‘parasitic’ relationship between language and biology. (shrink)

While the genre-based approach has assumed increasing prominence in discussions of writing pedagogy for diverse classrooms, little is known about how secondary school student-teachers understand and adopt genre pedagogies in the English as a foreign language writing class. Based on the data from semi-structured interviews and teaching materials, this study examined Chinese EFL student-teachers’ knowledge and use of genre-based writing instruction during the teaching practicum and explored the challenges they encountered in enacting it. The findings demonstrated that teacher informants (...) showed some familiarity with genre pedagogies, especially in terms of scaffolding the linguistic features and semantic patterns in the focused genres. However, they were generally confused over the connection between language, content, and context, and their GBWI practice scarcely involved the explicit teaching of the linguistic and semantic choices for a specific audience and context, which gave rise to some perceived tensions in the teaching reality. Further probing has revealed the complex interplay between Chinese EFL student-teachers’ professional knowledge, perceived difficulties, and genre instructional practice in the secondary school writing class. The study concludes with practical implications for the student-teachers’ professional development of effective GBA. (shrink)

Language learning requires linguistic input, but several studies have found that knowledge of second language rules does not seem to improve with more language exposure. One reason for this is that previous studies did not factor out variation due to the different rules tested. To examine this issue, we reanalyzed grammaticality judgment scores in Flege, Yeni-Komshian, and Liu's study of L2 learners using rule-related predictors and found that, in addition to the overall drop in performance due to (...) a sensitive period, L2 knowledge increased with years of input. Knowledge of different grammar rules was negatively associated with input frequency of those rules. To better understand these effects, we modeled the results using a connectionist model that was trained using Korean as a first language and then English as an L2. To explain the sensitive period in L2 learning, the model's learning rate was reduced in an age-related manner. By assigning different learning rates for syntax and lexical learning, we were able to model the difference between early and late L2 learners in input sensitivity. The model's learning mechanism allowed transfer between the L1 and L2, and this helped to explain the differences between different rules in the grammaticality judgment task. This work demonstrates that an L1 model of learning and processing can be adapted to provide an explicit account of how the input and the sensitive period interact in L2 learning. (shrink)

Prediction-based accounts of language acquisition have the potential to explain several different effects in child language acquisition and adult language processing. However, evidence regarding the developmental predictions of such accounts is mixed. Here, we consider several predictions of these accounts in two large-scale developmental studies of syntactic priming of the English dative alternation. Study 1 was a cross-sectional study (N = 140) of children aged 3−9 years, in which we found strong evidence of abstract priming and the (...) lexical boost, but little evidence that either effect was moderated by age. We found weak evidence for a prime surprisal effect; however, exploratory analyses revealed a protracted developmental trajectory for verb-structure biases, providing an explanation as for why prime surprisal effects are more elusive in developmental populations. In a longitudinal study (N = 102) of children in tightly controlled age bands at 42, 48, and 54 months, we found priming effects emerged on trials with verb overlap early but did not observe clear evidence of priming on trials without verb overlap until 54 months. There was no evidence of a prime surprisal effect at any time point and none of the effects were moderated by age. The results relating to the emergence of the abstract priming and lexical boost effects are consistent with prediction-based models, while the absence of age-related effects appears to reflect the structure-specific challenges the dative presents to English-acquiring children. Overall, our complex pattern of findings demonstrates the value of developmental data sets in testing psycholinguistic theory. (shrink)

Like other sciences, biosemiotics also has its time-honoured archive, consisting of writings by those who have been invented and revered as ancestors of the discipline. One such example is Jakob von Uexküll. As to the people who ‘invented’ him, they are either, to paraphrase a French cliché, ‘agents du cosmopolitisme sémiotique’ like Thomas Sebeok, or de jure and de facto progenitor like Thure von Uexküll. In the archive is the special issue of Semiotica 42. 1 (1982) edited by the late (...) Sebeok and introduced by Thure von Uexküll. It is in the opening essay that Thure von UexküIl tries to restore Jakob von Uexküll’s role as a precursor of semiotics by negotiating the Elder with Saussure and the linguistics-oriented ‘semiology’ in his wake. However, semiotic mapping, in the strictly ‘disciplinary’ sense, of Jakob von Uexküll is no easy task because he ‘knew neither Peirce nor Saussure and did not use their terminology’ (Thure von Uexküll 1982,2). Because Thure prefers to call the Elder’s science ‘general semiotics’ (Thure von Uexküll 1982), this paper begins by assessing Thure von Uexküll’s semiotic configuration of Jakob, probe into the force and limits of the linguistic analogy, revisit the already time-honoured debate on the primary and secondary modelling systems, which was made famous by the Moscow-Tartu semioticians in the early 1970s, but severely criticized by Sebeok and his followers. The paper engages Sebeok from several fronts, directed first at his relegation of the Saussurian linguistic model, then at his critique of the Primary Modelling System, and finally at his reservation about evolutionism in light of the current debate on gene/meme co-evolution. (shrink)

Using educational robots to integrate computational thinking with cross-disciplinary content has gone beyond Science, Technology, Engineering, and Mathematics, to include foreign-language learning and further cross-context target-language acquisition. Such integration must not solely emphasise CT problem-solving skills. Rather, it must provide students with interactive learning to support their target-language interaction while reducing potential TL anxiety. This study aimed to validate the effects of the proposed method of pair programming along with question-and-response interaction in a board-game activity on young (...) learners’ CT skills and TL learning across contexts. Two Grade 6 classes, one with 16 students who were studying Chinese as a Second Language and the other with 16 students who were studying English as a Foreign Language, participated in the activity. A series of instruments on achievement assessment, questionnaires on CT skills and TL anxiety, and sequential learning behaviour analysis were used to critically examine the results. The main conclusion is that the EFL group showed better social skills of cooperation on CT and lower TL learning anxiety, while the CSL group demonstrated better problem-solving skills in CT, but presented more behaviours of trial-and-error loops. Results not only contribute suggestions for cross-disciplinary learning but also provide support for cross-context instruction beyond educational coursework. (shrink)

Sleep quality, personality, and cognitive load potentially increase second language writing anxiety and subsequently affect SLW achievement. This study investigates the predictions of sleep quality, personality, and cognitive load toward SLW anxiety and achievement in a computer-based test. Participants included 172 voluntary undergraduates majoring in English as foreign language. SLW anxiety in a computer-based test, sleep disturbance, personality and cognitive load was assessed with the SLW Anxiety Inventory, Pittsburg Sleep Quality Index, Type-D Personality, and cognitive load questionnaires. A (...) structural equation modeling approach was applied to examine the interdependence among the observed variables. An adequate-fit SLW anxiety model was built. The structural model showed that sleep disturbance, social inhibition personality, and computer-induced cognitive load were significant predictors of SLW anxiety in a computer-based test. Subsequently, SLW anxiety in a computer-based test and computer-induced cognitive load were significant negative predictors of computer-based SLW achievement. (shrink)

Relating visual images to textual messages may have great potential in facilitating students’ reading comprehension. The inevitable and important presence of visuals in textbooks obliges language teachers to exploit all semiotic resources to deepen students’ understanding. However, analysis of how images interact with text in textbooks has been rare, and among the efforts it has generally been found that visuals and text often fail to achieve coherence. This study investigates whether and how text and image complement each other ideationally (...) by six sense relations and interpersonally by the Mood system in ninth-grade English as a Foreign Language textbooks to reach intersemiotic complementarity. The results revealed that ideational rather than interpersonal IC is more frequent, where many more Participants than Processes in the texts find their visual complements. Ideational IC is particularly high in Information Reports while Recounts generally mark higher percentages of interpersonal IC. To accomplish ideational IC, repetition is most frequent, followed by hyponymy and collocation. Distinct IC patterns also characterize the different editions of textbooks investigated, which may suggest their different potentials in catering to students of varying proficiencies. (shrink)

Language comprehension of action verbs recruits embodied representations in the brain that are assumed to invoke a mental simulation. This extends to abstract concepts, as well. We, therefore, argue that mental simulation works across levels of abstractness and involves higher-level schematic structures that subsume a generic structure of actions and events.

Drawing on Moreno's cognitive-affective theory of learning with media, this research aims to investigate the effectiveness of different multimedia glosses on learners' vocabulary acquisition and reading comprehension in a CALL environment. A total of 160 university students who learnt English as a foreign language in four classes participated in the study and were exposed to one of the four conditions: L2 definition only, L2 definition coupled with audio, L2 definition plus video, and L2 definition with picture. Participants were asked (...) to read eight hypermediated reading texts. Reading comprehension as well as vocabulary acquisition were measured using a pretest–posttest design. The results show first that all these four conditions led to students' vocabulary gains. More specifically, participants who had access to L2 definition plus picture and plus videos achieved significantly higher scores than the other two groups, L2 definition coupled with audio and L2 definition only. Concerning reading comprehension, all multimedia glossing presentation led to better reading comprehension, but no differences were found among all the glossing groups. The questionnaire and interview data indicate that students preferred L2 definition coupled with video and picture glosses, followed by audio and L2 definition only. The results reflect that multimedia glossing presentation creates a different effect on students' vocabulary acquisition and reading comprehension, respectively. They also provide pedagogical implications for learning in times of COVID-19. (shrink)

Teachers' adaptive expertise has received increasing attention in the current English as foreign language teaching field, however, it has seldom been examined with adaptive practices by teachers in on-going classes among existing literature. Adopting a mixed-method design with data triangulation, this study was conducted to explore the complexity of teachers' adaptive expertise and adaptive teaching practices that an EAP writing teacher demonstrated in academic writing courses, from a Complex Dynamic Systems Theory perspective. Semi-structured interviews, classroom observations, and questionnaires were (...) arranged to collect qualitative and quantitative data from an EAP writing teacher and 43 EFL learners in a Chinese university. Thematic analysis and SPSS were mainly used in the current work for data analysis. Our findings confirmed the complexity of TAE and ATP with specific features of non-linearity, interconnectedness, and self-organization, which are classic CDST characteristics; the TAE evolved with meta-cognitive, cognitive, affective and social components that are intertwined and contributed to the teacher's adaptive teaching practices in her academic writing course; being facilitated by TAE, the teacher's adaptive teaching practices significantly enhanced EFL learners, learning motivation of academic writing and their learning efficiency. Findings of the current work pave the way for future studies in researching TAE and ATP with a thorough consideration of language teachers, students and contexts from the CDST perspective. Moreover, pedagogical contributions are highlighted through the detailed examinations of the EAP writing teacher's ATP, including the class design, teaching plans, and methods, which would be fruitful for the development of tertiary EAP writing research. (shrink)

Peer assessment is employed as one fundamental practice of classroom-based assessment in terms of its learning-oriented and formative nature. The exercise of peer assessment has multiple and additional benefits for student learning. However, research into the learning processes in peer assessment is scarce both in theory and in practice, making it difficult to evaluate and pinpoint its value as a tool in assessment as learning. This study focuses both on the learning process and outcome through assessment activities. We set out (...) with three goals in mind: to examine students' assessment performance in context, to evaluate its impact on student progress, and to illuminate teachers on organizing assessment activities. Three specific research questions are answered in this study: How do student raters perform in the process of PA in an advanced English class? To what extent do assessment activities influence the students' speaking ability? What are students' perceptions of PA regarding its benefits and caveats? A total of 29 undergraduate students participated in two assessment activities on argumentative speaking. Many-Facet Rasch Model analysis was conducted to measure the rater effects both at the group level and the individual level. Bias/interaction analyses were performed to diagnose rater behavior in different contexts including the rating session, speaking session, and peer assessment vs. self-assessment. Questionnaire and semi-structured interview data were also collected to explore factors and strategies that could interfere with PA as AaL. Results show that students exhibited stable rating behavior and made progress in argumentative speaking in all dimensions, including delivery, organization, and language use. They are more stringent with themselves than with peers although there is one rare case with a bias against peers. Participants acknowledged the benefits of PA but also shared reasonable concerns in practice. This study validated the feasibility and the effectiveness of PA for student learning. Discussion on findings and guidelines for effective implementation of PA as AaL are provided. (shrink)