Languages and their use in our life as human beings: a theory of speech and language on a saussurean basis
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| Format: | Buch |
| Sprache: | English |
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Münster
Nodus-Publ.
2002
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| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | 284 S. Ill. : 21 cm |
| ISBN: | 3893232893 |
Internformat
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| 245 | 1 | 0 | |a Languages and their use in our life as human beings |b a theory of speech and language on a saussurean basis |c Hans Glinz. Transl. of the first three chapters and organisation of the publ.: Kurt R. Jankowsky |
| 264 | 1 | |a Münster |b Nodus-Publ. |c 2002 | |
| 300 | |a 284 S. |b Ill. : 21 cm | ||
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| 650 | 4 | |a Language and languages | |
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Datensatz im Suchindex
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| adam_text | Contents
Introduction — A bio bibliographical note 15
Chapter 1:
What the use of language can achieve for two individuals and how the Speakers
utterances are built up
1 1 Choice of the text to be analysed:
Scene III/8 of the play Der Schwierige by Hugo von Hofmannsthal 32
1 2 Situation of the two partners at the beginning of their dialogue 33
1.3 Analysis of the decisive part of the dialogue — the goals aimed at
by the participants and the basic forms of using speech 34
1 3.1 Exchanges 1 4: Helen clarifies her position towards Hans Karl;
the basic forms of call by name and statement 34
1.3.2 Exchanges 5 12: Hans Karl tries to find out what has happened ;
the basic forms of yes no question wh question request 37
1 3.3 Exchanges 13 16: Helen s coat as a piece of evidence for her resolution;
negation of the opposite instead of a simple positive statement 40
1.3.4 Exchanges 17 33: Hans Karl should explain his return and tries to, partly
helped and partly disrurbed by the reactions of Helen 41
1 3.5 Exchanges 34 50: Helen, disturbed for a moment, does not give up, she
presents to Hans Karl her own view why he returned and he accepts 44
1 3.6 Exchanges 51 66: Helen reveals what she would have done for Hans Karl
and succeeds in giving him confidence in himself and in their love 47
1 4 Summary: the objectives aimed at by language use in general and
the five basic ways to achieve them 49
1 5 A look at pragmatics: the five basic ways and the different Special
objectives, Special effects aimed at by the use of language 50
1 6 A look at grammar: the units sentences and clauses —
inner Organisation of clauses, the notion verbal Semanteme —
different conceptual levels, dominant parts and content parts 52
1.6.1 Various grammatical concepts and terminologies
indifferent linguistic schools 52
5
Contents
1.6.2 Sentences ( Sätze ) and clauses ( Propositionen ) 52
1.6.3 A first look at the inner Organisation of the verbal clauses:
an organising center and different slots in it and around it 53
1.6.4 Running analysis of the clauses in the utterances 1 12; the notions verbal
semanteme and dominant parts versus content parts 54
1.6.5 General results of the analyses presented here 59
Chapter 2:
What are words? Results of experiences and means to cope with new ex
periences — Spoken and written word form — Degrees of definiteness of the
meaning sides — Words as mere components in higher syntactic units
2.1 Textchoice 61
2.2 Notes drawn and notes in words, a first interpretation 61
2.3 Drawings as primary creations —
texts in words as mediated creations 65
2.4 Linguistic terms for words in the mind words in the acts of use :
Saussure langue parole , Chomsky competence Performance 66
2.5 The meaning sides of the words and the two kinds of word forms:
spoken words and written words different inteirelations 67
2.6 Different degrees of definiteness of the meaning sides of the words 72
2.7 More on grammar: words as components in syntactic combinations
below the level of the verbal clauses formal and semantic patterns 77
2.7.1 General remarks on the interrelations of lexicon and grammar, over and above
the Organisation in clauses 77
2.7.2 Plural versus Singular, think of more than one of the units named 78
2.7.3 Indicating Urne and space by naming fixed points and the distances
to them, using numbers, countable nouns and prepositions 78
2.7.4 Special characteristics of something signalled by combining the
respective nouns with adjectives developing higher meaning sides 79
2.7.5 Presenting something as already known, individually,
or as to be selected arbitrarily from the whole class named here 79
2.7.6 Higher meaning sides formed by combining two or more nouns —
different semantic relations based on the same morphosyntactic structures 80
2.7.7 The Special semantic relation something/somebody belongs to
somebody/something eise ; outlook on general possibilities 81
2.7.8 Special intensity of something which can exist in different degrees,
different intensities — intensifiers or grading parts 82
2.8 Summary: words are results of categorising experiences; we use them
to form texts with ever new categorising of what we will say 83
Contents
CHAPTER3:
Creation of words in modern times — Learning new words at adult age — How
children learn to read and to write
3.1 Creation of new words: constitution of the meaning sides — reasons for
the choice of a word form, acoustic and written 86
3.1.1 Preliminary remarks 86
3.1.2 An attractive name for a new type of chocolate —
word forms and advertising 86
3.1.3 Names for a new type of motor car produced in two versions, choice of word
forms in light of good advertising effects 87
3.1.4 Acts of name giving by group consensus, especially in the natural sciences 88
3.1.5 Acts of individual name giving: newly coined words in natural sciences and
medicine 89
3.1.6 Names for political institutions, laws, etc. — entire word groups or long
compound words, often with short forms in few capital letters 89
3.1.7 Words as programmes, as challenges to traditional behaviour 90
3.1.8 Some general results: different ways of choosing or developing word forms
but always with priority given to meaning sides 90
3.2 Understanding and learning new words at adult age 91
3.2.1 The very existence of languages depends upon uncountable acts of creating
words and learning words in their grammatical structures 91
3.2.2 An example of learning words at adult age, in reading a text, that is, in one
way communication with a text 92
3.2.3 General results of such detailed descriptions: New words are learned in
context, in whole situations, using everything we already know 94
3.3 The presence of foreign languages for all of us in the modern world
— multilingualism not as an exception, but as a rule 95
3.4 A look at the ways of systematically learning foreign languages:
as much immersion as possible, as much analysis and grammar
as useful 96
3.5 The most important step for taking part in modern communication and
acquiring a broad language competence: learning to read and write 98
3.6 Five short case studies — very different ways to the same goals,
depending upon children s different characters 99
3.6.1 Learning to read looking at a Short poem known by heart 99
3.6.2 Learning to read based on identifying recurring sames , i.e, Single letters
in words seen in the environment 100
3.6.3 Learning to read based on an entire fairy tale heard many times and now
known by heart 101
3.6.4 Learning to read by studying the words written by others on the drawings one
has made 103
3.6.5 Learning to read with Special aids developed by the teacher, on the basis
of careful observations made in the course of her reading lessons 104
I ~
Contents
3.7 Some general conclusions, recommendations for parents and teachers
in kindergarten and the first years of primary school 105
3.8 A brief look at the development of writing skills —
how far is correct spelling indispensable for a text? 106
CHAPTER4:
Origin and growth of language competence in early childhood, from first
non verbal communication to sequences of fully organised fmite clauses
4.1 Language development in children is the precondition for the life of
this language and it begins at the very first days of each child 108
4.2 Initial communication between the child and his contact persons:
recognising faces, voices, tones , gestures, sentence melodies 109
4.3 The children s exploring the use of their own Speech organs, from
crying to the production of various single sounds, often in entire
dialogues HO
4.4 On the way to acquiring words: forming notions as fixed points in
the Performance of actions , becoming meaning sides of words, or not .. 112
4.5 What can we know about the meaning units with sound shapes
in the mind of children before a child uses them in his/her own speech? ..113
4.6 From the silent use of an already created competence to its use in
spoken texts mostly with words in simplified phonetic form 115
4.7 To what extent the meaning sides created by children themselves are
sufficiently congruous with those in adult language? 119
4.8 The progress of a child from uttering first one word sentences to fully
developed verbal clauses; pragmatics semantics morphosyntax 122
4.9 Language development in the two younger children of the same family —
partially different sequences of individual Steps, but equivalent results .... 127
4.10 Instead of a summary: an attempt to give an overall picture,
generalising what became evident in the examples of the three children ..135
4.10.1 The primary importance of the pragmatic aspect — look at the wide ränge
of different objectives to be attained by producing sentences 135
4.10.2 Early use of verbs, in different forms: infmitive past participle ordinary
finite forms imperative; present tense and perfect 136
4.10.3 Early use of dominant parts to express the State of mind of an individual or
to signal the Performance of speech acts 139
4.10.4 Early use of complete verbal semantemes: we must distinguish between
semantic patteras and requirements for morphosyntactic correctness 140
4.10.5 Wide ränge of the silent storing of language units and patterns and
for one s own speech: Imitation Variation analogy creativity 141
Contents
Chapter5:
Crucial for understanding: reference, to a world or inside the text — Irony
and other rhetorical figures — Metaphors, utilising existing words for new
meaning sides — Motivated word forms
5.1 Texts are offers to create inner, intellectual emotional pictures and
relations, to be referred to persons, things, etc., existing in a world .... 143
5.2 Infernal reference in the course of the text, mostly to something said
in a preceding part, sometimes to something which is to be expected 145
5.3 To what extent does it make sense to isolate the reference of this or that
Single word? A plea for an enlarged concept of reference referring 146
5.4 Reference, seen as a general strategy, as the bridge from the world
of the speaker/writer to our own worlds in hearing or reading texts 147
5.5 Looking for possible references between word forms, in order to
identify and understand new, so far unknown words 148
5.6 Irony, Understatement, exaggeration: Choosing words too strong or
too weak, assuming that this will be understood as it is meant 149
5.7 Figurative speech as a means to produce poetic effects —
no clear cut boundaries between metaphors and ordinary words 150
5.8 Figurative speech in everyday language: the use of sayings, distinguish
ing intended meanings and literal meanings 151
5.9 A borderline case of figurative use: utilising existing word forms to
serve for new meanings — thus creating new words apart from the
existing ones 152
5.10 Consequences of this way to create new words for the understanding
of these words in the texts 155
5.11 Word forms connected with more than one meaning side as a source
forjokes, puns, plays of words 155
5.12 Word forms offering aids for storing and retrieving, motivated word
forms versus arbitrary ones — psycholinguistic aspects 156
5.12.1 Simple word forms, quite arbitrary — word forms containing components
which can be used as semantic hints , as memory aids 156
5.12.2 Limits of predictability — the share of arbitrariness not only in simple
words , but also in derivatives and compounds 158
5.12.3 General results: no regulär predictability, but often an aid for learning and
storing the words used differently by differem individuals 160
5.12.4 The number of motivated word forms and of purely arbitrary ones in some
texts and the amount of help givenor not given by such forms 160
5.13 Conscious analysis non conscious processes of organising and
continually reorganising the stock of words in the brain 162
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Contents
5.14 Folk etymology an example of semantisation of a word form
by achildatthe ageof three 164
Charter 6:
Grammar I — Grammar as a System which permits to produce regulär variants
of words and to combine word forms to clauses with predictable global meaning
6.1 Grammar as a means to construct combinations of words, in clauses and
whole sequences of clauses, with practically predictable global meaning . 165
6.2 Grammar as a help to produce variants of words with predictable
meaning sides — grammatical irregularities as an obstacle to fluent use .. 165
6.3 Grammar as a super system which includes and combines several
cooperating, but heterogeneous Subsystems 166
6.4 How many word classes — how to identify a given word as a member
of this or that class? 168
6.5 The Subsystem conjugation , verbs and entire combinations of verbal
parts, in German and in English 169
6.5.1 The simple finite forms for the three personae in singular and plural:
from the point of view of semantics in most cases redundant 169
6.5.2 The three non finite forms, in German and in English —
striking parallelism of forms, but very different frequency and different use .... 171
6.5.3 The simple finite forms for present and past and for the subjunctive 171
6.5.4 Different combinations of finite forms with non finite ones —
a look at the Systems of the tenses in the two languages 173
6.5.5 Outside the System of the tenses:
the imperative, as a Special variant for requests 175
6.5.6 The passive voice 176
6.5.7 The most universal variant in the English verb System:
the present participle or gerund a look at its different uses 176
6.5.8 The conjugation as an open Subsystem: free combining of a finite verb or an
adjective or a noun with an infinitive introduced by to 177
6.6 The Subsystem declension , for pronouns and nouns, in German
also for adjectives — similarities and differences between German
and English 178
6.7 Two kinds of noun phrases: pronoun + adjective + noun, German
Begleitgefüge — two nouns, etc., combined, German Anschlußgefüge .. 181
6.8 The Subsystem comparison/gradation/intensification ,
the use of mere combinations of invariable words 183
6.9 The verbless clauses as elementary expressions —
the verbal clauses as descriptions, being more or less detailed 184
in
Contents
6.10 The verbal semantemes as semantic framework to put in quite
different components — frora a small pronoun to a füll verbal clause 186
6.11 Different morphosyntactic requirements in the filling of similar or
identical slots in the semantemes in German and English 190
6.12 What degree of formal grammatical correctness is needed to make
oneself understood and to be accepted as a competent Speaker? 192
6.13 Requirements and options for the positions of the verbal parts and the
slots for Satzglieder in the verbal clauses in German 193
6.14 Positions of the verbal parts, the subjects and the other non verbal
components in English 196
6.15 A Summary for the clauses as units and the need of a Special study of
the entire complexes of clauses, the fleld of the complex sentences 198
CHAPTER 7:
Grammar II — Complex sentences, morphosyntactic structures and semantic
relations in higher units of speaking, embedding of the text as a whole and of
each of its parts in a pragmatic context
7.1 Different morphosyntactic structures: coordination and Subordination,
coordinated clauses and pairs of main clause and subordinate clause 199
7.2 The word order in the main and the subordinate clauses: in English
very similar, in German quite different 200
7.3 Extending the ränge of a verbal Semanteme by filling one or more
slots not with noun phrases but with complete verbal clauses 201
7.3.1 Subordinate (relative) clauses filling the slots subject and subject
complement in the semantemes with be/sein 201
7.3.2 Relative clauses filling the slots object complement in quite different
semantemes 202
7.3.3 Defining and non defining relative clauses 202
7.3.4 Sentences containing non finite clauses the exact semantic relations to be
found out by the listeners/readers themselves 203
7.4 A set of general semantic relations signalled primarily by combining
two verbal clauses, secondarily by Special filling of an additional slot 203
7.4.1 Preliminary remarks 203
7.4.2 Time and condition, purpose 204
7.4.3 Cause, reason, wanted effects, unexpected effects, concessions, realisation
in spite of obstacles 205
7.4.4 Sameness and difference , identity, sünilarity, same or different intensity,
measures of difference 206
11
Contents
7.5 The most frequent semantic relations: presenting facts, thoughts, etc.,
on different conceptual levels, dominant parts and content parts 207
7.6 A Special case: clauses containing negations of different type,
independent and in pairs of main clause and subordinate clause 210
7.7 A look at the frequency and distribution of the formal possibilities
and the semantic relations between clauses in complex sentences 211
7.7.1 Preliminary remarks, choice of the units to be looked at and counted 211
7.7.2 Analysis and categorising for the exchanges 13 40, with running coramentary ... 212
7.7.3 Results and discussion, part 1: semantic relations, between dominant parts and
content parts and on the same conceptual level 217
7.7.4 Results and discussion, part 2: different presentation in units of speaking,
Single clauses and pairs of clauses 219
7.7.5 Results and discussion, part 3: different completeness of the clauses
importance of repeated acts of reference 219
7.7.6 Conclusions: crucial part of the general strategy reference , both to
previous parts in the text and to the entire pragmatic context 220
7.8 Grammar and words — some concluding remarks 221
Chapter 8:
How old are our words, meaning sides and word forms, and our grammatical
categories and patterns? Great changes and yet very often remarkable stability
8.1 Recognising the age of a word by looking for occurrences in older texts
of this language word forms and meaning sides together 223
8.2 Changes in the word forms without becoming another word no
corresponding changes in the meaning sides 224
8.3 Changes in the meaning sides are mostly quite independent from
changes in the word forms 225
8.4 Going deeper into the past by comparing old words of one language
with correspondent words in other (still older) languages 227
8.5 Reconstructing, on the basis of such comparisons, a common preceding
language , called Indogermanisch or Indo European 228
8.6 Should we assume strict sound laws or rather casual modifications
of the linguistic behaviour under different influences ? 229
8.7 Words of quite different age and different origin side by side in the
same text 229
8.8 A glimpse at the history (and pre history) of our grammatical categories
and patterns 232
12
Contents
8.8.1 The Situation of today and different possible views on the age of the different
Subsystems 232
8.8.2 A text showing partly complete verbal clauses and partly primitive clauses
consisting only of nouns and invariable words 233
8.8.3 A glimpse at the grammar of ancient Greek: a comparable System, but much
more mutual penetration of the verbal and the nominal Subsystem 235
8.8.4 The cases, in these old times already, were used to fill the slots in the verbal
semantemes — these slots being decisive for their understanding 238
8.8.5 Often used in all periods: the two kinds of noun phrases, noun with pronoun
and/or adjective and mainpart + connected part 239
8.8.6 The other categories in declension: from three numbers to only two — from
animate versus inanimate to masculine feminine neuter 239
8.8.7 At the very beginning there were presumably invariable words only and
such words are still of crucial importance in the languages of today 241
8.8.8 In the field comparison, gradation : in the ancient IE languages side by side
invariable words and the use of cases 242
8.8.9 Summary: no real proof, but high probability that conjugation is the newest
Subsystem, declension an older one, invariable words the oldest 244
8.9 Great changes over great times but also remarkable stability, especially
over the lifetime of each Single language user 245
8.10 To what extent are we able to recognise the reasons for the creation of
just these categories and patterns and just these acts of changing them? .. 246
Charter 9:
Truth or lack of truth in texts — How to decide whether true or not — Fiction
as a macro class of texts, appropriate use of fictional texts
9.1 From grammar, history and pre history back to the problems of
understanding ingeneral and to pragmatics 248
9.2 Tratn values of correctly formed sentences in logical Systems — quite
different criteria of truth in texts in natural languages 248
9.3 Decisions true or not true , so often needed: to what extent are they
possible at all? 249
9.4 Why is it often so difficult to teil the truth , even with the best
intentions to do so? Actual observations mere reconstructions? 250
9.5 Two principles to obtain relative truth : the principle of plurality of
judging persons and the principle of coherence 251
9.6 Fiction versus non fiction: a Special class of texts, with Special kinds of
reference and Special relations to true or not true 253
9.7 Facts in works of fiction elements of fiction in presenting indubitable,
carefully investigated facts 254
13
Contents
9.8 The existence of a class texts of fiction is by no means natural ,
it is aproduct of societies of advanced civilisation 255
9.9 Truth, invention, lie, conscious fiction in the mental and linguistic
development of children and in general 256
9.10 Be it fiction, be it non fiction: what matters is the appropriate use,
a conscious use, in füll awareness of the situations 260
CONCLUDING CHAPTER:
Ideal language and real language as seen by an author of fictional texts
1 The text: Das Glasperlenspiel {The Glass Bead Game) by Hermann Hesse .. 262
2 The glass bead game as an ideal language 263
3 Constitution of this language: langue and parole 263
4 The achievements of an ideal language for its users 265
5 Limitations of this ideal language 266
6 Accepting and using language and transcending language:
the human existence 268
Subject Index 269
Words looked at in some detail 279
Bibliography 282
14
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| discipline | Sprachwissenschaft Literaturwissenschaft |
| format | Book |
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| id | DE-604.BV014243126 |
| illustrated | Illustrated |
| indexdate | 2024-07-09T19:00:15Z |
| institution | BVB |
| isbn | 3893232893 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-009765875 |
| oclc_num | 55600629 |
| open_access_boolean | |
| owner | DE-19 DE-BY-UBM DE-29 DE-12 DE-11 |
| owner_facet | DE-19 DE-BY-UBM DE-29 DE-12 DE-11 |
| physical | 284 S. Ill. : 21 cm |
| publishDate | 2002 |
| publishDateSearch | 2002 |
| publishDateSort | 2002 |
| publisher | Nodus-Publ. |
| record_format | marc |
| spelling | Glinz, Hans 1913-2008 Verfasser (DE-588)118695401 aut Languages and their use in our life as human beings a theory of speech and language on a saussurean basis Hans Glinz. Transl. of the first three chapters and organisation of the publ.: Kurt R. Jankowsky Münster Nodus-Publ. 2002 284 S. Ill. : 21 cm txt rdacontent n rdamedia nc rdacarrier Sprache Language and languages Sociolinguistics Sprachtheorie (DE-588)4121708-1 gnd rswk-swf Sprachtheorie (DE-588)4121708-1 s DE-604 HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=009765875&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Glinz, Hans 1913-2008 Languages and their use in our life as human beings a theory of speech and language on a saussurean basis Sprache Language and languages Sociolinguistics Sprachtheorie (DE-588)4121708-1 gnd |
| subject_GND | (DE-588)4121708-1 |
| title | Languages and their use in our life as human beings a theory of speech and language on a saussurean basis |
| title_auth | Languages and their use in our life as human beings a theory of speech and language on a saussurean basis |
| title_exact_search | Languages and their use in our life as human beings a theory of speech and language on a saussurean basis |
| title_full | Languages and their use in our life as human beings a theory of speech and language on a saussurean basis Hans Glinz. Transl. of the first three chapters and organisation of the publ.: Kurt R. Jankowsky |
| title_fullStr | Languages and their use in our life as human beings a theory of speech and language on a saussurean basis Hans Glinz. Transl. of the first three chapters and organisation of the publ.: Kurt R. Jankowsky |
| title_full_unstemmed | Languages and their use in our life as human beings a theory of speech and language on a saussurean basis Hans Glinz. Transl. of the first three chapters and organisation of the publ.: Kurt R. Jankowsky |
| title_short | Languages and their use in our life as human beings |
| title_sort | languages and their use in our life as human beings a theory of speech and language on a saussurean basis |
| title_sub | a theory of speech and language on a saussurean basis |
| topic | Sprache Language and languages Sociolinguistics Sprachtheorie (DE-588)4121708-1 gnd |
| topic_facet | Sprache Language and languages Sociolinguistics Sprachtheorie |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=009765875&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT glinzhans languagesandtheiruseinourlifeashumanbeingsatheoryofspeechandlanguageonasaussureanbasis |