By Olga Mišeska Tomić, Milorad Radovanović
All of the contributions during this quantity expresses not directly the desire that it truly is attainable to accomplish an integrity of linguistics, understood as a technological know-how of guy, in its mental, sociological, pragmatic and cultural context. the 1st part specializes in the historical past of language learn, the second one part at the integrative description of aspects of language, and the final part at the want for the learn of language in context.
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Extra resources for History and Perspectives of Language Study: Papers in honor of Ranko Bugarski
Certainly not for theoretical, let alone methodological reasons, but rather for their ‘ﬁnalizing’ potential: Priscian’s potential for the large-scale glossing activity of the Middle Ages and apart from that for the necessity of the Middle Ages to teach and learn Latin as a foreign language;6 and Quintilian’s potential for reasons of the social and political relevance of rhetoric as rediscovered in the Renaissance. Ergo, in both cases, for reasons of discovering a causa ﬁnalis, though to a certain extent this discovery happened post festum (cf.
Cf. the cross-culturally diﬀering roles of silence in discourse. For recent studies in the contrastive rhetoric of writing cf. Connor (1996). g. 25 Despite the clear distinction between pragmalinguistic description and the acquisition of sociopragmatically adequate action by means of language, the bridge between causa eﬃciens and causa ﬁnalis is a very strong one qua the very central position of action; in other words because the ﬁnal element ‘action’ shows up as early as in the constitutive aprioric realm.
Finalis Aim(s) Figure 6. 1 Approaches Roman approaches to the study of language do not ﬁt well in our framework. 116–27 BC), based on the Stoa and on the analogist Aristarchos. Six of its 24 books have been handed down to us. It is situated “at an idealistic as well as historical cross-roads where philology and philosophy on the one hand, and grammar, dialectics, and rhetoric on the other, constitute a continuum in which linguistic thought takes shape” (Gamba- of languages other than Greek, and despite many explicit references to such languages, is an interest in the teaching and learning of these languages as a causa ﬁnalis of its own in the current sense of didactic ‘applications’ of linguistics.
History and Perspectives of Language Study: Papers in honor of Ranko Bugarski by Olga Mišeska Tomić, Milorad Radovanović