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Journal articles on the topic 'Linguistic relativity'

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Published: 4 June 2021
Last updated: 10 March 2023

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1

Sharifian, Farzad. "Cultural Linguistics and linguistic relativity." Language Sciences 59 (January 2017): 83–92. http://dx.doi.org/10.1016/j.langsci.2016.06.002.

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Lucy, John A. "LINGUISTIC RELATIVITY." Annual Review of Anthropology 26, no. 1 (October 21, 1997): 291–312. http://dx.doi.org/10.1146/annurev.anthro.26.1.291.

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3

Wolff, Phillip, and Kevin J. Holmes. "Linguistic relativity." Wiley Interdisciplinary Reviews: Cognitive Science 2, no. 3 (October 27, 2010): 253–65. http://dx.doi.org/10.1002/wcs.104.

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4

Meek, Barbra A. "Rethinking Linguistic Relativity:Rethinking Linguistic Relativity." American Anthropologist 100, no. 2 (June 1998): 583–84. http://dx.doi.org/10.1525/aa.1998.100.2.583.

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5

Brody, Jill, John J. Gumperz, and Stephen C. Levinson. "Rethinking Linguistic Relativity." Language 74, no. 3 (September 1998): 638. http://dx.doi.org/10.2307/417805.

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6

Roberts, Celia. "Rethinking Linguistic Relativity." International Journal of Bilingualism 1, no. 2 (September 1997): 191–92. http://dx.doi.org/10.1177/136700699700100208.

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7

Singh, Rajendra. "Rethinking linguistic relativity." Journal of Pragmatics 29, no. 4 (April 1998): 501–4. http://dx.doi.org/10.1016/s0378-2166(97)83851-9.

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8

Kaye, Alan S. "On linguistic relativity." English Today 7, no. 01 (January 1991): 53. http://dx.doi.org/10.1017/s0266078400005344.

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9

Pablé, Adrian. "Integrating linguistic relativity." Language & Communication 75 (November 2020): 94–102. http://dx.doi.org/10.1016/j.langcom.2020.09.003.

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10

Gumperz, John J., and Stephen C. Levinson. "Rethinking Linguistic Relativity." Current Anthropology 32, no. 5 (December 1991): 613–23. http://dx.doi.org/10.1086/204009.

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11

Ghozali, Mahbub. "Linguistic Relativity al-Qur’ān." MAGHZA: Jurnal Ilmu Al-Qur'an dan Tafsir 5, no. 2 (December 25, 2020): 210–24. http://dx.doi.org/10.24090/maghza.v5i2.3741.

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Al-Qur’an is the text that contains i’jāz. However, there are disagreements about i’jāz criteria. Some people think that i’jāz is outside the text, while others assume i’jāz is in the Qur’an itself. One of the scholars who agreed that i’jāz al-Qur'an is in the text of the Qur’an is Abd al-Qāhir al-Jurjānī. However, al-Jurjānī’s explanation explaining this problem is still widely misunderstood and sometimes directs understanding of the irrational aspects. This study aims to find the reasoning i’jāz al-Qur’an according to al-Jurjānī by using the linguistic relativity approach. This study found that the problem of i’jāz al-Qur’an according to al-Jurjānī lies in the aspect of the language structure (al-naẓm) which covers the whole concept contained in the language convention. With the form of i’jāz in the form of this language allows the inability of other people to make the same thing that becomes the sign i’jāz can be explained through the concept of language relativity. Therefore, al-Qur’an as when Allah made it has a special reality that excels every human language.
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12

Hansson, Sven Ove. "Philosophy and Linguistic Relativity." Theoria 80, no. 3 (August 6, 2014): 201–4. http://dx.doi.org/10.1111/theo.12055.

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13

Salzmann, Zdenek. "Evidence for Linguistic Relativity." Language 77, no. 4 (2001): 853. http://dx.doi.org/10.1353/lan.2001.0243.

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14

Kadarisman, A. Effendi. "Linguistic Relativity, Cultural Relativity, and Foreign Language Teaching." TEFLIN Journal - A publication on the teaching and learning of English 16, no. 1 (September 3, 2015): 1. http://dx.doi.org/10.15639/teflinjournal.v16i1/1-25.

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Every language is assumed to be unique, structurally and culturally. Taking this neo-Bloomfieldian assumption at the outset, this paper first points out the inadequacy of sentence grammars for foreign language teaching. Toward this end, the paper further argues for the necessity of understanding linguistic and cultural relativity. Linguistic relativity, or better known as the Sapir-Whorf hypothesis, suggests that the way we perceive and categorize reality is partly determined by the language we speak; and cultural relativity implies that verbalization of concepts in a particular language is often culturally conditioned. As related to the field of foreign language teaching, relativity across languages and cultures presupposes contrastive analysis in a very broad senses. Thus, pointing out differences in language structures and cultural conventions should lead students to better acquisition of linguistic and cultural sensitivity.
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15

Zhifang, Zhu. "Linguistic Relativity and Cultural Communication." Educational Philosophy and Theory 34, no. 2 (January 2002): 161–70. http://dx.doi.org/10.1111/j.1469-5812.2002.tb00295.x.

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16

Allan, Keith. "Vantage Theory and linguistic relativity." Language Sciences 32, no. 2 (March 2010): 158–69. http://dx.doi.org/10.1016/j.langsci.2009.10.002.

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17

Salzmann, Zdenek. "Explorations in Linguistic Relativity (review)." Language 77, no. 4 (2001): 853–54. http://dx.doi.org/10.1353/lan.2001.0244.

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18

Bowers, Jeffrey S., and Christopher W. Pleydell-Pearce. "Swearing, Euphemisms, and Linguistic Relativity." PLoS ONE 6, no. 7 (July 20, 2011): e22341. http://dx.doi.org/10.1371/journal.pone.0022341.

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19

Veitch, Glen. "Process Perspectivism and Linguistic Relativity." Process Studies 47, no. 1 (2018): 144–62. http://dx.doi.org/10.5840/process2018471/28.

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20

Liu, Yeu-Ting. "Linguistic relativity in L2 acquisition." Language and Linguistics / 語言暨語言學 19, no. 1 (January 5, 2018): 117–55. http://dx.doi.org/10.1075/lali.00005.liu.

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Abstract Proponents of the Linguistic Relativity Principle has maintained that the language we use modulates our thinking and that our thinking also shapes or determines how the language is parsed and understood. Existing research has provided compelling evidence for the above relativistic view in monolingual speakers. Recently, a growing number of studies have also started to investigate the relativistic view on language and thought in L2 learners. These L2 studies have yielded evidence regarding the cognitive constraint of an early-learned language (e.g. L1) on the later-learned language (e.g. L2). Despite this vigorous research effort, much remains unknown about whether the cognitive development in the later-learned language would modulate how the early-learned language is parsed (lower-level processing) and understood (higher-level processing). To fill the gap, this study drew on the self-paced reading experimental paradigm to study linguistic relativity effects on advanced L2 learners’ reading of L1 (Chinese) counterfactual statements – a concept encoded differently in these learners’ L1 and L2. The participants’ online response time and offline accuracy data were both the foci of the analyses; while the analyses of the response time data were suggestive of the participants’ initial lower-level parsing of the L1 counterfactual statements, the analyses of the accuracy data shed light on how the concept of counterfactuality is represented and understood in the L1. Throughout these analyses, this study intends to address the following questions: Does L2 acquisition impose any cognitive constraint on bilinguals’ lower-level L1 parsing and/or on their higher-level L1 processing? If so, in what way and to what extent? Furthermore, the study also intends to empirically establish whether the cognitive constraint as stipulated by the Linguistic Relativity Principle would be modulated by different onset age of learning the L2 (early vs. late). Findings of this study are discussed vis-à-vis the Linguistic Relativity Principle, L2 processing mechanism, and L2 literacy instruction.
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21

Bugarski, Ranko. "Language universals and linguistic relativity." Acta Linguistica Hafniensia 19, no. 2 (July 1985): 45–55. http://dx.doi.org/10.1080/03740463.1985.10415444.

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22

Zinken, Jörg. "The Metaphor of ‘Linguistic Relativity’." History & Philosophy of Psychology 10, no. 2 (2008): 1–10. http://dx.doi.org/10.53841/bpshpp.2008.10.2.1.

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‘Linguistic relativity’ has become a major keyword in debates on the psychological significance of language diversity. In this context, the term ‘relativity’ was originally taken on loan from Einstein’s then-recent theories by Edward Sapir (1924) and Benjamin L. Whorf (1940). The present paper assesses how far the idea of linguistic relativity does analogically build on relevant insights in modern physics, and fails to find any substantial analogies. The term was used rhetorically by Sapir and Whorf, and has since been incorporated into a cognitivist research programme that seeks to answer whether ‘language influences thought’. Contemporary research on ‘linguistic relativity’ has developed into a distinct way of studying language diversity, which shares a lot with the universalistic cognitivist framework it opposes, but little with relational approaches in science.
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23

Veitch, Glen. "Process Perspectivism and Linguistic Relativity." Process Studies 47, no. 1-2 (October 1, 2018): 144–62. http://dx.doi.org/10.5406/processstudies.47.1-2.0144.

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Abstract A thorough appreciation of the Whiteheadian subjectivist principle necessitates both a doctrine of panexperientialism as well as a metaphysical perspectivism. Employing a dialectical analysis of these two, this article argues that reality—as understood by the Whiteheadian term “actual world”—is largely misunderstood. Far from representing a singular concrete world, reality is multiplicitous and subject-dependent. As a result of this and the core tenet of process metaphysics—that all existents can be understood as event—it is argued that human language, as its own species of event, interacts with reality in the same way all other events do, and as such must be considered genuinely ontologically creative.
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24

Enfield, N. J. "Linguistic Relativity from Reference to Agency." Annual Review of Anthropology 44, no. 1 (October 21, 2015): 207–24. http://dx.doi.org/10.1146/annurev-anthro-102214-014053.

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25

Tulviste, Peeter. "Linguistic and Activity Relativity in Cognition." Journal of Russian & East European Psychology 56, no. 3-4 (July 4, 2019): 215–30. http://dx.doi.org/10.1080/10610405.2019.1620067.

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26

Blomberg, Johan, and Jordan Zlatev. "Metalinguistic relativity: Does one's ontology determine one's view on linguistic relativity?" Language & Communication 76 (January 2021): 35–46. http://dx.doi.org/10.1016/j.langcom.2020.09.007.

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27

Aceves, Pedro. "Linguistic Relativity, Collective Cognition, and Team Performance." Academy of Management Proceedings 2019, no. 1 (August 1, 2019): 17244. http://dx.doi.org/10.5465/ambpp.2019.17244abstract.

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28

Kwon, Yeon-Jin. "A Reconsideration of the Linguistic Relativity Hypothesis." STUDIES IN HUMANITIES 60 (March 31, 2019): 223–42. http://dx.doi.org/10.33252/sih.2019.3.60.223.

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29

Feist, Michele I. "MINDING YOUR MANNERS: LINGUISTIC RELATIVITY IN MOTION." Linguagem em (Dis)curso 16, no. 3 (December 2016): 591–602. http://dx.doi.org/10.1590/1982-4017-160305-0916d.

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Abstract Do speakers think about the world differently depending on the language they speak? In recent years, this question has generated substantial interest in the cognitive sciences, driven in part by Talmy's (1985; 2000) observations regarding the typology of motion descriptions. However, a flurry of research (CIFUENTES-FEREZ; GENTNER, 2006; GENNARI et al., 2002; NAIGLES; TERRAZAS, 1998; PAPAFRAGOU; HULBERT; TRUESWELL, 2008; among others) has produced mixed results, leaving us no closer to understanding the role of language in motion event cognition. In this paper, I revisit the linguistic analysis, combining Talmy's observations with those of Slobin (2004) to refocus the question on the differential salience of Manner across languages. I then present results from three studies that suggest that cross-linguistic differences in the salience of Manner are connected to speakers' likelihood of encoding Manner information, in line with the Linguistic Relativity Hypothesis.
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30

Zhu, Lin. "Language Shapes Thought: Rethinking on Linguistic Relativity." Journal of Media & Mass Communication 1, no. 1 (2015): 6–11. http://dx.doi.org/10.12720/jmmc.1.1.6-11.

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31

Reines, Maria Francisca, and Jesse Prinz. "Reviving Whorf: The Return of Linguistic Relativity." Philosophy Compass 4, no. 6 (December 2009): 1022–32. http://dx.doi.org/10.1111/j.1747-9991.2009.00260.x.

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32

Athanasopoulos, Panos. "Linguistic relativity in SLA. Thinking for speaking." International Journal of Bilingual Education and Bilingualism 14, no. 5 (September 2011): 621–25. http://dx.doi.org/10.1080/13670050.2010.538266.

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33

Taylor, Robin. "Linguistic Relativity in Fiji: A Preliminary Study." South Pacific Journal of Psychology 9 (1997): 69–74. http://dx.doi.org/10.1017/s0257543400001176.

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AbstractThere is a lack of experimental support for Linguistic Relativity Theory (LRT), which has not been tested in a South Pacific context. Fifty-two bilingual male (n = 26) and female Fijians read, and answered survey questions on the family dilemma, “An Unwanted Child?” - one group functioning in English and the other in Fijian. The group reading and answering in Fijian tended to place more emphasis on the rights of the extended family, whereas the group reading and responding in English placed more emphasis on the rights of the individual. These preliminary findings are consistent with LRT theory, and form the basis for more extended study, including perhaps a wider range of dilemmas and linguistic abilities (e.g., Fijians living in Australia).
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34

Lee, Penny. "New Work on the Linguistic Relativity Question." Historiographia Linguistica 21, no. 1-2 (January 1, 1994): 173–91. http://dx.doi.org/10.1075/hl.21.1-2.15lee.

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35

Naveh-Benjamin, Moshe, and Thomas J. Ayres. "Digit Span, Reading Rate, and Linguistic Relativity." Quarterly Journal of Experimental Psychology Section A 38, no. 4 (November 1986): 739–51. http://dx.doi.org/10.1080/14640748608401623.

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The relations between reading time and memory span were studied in four languages: English, Spanish, Hebrew, and Arabic. Reading rate was measured either in speeded reading of digits or in normal-pace reading of stories. Faster speeded reading and normal-pace reading rates for a given language were associated with larger memory span for speakers of that language. These relations, which were shown to be monotonically related to the number of syllables or phonemes per item, extend the within-language word-length effect reported by Baddeley, Thomson and Buchanan (1975), across languages. In addition, these findings demonstrate a form of linguistic relativity: a relation between simple surface-structural features of language (number of syllables) and cognitive processing (memory span and reading rate). It is argued that this linguistic relativity may be limited by trade-offs between surface features and common linguistic practice.
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36

Baghdasaryan, Susanna. "On Language Determinism and Relativity." Armenian Folia Anglistika 7, no. 2 (9) (October 17, 2011): 40–43. http://dx.doi.org/10.46991/afa/2011.7.2.040.

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Language, i.e. the human ability to communicate, reflects and enhances our view of the world and as a structural element largely contributes to the development of culture. Linguistically the phenomenon is defined as linguistic determinism and relativity. Language is not only a means to transfer ideas and concepts but it also creates and reflects them. It can give birth to phenomena that do not exist as such. Being a means of inter-cultural communication, language is also the bearer of a national make-up with its light or serious pronouncement, solemnity or dramatism. Despite the linguo-cultural diversity of the world, there are some universalities that have turned into a subject of serious linguistic investigation.
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37

Samuel, Steven, Geoff Cole, and Madeline J. Eacott. "Grammatical gender and linguistic relativity: A systematic review." Psychonomic Bulletin & Review 26, no. 6 (August 19, 2019): 1767–86. http://dx.doi.org/10.3758/s13423-019-01652-3.

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38

Harvey, William. "Linguistic Relativity in French, English, and German Philosophy." Philosophy Today 40, no. 2 (1996): 273–88. http://dx.doi.org/10.5840/philtoday199640223.

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39

MacLaury, Robert E. "Exotic Color Categories: Linguistic Relativity to What Extent?" Journal of Linguistic Anthropology 1, no. 1 (June 1991): 26–51. http://dx.doi.org/10.1525/jlin.1991.1.1.26.

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40

Athanasopoulos, Panos, and Aina Casaponsa. "The Whorfian brain: Neuroscientific approaches to linguistic relativity." Cognitive Neuropsychology 37, no. 5-6 (May 31, 2020): 393–412. http://dx.doi.org/10.1080/02643294.2020.1769050.

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41

Павленко and D. Pavlenko. "Hypothesis of Linguistic Relativity and Cross-cultural Communication." Modern Communication Studies 5, no. 6 (December 17, 2016): 33–36. http://dx.doi.org/10.12737/22776.

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The article addresses cross-cultural communication from the standpoint of the theory of linguistic relativity. The author gives a historical survey of the emergence and development of approaches considering the correlation between language and thinking and goes on to analyze the Sapir-Whorf hypothesis. Guided by the idea that language is an open system, and hence possesses a number of creative and compensatory functions, the author concludes that it is possible to work out an effective transformation mechanism which will enable the student to use authentic language models and provide cross-cultural communication.
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42

Masharov, Mikhail, and Martin H. Fischer. "Linguistic Relativity: Does Language Help or Hinder Perception?" Current Biology 16, no. 8 (April 2006): R289—R291. http://dx.doi.org/10.1016/j.cub.2006.03.039.

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43

Niraula, Shanta, Ramesh C. Mishra, and Pierre R. Dasen. "Linguistic Relativity and Spatial Concept Development in Nepal." Psychology and Developing Societies 16, no. 2 (September 2004): 99–124. http://dx.doi.org/10.1177/097133360401600202.

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44

Treffers-Daller, Jeanine. "Thinking for Speaking and linguistic relativity among bilinguals." Language, Interaction and Acquisition 3, no. 2 (December 19, 2012): 288–300. http://dx.doi.org/10.1075/lia.3.2.06tre.

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This article evaluates how the different papers in this special issue fill a gap in our understanding of cognitive processes that are being activated when second language learners or bilinguals prepare to speak. All papers are framed in Slobin’s (1987) Thinking for Speaking theory, and aim to test whether the conceptualisation patterns that were learned in early childhood can be relearned or restructured in L2 acquisition. In many papers the focus is on identifying constraints on this restructuring process. Among these constraints, the role of typological differences between languages is investigated in great depth. The studies involve different types of learners, language combinations and tasks. As all informants were given verbal rather than non-verbal tasks, the focus is here on the effects of conceptual transfer from one language on another, and not on the effects of language on non-linguistic cognition. The paper also sketches different avenues for further research in this field and proposes that researchers working in this field might want to take up the challenge of investigating whether speakers of different languages perceive motion outside explicitly verbal contexts differently, as this will enable us to gain an understanding of linguistic relativity effects in this domain. Studying which teaching methods can help learners to restructure their conceptualisation patterns may also shed new light on the aspects of discourse organization and motion event construal that are most difficult for learners.
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45

Bernabeu, Pablo, and Richard Tillman. "More refined typology and design in linguistic relativity." Dutch Journal of Applied Linguistics 8, no. 2 (April 11, 2019): 163–71. http://dx.doi.org/10.1075/dujal.15019.ber.

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Abstract Linguistic relativity is the influence of language on other realms of cognition. For instance, the way movement is expressed in a person’s native language may influence how they perceive movement. Motion event encoding (MEE) is usually framed as a typological dichotomy. Path-in-verb languages tend to encode path information within the verb (e.g., ‘leave’), whereas manner-in-verb languages encode manner (e.g., ‘jump’). The results of MEE-based linguistic relativity experiments range from no effect to effects on verbal and nonverbal cognition. Seeking a more definitive conclusion, we propose linguistic and experimental enhancements. First, we examine state-of-the-art typology, suggesting how a recent MEE classification across twenty languages (Verkerk, 2014) may enable more powerful analyses. Second, we review procedural challenges such as the influence of verbal thought and second-guessing in experiments. To tackle these challenges, we propose distinguishing verbal and nonverbal subgroups, and having enough filler items. Finally we exemplify this in an experimental design.
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46

Angelianawati, Luh. "PHILOSOPHICAL LINGUISTIC RELATIVITY: SEBUAH KAJIAN TENTANG POKOK PIKIRAN FILSAFAT RELATIVISME BAHASA." Jurnal Dinamika Pendidikan 10, no. 3 (February 15, 2018): 332. http://dx.doi.org/10.33541/jdp.v10i3.635.

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ABSTRAKRelativisme adalah kebalikan dari rasionalisme. Dalam kasus ini, teori relativitas bahasa merupakan bagian dari filsafat relativisme. Filsafat ini memandang bahwa bahasa bukanlah sebuah entitas yang statis atau mutlak. Bahasa diyakini dapat mempengaruhi pikiran. Budaya, melalui bahasa, mempengaruhi cara berfikir individu dan bagaimana mereka melihat dunia atau realitas. Konsep dasar dari filsafat ini adalah bahwa bahasa mempengaruhi pikiran, Bahasa bersifat istimewa atau unik, dan bahwa bahasa dan budaya bersifat relatif. Masing-masing konsep memiliki kekuatan, kelemahan, peluang, dan ancaman. Relativisme berimbas pada berbagai aspek kehidupan manusia, khususnya pendidikan. Hal tersebut membawa implikasi pada pendidikan secara umum, dan pembelajaran bahasa, moralitas, pragmatisme dan kurikulum secara khusus, jika dilihat dari sudut pandang pendidikan.Kata Kunci: Relativisme, bahasa, filsafat, relativitas bahasa ABSTRACTRelativism is an antithesis of rationalism. In this case, linguistic relativity belongs to relativism. It views that language is not a static entity. Language is believed influencing thought. Culture, through language, influence the individuals’ ways of thinking and how they view the world or realities. The basic concepts of this philosophy are that language dictates thought, language is idiosyncratic or unique, and that language and culture are relative. Each concept has its strengths, weakness, opportunities and threats. Relativism imposes on the various aspects of human life, particularly education. It brings implications on education in general, and on language learning, morality, pragmatism, and curriculum specifically, when it is seen from education point of view.Keywords: Relativism, language, philosophy, linguistic relativity
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47

Garro, Linda C. "Language Diversity and Thought: A Reformulation of the Linguistic Relativity Hypothesis.; Grammatical Categories and Cognition: A Case Study of the Linguistic Relativity Hypothesis.:Language Diversity and Thought: A Reformulation of the Linguistic Relativity Hypothesis.;Grammatical Categories and Cognition: A Case Study of the Linguistic Relativity Hypothesis." Journal of Linguistic Anthropology 4, no. 1 (June 1994): 77–79. http://dx.doi.org/10.1525/jlin.1994.4.1.77.

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48

Steele, Tracey. "Sex, Culture, and Linguistic Relativity: Making Abstract Concepts Concrete." Teaching Sociology 31, no. 2 (April 2003): 212. http://dx.doi.org/10.2307/3211310.

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49

Bartels, Dennis, and Emily A. Schultz. "Dialogue at the Margins, Whorf, Bakhtin, and Linguistic Relativity." Anthropologica 34, no. 2 (1992): 257. http://dx.doi.org/10.2307/25605662.

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50

Hassler, Gerda. "Linguistic relativity and language as epiphenomenon: two contradictory positions." Confluência 1, no. 55 (December 20, 2018): 82. http://dx.doi.org/10.18364/rc.v1i55.281.

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