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The study of linguistics applied to computer science is a much-discussed topic today. In this area, particularly relevant is the software localization process describing the linguistic and cultural adaptation of software products to a specific market scenario. Software localization is going through a phase of strong development due to the great market demand and the current trend of making the computer more human-like in the way it interacts with the user. This paper focuses on "linguistic" localization by addressing the language translation process from the perspective of translation studies. In particular, the process of translating the language assets in a game and making the game linguistically and culturally appropriate for the target market will be explored. The study provides a systematic literature review of the main localization methods developed over the last four decades, along with the major issues and challenges mainly related to the main linguistic and cultural aspects of videogames. The review results are integrated with the results of a qualitative analysis conducted through a focus group with the participation of both academic and professional experts in software and videogame localization. The results of this study are worthwhile for many academics and industry professionals as they provide an in-depth overview of the localization process in software and videogames as well as potential directions for future research. [ABSTRACT FROM AUTHOR]

ABSTRACT In this paper, we identify and explain three kinds of bedrock in moral thought. The term “bedrock,” as introduced by Wittgenstein in §217 of the Philosophical Investigations, stands for the end of a chain of reasoning. We affirm that some chains of moral reasoning do indeed end with certainty. However, different kinds of certainties in morality work in different ways. In the course of systematizing the different types of certainties, we argue that present accounts of certainties in morality do not reflect their diversity. Our analysis yields three types of moral certainty: quasi‐undoubtable certain propositions, certain propositions, and transcendental certainties. We show that the first two types can, at least to some extent, be intelligibly doubted. Therefore, they do not possess the characteristics that would classify them as bedrock in the strictest sense. Transcendental certainties cannot likewise be doubted because they are rules that enable moral thinking. Thus, deviating from them is unintelligible. We shall argue that all three types reflect ways in which moral language games come to an end, while only one, transcendental certainties, displays the characteristic of being solid bedrock. [ABSTRACT FROM AUTHOR]

Recent years have witnessed a rather controversial debate on what antioxidants are and how beneficial they may be in the context of human health. Despite a considerable increase in scientific evidence, the matter remains highly divisive as different pieces of new data seem to support both the pro- and the anti-antioxidant perspective. Here, we argue that the matter at the heart of this debate is not necessarily empirical but of semantics. Thus, the controversy cannot be resolved with the traditional tools of natural sciences and by the mere accumulation of new data. In fact, the term "antioxidants" has been part of the scientific language game for a few decades and is nowadays used differently in the context of different scientific disciplines active at different levels of scientific complexity. It, therefore, represents not a single expression but an entire family of words with distinctively different connotations and associations. The transcendent use of this expression from a basic to a more complex discipline, such as going from chemistry to physiology, is problematic as it assigns the term with connotations that are not corroborated empirically. This may lead to false claims and aspirations not warranted by empirical data. Initially, health claims may not even be indented, yet, on occasion, they are welcome for reasons other than scientific ones. To resolve this debate, one may need to refrain from using the term "antioxidants" in disciplines and contexts where its meaning is unclear, limit its use to disciplines where it is essential and beneficial, and, in any case, become more specific in such contexts where its use is warranted, for instance, in the case of "dietary antioxidants". [ABSTRACT FROM AUTHOR]

Mastery motivation predicts achievement, but intricacies amongst pre-schoolers are unclear. In keeping with the Specificity Principle, school-age, and adolescent research demonstrates the importance of considering the setting conditions in which mastery motivation is observed. Here, Singaporean 4-year-olds' (N = 63) mastery-motivation-related behaviour (MMRB) (e.g. signs of persistence, focus, and pleasure) in mathematical and non-mathematical activities were observed. Relations between numeracy and MMRB during a mathematical game (outcome relevant setting) were determined, controlling for MMRB in other activities (outcome irrelevant settings). Association between MMRB during the mathematical game and receptive language (outcome irrelevant setting) was also examined. Consistent with the Specificity Principle, MMRB during the mathematical game was (i) associated with numeracy, after controlling for MMRB in other activities and (ii) did not predict language. Enhancing preschoolers' experiences, especially when implemented in contexts related to areas targeted for improvement, may benefit outcomes. These skills acquired in early life can become important predictors of future ability. [ABSTRACT FROM AUTHOR]

Background: The use of instructional games in foreign language classrooms has a lot of potential. This potential helped pushing the spread of game use, but it was faced with a lot of barriers. Purpose: The current study intended to investigate the factors behind the use/nonuse of instructional games by Moroccan high school teachers. Methods: This study adopted a mixed methods approach, which was typified in a sequential explanatory design. Data was collected from 215 students and 10 teachers in Allal Loudyi High School in Fes, Morocco, using questionnaire, interview, observation schedule, and focus group. Results: The findings disclosed that students reported that instructional games should be used because they motivated them, helped them enjoy learning, and fostered their critical thinking skills. The large number of learners in the classrooms and lack of enough equipment were found to be two major obstacles, in addition to other minor challenges, that prevent Moroccan high school teachers from using instructional games in the classroom. Discussion: Crosslinguistic studies confirmed the potential motives and barriers highlighted in the current study. Conclusion: The results had direct implications for Moroccan EFL teachers, stakeholders, and students. The implications were discussed at the end of this article. [ABSTRACT FROM AUTHOR]

We explore the embodied nature of the customer experience. Engaging prior research, we suggest marketing literature is still coming to terms with how best to incorporate the body into its studies, noting manuscripts rarely attend to the bodies of customers moving in situ or analyse what customers do and achieve with their bodies. As a result, theoretical accounts remain quite disconnected from the de facto activities that comprise many marketing processes. Drawing on ethnomethodological study policies, and Wittgenstein's notion of language games, our paper zooms-in on embodied conduct, analysing video recordings of consultations in hair salons. We analyse how customers embody thoughts about and emotional responses to the service provided. Rather than separating mind and body, we identify precise moments where customers draw service employees into their experience during live interaction. In so doing, the paper offers a vantage point from which to think anew about the customer experience as something that is public, shared, and thus accountable. [ABSTRACT FROM AUTHOR]

This issue of Christian Bioethics explores theological, metaphysical, and ethical questions surrounding emerging reproductive technologies. Narratives concerning such technologies are often manipulated via "language games." Language games involve toying with language to ensure that one's vision of the good gains or retains political prominence. Such games are common in academic discussions of "artificial womb" technologies. Abortion proponents, for example, are already using language to dehumanize subjects within "artificial wombs." This is unsurprising. Were relevant subjects considered persons, then abortion access (and other forms of "reproductive autonomy") might be curtailed. Here, I show that abortion proponents' language games often depend on dubious metaphysical claims. Second, I argue that Christians should oppose dehumanizing language games, since those games undermine "neighbor-love," which Christians are commanded to show others. I also highlight how discussions of other technologies—such as medication abortion—are affected by confused (or manipulative) language. Ultimately, the language games I critique aim to preserve and expand the "rights" of the powerful to dehumanize, control, and kill vulnerable human beings. Since neighbor-love commands Christians to provide for "the least of these," however, Christians must expose these manipulative language games, refute them, and resist the corrupt ideologies from which they flow. [ABSTRACT FROM AUTHOR]

The meaning of propositions is the most important topic in the philosophy of language of the twentieth century, which included two dominant referential and appplied theories. The referential theory considered all propositions that were not directly referrable to the signified and could not be experimentally tested to be meaningless. On the other hand, the applied theory with two paradigms of 'meaning as application' and 'language games' considered all propositions meaningful according to their logic. One of the most important Qurʾānic propositions is imagery. In Qurʾānic images, heaven and hell have high frequencies. Thus, the present descriptive and analytical research tried to investigate the meaning of visual propositions about heaven and hell in Surah Al-Ghashiyah. After the analysis, it was found that from the perspective of the referential theory, only two of the propositions, heaven and hell, are meaningless in Surah Al-Ghashiyah. Also, the most important finding was that the followers of the referential theory consider religious propositions as meaningless, but the image that depicts hell and heaven in Surah Al-Ghashiyah is 86% meaningful, that is, even if the religious proposition is denied, it is impossible to deny the meaningfulness of these images and, as a result, their reality. [ABSTRACT FROM AUTHOR]

Integrating large language model (LLM) agents within game theory demonstrates their ability to replicate human-like behaviors through strategic decision making. In this paper, we introduce an augmented LLM agent, called the private agent, which engages in private deliberation and employs deception in repeated games. Utilizing the partially observable stochastic game (POSG) framework and incorporating in-context learning (ICL) and chain-of-thought (CoT) prompting, we investigated the private agent's proficiency in both competitive and cooperative scenarios. Our empirical analysis demonstrated that the private agent consistently achieved higher long-term payoffs than its baseline counterpart and performed similarly or better in various game settings. However, we also found inherent deficiencies of LLMs in certain algorithmic capabilities crucial for high-quality decision making in games. These findings highlight the potential for enhancing LLM agents' performance in multi-player games using information-theoretic approaches of deception and communication with complex environments. [ABSTRACT FROM AUTHOR]

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Wittgenstein reflects on memory, saying that photograph is not reliable, and the memory-image cannot convince us either, since "memory does not show us the past, any more than our senses show us the present," and "memory is itself conditioned by the specificity of context." Reading closely the conceptual artist Joseph Kosuth's large art exhibition, called "The Play of the Unsayable," Marjorie Perloff relates Wittgenstein's theory of language game to Kosuth's art text of Abridged in Ghent, and argues that the language game initiated by a sentence like "I see us still, sitting at the table" is charged with possibilities for "philosophy" as a "form of poetic composition." Wittgenstein's Ladder is an apt figure for Marjorie Perloff's radical aesthetic which is ethical as well, doing the right thing for the individual poets, moving up the ladder which Gertrude Stein called "beginning again and again," but with changes with repetition in a spiral way. Later in her preface of Unoriginal Genius: Poetry by Other Means in the New Century (2010), Marjorie provides her rationale to update her earlier work, Radical Artifice: Writing Poetry in the Age of Media (1991) in terms of a "new citational and often constrained-bound poetry" in an environment of "hyper-information." Since Unoriginal Genius (2010), Perloff traces her poetics of "unoriginal genius" from a Benjamian Arcades Project, made up of creative citations, discussing the processes of choice, framing, and reconfiguration. It is my contention that Marjorie Perloff as the critic par excellence has been dedicating her own Arcades Project to explore the intriguing development in contemporary poetry, creatively embracing the "unoriginal" writing of uncreative poets [ABSTRACT FROM AUTHOR]

Copyright of Direito e Práxis is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The development of believable, natural, and interactive digital artificial agents is a field of growing interest. Theoretical uncertainties and technical barriers present considerable challenges to the field, particularly with regards to developing agents that effectively simulate human emotions. Large language models (LLMs) might address these issues by tapping common patterns in situational appraisal. In three empirical experiments, this study tests the capabilities of LLMs to solve emotional intelligence tasks and to simulate emotions. It presents and evaluates a new Chain-of-Emotion architecture for emotion simulation within video games, based on psychological appraisal research. Results show that it outperforms control LLM architectures on a range of user experience and content analysis metrics. This study therefore provides early evidence of how to construct and test affective agents based on cognitive processes represented in language models. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Computer Sciences Institute is the property of Lublin University of Technology and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Serious games have been gaining increasing attention in the field of digital game-based language learning (DGBLL). However, to incorporate serious games into foreign/second language (L2) classrooms, teachers must be prepared with requisite knowledge and skills. To this end, following PRISMA guidelines, this study conducted a systematic review of research on serious digital language learning games with two aims. The main objective of this study was to map out the issues pertaining to serious digital language learning games that are currently being addressed in empirical studies in the DGBLL area. The secondary objective was to leverage the findings to inform the development of a research-based framework of expertise for L2 teachers intending to incorporate serious digital game-based language learning (S-DGBLL) in their classrooms. Fifty articles published until April 2023 were analysed in terms of research methodologies, pedagogical characteristics, game design, and outcomes. The findings have implications for the proposal of an S-DGBLL teacher competence framework. [ABSTRACT FROM AUTHOR]

Copyright of Revista Iberoamericana de la Educación is the property of Instituto Corporativo Edwards Deming and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Is truth the rule or the aim of assertion? Philosophers disagree. After reviewing the available evidence, the hypothesis that truth is the aim of assertion is defended against recent attempts to prove that truth is rather a rule of assertion. [ABSTRACT FROM AUTHOR]

Over the last 20 years, the importance of 'the social' has again become a crucial theme within psychiatric research, as evidenced for example by the recent focus on the social determinants of mental health. However, what is less clear is what is meant, in this kind of research, by the very idea of the social—and what consequences those ideas have. The key purpose of the article is therefore to discuss what is often meant by the concept of 'the social'; what different ideas of the social do; and what can be at stake in the different, explicit and implicit, understandings of social life that proliferate in contemporary psychiatric research. We propose that there are, roughly, three widespread styles of social thought, wherein (a) the social is seen as structural, (b) the social is seen as individual, and (c) the social is seen as relational/processual. We exemplify these by discussing examples of 'social defeat' and 'therapeutic communities', focused on what might be at stake in different understandings of social life. Lastly, we draw on the philosopher Ludwig Wittgenstein to argue that a singular understanding of 'the social' is not achievable. [ABSTRACT FROM AUTHOR]

The implementation of the ExeLearning platform in the language teaching process in the fifth year of Héroes del Cenepa school has proven to be an effective tool in improving students' academic performance. This platform offers a variety of interactive and dynamic resources that facilitate learning and understanding of the curriculum. Additionally, it allows teachers to create personalized activities tailored to the specific needs of each student, fostering more meaningful and motivating learning experiences. The methodology employed in this research involved gathering valuable information through surveys, interviews, and analysis of academic performance. The results revealed that the use of technology in language teaching has had a positive impact on the development of linguistic skills, text comprehension, and oral and written expression among students. Furthermore, the implementation of interactive mental games in language teaching has significantly contributed to the learning process, promoting creativity, concentration, and critical thinking skills among students. The objective of the investigation was to evaluate the impact of implementing the ExeLearning platform in virtual teaching, specifically in language education for fifth-year students. The methodology utilized was descriptive, incorporating both qualitative and quantitative approaches. Questionnaires were used for surveys with educators and students, along with interviews with administrative staff. The data collected from these methods provided insights into the effectiveness of the platform in enhancing the teaching and learning process. In conclusion, the integration of "ExeLearning" has proven to be beneficial in the language education of fifth-grade students, offering an innovative approach to teaching and learning. The results suggest that the platform has facilitated better comprehension of language concepts and improved academic performance. Overall, the findings highlight the potential of technology-enhanced learning tools in optimizing educational outcomes. [ABSTRACT FROM AUTHOR]

This study discusses the shifting dynamics of fan participatory cultures on social media platforms by introducing the concept of "platformized language games." We conceive of a fan community as a "speech community" and propose that the language and discourses of fan participatory cultures are technological practices that only make sense in use and interactions as "games" on social media platform. Based on an ethnography of communication on fan communities on Weibo, we analyze the technological-communicative acts of fan speech communities, including the platformized setting, participants, topics, norms, and key purposes. We argue that the social media logic (programmability, connectivity, popularity, and datafication) articulates with fans' language games, thus shifting the "form of life" of celebrity fans on social media. Empirically, fan participatory cultures continue to mutate in China, as fan communities create idiosyncratic platformized language games based on the selective appropriation of the social media logics of connectivity and data-driven metrics. [ABSTRACT FROM AUTHOR]

One of the success stories of formal semantics is explicating responsive moves like answers to questions. There is, however, a significant lacune concerning the characterization of initiating utterances, which are strongly tied to the conversational activity [language game (Wittgenstein), speech genre (Bakhtin)], or—our terminology—conversational type, one is engaged in. To date there has been no systematic proposal trying to account for the range of possible language games/speech genres/conversational types and their global structure. In particular, concerning the range of subject matter that can and needs to be discussed and by whom—ultimately a semantic analogue of Laplace's demon. We suggest that the subject matter problem for conversational types is a central task for any semantic theory for conversation. This paper develops a theory of conversational types, which embedded in the theory of conversational interaction KoS, enables this problem to be tackled for a wide range of conversational types drawn from the British National Corpus classification of conversational domains. The theory we develop treats conversational types as first class, not metatheoretical entities, in contrast to explications of corresponding notions in game theoretic approaches. We demonstrate that this allows us to explicate the possibilities interlocutors have to refer to and seek clarification about the types of conversations they are engaged in. [ABSTRACT FROM AUTHOR]

The article discusses the concept of rural modernism in Britain and its relationship to gardens and the natural environment. It challenges the dominant view that modernism is solely associated with urban areas, arguing that rural geographies and people should be considered in understanding modernist cultures. The article highlights the interdisciplinary nature of studying rural modernism and emphasizes the need for literary scholars to contribute to the field of rural studies. The essays in the article cover a range of topics, including the sensory history of rural institutions, art collecting, literary recreations of gardens, and the cultivation of gardens by leftist women. Overall, the article aims to expand the understanding of modernism by exploring its connections to rural landscapes and cultures. [Extracted from the article]

This paper explores the way by which universities create meaning of digitized performance measures on research quality and their effects on university scholars' actions. Drawing on pragmatic constructivism, we scrutinize the epistemic methods by which the digitized performance measures of research quality are handled and used in the governance of research activities in two disciplinary fields in two university settings (Denmark and Italy) and their implications for constructing scholarly research practices. The analysis elucidates exemplars of two epistemic methods of building meaning of and using digitized performance measures: one reflective and interactive, and one authoritative and mechanical. The latter constrains the researchers' scholarly reasoning and communication and, hence, infringes upon the scholarly fundamentals of university practices. The paper concludes that if the issues of misconceptions of research quality related to the transitions from analog to digital language are neglected, the digital transformation results in dysfunctional human and social practices. [ABSTRACT FROM AUTHOR]

Many theories of communication claim that perspective-taking is a fundamental component of the successful design of utterances for a specific audience. In three experiments, we investigated perspective-taking in a constrained communication situation: Participants played a word guessing game where each trial required them to select a clue word to communicate a single target word to their partner. In many cases, the task requires participants to take the perspective of their partner when generating, evaluating, and selecting potential clue words. For example, if the target word was 'heart', the first word that came to mind might be 'love', but this would not in fact be a very useful clue word. Instead, a word like 'cardiovascular' is much more likely than 'love' to make the partner guess 'heart'. Pairs of participants took turns giving and receiving clues to guess target words, receiving feedback after each trial. In Experiment 1, participants appeared unable to improve their perspective-taking over repeated interactions, despite a baseline performance that suggested strong perspective-taking abilities. In Experiment 2, which included extensive feedback after each trial and only target words for which good clues existed and which required perspective-taking, some measures of perspective-taking showed modest improvements. In Experiment 3, which was conducted online, we used Experiment 2 feedback with Experiment 1 target words. As in Experiment 1, participants did not improve over the course of the game in Experiment 3. The results of these three experiments show quite strong limits on people's ability to adapt and improve perspective-taking without the context provided by interaction history and growing common ground. [ABSTRACT FROM AUTHOR]

This article proposes an exploration of two constitutive dimensions about Jorge Semprún's work: the poetic one and the politics of memory, specifically in one of his most important books, La escritura o la vida (1993). Dimensions that do not exist or are displayed separately, but, rather, shape a sole entity or narrative density, because it is about the literary recreation of historic memory, in this case, about a memory (among many others) of a nazi concentration camp. Therefore, it is recreation that implies poetry and a politic of memory: poetic because it is a narrative recreation; a politic of memory, because it is also a recreation of historic memory. They both have, as a fundamental element, language. So Semprún's memory, rather tan being a personal memory, it is a transindividual one, a memory that does not conform with a mere testimony, but converts the testimony in a work of art thanks to fiction. [ABSTRACT FROM AUTHOR]

The book "A Brain Full of Words" by Mamen Horno Chéliz is the result of over twenty years of research on the mental lexicon. In this book, the author analyzes and reflects on the use and storage of words in the brain. The book is divided into five chapters that address topics such as storage, acquisition, and loss of words, as well as their impact on the emotional life and mental health of human beings. The author uses metaphors, examples, and language games to explain the complexity of the brain and its relationship with language clearly. The book addresses different aspects related to language and words, including the importance of considering that sign language has the same characteristics as oral language, the loss of words in patients with anomia and long-term migrants, the impact of words on our health, and the influence of language on thought. In conclusion, the book highlights the importance of having "a brain full of words." [Extracted from the article]

We develop a method for random assignment of language to participants in a controlled laboratory experiment, and use this to test the learning efficiency hypothesis (LEH henceforth) , that languages are learned more quickly when they can be determined with fewer number of observations according to theory. This hypothesis plays a crucial role in the development of the theory of learning efficiency of compositional languages. Despite this, evidence on the empirical validity of the LEH has been elusive. Here we develop a novel extension of a coordination game within which languages emerge endogenously. We show that one can control features of an emergent language by varying the game's incentives. This enables us to compare speed of learning across participants randomly assigned to different languages. Our data provide cogent evidence supporting the LEH: languages with structures that theory implies can be determined with fewer observations are learned more quickly in the lab, and are in this sense more efficient. [ABSTRACT FROM AUTHOR]

This paper shows that Wittgenstein's later explorations of the meaning of expressive moral judgements reach far deeper than has so far been noticed. It is argued that an adequate description of the meaning of expressive moral judgements requires engaging in a grammatical investigation that focuses on three interwoven components within specific language-games. First, the ethical reactions expressed by moral words and the additional purpose they may fulfil. Second, the features of the actions which are bound up with moral words and are constitutive of our moral evaluations. And, finally, the forms of life in which expressive moral judgements and moral language-games are embedded. [ABSTRACT FROM AUTHOR]

Attention to dyslexic students in the teaching-learning process is part of the conceptions of inclusive education. The objective of the research was to design and validate didactic games in the area of Language and Literature for the attention of Dyslexia in students in the third year of General Basic Education of the Batzacón Educational Unit, Chimborazo, Ecuador. The research process assumed a mixed research approach with an explanatory level. The research was structured in the phases of diagnosis, design of didactic games in the area of Language and Literature, and implementation and validation of the didactic games, through the integration of the method of expert judgment and the pedagogical experiment. The initial diagnosis showed that teachers do not go into sufficient depth in the treatment of varying degrees of difficulty in recognizing isolated words or words within a context, and that not enough time is devoted to personalized and differentiated attention for students with dyslexia. The modeling of didactic games in Language and Literature assumes the theoretical foundations from the conceptions of the developmental teaching-learning process and in inclusive education and the integration of the personal components of the process. The results obtained make it possible to synthesize that the didactic games designed have the potential to help students to unravel the relationship between the sound and the corresponding spelling, and thus eliminate the fundamental causes of dyslexia. [ABSTRACT FROM AUTHOR]

This short communication reports on folk perceptions of New Zealand English lexical variation, specifically regarding which Māori loanwords are widely known by New Zealanders. We inspect the words used in a popular board game which has recently produced a New Zealand Edition - Articulate - and comb through these for all loanword uses, drawing comparisons with linguistics research and two popular websites containing lists of "Māori words every New Zealander should know" (Ministry for Culture and Heritage, 2022). We find remarkable overlap between the loanwords used in the board game and the former, but not the latter. The most frequent loanwords included are social culture loanwords, in line with research in other genres. The lack of consistency in spelling and macron usage leads us to believe that board games such as Articulate constitute rich sources for folk perceptions of language varieties, showing that even small-scale corpora can provide inroads into thorny questions regarding perceptions of contact-induced lexical variation. [ABSTRACT FROM AUTHOR]

This article explores the use of board games as a tool for language practice in the classroom. It discusses the history and popularity of board games and their potential for engaging students in language learning. The article provides guidance on how to effectively manage board game sessions, including creating groups and distributing materials. It also encourages teachers to view board games as serious tools for language practice and advocates for their use in the classroom. Additionally, the article suggests allowing students to play and explore English freely without constant correction and promotes the idea of students creating their own board games. The article concludes by describing and providing instructions for four new board games available for download. [Extracted from the article]

Copyright of Wittgenstein Studien. Neue Folge is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Wittgenstein Studien. Neue Folge is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Wittgenstein Studien. Neue Folge is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Language games are one of the significant techniques appropriate for teaching and learning a foreign language. This paper examines how language games are applied in teaching and learning the English language in lower secondary schools: a case of Meru District Council (Tanzania). The paper is guided by the Communicative Language Teaching Approach. This study was qualitative; hence, data were collectedfrom eight secondary schools through interviews and observations and then analysed thematically. Thirteen English language teachers were involved in data collection. The findings show that the majority of English language teachers do not use language games in language classes. The reasons for this are that many such teachers have had little exposure to a variety of games and lack awareness of language game instruction being among the techniques for teaching and learning the English language; hence, they lack the knowledge, skills, and competencies to apply such games in the language class. This study recommends that capacity building for English language teachers is needed, particularly in the language games technique. [ABSTRACT FROM AUTHOR]

Copyright of Human Sciences Journal / Revue des Sciences Humaines is the property of Universite des Freres Mentouri Constantine and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article investigates the issue and the mechanisms of censorship and self-censorship in Soviet philosophy. The major forms of censorship are described and analyzed together with their epistemological implications and the peculiar policy of truth. The philosophical problem of defining and describing "facts" and ideological judgments during the "double" technique of reading and re-reading was exposed in the articles of V.F. Asmus and V.V. Bibikhin, thinkers, who experienced the self-censorship and reflected upon this in their texts. Analyzing the complex relation between the "dogmatic" or "critical" foreword and the original word is important, as is reconstructing and deconstructing the way we can reread the ideologically biased foreword, which might be a certain reliquary or protective camouflage, acting as, potentially, either a deactivator or an inhibitor of the reader's own interpreting efforts. The given case of an attentive reading of V. Asmus' foreword to the Tractatus Logicus-Philosophicus can itself become an interesting philosophical language game. Interpretation of the foreword may reveal a hidden sense and references and encourage reflection based on the "common sense" assessments and perception of text. These hermeneutical exercises on reading forewords may paradoxically provoke starting the dialogue with the alternative foreword by B. Russell and the text of L. Wittgenstein himself, on one hand, and Marxism-Leninism and its variations in the form of historical materialism and Soviet dialectical materialism, on another. The situation of attentive reading with "a throat, strangled by ideology" is opposed to the power of imaginative "broadening of vocal ranges of the Others" thinking, whereas an inattentive reading of the text leaves a complete disability to object, or reply, to the censorship. [ABSTRACT FROM AUTHOR]

In the second book of his Ideas for a Phenomenology, Husserl introduces for the first time the notion of Lebenswelt to describe what until then was the original ground of the genesis of sense. In his Logical Investigations, when describing language games, Wittgenstein works with the idea that these are forms of life (Lebensformen). By no means exhaustive, this note seeks to briefly discuss what is meant by the term life in both cases, to show that the strict correlation of bios with logos does not exactly include a biological understanding of the concept. The first part will discuss the problem in the second Wittgenstein; the second will be devoted to Husserl's fundamental ontology. [ABSTRACT FROM AUTHOR]

This paper intends to examine the development of conflictual interactions, how they might be resolved, and the socio-cultural norms involved, by adopting an analytical framework in an online gaming context. The current paper was inspired by Kádár and Haugh's framework as it enables me to investigate both the macro and micro aspects of (im)politeness. The study's aim is to further examine how impoliteness, language aggression and conflict are realised in two online gaming platforms, namely Fortnite and PUBG Mobile. Thus, I will explore discursively how these phenomena are subjective in a Tunisian Arabic setting and discuss how participants reach their subjective perception of conflict in ways that do not always correspond to the supposed intentions of the ostensible offender. The results indicate that conflict is subjective as it is evaluated in different ways by different gamers and could be a result of a conflictual intention. The findings also reveal that conflict may also be created/ escalated as a result of a non-conflictual intention. Thus, this paper contributes to understanding of conflict, how impoliteness can lead to conflict and the various aspects of impoliteness/the perception of impoliteness. [ABSTRACT FROM AUTHOR]

This article describes my use of the Learning by Design (LbyD) framework in my language and literacy teaching with games. I share my understanding of the LbyD framework with other teachers. I describe the what, who, why, how, and where aspects of the framework. Then, I explain why I decided to use the LbyD framework with and for my students and career. I share five examples of my teaching of language and literacy with games: an extensive extracurricular project, two intact classes, a project with children, and recent explorations of simplifications of materials and mediation. In each example, I explore the who, what, and how of how I used the LbyD framework and I share learning outcomes and advice for readers. I close by encouraging readers to take my understanding and examples and materials (many are shared in the Appendices) and remix them for their own contexts. [ABSTRACT FROM AUTHOR]

This article critically describes and compares intraregional geopolitical imaginaries as they appear in the official discourses of two groups of states in EUrope: Soft Eurosceptic discourse of Hungary and Poland vs. Europhile discourse of France and Germany. The analysis is carried out through application of pragmatic analysis and language games analysis of official speeches of the leading politicians of these states delivered in the year 2018 on the theme of 'Future of Europe'. The theoretical framework of Rule-oriented Constructivism and the analytical framework of Critical Geopolitics guide this research. This research complements existing literature on geopolitical imaginaries highlighting the importance of linguistic practices, spatial understandings and intersubjective spaces in EUropean integration. [ABSTRACT FROM AUTHOR]

Based on SSCI and A&HCI database, with the help of CitNetExplorer software, the author investigates 505 research literatures related to language game theory from 1983 to 2023, and tracks the hot topics of language game theory research. It is found that the related research focuses on the influence of language game theory in the field of language philosophy, its application in the field of linguistics and its application in the field of language cognition. In the future, in-depth research can be carried out from the aspects of exploring the relationship between language games and practical activities, the similarities and differences of language games in different contexts, the relationship between language games and thinking, the relationship between language rules and language changes, and broadening the scope of interdisciplinary research. [ABSTRACT FROM AUTHOR]

The article argues that the expansion of new communication technologies leads to a globally perceptible semantic development. The essence of this is that in the environment of new media, orality and multimediality, which are gaining an increasing role in communication, lead to the image of language in the sense of meaning, and to the development of new language usage habits that determine both the process of thinking and the structure of consciousness. These language usage habits significantly contribute to the rapid changes in community roles associated with multi-channel communication, the convergence of different community languages – and communication situations, the blurring of community boundaries, i.e. the mediatization of communities. What’s more, the birth of the new concept of community and the creation of new community forms is also the source of the language that is transforming in the medium of new media, whose figurative nature leaves deep traces in the structure of the consciousness of the communicating person, in his image of himself and the community relations that determine his communicative actions. As I try to highlight in this essay, all of this presupposes the development of hitherto unknown patterns of linguistic creativity. Using language games, abbreviations, humor, picture-word combinations, which are becoming more and more common tools with the use of new communication technologies, everyday language users communicate with each other as creative designers of language meaning. Linguistic creativity becomes a community-forming phenomenon of everyday language use. [ABSTRACT FROM AUTHOR]

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The study aimed to identify the effectiveness of language games in developing the verbal crop of people with language and communication disorders. The semi-experimental approach was followed. The study population consisted of students who suffer from language and communication disorders in the basic education stage in the city of Zalingei, in the state of Central Darfur, Sudan, in the year 2020-2021. A random sample of (30) male and female students, a training program was used to develop verbal crop, and a measure of verbal crop prepared by the researcher. The data was analyzed using the SPSS program, and the study reached several results, the most important of which are: There are statistically significant differences at the level of significance (0.05). ) between the mean of the verbal crop of the students in the pre and post measurements in favor of the post measurement, and there were no statistically significant differences at the level of significance (0.05) between the mean of the verbal crop of the male and female students in the post measurement, and the study also found that there were statistically significant differences at the level of (0.05). 0.05) between the average verbal output of the students due to the age variable and in favor of the older age. The study recommended several recommendations, including: the need to use language games in teaching language skills, especially in the primary education stage, and the need to provide training courses for speech therapists to train students in language skills and methods of developing them. [ABSTRACT FROM AUTHOR]

For scholars that are working with epistemology and the importance thereof within the context of the ongoing bickering (fighting/mudslinging) between theist and atheists, or rather between rationality and irrationality of epistemology in theology and religion, may come to view epistemology of religion and theology as a monument from where a better belief system (as an incentive) can have a better effect on the current faith systems. Therefore, the Judeo-Christian-Islamic language games should be able to form this massive, sovereign metaphysical game. This affirmation should follow the historical fact of any metaphysical promise so that such a religious custom, should suggest that not only the Judo-Christian-Islamic language games, yet, all relevant creative queries should also be evaluated as components of the single game, with a solitary position of a decree and therefore all seven headings used in this article are relevant. The author is in a short discussion with Peter Forrest regarding his article Epistemology of Religion (2021) in establishing a positive outlook on how different views on the epistemology of religion and theology may surpass scholars which can expand and then better the current integrity-base epistemology of theology and religions. This affirmation, therefore, focuses on queries such as, 'is it epistemologically sustainable for sapiens to believe in a God'? Is it epistemologically sustainable for sapiens to believe in the Trinity? Or 'is it epistemologically sustainable that sapiens can be an embodiment of a Deity'? It overlooks such queries as if this belief estimates a consciousness that is empirical and therefore scientific. Moreover, this affirmation also tries to understand the bickering amongst rational idealists and mystics from the context of post-foundationalism who want to explain that faith or belief is not intended and thus it is not a planned commodity, rather it is an epistemological evolutionary process. Notwithstanding that this has a connection to the epistemology of theology and religion they are also the predominant subject matters in natural epistemology. This brings me to the introduction of this article where the purpose is elucidated. [ABSTRACT FROM AUTHOR]

The article calls attention to an ancient Ugaritic bilingual word game, written c. 1300 b.c.e., in which the correct response requires rearranging the given letters to create a sensible word or name. But since the word/name is actually in Hurrian, a second step is necessary, namely, to render the Hurrian into its Ugaritic equivalency. So while not quite the original Wordle, this short ancient text reminds us of the enduring allure of word games in literate cultures. [ABSTRACT FROM AUTHOR]