Seminar paper from the year 2006 in the subject English Language and Literature Studies - Linguistics, grade: 1,3, University of Paderborn (Anglistik und Amerikanistik), course: Metaphor and Metonymy, language: English, abstract: For hundreds of years scholars have been pondering on the interconnection of language and thought with in some points corresponding and in some points differing results. Two important protagonists in this discussion were Wilhelm von Humboldt (1767-1835) and Leo Weisgerber (1899-1985), whose positions to this question I am trying to set out in this paper. As the theme is very complex, I shall at least attempt to point out some aspects, which seem especially important to me. All the authors I consulted agree that Humboldt's theory cannot be comprehended without considering the philosophical background. Not being a student of philosophy, conceiving this part of the paper was very difficult for me. I tried to do my best by picking out those aspects of his philosophical ideas which I thought indispensable for the understanding of his doctrines.

Seminar paper from the year 2006 in the subject English Language and Literature Studies - Linguistics, grade: 1,3, University of Paderborn (Anglistik und Amerikanistik), course: Metaphor and Metonymy, language: English, abstract: For hundreds of years scholars have been pondering on the interconnection of language and thought with in some points corresponding and in some points differing results. Two important protagonists in this discussion were Wilhelm von Humboldt (1767-1835) and Leo Weisgerber (1899-1985), whose positions to this question I am trying to set out in this paper. As the theme is very complex, I shall at least attempt to point out some aspects, which seem especially important to me. All the authors I consulted agree that Humboldt’s theory cannot be comprehended without considering the philosophical background. Not being a student of philosophy, conceiving this part of the paper was very difficult for me. I tried to do my best by picking out those aspects of his philosophical ideas which I thought indispensable for the understanding of his doctrines.

Linguistic relativity is the claim that culture, through language, affects the way in which we think, and especially our classification of the experienced world. This book reexamines ideas about linguistic relativity in the light of new evidence and changes in theoretical climate. The editors have provided a substantial introduction that summarizes changes in thinking about the Sapir-Whorf hypothesis in the light of developments in anthropology, linguistics and cognitive science. Introductions to each section will be of especial use to students.

About a century after the year Benjamin Lee Whorf (1897–1941) was born, his theory complex is still the object of keen interest to linguists. Rencently, scholars have argued that it was not his theory complex itself, but an over-simplified, reduced section taken out of context that has become known as the Sapir-Whorf hypothesis that has met with so much resistance among linguists over the last few decades. Not only did Whorf present his views much more subtly than most people would believe, but he also dealt with a great number of other issues in his work. Taking Whorf's own notion of linguistic relativity as a starting point, this volume explores the relation between language, mind and experience through its historical development, Whorf's own writing, its misinterpretations, various theoretical and methodological issues and a closer look at a few specific issues in his work.

This is the first textbook on the linguistic relativity hypothesis, presenting it in user-friendly language, yet analyzing all its premises in systematic ways. The hypothesis claims that there is an intrinsic interconnection between thought, language, and society. All technical terms are explained and a glossary is provided at the back of the volume. The book looks at the history and different versions of the hypothesis over the centuries, including the research paradigms and critiques that it has generated. It also describes and analyzes the relevant research designed to test its validity in various domains of language structure and use, from grammar and discourse to artificial languages and in nonverbal semiotic systems as well. Overall, this book aims to present a comprehensive overview of the hypothesis and its supporting research in a textbook fashion, with pedagogical activities in each chapter, including questions for discussion and practical exercises on specific notions associated with the hypothesis. The book also discusses the hypothesis as a foundational notion for the establishment of linguistic anthropology as a major branch of linguistics. This essential course text inspires creative, informed dialogue and debate for students of anthropology,linguistics, cultural studies, cognitive science, and psychology.

Crosslinguistic influence is an established area of second language research, and as such, it has been subject to extensive scrutiny. Although the field has come a long way in understanding its general character, many issues still remain a conundrum, for example, why does transfer appear selective, and why does transfer never seem to go away for certain linguistic elements? Unlike most existing studies, which have focused on transfer at the surface form level, the present volume examines the relationship between thought and language, in particular thought as shaped by first language development and use, and its interaction with second language use. The chapters in this collection conceptually explore and empirically investigate the relevance of Slobin's thinking-for-speaking hypothesis to adult second language acquisition, offering compelling and enlightening evidence of the fundamental nature of crosslinguistic influence in adult second language acquisition "This is a landmark publication - the first to concertedly address the implications for SLA of Slobin's thinking-for-speaking hypothesis. Do processes of conceptualisation that L1s predispose speakers to affect their L2 production, and if so in what ways? Can we `re-think' for L2 speaking, and what cognitive abilities enable this? The research issues this book raises are fundamentally important for SLA theory and pedagogy alike." Peter Robinson, Professor of Linguistics and SLA, Aoyama Gakuin University, Tokyo, Japan "Language affects how we think. Slobin's (1996) thinking-for-speaking hypothesis concerns the ways that native language directs speakers' attention to pick those characteristics of events that are readily encodable therein. In this impressive collection, Han and Cadierno marshal strong support for effects of native language upon second language use, i.e. for `rethinking-for-speaking'. A must-read for anybody interested in linguistic relativity and transfer in SLA." Nick Ellis, Professor of Psychology, University of Michigan, USA