London School

The University of London was first established by a Royal Charter in 1836, which brought together in federation London University (now University College London) and King's College (now King's College London), to establish today's federally structured University of London.


The University of London owns a considerable central London estate of 180 buildings in Bloomsbury, near Rusell Square tube station.

Coat of arms
The University of London first received a grant of arms in April 1838. The arms depict a cross of St George upon which there is a Tudor rose surrounded by detailing and surmounted by a crown. Above all of this there is a blue field with an open book upon it.
In terms of heraldry the arms would be described as:
Argent, the Cross of St George, thereon the Union Rose irradiated and ensigned with the Imperial Crown proper, a Chief Azure, thereon an open Book also proper, Clasps gold

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COPENHAGEN SCHOOL

Game of Prague School Summary

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PRAGUE SCHOOL SUMMARY

Prague School

Members of the Prague School thought of language as a whole as serving a purpose, which is a truism that would hardly differentiate them from others, but they analysed a given language with a view to showing the respective functions played by the various structural components in the use of the entire language.

Prague linguistics, looked at language as one might look at a motor, seeking to understand what the jobs various components were doing and how the nature of one component determined the nature of others.

According to Mathesius, the need for continuity means that a sentence will commonly fall into two parts (which, may be, very unequal in length): the theme, which refers to something about which the hearer already knows (often because it has been discussed in immediately preceding sentences), and the theme, which states some new fact about the given topic.

A related point is that much Prague linguistics was actively interested in questions of standardizing linguistics usage.

Jakobson was one of the founding members of the Prague Linguistic Circle. He spent much of the Second World War at the Ecole Nobre des Études which was established in New York City as home for refugee scholars from Europe.

One of the characteristics of the Prague approach to language was readiness to acknowledge that a given language might include a range of alternative “systems”, “registers”, or “styles”, where American Descriptivist tended to insist on a treating a language as a simple unitary system.

A prague linguist would be ready, indeed eager, to say that English has a system of native phonemes which excludes even though that sound may occur in a subsidiary stock of borrowed words, and that if the phonology of rapid English differs their respective from that English spoken slowly then their respective grammars should be kept distinct rather than merged together.

Saussure stressed the social nature of language and he insisted that linguistics as a social science must ignore historical data because for the speaker, the history of this language does not exist- a point seemed undeniable.

Game of The Study of Language

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THE STUDY OF LANGUAGE

Game of Linguistic Theory Concepts

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LINGUISTIC THEORY CONCEPTS

Linguistics: The scientific study of human language (Linguistics: An Introduction of Linguistic Theory. Victoria A. Fromkin)

Semantics: The study of meaning (Semantics Second Edition. F. R. Palmer)

Prescriptive Linguistics: Will judge the expression as constituting either “good” or “bad” grammar, and will condemn its use if it is seen to fail to measure up to the norms of the standard language. (University College London. G. Nelson)

Descriptive Linguistics: Will study the use of ain´t (as in, for instance, I ain´t ready yet) in terms of regional and social variation, in terms of the distribution of the usage in formal and informal contexts, and will perhaps also study the history and development of the expression. (University College London. G. Nelson)

Ethnography: Describes the History of the group, the geography of the location, kinship patterns, symbols, politics, economic systems, and the degree of contact between the target culture and the mainstream culture. (Ethnography, Step by Step Third Edition. David M. Fetterman)

Ethnolinguistics: The study of group´s experience of life as it is organized and expressed through the group´s language tools and as a science whose aim is examine the relationships between a language on the one hand and society and culture on the other. (Language, culture and identity. Philip Riley)

Sociolinguistics: The study of language in relation to society. (Sociolinguistics Second Edition. R. A. Hudson)

Generative Grammar: a precisely formulated set of rules whose output is all (and only) the sentences of a language -i.e., of the language that is generates. There are many different kinds of generative grammar, including transformational grammar as developed by Noam Chomsky from the mid-1959s. (www.britannica.com)

Universal Grammar: Is a theory in linguistics that suggests that there are properties that all possible natural human languages have. The theory suggests that some rules of grammar are hard-wired into the brain, and manifest themselves without being taught. (www.wikipedia.com)

Neurolinguistics: Studies the relationship of language and communication to different aspects of brain functions, in other words it tries to explore how the brain understands and produces language and communication. (Introduction to Neurolinguistics. Elisabeth Ahlsén)

INICIO