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(asking for statement of amount)

  • 1 what

    1. interrogative adjective
    1) (asking for selection) welch...
    2) (asking for statement of amount) wieviel; with pl. n. wie viele

    what men/money has he? — wie viele Leute/wieviel Geld hat er?

    I know what time it starts — ich weiß, um wieviel Uhr es anfängt

    what more can I do/say? — was kann ich sonst noch tun/sagen?

    what more do you want? — was willst du [noch] mehr?

    3) (asking for statement of kind) was für

    what good or use is it? — wozu soll das gut sein?

    2. exclamatory adjective
    1) (how great) was für

    what impudence or cheek/luck! — was für eine Unverschämtheit od. Frechheit/was für ein Glück!

    2) before adj. and n. (to what extent) was für
    3. relative adjective

    we can dispose of what difficulties there are remaining — wir können die verbleibenden Schwierigkeiten ausräumen

    lend me what money you can — leih mir soviel Geld, wie du kannst

    I will give you what help I can — ich werde dir helfen, so gut ich kann

    4. adverb
    1) (to what extent)
    2)

    what with... — wenn man an... denkt

    what with changing jobs and moving house I haven't had time to do any studying — da ich eine neue Stellung angetreten habe und umgezogen bin, hatte ich keine Zeit zum Lernen

    5. interrogative pronoun
    1) (what thing) was

    what is your name? — wie heißt du/heißen Sie?

    what about...? — (is there any news of...?, what will become of...?) was ist mit...?

    what-d'you-[ma-] call-him/-her/-it, what's-his/-her/-its-name — wie heißt er/sie/es noch

    and/or what have you — und/oder was sonst noch [alles]

    what if...? — was ist, wenn...?

    what is it etc. like? — wie ist es usw.?

    what of it? — was ist dabei?; was soll [schon] dabei sein?

    what do you say — or (Amer.)

    what say we have a rest? — was hältst du davon, wenn wir mal Pause machen?; wie wär's mit einer Pause?

    [I'll] tell you what — weißt du, was; pass mal auf

    [and] what then? — [na] und?

    so what? — na und?

    2) (asking for confirmation)

    what? — wie?; was? (ugs.)

    3) in rhet. questions equivalent to neg. statement

    what is the use in trying/the point of going on? — wozu [groß] versuchen/weitermachen?

    6. relative pronoun
    (that which) was

    what little I know/remember — das bisschen, das ich weiß/an das ich mich erinnere

    this is what I mean:... — ich meine Folgendes:...

    tell somebody what to do or what he can do with something — (coll. iron.) jemandem sagen, wo er sich (Dat.) etwas hinstecken kann (salopp)

    the weather being what it is... — so, wie es mit dem Wetter aussieht,...

    for what it is — in seiner Art

    7. exclamatory pronoun
    * * *
    (whoever, whatever, wherever etc: No matter what happens, I'll go.) gleichgültig wer, was, etc.
    * * *
    [(h)wɒt, AM (h)wʌt]
    I. pron
    1. interrog (asking for specific information) was
    \what happened after I left? was geschah, nachdem ich gegangen war?
    they asked me \what I needed to buy sie fragten mich, was ich kaufen müsse
    \what do you do? was machst du [beruflich]?
    \what's your address? wie lautet deine Adresse?
    \what's that called? wie heißt das?
    \what's your phone number? wie ist deine Telefonnummer?
    \what is your name? wie heißt du?
    \what are you looking for? wonach suchst du?
    \what on earth...? ( fam) was in aller Welt...? fam
    \what on earth are you talking about? wovon redest du da bloß?
    \what in God's/heaven's name...? was um Gottes/Himmels willen...?
    \what in God's name did you think was likely to happen? was, um Gottes willen, hast du gedacht, würde passieren?
    \what the hell [or heck] ...? (fam!)
    \what the fuck...? ( vulg) was zum Teufel...? sl
    \what's the matter [or \what's [up]]? was ist los?
    \what's [up] with Terry this week? was ist diese Woche mit Terry los?
    \what have we [or you] here? was haben wir denn da?
    \what have you here? is that a science project? was ist denn das? ist das ein wissenschaftliches Projekt?
    \what about sb/sth? ( fam) was ist mit jdm/etw?
    \what about Lila? — shall we invite her? was ist mit Lila? — sollen wir sie einladen?
    \what about taking a few days off? wie wäre es mit ein paar Tagen Urlaub?
    hey, \what about going to the movies? he, wie wär's mit Kino?
    \what for? (why) wofür?; ( fam: why is sth being done?) warum
    you want a hammer and a screwdriver? \what for? du möchtest einen Hammer und einen Schraubenzieher? wofür?
    \what are these tools for? wofür ist dieses Werkzeug?
    \what is he keeping it secret for? warum hält er es geheim?
    I'll give you \what for if I catch you doing that again es setzt was, wenn ich dich noch einmal dabei erwische fam
    \what is sb/sth like? wie ist jd/etw?
    \what's the weather like? wie ist das Wetter?
    \what of it? was soll's?
    so not many people replied to the questionnaire — what of it, there were enough es haben also nicht viele Leute auf die Umfrage geantwortet — na und, es waren genug
    \what's on? was gibt's?
    hi everybody, \what's on here? hallo, alle miteinander, was gibt's?
    \what's it to you? was geht dich das an?
    \what if...? was ist, wenn...?
    \what if the train's late? was ist, wenn der Zug Verspätung hat?
    or \what? ( fam) oder was? fam
    are you going to help me or \what? hilfst du mir nun oder was?
    so \what? ( fam) na und? fam
    2. rel (thing or things that) was
    she wouldn't tell me \what he said sie wollte mir nicht erzählen, was er gesagt hatte
    that's \what he said das hat er gesagt
    I can't decide \what to do next ich kann mich nicht entschließen, was ich als nächstes tun soll
    she has no income but \what she gets from him sie hat kein Einkommen außer dem, was sie von ihm bekommt
    that's \what he asked for das ist es, worum er gebeten hat
    \what's more... darüber hinaus..., und außerdem...
    the decorations were beautiful and \what's more, the children made them themselves die Dekoration war schön, und vor allem hatten die Kinder sie selbst gemacht
    and [or or] \what have you ( fam) oder etwas Ähnliches
    for a binder try soup, gravy, cream or \what have you zum Binden nehmen Sie Suppe, Soße, Sahne oder etwas Ähnliches
    3. rel (used as an introduction)
    you'll never guess \what — Laurie won first prize! du wirst es nie erraten — Laurie hat den ersten Preis gewonnen!
    I'll tell you \what ich will dir mal was sagen
    I'll tell you \what — we'll collect the parcel on our way to the station ( fam) weißt du was? wir holen das Paket auf dem Weg zum Bahnhof ab
    4. rel (whatever) was
    do \what you can but I don't think anything will help tu, was du kannst, aber glaub' nicht, dass etwas hilft
    it doesn't matter \what I say — they always criticize me ich kann sagen, was ich will — sie kritisieren mich immer
    come \what may komme, was wolle
    \what sb says goes was jd sagt, gilt
    5. in exclamations (showing disbelief) was; (emphasizing sth surprising or remarkable) was
    \what's this I hear? you're leaving? was höre ich da? du gehst?
    while I was there I stayed with the President — you did what? als ich dort war, habe ich beim Präsidenten gewohnt — du hast was gemacht?
    ... or \what!... oder was!
    is he smart or \what! ist er intelligent oder was!
    6.
    ▶ \what's it called [or \what do you call it] wie heißt es gleich
    it looks like a \what's it called — a plunger? es sieht aus wie ein Dings, ein Tauchkolben
    ▶ \what gives? ( fam) was ist los?
    you've been in a bad mood all day long — \what gives? du bist schon den ganzen Tag schlechter Laune — was ist los?
    ▶ to have \what it takes ( fam) ausgesprochen fähig sein
    ▶ \what is \what ( fam) was Sache ist fam
    I'll teach her \what's \what ich werde ihr beibringen, was Sache ist
    you have to ask the manager about that problem — he knows \what's \what du musst den Manager wegen dieses Problems fragen — er kennt sich aus
    ▶ \what's his/her name [or ( fam)\what do you call him/her] [or (fam!)\what's his/her face] wie heißt er/sie gleich?
    I gave it to \what's her name — the new girl ich habe es dem neuen Mädchen — wie heißt es gleich [noch] — gegeben
    ▶ and \what not ( often pej fam) und was sonst noch alles
    she puts all her figurines and \what not in the glass case there sie stellt ihre Figuren und ähnliches Zeug in die Vitrine dort fam
    ▶ \what say... wie wäre es, wenn...
    \what say we call a tea break? wie wäre es mit einer Pause?
    ▶ \what with... [and all] ( fam) bei all dem/der...
    \what with the drought and the neglect, the garden is in a sad condition bei der Trockenheit und der Vernachlässigung ist der Garten in traurigem Zustand
    I'm very tired, \what with travelling all day yesterday and having a disturbed night ich bin sehr müde, wo ich doch gestern den ganzen Tag gefahren bin und schlecht geschlafen habe
    II. adj inv
    1. (which) welche(r, s)
    \what time is it? wie spät ist es?
    \what books did you buy? was für Bücher hast du gekauft?
    \what size shoes do you take? welche Schuhgröße haben Sie?
    \what sort of car do you drive? was für ein Auto fährst du?
    I don't know \what children she was talking about ich weiß nicht, von welchen Kindern sie sprach
    do you know \what excuse he gave me? weißt du, welche Entschuldigung er mir gegeben hat?
    use \what [little] brain you have and work out the answer for yourself! benutze dein [bisschen] Hirn und erarbeite dir die Antwort selbst! fam
    she took \what [sums of] money she could find sie nahm alles Geld, das sie finden konnte
    he had been robbed of \what little money he had man hat ihm das bisschen Geld geraubt, das er hatte
    3. (used for emphasis) was für
    \what a lovely view! was für ein herrlicher Ausblick!
    \what a fool she was wie dumm sie war
    \what fool I am! ich Idiot!
    \what a day! was für ein Tag!
    \what luck! was für ein Glück!
    \what nonsense [or rubbish]! was für ein Unsinn!
    \what a pity [or shame]! wie schade!
    III. adv inv
    1. (to what extent?) was
    \what do qualifications matter? was zählen schon Qualifikationen?
    \what do you care if I get myself run over? dir ist es doch egal, wenn ich mich überfahren lasse!
    \what does he care about the problems of teenagers? was kümmern ihn die Probleme von Teenagern?
    \what does it matter? was macht's? fam
    2. (indicating approximation) sagen wir
    see you, \what, about four? bis um, sagen wir vier?
    pretty poor show, \what? ziemlich schlechte Show, nicht?
    IV. interj
    1. ( fam: pardon?) was fam
    \what? I can't hear you was? ich höre dich nicht
    2. (showing surprise or disbelief) was
    \what! you left him there alone! was? du hast ihn da allein gelassen?
    * * *
    [wɒt]
    1. pron
    1) (interrog) was

    what is this called? — wie heißt das?, wie nennt man das?

    what is it now?, what do you want now? — was ist denn?

    what's that (you/he etc said)? — WAS hast du/hat er etc da gerade gesagt?, wie or was war das noch mal? (inf)

    what for? — wozu?, wofür?, für was? (inf)

    what's that tool for? —

    what about...? —

    well, what about it? are we going? — na, wie ists, gehen wir?

    you know that restaurant? – what about it? — kennst du das Restaurant? – was ist damit?

    what if...? — was ist, wenn...?

    what-d'you(-ma)-call-him/-her/-it (inf) — wie heißt er/sie/es gleich or schnell

    2) (rel) was

    he knows what it is to suffer — er weiß, was leiden heißt or ist

    that's exactly what I want/said — genau das möchte ich/habe ich gesagt

    do you know what you are looking for? — weißt du, wonach du suchst?

    what I'd like is a cup of tea — was ich jetzt gerne hätte, (das) wäre ein Tee

    what with work and the new baby, life's been very hectic — die ganze Arbeit, das Baby ist da - es ist alles sehr hektisch

    what with one thing and the other — und wie es sich dann so ergab/ergibt, wie das so ist or geht

    and what's more — und außerdem, und noch dazu

    and what have you (inf) — und was sonst noch (alles), und was weiß ich

    See:
    → academic.ru/81882/whatnot">whatnot
    3)

    (with vb +prep see also there) what did he agree to? — wozu hat er zugestimmt?

    he agreed/objected to what we suggested — er stimmte unseren Vorschlägen zu/lehnte unsere Vorschläge ab, er lehnte ab, was wir vorschlugen

    he didn't know what he was agreeing/objecting to — er wusste nicht, wozu er zustimmte/was er ablehnte

    2. adj
    1) (interrog) welche(r, s), was für (ein/eine) (inf)

    what age is he? — wie alt ist er?

    2) (rel) der/die/das

    what little I had — das wenige, das ich hatte

    buy what food you like — kauf das Essen, das du willst

    3)

    (in set constructions) what sort of — was für ein/eine

    4) (in interj also iro) was für (ein/eine)

    what luck! — welch(es) Glück, was für ein Glück, so ein Glück

    what a fool I've been/I am! — ich Idiot!

    3. interj
    was; (dated = isn't it/he etc also) wie

    is he good-looking, or what? — sieht der aber gut aus! (inf)

    * * *
    what [wɒt; hwɒt; US wɑt; hwɑt]
    A int pr
    1. was, wie:
    what did he do? was hat er getan?;
    what’s for lunch? was gibt’s zum Mittagessen?
    you want a what? was willst du?
    3. was für ein(e), welch(er, e, es), (vor pl) was für (fragend oder als Verstärkung eines Ausrufs):
    what an idea! was für eine Idee!;
    what book? was für ein Buch?;
    what luck! welch ein Glück!;
    what men? was für Männer?
    4. wie viel:
    what’s two and three?
    B rel pr
    1. (das,) was, auch (der,) welcher:
    this is what we hoped for (gerade) das erhofften wir;
    he sent us what he had promised us er schickte uns (das), was er uns versprochen hatte oder das Versprochene;
    it is nothing compared to what happened then es ist nichts im Vergleich zu dem, was dann geschah;
    he is no longer what he was er ist nicht mehr der, der er war
    2. was (auch immer):
    say what you please sag, was du willst!
    3. but what (negativ) umg außer dem, der ( oder das); außer der ( oder denen), die:
    there was no one but what was excited es gab niemanden, der nicht aufgeregt war
    C adj
    1. was für ein(e), welch(er, e, es):
    I don’t know what decision you have taken ich weiß nicht, was für einen Entschluss du gefasst hast;
    he got what books he wanted er bekam alle Bücher, die er wollte
    2. alle, die;
    alles, was:
    what money I had was ich an Geld hatte, all mein Geld
    3. so viel oder so viele … wie:
    take what time and men you need! nimm dir so viel Zeit und so viele Leute, wie du brauchst!
    D adv
    1. was:
    what does it matter was macht das schon
    2. vor adj was für:
    what happy boys they are! was sind sie (doch) für glückliche Jungen!
    3. teils …, teils:
    what with …, what with … teils durch …, teils durch …
    4. but what (negativ) umg dass:
    not a day but what it rains kein Tag, an dem es nicht regnet
    E int
    1. was!, wie!
    2. (fragend, unhöflich) was?, wie?
    3. Br umg nicht wahr?:
    a nice fellow, what?
    F s Was nBesondere Redewendungen: what about? wie wär’s mit oder wenn?, wie steht’s mit?;
    what about Jack? was ist oder passiert mit Jack?, was machen wir mit Jack?;
    what for? wofür?, wozu?;
    and what have you umg und was nicht sonst noch alles;
    what if? und wenn nun?, (u.) was geschieht, wenn?;
    a) was sonst noch?,
    b) iron sonst noch was?, das fehlte noch! and what not umg und was nicht sonst noch alles;
    what (is the) news? was gibt es Neues?;
    (well,) what of it?, so what? na, wenn schon?, na und?;
    what though? was tut’s, wenn?;
    what with infolge, durch, in Anbetracht (gen);
    I know what ich weiß was, ich habe eine Idee;
    know what’s what umg wissen, was los ist oder wo‘s langgeht; Bescheid wissen;
    and I don’t know what (all) umg und was sonst noch;
    I’ll tell you what
    a) ich will dir (mal) was sagen,
    b) ich weiß was what do you think you are doing? was soll denn das?
    * * *
    1. interrogative adjective
    2) (asking for statement of amount) wieviel; with pl. n. wie viele

    what men/money has he? — wie viele Leute/wieviel Geld hat er?

    I know what time it starts — ich weiß, um wieviel Uhr es anfängt

    what more can I do/say? — was kann ich sonst noch tun/sagen?

    what more do you want? — was willst du [noch] mehr?

    what good or use is it? — wozu soll das gut sein?

    2. exclamatory adjective
    1) (how great) was für

    what impudence or cheek/luck! — was für eine Unverschämtheit od. Frechheit/was für ein Glück!

    2) before adj. and n. (to what extent) was für
    3. relative adjective

    lend me what money you can — leih mir soviel Geld, wie du kannst

    I will give you what help I can — ich werde dir helfen, so gut ich kann

    4. adverb
    2)

    what with... — wenn man an... denkt

    what with changing jobs and moving house I haven't had time to do any studying — da ich eine neue Stellung angetreten habe und umgezogen bin, hatte ich keine Zeit zum Lernen

    5. interrogative pronoun

    what is your name? — wie heißt du/heißen Sie?

    what about...? — (is there any news of...?, what will become of...?) was ist mit...?

    what-d'you-[ma-] call-him/-her/-it, what's-his/-her/-its-name — wie heißt er/sie/es noch

    and/or what have you — und/oder was sonst noch [alles]

    what if...? — was ist, wenn...?

    what is it etc. like? — wie ist es usw.?

    what of it? — was ist dabei?; was soll [schon] dabei sein?

    what do you say — or (Amer.)

    what say we have a rest? — was hältst du davon, wenn wir mal Pause machen?; wie wär's mit einer Pause?

    [I'll] tell you what — weißt du, was; pass mal auf

    [and] what then? — [na] und?

    what? — wie?; was? (ugs.)

    3) in rhet. questions equivalent to neg. statement

    what is the use in trying/the point of going on? — wozu [groß] versuchen/weitermachen?

    6. relative pronoun

    do what I tell you — tu, was ich dir sage

    what little I know/remember — das bisschen, das ich weiß/an das ich mich erinnere

    this is what I mean:... — ich meine Folgendes:...

    tell somebody what to do or what he can do with something — (coll. iron.) jemandem sagen, wo er sich (Dat.) etwas hinstecken kann (salopp)

    the weather being what it is... — so, wie es mit dem Wetter aussieht,...

    7. exclamatory pronoun
    * * *
    pron.
    das pron.
    was pron.
    welch pron.

    English-german dictionary > what

  • 2 Language

       Philosophy is written in that great book, the universe, which is always open, right before our eyes. But one cannot understand this book without first learning to understand the language and to know the characters in which it is written. It is written in the language of mathematics, and the characters are triangles, circles, and other figures. Without these, one cannot understand a single word of it, and just wanders in a dark labyrinth. (Galileo, 1990, p. 232)
       It never happens that it [a nonhuman animal] arranges its speech in various ways in order to reply appropriately to everything that may be said in its presence, as even the lowest type of man can do. (Descartes, 1970a, p. 116)
       It is a very remarkable fact that there are none so depraved and stupid, without even excepting idiots, that they cannot arrange different words together, forming of them a statement by which they make known their thoughts; while, on the other hand, there is no other animal, however perfect and fortunately circumstanced it may be, which can do the same. (Descartes, 1967, p. 116)
       Human beings do not live in the object world alone, nor alone in the world of social activity as ordinarily understood, but are very much at the mercy of the particular language which has become the medium of expression for their society. It is quite an illusion to imagine that one adjusts to reality essentially without the use of language and that language is merely an incidental means of solving specific problems of communication or reflection. The fact of the matter is that the "real world" is to a large extent unconsciously built on the language habits of the group.... We see and hear and otherwise experience very largely as we do because the language habits of our community predispose certain choices of interpretation. (Sapir, 1921, p. 75)
       It powerfully conditions all our thinking about social problems and processes.... No two languages are ever sufficiently similar to be considered as representing the same social reality. The worlds in which different societies live are distinct worlds, not merely the same worlds with different labels attached. (Sapir, 1985, p. 162)
       [A list of language games, not meant to be exhaustive:]
       Giving orders, and obeying them- Describing the appearance of an object, or giving its measurements- Constructing an object from a description (a drawing)Reporting an eventSpeculating about an eventForming and testing a hypothesisPresenting the results of an experiment in tables and diagramsMaking up a story; and reading itPlay actingSinging catchesGuessing riddlesMaking a joke; and telling it
       Solving a problem in practical arithmeticTranslating from one language into another
       LANGUAGE Asking, thanking, cursing, greeting, and praying-. (Wittgenstein, 1953, Pt. I, No. 23, pp. 11 e-12 e)
       We dissect nature along lines laid down by our native languages.... The world is presented in a kaleidoscopic flux of impressions which has to be organized by our minds-and this means largely by the linguistic systems in our minds.... No individual is free to describe nature with absolute impartiality but is constrained to certain modes of interpretation even while he thinks himself most free. (Whorf, 1956, pp. 153, 213-214)
       We dissect nature along the lines laid down by our native languages.
       The categories and types that we isolate from the world of phenomena we do not find there because they stare every observer in the face; on the contrary, the world is presented in a kaleidoscopic flux of impressions which has to be organized by our minds-and this means largely by the linguistic systems in our minds.... We are thus introduced to a new principle of relativity, which holds that all observers are not led by the same physical evidence to the same picture of the universe, unless their linguistic backgrounds are similar or can in some way be calibrated. (Whorf, 1956, pp. 213-214)
       9) The Forms of a Person's Thoughts Are Controlled by Unperceived Patterns of His Own Language
       The forms of a person's thoughts are controlled by inexorable laws of pattern of which he is unconscious. These patterns are the unperceived intricate systematizations of his own language-shown readily enough by a candid comparison and contrast with other languages, especially those of a different linguistic family. (Whorf, 1956, p. 252)
       It has come to be commonly held that many utterances which look like statements are either not intended at all, or only intended in part, to record or impart straightforward information about the facts.... Many traditional philosophical perplexities have arisen through a mistake-the mistake of taking as straightforward statements of fact utterances which are either (in interesting non-grammatical ways) nonsensical or else intended as something quite different. (Austin, 1962, pp. 2-3)
       In general, one might define a complex of semantic components connected by logical constants as a concept. The dictionary of a language is then a system of concepts in which a phonological form and certain syntactic and morphological characteristics are assigned to each concept. This system of concepts is structured by several types of relations. It is supplemented, furthermore, by redundancy or implicational rules..., representing general properties of the whole system of concepts.... At least a relevant part of these general rules is not bound to particular languages, but represents presumably universal structures of natural languages. They are not learned, but are rather a part of the human ability to acquire an arbitrary natural language. (Bierwisch, 1970, pp. 171-172)
       In studying the evolution of mind, we cannot guess to what extent there are physically possible alternatives to, say, transformational generative grammar, for an organism meeting certain other physical conditions characteristic of humans. Conceivably, there are none-or very few-in which case talk about evolution of the language capacity is beside the point. (Chomsky, 1972, p. 98)
       [It is] truth value rather than syntactic well-formedness that chiefly governs explicit verbal reinforcement by parents-which renders mildly paradoxical the fact that the usual product of such a training schedule is an adult whose speech is highly grammatical but not notably truthful. (R. O. Brown, 1973, p. 330)
       he conceptual base is responsible for formally representing the concepts underlying an utterance.... A given word in a language may or may not have one or more concepts underlying it.... On the sentential level, the utterances of a given language are encoded within a syntactic structure of that language. The basic construction of the sentential level is the sentence.
       The next highest level... is the conceptual level. We call the basic construction of this level the conceptualization. A conceptualization consists of concepts and certain relations among those concepts. We can consider that both levels exist at the same point in time and that for any unit on one level, some corresponding realizate exists on the other level. This realizate may be null or extremely complex.... Conceptualizations may relate to other conceptualizations by nesting or other specified relationships. (Schank, 1973, pp. 191-192)
       The mathematics of multi-dimensional interactive spaces and lattices, the projection of "computer behavior" on to possible models of cerebral functions, the theoretical and mechanical investigation of artificial intelligence, are producing a stream of sophisticated, often suggestive ideas.
       But it is, I believe, fair to say that nothing put forward until now in either theoretic design or mechanical mimicry comes even remotely in reach of the most rudimentary linguistic realities. (Steiner, 1975, p. 284)
       The step from the simple tool to the master tool, a tool to make tools (what we would now call a machine tool), seems to me indeed to parallel the final step to human language, which I call reconstitution. It expresses in a practical and social context the same understanding of hierarchy, and shows the same analysis by function as a basis for synthesis. (Bronowski, 1977, pp. 127-128)
        t is the language donn eґ in which we conduct our lives.... We have no other. And the danger is that formal linguistic models, in their loosely argued analogy with the axiomatic structure of the mathematical sciences, may block perception.... It is quite conceivable that, in language, continuous induction from simple, elemental units to more complex, realistic forms is not justified. The extent and formal "undecidability" of context-and every linguistic particle above the level of the phoneme is context-bound-may make it impossible, except in the most abstract, meta-linguistic sense, to pass from "pro-verbs," "kernals," or "deep deep structures" to actual speech. (Steiner, 1975, pp. 111-113)
       A higher-level formal language is an abstract machine. (Weizenbaum, 1976, p. 113)
       Jakobson sees metaphor and metonymy as the characteristic modes of binarily opposed polarities which between them underpin the two-fold process of selection and combination by which linguistic signs are formed.... Thus messages are constructed, as Saussure said, by a combination of a "horizontal" movement, which combines words together, and a "vertical" movement, which selects the particular words from the available inventory or "inner storehouse" of the language. The combinative (or syntagmatic) process manifests itself in contiguity (one word being placed next to another) and its mode is metonymic. The selective (or associative) process manifests itself in similarity (one word or concept being "like" another) and its mode is metaphoric. The "opposition" of metaphor and metonymy therefore may be said to represent in effect the essence of the total opposition between the synchronic mode of language (its immediate, coexistent, "vertical" relationships) and its diachronic mode (its sequential, successive, lineal progressive relationships). (Hawkes, 1977, pp. 77-78)
       It is striking that the layered structure that man has given to language constantly reappears in his analyses of nature. (Bronowski, 1977, p. 121)
       First, [an ideal intertheoretic reduction] provides us with a set of rules"correspondence rules" or "bridge laws," as the standard vernacular has it-which effect a mapping of the terms of the old theory (T o) onto a subset of the expressions of the new or reducing theory (T n). These rules guide the application of those selected expressions of T n in the following way: we are free to make singular applications of their correspondencerule doppelgangers in T o....
       Second, and equally important, a successful reduction ideally has the outcome that, under the term mapping effected by the correspondence rules, the central principles of T o (those of semantic and systematic importance) are mapped onto general sentences of T n that are theorems of Tn. (P. Churchland, 1979, p. 81)
       If non-linguistic factors must be included in grammar: beliefs, attitudes, etc. [this would] amount to a rejection of the initial idealization of language as an object of study. A priori such a move cannot be ruled out, but it must be empirically motivated. If it proves to be correct, I would conclude that language is a chaos that is not worth studying.... Note that the question is not whether beliefs or attitudes, and so on, play a role in linguistic behavior and linguistic judgments... [but rather] whether distinct cognitive structures can be identified, which interact in the real use of language and linguistic judgments, the grammatical system being one of these. (Chomsky, 1979, pp. 140, 152-153)
        23) Language Is Inevitably Influenced by Specific Contexts of Human Interaction
       Language cannot be studied in isolation from the investigation of "rationality." It cannot afford to neglect our everyday assumptions concerning the total behavior of a reasonable person.... An integrational linguistics must recognize that human beings inhabit a communicational space which is not neatly compartmentalized into language and nonlanguage.... It renounces in advance the possibility of setting up systems of forms and meanings which will "account for" a central core of linguistic behavior irrespective of the situation and communicational purposes involved. (Harris, 1981, p. 165)
       By innate [linguistic knowledge], Chomsky simply means "genetically programmed." He does not literally think that children are born with language in their heads ready to be spoken. He merely claims that a "blueprint is there, which is brought into use when the child reaches a certain point in her general development. With the help of this blueprint, she analyzes the language she hears around her more readily than she would if she were totally unprepared for the strange gabbling sounds which emerge from human mouths. (Aitchison, 1987, p. 31)
       Looking at ourselves from the computer viewpoint, we cannot avoid seeing that natural language is our most important "programming language." This means that a vast portion of our knowledge and activity is, for us, best communicated and understood in our natural language.... One could say that natural language was our first great original artifact and, since, as we increasingly realize, languages are machines, so natural language, with our brains to run it, was our primal invention of the universal computer. One could say this except for the sneaking suspicion that language isn't something we invented but something we became, not something we constructed but something in which we created, and recreated, ourselves. (Leiber, 1991, p. 8)

    Historical dictionary of quotations in cognitive science > Language

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