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  • 101 do

    [du:] aux vb <does, did, done>
    1)
    Frida \doesn't like olives Frida mag keine Oliven;
    I \don't want to go yet! ich will noch nicht gehen!;
    I \don't smoke ich rauche nicht;
    it \doesn't matter das macht nichts;
    \don't [you] speak to me like that! sprich nicht so mit mir!;
    \don't be silly sei nicht albern!;
    (Brit, Aus)
    \don't let's argue about it lasst uns deswegen nicht streiten
    \do you like children? magst du Kinder?;
    did he see you? hat er dich gesehen?;
    what did you say? was hast du gesagt?;
    \do you/\does he/ she indeed [or now] ? tatsächlich?;
    \do I like cheese? - I love cheese! ob ich Käse mag? - ich liebe Käse!
    \do come to our party ach komm doch zu unserer Party;
    may I join you? - please \do! kann ich mitkommen? - aber bitte!;
    boy, did he yell! der hat vielleicht geschrieen! ( fam)
    so you \do like beer after all du magst also doch Bier;
    you \do look tired du siehst wirklich müde aus;
    \do shut up, Sarah halte bloß deinen Mund, Sarah;
    \do tell me! sag's mir doch!;
    \do I/\does he/she ever! und ob!
    not only did I speak to her, I even... ich habe nicht nur mit ihr gesprochen, sondern auch...;
    little \does she know sie hat echt keine Ahnung;
    ( not yet) sie ahnt noch nichts ( form);
    never did I hear such a terrible noise noch nie habe ich so ein schreckliches Geräusch gehört
    she runs much faster than he \does sie läuft viel schneller als er;
    he said he wouldn't come, but fortunately he did er meinte, dass er nicht kommen würde; aber glücklicherweise tat er es dann doch;
    \do you like Chopin? - yes, I \do/no, I \don't mögen Sie Chopin? - ja/nein;
    who ate the cake? - I did!/didn't! wer hat den Kuchen gegessen? - ich!/ich nicht!;
    I don't like Chinese food - nor [or neither] \do I/I \do ich esse nicht gerne Chinesisch - ich auch nicht/ich schon;
    ... so \do I... ich auch;
    so you don't like her - I \do! du magst sie also nicht - doch!
    you don't understand the question, \do you? Sie verstehen die Frage nicht, stimmt's?;
    you do understand what I mean, \don't you? du verstehst [doch], was ich meine, oder?
    so they really got married, did they? dann haben sie also wirklich geheiratet! vt <does, did, done>
    1) ( perform)
    to \do sth etw tun [o machen];
    what shall I \do now? was soll ich jetzt machen?;
    just \do it! mach's einfach!;
    what are you \doing over the weekend? was machst du am Wochenende?;
    haven't you got anything better to \do? hast du nichts Besseres zu tun?;
    justice must be done Gerechtigkeit muss sein;
    he \does nothing but complain er beklagt sich echt den ganzen Tag lang ( fam)
    what have you done to her? was hast du mit ihr gemacht?;
    what are these toys \doing here? was macht das [ganze] Spielzeug hier?;
    what's the front door \doing open? warum steht die Haustür offen?;
    what on earth are you \doing [there]! was um alles in der Welt machst du denn da?;
    I'm sorry, it simply can't be done before next weekend tut mir leid, aber vor dem nächsten Wochenende geht es einfach nicht;
    that was a stupid thing to \do das war dumm!;
    what have you done with my coat? wo hast du meinen Mantel hingetan?;
    to \do one's best sein Bestes tun [o geben];
    to \do business with sb mit jdm Geschäfte machen ( fam)
    to \do lunch ( esp Am) auswärts zu Mittag essen;
    to \do nothing of the sort nichts dergleichen tun
    2) ( undertake)
    to \do sth with sb/ oneself etw mit jdm/sich anfangen;
    what am I going to \do with myself while you are away? was soll ich nur die ganze Zeit machen, wenn du nicht da bist
    3) ( help)
    to \do sth for sb etw für jdn tun;
    what can I \do for you? was kann ich für Sie tun?;
    you never \do anything for me! du tust nie was für mich!;
    can you \do anything for my bad back, doctor? können Sie was gegen meine Rückenbeschwerden tun, Herr Doktor?;
    these pills have done nothing for me diese Pillen haben mir überhaupt nicht geholfen
    4) ( use for)
    to \do sth with sth etw mit etw dat tun;
    what are you going to \do with that hammer? was hast du mit dem Hammer vor?;
    what should we \do with this box? was sollen wir mit dieser Kiste machen?
    5) ( job)
    to \do sth for a living mit etw dat seinen Lebensunterhalt verdienen;
    what \does your mother \do? was macht deine Mutter beruflich?
    to \do sth about sth etw gegen etw akk tun;
    I know I drink too much, but I can't \do anything about it ich weiß, dass ich zu viel trinke, aber ich kann nichts dagegen tun;
    what is to be done about that? was kann man dagegen tun?;
    \don't just stand there, \do something! stehen Sie doch nicht nur so rum, tun Sie was!
    7) ( deal with)
    to \do sth etw machen [o erledigen];
    if you \do the washing up,... wenn du abspülst,...;
    let me \do the talking überlass mir das Reden;
    today we're going to \do Chapter 4 heute beschäftigen wir uns mit Kapitel 4;
    I found someone to \do the garden wall ich habe jemanden gefunden, der die Gartenmauer bauen wird;
    to \do one's homework [seine] Hausaufgaben machen;
    to \do the shopping einkaufen
    8) ( learn)
    to \do sth;
    have you ever done any Chinese? hast du jemals Chinesisch gelernt?;
    Diane did History at London University Diane hat an der London University Geschichte [im Hauptfach] studiert
    9) ( solve)
    to \do sth riddle etw lösen;
    to \do a crossword ein Kreuzworträtsel lösen [o ( fam) machen];
    can you \do this sum for me? kannst du das für mich zusammenrechnen?
    10) (fam: finish)
    are you done? bist du jetzt fertig? ( fam)
    to \do sth for sb [or sb sth] etw für jdn machen;
    can you \do me 20 photocopies of this report? kannst du mir diesen Bericht 20-mal abziehen?
    12) ( tidy)
    to \do the dishes das Geschirr abspülen;
    to \do one's nails ( varnish) sich dat die Nägel lackieren;
    ( cut) sich dat die Nägel schneiden;
    to \do one's shoes seine Schuhe putzen;
    to \do one's teeth sich dat die Zähne putzen
    to \do a bow tie eine Schleife binden;
    to \do flowers Blumen arrangieren;
    to get one's hair done zum Friseur gehen;
    where \do you get your hair done? zu welchem Friseur gehst du?
    to \do sth etw besichtigen;
    to \do India eine Indienreise machen;
    to \do Nice sich dat Nizza ansehen
    to \do 100 km/h 100 fahren ( fam)
    to \do Paris to Bordeaux in five hours in fünf Stunden von Paris nach Bordeaux fahren
    to \do sb jdm genügen;
    that'll \do me nicely, thank you das reicht mir dicke, danke! ( fam)
    I only have diet cola - will that \do you? ich habe nur Diätcola - trinkst du die auch?
    to \do sth;
    this pub only \does food at lunchtime in diesem Pub gibt es nur zur Mittagszeit etwas zu essen;
    \do you \do travel insurance as well? bieten Sie auch Reiseversicherungen an?;
    sorry, we \don't \do hot meals tut mir leid, bei uns gibt es nur kalte Küche
    19) ( cook)
    to \do the cooking kochen;
    how long should the carrots be done for? wie lange müssen die Karotten kochen?;
    could you \do me something without fish? könntest du mir etwas ohne Fisch kochen?
    → credit I. 1, favour I. 5, good II. 2, harm I., honour I. 3, justice 1
    to \do sb jdn drannehmen;
    but he said he'd \do me next aber er sagte, dass ich als Nächste drankäme!
    to \do sb well jdn verwöhnen;
    to \do oneself well es sich dat gut gehen lassen
    23) ( act)
    to \do sth play etw aufführen;
    to \do a role eine Rolle spielen;
    who did James Bond before Roger Moore? wer hat James Bond vor Roger Moore gespielt?
    to \do sb/ sth jdn/etw nachmachen;
    he \does a brilliant Churchill er kann Churchill wunderbar nachmachen; ( fig)
    I hope she won't \do a Helen and get divorced six months after her wedding ich hoffe, sie macht es nicht wie Helen und lässt sich sechs Monate nach ihrer Hochzeit wieder scheiden
    25) (fam sl: rob)
    to \do sth in etw dat einen Bruch machen (sl)
    26) (fam: cheat)
    to \do sb jdn übers Ohr hauen ( fam)
    he did me for a thousand quid for that car er hat mir einen Tausender für das Auto abgeknöpft
    27) (fam: be in jail)
    to \do 5 years [for sth] [wegen einer S. gen] fünf Jahre sitzen;
    if you're not careful, you'll end up \doing time again wenn du nicht vorsichtig bist, musst du wieder sitzen
    28) ( esp Brit) (fam: punish)
    to \do sb jdn fertigmachen ( fam)
    to get done for sth ( by the police) wegen einer S. gen von der Polizei angehalten werden;
    ( by a court) für etw akk verurteilt werden
    29) (fam: take drugs)
    to \do sth;
    how long have you been \doing heroin? wie lange nimmst du schon Heroin?
    to be done into French/ German book ins Französische/Deutsche übersetzt worden sein;
    to \do a translation übersetzen
    this last climb has really done me diese letzte Tour hat mir wirklich den Rest gegeben
    32) (fam: impress)
    sth \does nothing for sb etw reißt jdn nicht gerade vom Hocker ( fam)
    Bach has never done anything for me Bach hat mich noch nie sonderlich vom Hocker gerissen ( fam)
    that film really did something to me dieser Film hat mich wirklich beeindruckt;
    you really \do something to me, you know du machst mich echt an, weißt du [das] ( fam)
    33) (euph fam: have sex)
    to \do it with sb mit jdm schlafen ( euph)
    how old were you when you first did it? wie alt warst du bei deinem ersten Mal?
    \don't good morning me! komm mir nicht mit guten Morgen!
    PHRASES:
    what's done cannot be undone ( be undone)
    what's done is done ( done) was passiert ist, ist passiert;
    that \does it! so, das war's jetzt!;
    that's done it! jetzt haben wir die Bescherung! ( fam) vi <does, did, done>
    1) ( behave)
    to \do right [or the right thing] das Richtige tun;
    to \do well to do sth gut daran tun, etw zu tun;
    to \do as one pleases tun, was einem Spaß macht;
    \do as I \do mach's wie ich ( fam)
    \do as you're told tu, was man dir sagt
    2) ( fare)
    sb is \doing badly/ fine [or all right] [or well] jdm geht es schlecht/gut;
    mother and baby are \doing well Mutter und Kind sind wohlauf;
    how is your mother \doing? wie geht es deiner Mutter?;
    how is Mary \doing in her new job? wie geht es Mary in ihrem neuen Job?;
    you could \do better du könntest besser sein;
    ( perform) du könntest es besser machen;
    George has done well for himself George hat es für seine Verhältnisse weit gebracht;
    our daughter is \doing well at school unsere Tochter ist gut in der Schule;
    to be \doing well out of sth erfolgreich mit etw dat sein
    3) (fam: finish)
    have you done? bist du fertig?;
    have you done with those scissors yet? brauchst du die Schere noch?;
    I haven't done with you yet ich bin noch nicht fertig mit dir
    4) (be acceptable, suffice) passen, in Ordnung sein;
    that'll \do das ist o.k. so;
    will £10 \do? reichen 10 Pfund?;
    this kind of behaviour just won't \do! so ein Verhalten geht einfach nicht an!;
    do you think this will \do for a blanket? glaubst du, das können wir als Decke nehmen?;
    that'll \do as a cushion das geht [erstmal] als Kissen;
    this will \do just fine as a table das wird einen guten Tisch abgeben;
    this will have to \do for a meal das muss als Essen genügen;
    will this room \do? ist dieses Zimmer o.k. für Sie?;
    it \don't \do to criticize your parents seine Eltern kritisiert man nicht;
    will it \do if I get those books to you by Friday? reicht es, wenn ich dir die Bücher bis Freitag bringe?;
    we'll make \do with $100 100 Dollar müssen reichen;
    that will never \do das geht einfach nicht;
    to \do [for sb] sich akk [für jdn] eignen
    5) (fam: happen)
    this town is so boring - there's never anything \doing diese Stadt ist so langweilig - nie tut sich was
    PHRASES:
    it isn't done ( Brit) es ist nicht üblich;
    that will \do jetzt reicht's aber!;
    \do unto others as you would they should \do unto you (as you would they should \do unto you) was du nicht willst, das man dir tut, das füg auch keinem andern zu ( prov)
    how \do you \do? (form dated: as introduction) angenehm;
    what's \doing? ( fam) was ist los? n
    1) (esp Brit, Aus) (fam: party) Fete f ( fam)
    a big \do eine Riesenfete ( fam)
    2) ( Brit) (sl: swindle) Schwindel m ( fam)
    3) ( Brit) (fam: treatment)
    fair \dos gleiches Recht für alle
    4) (Am) (sl);
    that's some \do you've got! das ist ja eine Frisur, die du da hast!
    dog \do Hundehäufchen nt
    6) (allowed, not allowed)
    the \dos and \don'ts was man tun und was man nicht tun sollte

    English-German students dictionary > do

  • 102 enact

    en·act [ɪʼnækt] vt
    1) law
    to \enact sth etw erlassen [o gesetzlich verordnen];
    to \enact legislation Gesetze erlassen;
    to \enact that... verfügen, dass...;
    to be \enacted legislation Gesetzeskraft erlangen
    2) ( carry out)
    to \enact a plan einen Plan ausführen
    to \enact a part/ role einen Part/eine Rolle spielen;
    to \enact a play ein Stück aufführen;
    4)( fig)
    to be \enacted scene sich abspielen

    English-German students dictionary > enact

  • 103 особенности\ газетного\ стиля

    - большой процент собственных имён: топонимов, антропонимов, названий учреждений и организаций и т.д.;
    - высокий процент числительных, и вообще слов, относящихся к лексико-грамматическому полю множественности;
    - обилие дат;
    - обилие интернациональных слов и склонность к инновациям, которые, однако, весьма быстро превращаются в штампы;

    vital issue, tree world, pillar of society, bulwark of liberty, escalation of war

    - большой процент абстрактных слов, хотя информация, как правило, конкретна;
    - обилие не столько эмоциональной, сколько оценочной или экспрессивной лексики;
    - специфическое построение газетных заголовков: краткость, аббревиатуры, атрибутивные цепочки (левых определений), предикатный характер, вспомогательный глагол часто опущен, именные группы, почти не встречается предлог of;

    Back to work - to kill the bill.

    Convict sentenced to life for coffin girl kidnap.

    28 days strike notice now given.(Daily Worker)

    - множество цитат и прямой речи, развитая система различных способов передачи чужой речи;
    - замена простого глагола устойчивым сочетанием, часто в пассивной форме;

    render imperative, militate against, make contact with, be subjected to, have the effect of, play a leading part (role) in, take effect, exhibit a tendency to, serve the purpose of; greatly to be desired, a development to be expected, brought to a satisfactory conclusion

    - предложным оборотам всегда отдаётся предпочтение перед герундием;

    by examination of <-- by examining

    - простые короткие слова заменяются оборотами с союзами и предлогами;

    with respect to, having regard to, in view of, on the hypothesis that

    - клише и литоты придают тексту глубокомысленное звучание, даже если содержание совершенно банально;

    In my opinion it is not an unjustifiable assumption that = I think that...

    - высокий удельный вес неличных форм, сложных атрибутивных образований;
    - особенности порядка слов: положение обстоятельств определённого времени между подлежащим и сказуемым, что концентрирует своей необычностью внимание на сказуемом;

    A group of Tory backbenchers yesterday called for severe restrictions of the CND Easter peace demonstration (Morning Star)

    Source: I.V.A.
    See: features of newspaper style, newspaper style

    English-Russian dictionary of stylistics (terminology and examples) > особенности\ газетного\ стиля

  • 104 perform

    A vtr
    1 ( carry out) exécuter [task] ; accomplir [duties] ; procéder à [operation, abortion, lobotomy] ;
    2 ( for entertainment) jouer [piece, play] ; chanter [song] ; exécuter [dance, acrobatics, trick] ;
    3 ( enact) célébrer [rite, ceremony].
    B vi
    1 [actor, musician] jouer ; to perform in public jouer en public ; to perform on the violin jouer du violon ; she performed brilliantly as Viola elle a brillamment joué le rôle de Viola ;
    2 ( conduct oneself) to perform well/badly [team] bien/mal jouer ; [interviewee] faire bonne/mauvaise impression ; the students performed better than last year les étudiants ont eu de meilleurs résultats que l'année dernière ; the minister performs well on television le ministre fait une bonne performance à la télévision ;
    3 Comm, Fin [company, department] avoir de bons résultats ; sterling performed badly la livre sterling a baissé.

    Big English-French dictionary > perform

  • 105 school

    school [sku:l]
    1 noun
    (a) (educational establishment) école f, établissement m scolaire; (secondary school → to age 15) collège m; (→ 15 to 18) lycée m; (classes) école f, classe f, classes fpl, cours mpl;
    ∎ to go to school aller à l'école ou au collège ou au lycée;
    ∎ to be at or in school être à l'école ou en classe;
    ∎ to go back to school (after illness) reprendre l'école; (after holidays) rentrer;
    ∎ to send one's children to school envoyer ses enfants à l'école;
    ∎ parents have a duty to send their children to school les parents ont le devoir d'envoyer leurs enfants à l'école ou de scolariser leurs enfants;
    ∎ what are you going to do when you leave school? qu'est-ce que tu comptes faire quand tu auras quitté l'école ou fini ta scolarité?;
    ∎ I was at school with him j'étais en classe avec lui, c'était un de mes camarades de classe;
    ∎ he's still at school il va encore à l'école;
    ∎ to go skiing/sailing with the school ≃ aller en classe de neige/de mer;
    ∎ television for schools télévision f scolaire;
    ∎ there's no school today il n'y a pas (d')école ou il n'y a pas classe aujourd'hui;
    ∎ school starts at nine (primary) l'école ou la classe commence à neuf heures; (secondary) les cours commencent à neuf heures;
    ∎ school starts back next week c'est la rentrée (scolaire ou des classes) la semaine prochaine;
    ∎ see you after school on se voit après l'école ou la classe;
    ∎ the whole school is or are invited toute l'école est invitée;
    ∎ figurative the school of life l'école f de la vie;
    ∎ I went to the school of hard knocks j'ai été à rude école
    (b) (institute) école f, académie f
    (c) University (department) département m, institut m; (faculty) faculté f; (college) collège m; American (university) université f;
    ∎ London School of Economics = institut d'études économiques de l'université de Londres;
    ∎ she's at law school elle fait des études de droit, elle fait son droit
    (d) (of art, literature) école f;
    ∎ figurative a doctor of the old school un médecin de la vieille école ou de la vieille garde;
    ∎ the Florentine/classical school l'école florentine/classique
    ∎ a two-day school for doctors un stage de deux jours pour les médecins
    ∎ schools (examination hall) salle f d'examens; (examinations) examens mpl de la licence
    ∎ the Schools l'École f, la scolastique
    (h) (of fish, porpoises) banc m
    (trip, doctor) scolaire;
    ∎ I'm not allowed to stay up late on school nights je n'ai pas le droit de me coucher tard quand il y a école le lendemain;
    ∎ British to do the school run emmener les enfants à l'école (à tour de rôle)
    (a) (train → person) entraîner; (→ animal) dresser;
    ∎ to be schooled in monetary/military matters être rompu aux questions monétaires/militaires;
    ∎ she schooled herself to listen to what others said elle a appris à écouter (ce que disent) les autres;
    ∎ she is well schooled in diplomacy elle a une bonne formation diplomatique
    (b) (send to school) envoyer à l'école, scolariser
    ►► school age âge m scolaire;
    school attendance (going to school) scolarisation f; (not being absent) présence f à l'école;
    school board conseil m d'établissement;
    Radio & Television schools broadcasting émissions fpl scolaires;
    school buildings bâtiments mpl scolaires;
    school bus car m de ramassage scolaire;
    school of dance, dancing school académie f ou école f de danse;
    school day journée f scolaire ou d'école;
    school dinners repas mpl servis à la cantine (de l'école);
    school district = aux États-Unis, autorité locale décisionnaire dans le domaine de l'enseignement primaire et secondaire;
    school fees frais mpl de scolarité;
    school friend camarade mf de classe ou d'école, familiar copain (copine) m,f de classe ou d'école;
    British school governor membre m du conseil de gestion de l'école;
    school holiday jour m de congé scolaire;
    ∎ tomorrow is a school holiday il n'y a pas école ou classe ou cours demain;
    ∎ during the school holidays pendant les vacances ou congés scolaires;
    school hours heures fpl de classe ou d'école;
    ∎ in school hours pendant les heures de classe;
    ∎ out of school hours en dehors des heures de classe;
    school magazine journal m de l'école;
    school of medicine faculté f de médecine;
    school milk = lait offert aux élèves dans le primaire;
    school of motoring auto-école f, école f de conduite;
    school of music (gen) école f de musique; (superior level) conservatoire m;
    school report bulletin m scolaire;
    school of thought école f de pensée; figurative théorie f;
    ∎ one school of thought argues that this is due to genetic factors il existe une théorie selon laquelle ceci a une origine génétique;
    school tie = cravate propre à une école et faisant partie de l'uniforme;
    school uniform uniforme m scolaire;
    school year année f scolaire;
    ∎ my school years ma scolarité, mes années fpl d'école;
    ∎ the school year runs from September to July l'année scolaire dure de septembre à juillet
    ✾ Play 'The School for Scandal' Sheridan 'L'École de la médisance'

    Un panorama unique de l'anglais et du français > school

  • 106 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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