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Relevant bibliographies by topics / A1 learners

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Academic literature on the topic 'A1 learners'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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Journal articles on the topic "A1 learners"

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qizi, Maftuna Toshtanova Xamidjon. "The Formation of A1 Level Learners' Reading Skills Through Storytelling Technology." International Journal of Pedagogics 5, no. 5 (2025): 262–65. https://doi.org/10.37547/ijp/volume05issue05-65.

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The development of reading skills is critical for language acquisition, particularly for A1 level students who are at the initial stages of learning a new language. This article explores how storytelling technology can enhance the reading skills of these beginner learners. By integrating digital storytelling tools in educational practices, educators can foster engagement, comprehension, and motivation among A1 students. This research reviews existing literature on storytelling technology, its pedagogical implications, and practical applications in the classroom. The findings suggest that story

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Sládková, Věra. "Prepositions used with adjectives in English essays written by Czech secondary school students." EduLingua 4, no. 1 (2018): 1–22. http://dx.doi.org/10.14232/edulingua.2018.1.2.

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This article focuses on the frequency and accuracy of dependent prepositions which complement the adjectives in CZEMATELC 2017, a corpus consisting of 390 essays from the written part of the national school-leaving exam leading to certification of secondary education in the Czech Republic. The research findings reveal that the learners used adjectives from A1 to B2 level, according to the CEFR. A limited number of A1 adjective lemmas was considerably overused, but showed the lowest proportion of dependent prepositional complementation. As learners tended not to complement the adjectives at A2

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Riani, Rosalina Wahyu, Umi Handayani, and Teguh Santoso. "ANALYSIS OF MARUGOTO TEACHING MATERIALS IN JAPANESE LANGUAGE AND CULTURE: A1 ACTIVITIES FOR BEGINNERS." Philosophica: Jurnal Bahasa, Sastra, dan Budaya 5, no. 1 (2022): 20. http://dx.doi.org/10.35473/po.v5i1.1751.

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Marugoto Japanese Language and Culture teaching materials: Beginner A1 Activities can be used by Japanese language instructors and Japanese language learners as material resources to improve Japanese language skills. The purpose of this study is to describe the content components contained in the Marugoto Japanese Language and Culture teaching material: Beginner A1 Activity. This study uses a qualitative research method. This research is included in the type of content analysis used to examine teaching materials for Marugoto Japanese Language and Culture: Beginner A1 Activity. The data source

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Turg'unboyev, Jo'raboy Jumaboyevich, and Saida Turgunovna Gaziyeva. "Problems of Improving Speaking Skills of A1 Learners Through Tales." Multidisciplinary Journal of Science and Technology 5, no. 5 (2025): 1629–31. https://doi.org/10.5281/zenodo.15572089.

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This article explores the challenges faced by A1-level language learners in developing speaking skills through the use of tales in the classroom. While storytelling is widely recognized as a powerful pedagogical tool, its effectiveness largely depends on instructional methods. Based on classroom observations, teacher interviews, and a review of relevant linguistic literature, the study identifies key problems such as limited vocabulary, passive learner participation, anxiety about speaking, and teacher-centered storytelling. Drawing on the theoretical frameworks of Krashen’s Affective Fi

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Ozoda, Xakimboyeva, Djurayeva Dilnavoz, and Turg'unova Dinara. "Teaching vocabulary in context for a1 level learners." ACADEMICIA: An International Multidisciplinary Research Journal 11, no. 4 (2021): 1416–22. http://dx.doi.org/10.5958/2249-7137.2021.01189.7.

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Campoverde Villavicencio, Mayra Nataly, and Juanita Catalina Argudo Serrano. "Shadowing technique to teach Listening to A1 level EFL students." Runas. Journal of Education and Culture 4, no. 7 (2023): e230103. http://dx.doi.org/10.46652/runas.v4i7.103.

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Shadowing is a listening technique that develops the bottom-up process (the understanding of the smallest units of the audio input such as individual sounds) of the listening skill by training the learners’ ears to recognize phonemes, words, and thus phrases. It is said this is a useful technique for the development of English as a Foreign Language (EFL) learners’ listening skills. Therefore, this study aims to analyze the effect of the shadowing technique on the listening skill of A1-level EFL learners from Luisa de Jesús Cordero High School. An explanatory sequential mixed method design will

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Römer, Ute, and Cynthia M. Berger. "OBSERVING THE EMERGENCE OF CONSTRUCTIONAL KNOWLEDGE." Studies in Second Language Acquisition 41, no. 5 (2019): 1089–110. http://dx.doi.org/10.1017/s0272263119000202.

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AbstractBased on writing produced by second language learners at different proficiency levels (CEFR A1 to C1), we adopted a usage-based approach (Ellis, Römer, & O’Donnell, 2016; Tyler & Ortega, 2018) to investigate how German and Spanish learner knowledge of 19 English verb-argument constructions (VACs; e.g., “V with n,” illustrated by he always agrees with her) develops. We extracted VACs from subsets of the Education First-Cambridge Open Language Database, altogether comprising more than 68,000 texts and 6 million words. For each VAC, L1 learner group, and proficiency level, we dete

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Ranita Br Galingging, Rachel Indah Yemima Purba, Prisnandia Estepania Br Sembiring, Mika Risty Silaban, and Gustryani Siburian. "Analisis Buku “Belajar Tata Bahasa Jerman : Komparation Der Adjektive dan Modal Verben” Menggunakan Profil Deutsch." Harmoni Pendidikan : Jurnal Ilmu Pendidikan 2, no. 2 (2025): 198–207. https://doi.org/10.62383/hardik.v2i2.1439.

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Learning German at level A1 is designed for beginners, with the aim of introducing the basics of vocabulary and sentence structure used in everyday life. The material taught includes work and daily activities. Grammar, as a fundamental aspect of learning, is very important to help learners understand sentence structure, verb usage, as well as case systems in German. German Grammar Learning Books that use linguistic approaches such as Error Analysis and Contrastive Analysis aim to make it easier for learners to understand the differences between German and Indonesian grammar. The study analyzed

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Römer, Ute. "A corpus perspective on the development of verb constructions in second language learners." Constructions in Applied Linguistics 24, no. 3 (2019): 268–90. http://dx.doi.org/10.1075/ijcl.00013.roe.

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Abstract This article reports initial findings from a study that uses written data from second language (L2) learners of English at different proficiency levels (CEFR A1 to C1) in a large-scale investigation of verb-argument construction (VAC) emergence. The findings provide insights into first VACs in L2 learner production, changes in the learners’ VAC repertoire from low to high proficiency levels, and changes in learners’ dominant verb-VAC associations from low to high proficiency levels. The article also addresses the question what role formulaic sequences play in the L2 acquisition of VAC

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Ozan, Ozlem, Yasin Ozarslan, and Sevgi Calisir Zenci. "TOWARDS AN ADAPTIVE LANGUAGE MOOC: EXAMINING DIFFERENCES OF LANGUAGE ERROR PATTERNS ACROSS CULTURAL DOMAINS." Turkish Online Journal of Distance Education 26, no. 2 (2025): 16–38. https://doi.org/10.17718/tojde.1452717.

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This study analyzed linguistic errors as part of the Differentiated Distance Education of Turkish as a Foreign Language Project, which pursues the development of an adaptive MOOC for Turkish as a second language. Therefore, the Turkish CEFR (Common European Framework of Reference for Languages) A1-level writing exam papers of 177 learners were analyzed. Linguistic error analysis techniques were used. A Chi-square test of independence, a Kruskal-Wallis H test, and a Mann-Whitney U test were conducted to examine the data. The results show a relationship between error frequency and learner group

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Books on the topic "A1 learners"

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Hebrew Learners' Dictionary: With Conjugation and Declension Tables, Fully Transliterated - A1. Independently Published, 2020.

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Wexenberger, Dominik. Practise Spanish : Practise-Book for Spanish Learners: Level A1 - Practise Spanish While Reading. Independently Published, 2018.

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Wexenberger, Dominik. Practise German : Practise-Book for German Learners: Level A1 - Practise German While Reading. Independently Published, 2018.

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Allan, Poe Edgar, J. A. Bravo, and Alex Angarita. Cuentos de Edgar Allan Poe para estudiantes de español. Nivel A1: Tales from Edgar Allan Poe. Reading Book For Spanish learners. Level A1. Createspace Independent Publishing Platform, 2015.

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Red Kalinka - Escuela de ruso and Anastasia Chulkova. Russian verbs of motion : tables and exercises. Level A1-A2: For learners of Russian as a foreign language. Escuela de Ruso Red Kalinka, 2016.

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Red Kalinka - Escuela de ruso and Anastasia Chulkova. Russian cases : tables and exercises. Level A1-A2. Book 1: For learners of Russian as a foreign language. Escuela de Ruso Red Kalinka, 2016.

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Red Kalinka - Escuela de ruso and Anastasia Chulkova. Dialogues in easy Russian, Level A1. Book 1: Texts with audio for learners of Russian as a foreign language. Escuela de Ruso Red Kalinka, 2016.

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Red Kalinka - Escuela de ruso and Anastasia Chulkova. 25 texts in easy Russian. Level A1. Book 1: Texts with audio for learners of Russian as a foreign language. Escuela de Ruso Red Kalinka, 2016.

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Red Kalinka - Escuela de ruso and Anastasia Chulkova. 25 texts in easy Russian. Level A1. Book 2: Texts with audio for learners of Russian as a foreign language. Escuela de Ruso Red Kalinka, 2016.

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Córdoba, Eulices, Esteban Mayorga, Licenia Perea, et al. Enhancing meaningful teaching and learning process through conducting re- search. SEDUNAC, 2020. http://dx.doi.org/10.35997/libro2020enhanmeanteachlearn.

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This paper reports a study that was conducted to develop language skills (listening, reading, writing and speaking) through implementing Integrated Tasks in English as a Foreign language teaching Context. The participants were 10 learners who were taking different English courses (First, second, third, fourth and fifth semester respectively), their English levels range from A1 to B1 and come from rural and urban areas all over Colombia. The study was conducted under the methodology of a mix-method and data were collected through interviews, online surveys and students’ reports of their results

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Book chapters on the topic "A1 learners"

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Grigonytė Gintarė, Kovalevskaitė Jolanta, and Rimkutė Erika. "Linguistically-Motivated Automatic Classification of Lithuanian Texts for Didactic Purposes." In Frontiers in Artificial Intelligence and Applications. IOS Press, 2018. https://doi.org/10.3233/978-1-61499-912-6-38.

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This paper presents an effort to provide a level-appropriate study corpus for Lithuanian language learners. The collected corpus includes levelled texts from study books and unlevelled texts from other sources. The main goal is to assign the level-appropriate labels (A1, A2, B1, B2) to texts from other sources. For automatic classification we use preselected surface features, based on text readability research, and shallow linguistic features. First, we train the model with levelled texts from study books; second, we apply the learned model to classifying other texts. The best classification r

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Christoforou, Maria, Eftychia Xerou, and Salomi Papadima-Sophocleous. "Integrating a virtual reality application to simulate situated learning experiences in a foreign language course." In CALL and complexity – short papers from EUROCALL 2019. Research-publishing.net, 2019. http://dx.doi.org/10.14705/rpnet.2019.38.990.

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Immersion through Virtual Reality (VR) gives the subjective impression that the learner has a realistic experience (Dede, 2009). The pedagogical potential of VR provides the means of enabling constructivist places of contextualised learning. This paper aims to examine the potential the VR application Mondly may have to maximise interactivity and aid learners in proactively experiencing empirical conversations that emulate authentic contexts. The research took place in an undergraduate course Italian I (A1, Common European Framework of Reference for languages), offered by the Cyprus University

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Auziņa, Ilze, Kristīne Levāne-Petrova, Roberts Darģis, Kristīne Pokratniece, and Inga Kaija. "Latviešu valodas apguvēju korpusa (LaVA) izmantošana pētniecībā un mācību uzdevumu izstrādē." In Latviešu valodas apguve. XIII Starptautiskais baltistu kongress : rakstu krājums. Liepājas Universitāte, 2021. http://dx.doi.org/10.37384/lva.2021.142.

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The Latvian Language Learners Corpus (LaVA) developed at the Institute of Mathematics and Computer Science, University of Latvia, includes more than 1000 texts created by foreign Latvian language learners studying at Latvian higher education institutions for the first or second semester reaching A1 (possibly A2) Latvian language proficiency level. The size of the corpus is more than 180 000 words. The morphologically annotated texts have been checked manually; the language learners' errors have been manually annotated. In addition, each text is accompanied by information about the author of th

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Berns, Anke, Iván Ruiz-Rube, José Miguel Mota, et al. ""Let's date!" A 360-degree video application to support foreign language learning." In CALL and complexity – short papers from EUROCALL 2019. Research-publishing.net, 2019. http://dx.doi.org/10.14705/rpnet.2019.38.983.

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New technologies are changing the way of learning foreign languages. However, one of the main challenges for software developers and mobile assisted language learning designers remains the creation of learning environments for students’ language immersion in and outside the classroom. This paper describes the design and evaluation of a VR-based mobile app called Let’s date!. The app enables Common European Framework of Reference for languages (CEFR) A1 level German language learners to interact with an immersive environment and to practise several language skills. The results have proven that

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Loder-Buechel, Laura. "Through the Anti-Bias Looking Glass : The Messages We Send Our Learners in (Primary) ELT." In English in Primary Education: Concepts, Research, Practice. University of Bamberg Press, 2022. http://dx.doi.org/10.20378/irb-58796.

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English language teaching materials in primary schools are fraught with images and examples that upon closer scrutiny, need unpacking or even replacement to steer learners away from stereotypes and to promote deeper thought and encourage exposure to the world. The purpose of this paper is to introduce readers to the Learning for Justice’s Social Justice Standards and show how these can be applied to standard coursebook images for basic A1, A2 and B1 level activities. These same activities can be applied to images and texts from other sources, such as international newspapers’ images of the day

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Mošaťová, Michaela, and Jana Výškrabková. "Designing tasks for developing complex language skills and cognitive competence in the distance learning of Slovak as a foreign language." In CALL and complexity – short papers from EUROCALL 2019. Research-publishing.net, 2019. http://dx.doi.org/10.14705/rpnet.2019.38.1028.

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The Slovak language is one of the less commonly taught languages, and its learners worldwide have few options in terms of its study and practice. One of them, however, is the www.e-slovak.sk e-learning platform provided by the Studia Academica Slovaca Centre at the Comenius University Faculty of Arts in Bratislava, Slovakia. This article summarises a two year experience teaching Slovak in two tutored e-learning courses of e-slovak levels A1 and A2 (CEFR, 2001). The article focusses mainly on the tasks contributing to the development of productive communication skills (speaking and writing). We

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Berdesi, Evgenia. "Creating a Beginners English for Speakers of Other Languages E-Course Curriculum for Adult Migrants." In Handbook of Research on Teacher and Student Perspectives on the Digital Turn in Education. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-4446-7.ch016.

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This case study aims to present a 36, online, beginner, intensive course of English for Speakers of Other Languages (ESOL) which addresses six young adult migrant students and is to be implemented in a non-formal educational context in Western Greece. The curriculum combines both synchronous and asynchronous distance learning principles and the presentation-practice-production (PPP) teaching method. The authentic, real-life activities integrate digital tools and aim to enable students to acquire basic English corresponding to A1-A2 levels of the common European framework of reference for langu

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Bruton, Charlton. "Exploring Holistic Development and HRD 5.0 in English-Medium Instruction." In Humanizing the Hyperconnected Workplace. IGI Global, 2025. https://doi.org/10.4018/979-8-3693-8171-7.ch010.

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This research investigates the challenges faced by Second Language students using English-Medium Instruction in a B.A. program at a Thai international college. Employing an insider practitioner research approach with an autoethnographic lens, the study examines the experiences of local L2 students as developing practitioners. Findings reveal significant language barriers, cultural differences, and limited awareness of holistic development opportunities. These challenges vary across CEFR levels, with A1 students facing the most severe difficulties and B1 students experiencing minimal challenges

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Capitani, Laura. "Web-based and interactive Italian blended learning course: embedded apps and tools in a structured learning process." In Education 4.0 revolution: transformative approaches to language teaching and learning, assessment and campus design. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.42.1082.

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‘Web-based and Interactive Italian’ is a detailed and progressive programme developed by the author for the Maastricht University Language Centre. The course started in 2013, with the intention of catering for the variability in the number of students following the regular courses, as well as broadening the language offer using blended learning. The eight interactive tutor-led Skype sessions are preceded by 80 hours of self-study per level. Starting from a flipped classroom approach, it is structured in three consecutive learning steps. It makes use of existing language apps and tools, like Ba

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Delforge, Carole, Julie Van de Vyver, and Alice Meurice. "Learning to design a mobile hunt on Actionbound: a complex task?" In CALL and complexity – short papers from EUROCALL 2019. Research-publishing.net, 2019. http://dx.doi.org/10.14705/rpnet.2019.38.993.

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The research consisted in having an Actionbound mobile hunt for A1 learners of Dutch designed by a group of language Student Teachers (STs) within the framework of a second year course on foreign language teaching. The game was then implemented with two groups of fifth grade primary school pupils during their visit of the Hergé Museum in Louvain-la-Neuve, Belgium. These two steps allowed our multidisciplinary research team to analyse the use of the app from the perspective of not only the players but also the creators of the game. Research data was collected throughout the study via questionna

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Conference papers on the topic "A1 learners"

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Astanina, Anna, Tatiana Rasskazova, and Irina Beliaeva. "PROVIDING COMPUTER-BASED TESTING FOR LOW-LEVEL STUDENTS AT A RUSSIAN UNIVERSITY." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-020.

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The method of computer-based testing is not new, being widely introduced both as cost-effective, quick for administering. Universities where English is not the language of tuition also seek ways of efficient assessment with the help of computer-based tests. However, there are some challenges of testing low-level learners, as there are very few valid ready-made tests designed for pre-A1 adult learners due to numerous factors: insufficient number of test versions, limitations of defining appropriate language items for testing, etc. Test-designers face challenges connected with choosing test cons

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Bedi, Branislav, and Annika Simonsen. "Using generative AI tools and LARA to create multimodal language learning resources for L2 Icelandic." In EuroCALL 2023: CALL for all Languages. Editorial Universitat Politécnica de Valéncia, 2023. http://dx.doi.org/10.4995/eurocall2023.2023.16994.

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We utilize ChatGPT and other generative AI tools in developing illustrated multimodal resources for learning Icelandic as a second language (L2) via reading in the online platform LARA. These are illustrated short stories in Icelandic created using specific prompts including information about learner levels and age groups. We present a methodology for creating engaging stories and a way to evaluate the quality and suitability of text and images generated by AI. Additionally, we assess how 46 adult learners perceived reading a story at A1 and A2 level in LARA, with a positive vocabulary learnin

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Jayawardena, H. M. C. P. "Effectiveness of Spaced Repetition Techniques for Vocabulary Acquisition for English Language Learners in Maritime Industry." In SLIIT INTERNATIONAL CONFERENCE ON ADVANCEMENTS IN SCIENCES AND HUMANITIES. Faculty of Humanities & Sciences, SLIIT, 2024. https://doi.org/10.54389/goja3394.

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This study investigates the effectiveness of spaced repetition (SR) techniques for vocabulary acquisition and retention in adult English as a Second language (ESL) learners within the maritime industry. Twenty students conveniently sampled from a maritime English course participated. The research employed a mixed method approach with pre-test, post-test, and delayed post-test designs to assess vocabulary knowledge in both an Anki spaced repetition group and a rote memorization group. The classroom environment was observed to be friendly, supportive, and facilitated learning in the students’ fi

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Boloña, Maria del Carmen. "Self-access centers in EFL placement test preparation classes." In EuroCALL 2024: CALL for humanity. Universitat Politècnica de València, 2024. https://doi.org/10.4995/eurocall2024.2024.19031.

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The purpose of this study is to determine the effects of a self-access center in students’ exam preparation skills acquisition and students’ test grades. It will examine students’ test self-regulation strategies in a self-access center designed and implemented in Moodle to provide EFL learners with a repository of organized and categorized resources ranging from A1 to B2 to maximize students’ exam results. Students’ strategies include planning, time management, goal setting and exam strategies monitored and surveyed during the class designed for native Spanish speakers learning English as a fo

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Troshina, Yulia, and Natalia Sazonova. "RESEARCH INTO THEORETICAL BACKGROUND TO AN ONLINE EFL COURSE." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-081.

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The purpose of this article is to introduce a solid theoretical background to designing a practical online English course. To this end we conducted a survey to collect university students’ opinions, expectations, and previous experiences of e-learning. We believe that obtained information can help us create an efficient e-learning system which would satisfy the learners’ needs. Students could benefit from such course because some current English syllabi include 70% and more of self-instruction. We surveyed about 300 people, all of whom are students of Ural Federal University aged 17-22 with ap

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Sládková, Věra. "Modal verbs in English essays written by Czech secondary-school students." In Eighth Brno Conference on Linguistics Studies in English. Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9767-2020-10.

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This paper presents the findings of a frequency analysis of modal verbs and their complementation in 390 English school-leaving essays written by Czech secondary-school students in a high-stakes B1 level exam. These constitute a learner corpus, CZEMATELC 2017. The study reveals a very high proportion of correct complementation patterns, but predominantly with lexical verbs at A1 and A2 CEFR levels. The most frequent errors are the complementation of modal verbs by past-tense forms of lexical verbs and the absence of complementation.

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Sládková, Věra. "Grammatical collocations in English exam texts written by Czech secondary-school students." In 9th Brno Conference on Linguistics Studies in English. Masaryk University Press, 2022. http://dx.doi.org/10.5817/cz.muni.p280-0212-2022-8.

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This paper focuses on the frequency and accuracy of five types of grammatical collocations G8E-G8I (Benson et al. 1986) in CZEMATELC, an English language learner corpus (8,338 types; 211,503 tokens) consisting of 1,841 English exam texts from the written part of the national school-leaving exams between 2015 and 2019. The findings reveal the prevalence of A1-A2 CEFR level colligations relying on a limited number of verb lemmas, a wide incorrect pattern variation and preference for patterns which are also the most frequent patterns of their Czech equivalents.

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Daniska, Vladimir, Jan Timulak, Anton Pekar, Vojtech Niznansky, and Ladislav Konecny. "Lessons Learned From the Decommissioning Process Affected by an Accident During Operation: The Case of A1 NPP in Slovakia." In The 11th International Conference on Environmental Remediation and Radioactive Waste Management. ASMEDC, 2007. http://dx.doi.org/10.1115/icem2007-7298.

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Decommissioning of NPP’s with standard shutdown is currently well known process. The A1 NPP in Slovakia was shutdown in 1977 after the accident in the core which caused the damage of the fuel and contamination of systems. Long period from 1977 to 2008 was needed to manage issues resulting from affecting the systems and structures of A1 NPP and the environment by the accident. Management of the damaged spent fuel, decontamination of the primary circuit and other processes generated large amounts of alpha bearing waste, mostly liquid, having sludge phases with specific physical-chemical and radi

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Tan, R. Q., N. I. Nazim, S. Sidek, F. Yahaya, and R. Yusof. "Case Study - Improvements to Cementing Operation and Installation of Cement Packer and Inflatable Cement Retainer for Water Shut-Off." In Offshore Technology Conference Asia. OTC, 2024. http://dx.doi.org/10.4043/34850-ms.

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Abstract This paper highlights the related challenges, lessons learned, and recommended best practices to improve the cementing operation and installation of cement packer and inflatable cement retainer using Coiled Tubing (CT) as conveyance during zonal isolation operations for meeting the objective of Water Shut-Off (WSO). The study was triggered by a cement overshot issue during a Production Enhancement (PE) job to reactivate Well X-1. The scope of the paper focuses on four (4) aspects - cement design, cementing operational planning, cementing operation execution, and cement verification. W

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Slavik, Ondrej, Miroslav Baca, Alojz Slaninka, Stanislav Janecka, and Ja´n Sirota. "Environmental Remediation and Using a New Sorting and Free Release System for Contaminated Soil at NPP A1 Site, Slovakia." In ASME 2009 12th International Conference on Environmental Remediation and Radioactive Waste Management. ASMEDC, 2009. http://dx.doi.org/10.1115/icem2009-16020.

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Environmental remediation at NPP A1 site is even presently a continual process of removing the contamination from the ground or auxuliary objects within the NPP A-1 site with accidentally shut down reactor. This paper mainly deal with monitoring, sorting out and disposal of large volumes of removed contaminated soil stored temporarily until now at the site which is necessary for enhancement of environmental radiation situation at the site. It was also one of the topic of the Decommissioning Project of NPP A1, Slovakia, - Phase No I, lasted from 1999 to 2008. Within the project, attention was p

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