To see the other types of publications on this topic, follow the link: First important work in Awadhi language.
Journal articles on the topic 'First important work in Awadhi language'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'First important work in Awadhi language.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Foster–Cohen, Susan. "SLA AND FIRST LANGUAGE ACQUISITION." Annual Review of Applied Linguistics 19 (January 1999): 3–21. http://dx.doi.org/10.1017/s0267190599190019.
Full textAbstract:
In a brief article published some years ago (Foster-Cohen 1993), I suggested that fruitful collaboration between the fields of first and second language acquisition was underexploited. I also suggested that second language researchers were, in general, better at keeping themselves informed of developments in first language studies than first language researchers were at paying attention to second language issues. I think it fair to say that there are some signs this is changing. One is the now established existence of the journal Language Acquisition (Lawrence Erlbaum Associates), started in 1990, which publishes work in both first and second language acquisition with a view to understanding the nature of language acquisition in general. Its preference for papers that address issues in formal linguistic theory complements well Applied Psycholinguistics (Cambridge University Press), which has always published material relevant to both fields, but which also goes well beyond acquisition issues in its brief. A second factor seems to be a gentle but insistent re-examination of issues in bilingualism and a growing awareness that bilingual studies, second language studies, and first language studies overlap in important ways in the study of the bilingual individual. One key indicator of this shift is the appearance of a new journal Bilingualism: Language and Cognition (Cambridge University Press).
2
Kumar, Manish. "Historicity of Padmavat." International Journal of Research -GRANTHAALAYAH 6, no. 3 (March 31, 2018): 308–14. http://dx.doi.org/10.29121/granthaalayah.v6.i3.2018.1532.
Full textAbstract:
In Hindi literature, 'Padmavat' is Daidipyaman Nakshatra. Jayasi created this epic in the 16th century in the typical Awadhi language. The sweetness, emotional beauty, Sufi spirituality and historicity of its language is not seen. The poet has created this epic with the sum of folk, imagination and history. Jayasi has created the 'Padmavat' by combining the legend of Jauhar of Padmini, the queen of Choudaur, in the legend of the popular queen and Sugge of Awadh province. This epic is a mirror of medieval India. It shows the social, cultural, political and historical splendor of erstwhile Indian society.
Various scholars of Hindi literature have examined the historicity of 'Padmavat' in their own way. It is possible to test its historicity with important historical sources such as archaeological remains, inscriptions, contemporary literary texts and history books. Before examining the historicity of this work, it is mandatory to get information about the history of its creator.
हिन्दी साहित्याकाश में ‘पद्मावत’ दैदिप्यमान् नक्षत्र है। जायसी ने 16 वीं सदी में ठेठ अवधी भाषा में इस महाकाव्य का सृजन किया था। इसकी भाषा की मिठास, भाव सौंदर्य, सूफी अध्यात्म और ऐतिहासिकता देखते नहीं बन पड़ती है। कवि ने इस महाकाव्य का सृजन लोक, कल्पना और इतिहास के योग से की है। जायसी ने अवध प्रांत की लोकप्रचलित रानी और सुग्गे की कथा में चिŸाौड़ की रानी पद्मिनी के जौहर की कथा का सम्मिश्रण कर, ‘पद्मावत’ का सृजन किया है। यह महाकाव्य मध्यकालीन भारतवर्ष का दर्पण है। इसमें तत्कालीन भारतीय समाज की सामाजिक, सांस्कृतिक, राजनीतिक और ऐतिहासिक वैभव दिखाई देता है।
हिन्दी साहित्य के विभिन्न विद्वानों ने ‘पद्मावत’ की ऐतिहासिकता की परीक्षा अपने-अपने ढंग से की है। महत्वपूर्ण ऐतिहासिक स्त्रोत जैसे- पुरातात्विक अवशेष, शिलालेख, समकालीन साहित्यक ग्रंथ एवं इतिहास की पुस्तकों से इसकी ऐतिहासिकता की परीक्षा संभव है। इस रचना की ऐतिहासिकता की परीक्षा से पूर्व इसके रचनाकार के इतिहास के विषय में जानकारी प्राप्त करना अनिवार्य है।
3
Christensen, Martin Ejsing, and Thomas Bohl. "Ordinary Language Philosophy in Aarhus." Danish Yearbook of Philosophy 53, no. 1 (November 26, 2020): 61–83. http://dx.doi.org/10.1163/24689300-05301004.
Full textAbstract:
Abstract This paper examines the way in which Ordinary Language Philosophy came to exert an important influence on the work done at Aarhus University’s department of philosophy in the latter half of the 20th century. The first section depicts the rise of Ordinary Language Philosophy as an international movement centered around Oxford in the wake of World War ii. The second section goes on to describe how it was brought to Aarhus by Professor Justus Hartnack, who had been deeply influenced by the movement during stays abroad in the UK and the US. The following three sections move on to describe some of the important ways in which Ordinary Language Philosophy has influenced the work of three of Hartnack’s most prominent students (Hans Fink, Uffe Juul Jensen and Jørgen Husted), who have influenced the life of the department in crucial ways from the 1970s until recently. Finally, the paper ends by briefly assessing the legacy and contemporary influence of Ordinary Language Philosophy in Aarhus.
4
Wen-Li, Ke. "How Can Semantics Work to Help Translation." Babel. Revue internationale de la traduction / International Journal of Translation 47, no. 2 (December 31, 2001): 158–74. http://dx.doi.org/10.1075/babel.47.2.06wen.
Full textAbstract:
This paper attempts to probe into some aspects of semantic studies which may be of help to the understanding, explaining, and solution of some of the problems in translation. In the first part ense and reference, he author states the relationship between sense and reference, and points out that failure to understand this and to make a distinction between them can lead to paradoxes and mistakes in translation. In the second part “Hyponymy,” the author, through examples and diagrams, explains the implication of hyponymy, and proves that a better knowledge of hyponomy is not only important in language acquisition but also quite helpful to the translator. Examples are given to show how the knowledge of hyponymy can be applied to translation. In the third part hanges of meaning, he author discusses how Bloomfield, and Baugh and Cable classified types of changes of meaning, and points out if insufficient attention is paid to the change of meaning, a translator can hardly avoid falling into error in translating. In the fourth part ontext, he author discusses how different scholars treated context in different ways and makes it clear that context is very important in correctly understanding the original text. Without contextual knowledge and information, a translator is sure to make mistakes. Examples are given to show how anomalous or deviant sentences can be understood and translated with the help of context. After discussion of the four aspects, the author comes to the conclusion that for a satisfying translation, it is particularly necessary and helpful for a translator to have some idea of the relationship between semantics and translation and to have some general knowledge of semantics.
5
Klifman, Harm. "Dutch language study and the trivium." Historiographia Linguistica 15, no. 1-2 (January 1, 1988): 63–83. http://dx.doi.org/10.1075/hl.15.1-2.05kli.
Full textAbstract:
Summary In the history of European linguistics the 16th century is known as the century in which the vernacular languages of the countries above the Alps and the Pyrenees were discovered as objects of language study. The first grammars of the Dutch language appeared in this period. The study of grammar of the Dutch language took place within the context of a continuation of the Latin trivium tradition in the vernacular. As a consequence the historiographer must take into account this context and the traditional relation of grammar to dialectic and to rhetoric respectively. The first complete trivium in Dutch appeared during 1584–87, the last one in 1648–49. In the period in between, several reprints and editions in the separate disciplines, appeared. The reason for continuation of the Latin trivium tradition in the vernacular should be explained from various circumstances. First, it was the only intellectual tradition on which the contributors to the Dutch trivium could draw. This explains for instance that the structure of the Dutch grammars is based on that of the Latin grammars. Second, Latin grammar was taken to fulfill a heuristic function in the exploration of the vernacular. Not only is the formal context of the Latin trivium model important, but also the historical pedagogical triad of ars, natura and exercitatio played an important role, especially with respect to the criteria of grammaticalness in the Dutch language. The history of the trivium was always strongly connected with the history of education. For this reason it is not surprising to see that the contributors to the Dutch trivium hoped that their work would replace the Latin school curriculum. This did not happen, however. Nevertheless, their work laid the foundations for the study of the Dutch language on which the 18th century grammarians were to build their monumental studies.
6
Pandžić, Zvonko. "Tense, mood and aspect in the first grammar of Croatian (Kašić 1604)." Historiographia Linguistica 31, no. 1 (July 30, 2004): 7–32. http://dx.doi.org/10.1075/hl.31.1.03pan.
Full textAbstract:
Summary This paper deals with the first Croatian grammar published in 1604 by the Jesuit Bartul Kašić (1575–1650). Within the framework of a multi-level approach of historical hermeneutics, the author investigates both the linguistic and the philosophical presuppositions of this grammar. After having established Kašić’s humanistic sources (Manutius, Giambullari, Linacre, Álvares, Gretser), the paper sketches the historical background of the grammatization process of Slavic languages in general. It then analyses the verbal categories of tense, mood and aspect within this humanistic tradition as well as the immanent semantics of Kašić’s work. The focal point of the paper is Aristotle’s definition of time that Thomas Linacre (1524) had reintroduced into the description of verbs and which was taken over by Kašić through the work of Giambullari (1552). This notion of time, however, served not only to portray verbal tenses in vernacular grammars but also those of Greek and Latin (Apollonius Dyscolus, Diomedes, Augustine, Priscian, etc.). As the author tries to demonstrate, Kašić’s work constitutes the genuine crystallising point of the so-called onto-semantic view of language and grammar. Furthermore, Kašić’s analysis of verbal moods is shown to follow the humanistic tradition and that of the grammatization of Slavic moods. Kašić’s attempt to relate the eminently important category of aspect in Slavic to ‘Aristotelian’ and ‘Varronian’ aspects of Latin grammar may be regarded as pioneering in the history of Slavic linguistics.
7
Chatterji, S. D. "The Mathematical Work of Norbert Wiener (1894‐1964)." Kybernetes 23, no. 6/7 (August 1, 1994): 34–45. http://dx.doi.org/10.1108/03684929410068325.
Full textAbstract:
Describes some parts of Wiener’s significant contribution to mathematics in as simple and non‐technical a language as possible. Looks at Wiener’s early research and how he applied integration theory to potential theory, but not without first explaining the background to integration theory. Then describes one of Wiener’s most important works – that on Brownian motion, and how other theories such as harmonic analysis flowed from his study of Brownian motion. Concludes with a brief chronology of Wiener’s life.
8
Sawyer, Wayne. "Peter Medway: of his time?" English Teaching: Practice & Critique 15, no. 1 (May 3, 2016): 22–39. http://dx.doi.org/10.1108/etpc-11-2015-0095.
Full textAbstract:
Purpose The purpose of this paper is to discuss the important work of Peter Medway in seeking to define English as a school subject in the period from the 1980s to the early years of this century. Design/methodology/approach The author reviews the work of Peter Medway. Findings The paper addresses the issue of how his work reflected – or not – the curriculum thinking of his time and the complexity of ideas he brought to this endeavour. Originality/value This paper is an original look at the work of Peter Medway in the late twentieth and early twenty-first centuries.
9
Luciano, Michelle, and Timothy C. Bates. "The Genetics of Reading and Language." Twin Research and Human Genetics 23, no. 2 (April 2020): 101–2. http://dx.doi.org/10.1017/thg.2020.28.
Full textAbstract:
AbstractRecounts how our collaboration with Nick Martin was shaped over two decades, leading to the first studies of predictions from the ‘Dual Route Cascaded’ computational model of reading in twins, and extending into the molecular work, first linkage, fine mapping of genes identified in pedigree studies, into now the genomewide association study era and the first polygenic risk scores for reading and their potential in early clarifying causality and validating interventions, as well as for future global collaborations in improving these predictors and identifying causal variants. We highlight Nick’s warm, future-focused optimism, support and inclusive approach without which none of this would have been possible. The circle of Nick asking, over half a century ago, ‘What genes do you think make some kids get better grades?’ has built a diverse scientific legacy involving thousands of papers and collaborations. The (heritable) traits of curiosity, boldness, warmth, interest in societally important questions, openness to new methods, ambition and collaborative skill to bring into being the infrastructure and samples needed for this research are rare, and we are grateful.
10
Michele, Marsonet. "Language and Idealism." Academicus International Scientific Journal 23 (January 2021): 156–77. http://dx.doi.org/10.7336/academicus.2021.23.10.
Full textAbstract:
In the philosophical inquiry adopted by logical empiricists, analysis of scientific language becomes something similar to a metaphysical endeavor which is meant to establish the bounds of sense, and this stance may be easily traced back to Wittgenstein’s Tractatus Logico-Philosophicus. On the other hand, the analytic tradition transferred this conception to the analysis of ordinary language, and this move, eventually, was able to restore the confidence of many philosophers in their own work. After all they were doing something important and worthwhile, that is to say, something no one else was doing, since linguists are certainly concerned with language, but from quite a different point of view. At this point we may well ask ourselves: What is wrong with this kind of approach, given the present crisis of the analytic tradition and the growing success of the so-called postanalytic thought? At first sight it looks perfectly legitimate and, moreover, it produced important results, as anybody can verify just reading the masterpieces of contemporary analytic philosophy. To answer the question: What is wrong?, we must first of all take into account language itself and check what it is meant to be within the analytic tradition. This will give our question a clear answer. We have to verify, furthermore, what kind of knowledge philosophy needs to be equipped with if it wants to preserve its autonomy. The logical positivists clearly claimed in their program that there is no synthetic a priori knowledge such as the one envisioned by Immanuel Kant. There is, however, an analytic and a priori knowledge which is supplied by mathematics and logic alone. Within this field, the techniques of contemporary formal logic are exalted because they allow us to build artificial languages which - at least theoretically - eliminate the ambiguities of everyday speech.
11
Spinner, Patti. "SECOND LANGUAGE ASSESSMENT AND MORPHOSYNTACTIC DEVELOPMENT." Studies in Second Language Acquisition 33, no. 4 (November 15, 2011): 529–61. http://dx.doi.org/10.1017/s0272263111000301.
Full textAbstract:
The purpose of this study is to begin work toward a grammatical assessment measure that could bridge the gap between theoretical work on grammatical development, on the one hand, and tools such as the Michigan Test (which uses multiple-choice questions on vocabulary and grammar) or the American Council on the Teaching of Foreign Languages scale (which uses holistic descriptions of grammar use), on the other hand. Such a measure would need to be practical to administer with large groups. Two proposals of grammatical development (processability theory, Pienemann, 1998, 2005; and organic grammar, Vainikka & Young-Scholten, 2006) were applied to short samples of spontaneous production data from 48 adult second-language learners of English from mixed first-language backgrounds. The rapid profile scale successfully accounted for the learners’ development but is of somewhat limited use with short samples of data. The organic grammar placement scale may need to be further refined, but it includes important indicators of grammatical development. A preliminary proposal for using a combined measure with a rubric is presented.
12
Zorins, Aleksejs, and Peter Grabusts. "LATVIAN SIGN LANGUAGE RECOGNITION CLASSIFICATION POSSIBILITIES." Environment. Technology. Resources. Proceedings of the International Scientific and Practical Conference 2 (June 15, 2017): 185. http://dx.doi.org/10.17770/etr2017vol2.2653.
Full textAbstract:
There is a lack of automated sign language recognition system in Latvia while many other countries have been already equipped with such a system. Latvian deaf society requires support of such a system which would allow people with special needs to enhance their communication in governmental and public places. The aim of this paper is to recognize Latvian sign language alphabet using classification approach with artificial neural networks, which is a first step in developing integral system of Latvian Sign Language recognition. Communication in our daily life is generally vocal, but body language has its own significance. It has many areas of application like sign languages are used for various purposes and in case of people who are deaf and dumb, sign language plays an important role. Gestures are the very first form of communication. The paper presents Sign Language Recognition possibilities with centre of gravity method. So this area influenced us very much to carry on the further work related to hand gesture classification and sign’s clustering.
13
Ntsala, Sekanse Abiner. "Promoting meaningful assessment in an overcrowded English First Additional Language Intermediate Phase classroom." Per Linguam 37, no. 1 (2021): 68–78. http://dx.doi.org/10.5785/37-1-946.
Full textAbstract:
This article provides prospects on how English First Additional Language (FAL) teachers working in overcrowded intermediate phase classrooms can assess meaningfully. It is in response to numerous reports that highlight the poor performance in English First Additional Language by South African intermediate learners. Seeing that overcrowdedness has been singled out as one of the possible causes of this reality, this paper integrates overcrowdedness as an important variable. This work, informed by the complexity theory, was steeped in phenomenology as a research design, resulting in the use of the interpretive paradigm. Qualitative research methods were used where interviews and observations provided insight into good practice. Data were analysed mostly thematically, ultimately revealing the significance of assessment tools, the length and weight of assessments, selective approaches to assessments, informal assessments, observations and group assessment. These results illuminated the nonlinearity of the language classroom since other teachers can assess productively despite the number of learners in their classrooms. A notable issue about the insights is that it is rewarding to combine ingenuity and simplicity.
14
GUO, MINYI. "DENOTATIONAL SEMANTICS OF AN HPF-LIKE DATA-PARALLEL LANGUAGE MODEL." Parallel Processing Letters 11, no. 02n03 (June 2001): 363–74. http://dx.doi.org/10.1142/s0129626401000658.
Full textAbstract:
It is important for programmers to understand the semantics of a programming language. However, little work has been done about the semantic descriptions of HPF-like data-parallel languages. In this paper, we first define a simple language [Formula: see text], which includes the principal facilities of a data-parallel language such as HPF. Then we present a denotational semantic model of [Formula: see text]. It is useful for understanding the components of an HPF-like language, such as data alignment and distribution directives, forall data-parallel statements.
15
Komar, Oleh, Anhelina Kolisnichenko, Svitlana Derkach, and Tetiana Kapeliushna. "NEWLY QUALIFIED FOREIGN LANGUAGE TEACHERS’ ADAPTATION IN PROFESSION: CHALLENGES, PROBLEMS, FIRST ACHIEVEMENTS AND FURTHER PROSPECTS." Advanced Education 8, no. 18 (June 22, 2021): 35–45. http://dx.doi.org/10.20535/2410-8286.228211.
Full textAbstract:
Ukrainian reforms in higher education and participation of universities in different international programmes open new perspectives for quality assurance rising. This study focuses on the foreign language teachers’ professional readiness during their initial period of work and provides an important opportunity to advance the understanding of the main changes in education and their influence on newly qualified FL teachers’ adaptation in the profession. The concept of “foreign language teachers’ training” is studied in the context of the pedagogical field, determining the personality of the future teacher, professional suitability; content of education, application. These prerequisites of newly qualified FL teachers are defined as reasonable and desired for further professional development. As a qualitatively oriented study, the purpose of the suggested investigation was to find out newly qualified teachers’ experience, serious challenges, benefits and, moreover, to explore best practices in order to support newly qualified teachers in their initial career. A variety of qualitative and quantitative tools of survey for collecting data was applied for measurement as a basic study design. The main study findings outline perplexing problems for the FL teachers to solve: paperwork, time management, low salaries and affective filters. Another important finding was that newly qualified teachers need a mentor who can give a methodological support. The results show a significant importance in “New generation School Teacher” programme further implementation in the FL teachers training course.
16
Solum, Eva Merethe, Berit Viken, and Anne Lyberg. "First Year’s Work Experiences of Foreign Educated Nurses Coming to Norway From Other European Countries." SAGE Open Nursing 6 (January 2020): 237796082097000. http://dx.doi.org/10.1177/2377960820970003.
Full textAbstract:
Introduction Nurses educated in the European Union and European Economic Area are automatically given professional authorization to work in all member states, facilitating workforce mobility between countries. Along with many other European countries, Norway faces nursing shortages in healthcare. European Foreign Educated Nurses are often recruited to work in Norway by agencies or apply for work themselves. Aims To explore the experiences Foreign Educated Nurses from European Union and European Economic Area had with their preparation and orientation programs and their first year of work in Norwegian elderly care institutions Methods The study followed a qualitative explorative design. Nine open, dialogue-based, semi-structured interviews were conducted with Foreign Educated Nurses from Poland, Lithuania, Latvia, Iceland, and Spain. Data were analyzed using qualitative content analysis. Findings One main theme, struggling to adjust to professional competence standards, and four subthemes emerged from our data (1) deficiencies in preparation and orientation by recruitment agencies and institutions, (2) language skills and communication challenges at work, (3) cultural differences in the nursing role in clinical practice, and (4) social interactions at work. Conclusion More comprehensive preparation and orientation programs regarding language skills and local healthcare systems are needed. Foreign Educated Nurses make important contributions to the Norwegian healthcare work force, but the challenges brought to light in this study negatively affected their work conditions and can possibly threaten patient safety. More research is suggested to address the lack of collaboration between agencies, healthcare institutions, and other stakeholders in establishing professional standards and appropriate support for Foreign Educated Nurses from European Union and European Economic Area.
17
Lombard, M., and H. Viljoen. "Die verdonkerende spieël: Simbolistiese trekke in Wilma Stockenstrom se eerste drie bundels." Literator 14, no. 3 (May 3, 1993): 21–36. http://dx.doi.org/10.4102/lit.v14i3.709.
Full textAbstract:
This article is an attempt to relate the first three of Wilma Stockenstrom's collections of poetry to international Symbolism. First we discuss possible links between her work and Symbolism. The mam emphasis then falls on Stockenstrom’s method of Symbolism, the possible symbolist tone of her work and prominent symbolist motifs in her work. Finally we consider some manifestations of the symbolist oilier world in these collections. The conclusion arrived at is that Stockenstrom's earlier work shows many of the main characteristics of Symbolism so that her work can be regarded as a continuation of the symbolist tradition. This tradition undergoes three important transformations in her work: the European world of symbolist poetry is replaced by an archeologically rich but mute African world, modern science and technology replaces the medieval system of reference of Symbolism, and sound and musicality p la y a much smaller part in Stockenstrom's poetry. Stockenstrom's cynical, ironic tone, the use of opaque kafkaesque symbols, her emphasis on tentative visions, her distrust of language and her tendency to relativize frames of reference in the endings of her poems, show that Stockenstrom's poetry has already crossed the boundary to Modernism.
18
Mehler, Jacques, Marina Nespor, and Marcela Peña. "What Infants Know and What They have to Learn about Language." European Review 16, no. 4 (October 2008): 429–44. http://dx.doi.org/10.1017/s1062798708000392.
Full textAbstract:
The study of language acquisition during the first year of life is reviewed. We identified three areas that have contributed to our understanding of how the infant copes with linguistic signals to attain the most basic properties of its native language. Distributional properties present in the incoming utterances may allow infants to extract word candidates in the speech stream as shown in the impoverished conditions of artificial grammar studies. This procedure is important because it would work well for most natural languages. We also highlight another important mechanism that allows infants to induce structure from very scarce data. In fact, humans tend to project structural conjectures after being presented with only a few utterances. Finally, we illustrate constraints on processing that derive from perceptual and memory functions that arose much earlier during the evolutionary history of the species. We conclude that all of these machanisms are important for the infants to gain access to its native language.
19
Fomin, Eduard Valentinovich, and Tamara Nikolaevna Erina. "Cheboksary Regiolect of Russian Language: the New Vernacular." Ethnic Culture 3, no. 1 (March 25, 2021): 26–29. http://dx.doi.org/10.31483/r-97793.
Full textAbstract:
This article is devoted to the study of non-literary units that exist in the Cheboksary regiolect of the Russian language and are recognized as important speech markers of the residents of Cheboksary. The purpose of the work is to characterize the Cheboksary regiolect of the region as a complex phenomenon that combines two hypostases – literary and new vernacular, as well as to analyze uncodified colloquial vocabulary. The material of the research was, first of all, lexico-phraseological units collected by the authors in the course of long-term observations of the speech of the inhabitants of Cheboksary. The conclusions of the work are based on the analysis of the material from the orthological point of view. As a result of the research, the authors came to the following conclusion: in the capital of the Chuvash Republic there is a stable specific layer of linguistic units localized by the city and its agglomeration. It is represented by expressive uncodified lexical and phraseological units, Chuvash-Russian new formations, imitation of the Russian speech of the Chuvash. Moreover, such cheboksarisms are well known within the functioning of the regiolect, and do not belong exclusively to any social group. This lexical layer, despite its insignificant volume, is important for the self-identification of the inhabitants of Cheboksary as carriers of a separate linguistic phenomenon, and it must be recognized as the main source of the Cheboksary regional dictionary.
20
Van der Bom, Isabelle, Sara Mills, and Laura L. Paterson. "Editorial." Journal of Language and Discrimination 1, no. 1 (September 11, 2017): 1–6. http://dx.doi.org/10.1558/jld.34362.
Full textAbstract:
We are pleased to present you with this very first issue of the new Journal of Language and Discrimination. The topic of discrimination is important across a large number of diverse but related fields, and much research concerning discrimination involves language as a core component. This multidisciplinary journal has been established to encourage researchers from different backgrounds to consider the range of work being undertaken within and outside their specialisms. It has a wide scope and we encourage submissions from scholars at all levels whose work focuses in some way on the relationship between language and discrimination
21
Paltridge, Brian. "Genre and second-language academic writing." Language Teaching 47, no. 3 (June 3, 2014): 303–18. http://dx.doi.org/10.1017/s0261444814000068.
Full textAbstract:
The term ‘genre’ first came into the field of second-language (L2) writing and, in turn, the field of English for specific purposes (ESP) in the 1980s, with the research of John Swales, first carried out in the UK, into the introduction section of research articles. Other important figures in this area are Tony Dudley-Evans, Ann Johns and Ken Hyland, who have argued for the value of genre in the teaching of L2 academic writing. ESP genre analysis is a development of text linguistics and the description of academic genres, moving from a focus on lexicogrammatical features to rhetorical moves and, later, to a focus on rhetorical context (see Swales 2001 for a review). Systemic functional genre analysis (typically called the ‘Sydney school’) is a development of research such as that of Longacre (1976) and Labov & Waletzky (1967) and their analyses of the discourse structures of texts. Jim Martin and Joan Rothery are two important figures in the early development of systemic functional genre analysis; their work became the basis for the Disadvantaged Schools Project in Sydney (see Rose & Martin 2012 for a history). As an approach to the teaching of writing, genre-based pedagogy came into prominence in the US, in part as a response to process writing, which, it was felt, did not realistically prepare students for the demands of writing in academic contexts (Horowitz 1986). Genre-based pedagogy in Australia has a similar history and was a reaction to whole language and process writing, which were dominant in the teaching of writing in Australian schools at the time.
22
Álvares Martínez, María Ángeles. "Rodolfo lenz." Historiographia Linguistica 24, no. 1-2 (January 1, 1997): 197–212. http://dx.doi.org/10.1075/hl.24.1-2.13alv.
Full textAbstract:
Summary Rodolfo Lenz (1863–1938) left Germany late in the 19th century to settle in Santiago de Chile, where both taught linguistics and philplogy. The influence he exerted was very important, as he was largely responsible for the spreading the teachings of the German school of Philology in South America. Both historical linguistics and synchronic and dialectological studies advanced during this period, in Chile as well as in the rest of Latin America, as a result of his work. This paper analyzes Lenz’s grammatical and lexical contribution to Spanish, particularly through his seminal works La oration y sus partes (1920) and the Diccionario etimológico de las voces chilenas derivadas de lenguas indigenas americanas (1905–1910). Thus the origins and development of Lenz’s main grammatical ideas are treated in connection with the first work, but his lexicographical work is also described and analyzed in order to discuss the main problems he faced in its compilation, problems that Lenz himself addressed in the Introduction he wrote to this work.
23
Edwards, John. "A language for all the world." Language Teaching 46, no. 3 (January 4, 2012): 365–81. http://dx.doi.org/10.1017/s0261444811000565.
Full textAbstract:
In the popular mind, constructing a language has always been seen as an odd activity, one that seems to fly in the face of ‘natural’ language dynamics. It is, nonetheless, a very old activity, and attention to its various stages is an important part of the study of linguistic history – and, indeed, of modern scientific development. The first stage involves attempts (highly speculative, of course) to recapture the original lingua humana, as spoken in the Garden of Eden. At a later stage, scholars tried to create entire languages ab ovo, motivated by the desire for a more logical and regular variety that would better reflect and channel scientific classification. Later still – and on into the modern era – ‘artificial’ languages have been assembled from pre-existing rules and components. At all stages, the work has been underpinned by hopes for a more practical medium, but there have also been expectations that a language that was both regular and widely shared would contribute to international harmony and understanding.
24
Edwards, Laurie D. "Research, Reflection, Practice: Collaborative Problem Solving in Mixed-Language Groups." Teaching Children Mathematics 9, no. 9 (May 2003): 534–38. http://dx.doi.org/10.5951/tcm.9.9.0534.
Full textAbstract:
An important goal of mathematics teaching is to help all students, including students whose first language is not English, become effective problem solvers. Yet Englishlanguage learners face obstacles that may not apply to native English speakers because they must make sense of mathematical situations while interpreting a new language. The purpose of the research described in this article was to investigate mathematical problem solving involving both native English speakers and native Spanish speakers working in small, collaborative groups. The work of psychologist Lev Vygotsky provides a theoretical justification for having students solve problems in groups. A central tenet of Vygotsky's theory is that people first develop cognitive activity socially, through interaction with others, and later internalize it (Vygotsky 1978). Therefore, we wanted to investigate whether students who worked together to solve mathematical problems would later be more adept at solving similar problems on their own.
25
Bischoff, Alexander, Elisabeth Kurth, and Alix Henley. "Staying in the middle." Interpreting. International Journal of Research and Practice in Interpreting 14, no. 1 (April 6, 2012): 1–22. http://dx.doi.org/10.1075/intp.14.1.01bis.
Full textAbstract:
In this age of migration, many societies are characterized by linguistic and cultural diversity. Public institutions, such as health care systems, face the challenge of integrating new arrivals, immigrants, refugees or asylum seekers, into the host society. The purpose of this study was to examine how interpreters see their work within the context of the integration of immigrants into the host society (Switzerland) in general, and into the local health system in particular. We investigated the roles that interpreters working in a Women’s Hospital in Switzerland take on and are aware of in their work. The interpreters described four main roles: word-for-word interpreting, intercultural explanation, building patient–provider relationships, and accompanying immigrant patients. An additional cross-cutting theme emerged: interpreters facilitating the integration of immigration. Only the first of these is generally regarded as their “official” role. The interpreters take on the additional roles as necessary during a consultation, in response to the needs of the patient and the health professionals. Further discussion is needed about whether these additional roles should be recognized and promoted as part of their work since they are important and there is no one else to take them on. Interpreters who take on the additional roles related to integration have the potential to be important actors in health care services whose patient populations that are increasingly linguistically and culturally diverse.
26
Fitzgerald, Jill. "English-as-a-Second-Language Reading Instruction in the United States: A Research Review." Journal of Reading Behavior 27, no. 2 (June 1995): 115–52. http://dx.doi.org/10.1080/10862969509547875.
Full textAbstract:
The purpose of this review is to characterize research and portray findings on English-as-a-second-language (ESL) reading instruction in the United States. The spectrum of research on ESL reading instruction in the United States might best be characterized as having considerable breadth, but little depth. However, some tentative themes emerged. Among the most important statements that could be made were the following. First, some broad classroom parameters were discerned: Students may work mainly in small groups, stressing word recognition and oral reading; typical instructional discourse patterns may be incompatible with common home-discourse patterns; and teachers may work with lower ESL groups in different ways and stress lower level skills even more as compared to higher ESL groups. Second, research contributed little clarification on issues surrounding the role and timing of native-language reading instruction and ESL reading instruction for ESL reading achievement. Third, instruction targeting specific student knowledge, such as vocabulary knowledge, background knowledge, and text-structure knowledge, was generally effective. Fourth, there was a paucity of information about important issues related to ESL reading in teacher materials.
27
Korostova, Svetlana V., and Igor V. Nefedov. "Traditional and innovative content as the basis for project work in teaching Russian as a foreign language." Russian Language Studies 18, no. 1 (December 15, 2020): 85–96. http://dx.doi.org/10.22363/2618-8163-2020-18-1-85-96.
Full textAbstract:
The article proves the importance of using complex methods in project work when teaching Russian as a foreign language, including both traditional and innovative content: working with textbooks and video content. The practical use of this method is connected with educational texts about Southern Federal University, accompanied by lexical comments and a system of exercises to train lexical and grammatical skills. The suggested texts and links to corresponding online video content are meant to be used at the first stage of multimedia project work on the history of Southern Federal University and its modern state. Educational texts play an important role both in teaching Russian as a foreign language and in project work. In our opinion, educational texts should make the base of any project, be actively implemented on the stage of motivation and goal-setting. The material of educational texts develops speech skills, reading capacity, audio perception, and text recognition. Foreign students also understand how to plan their work within a chosen project. The students improve their capacity for forming utterances, taking part in discussions and dialogues in Russian, which is doubtlessly important for effective work on individual projects and their presenting. In our opinion, work with the multimedia content is more productive in video format. The article gives not only special educational texts about Southern Federal University, but also links to video clips and video films, as well as the structure of working with them.
28
BRITAIN, DAVID. "Paris: a sociolinguistic comparative perspective." Journal of French Language Studies 28, no. 2 (July 2018): 291–300. http://dx.doi.org/10.1017/s0959269518000145.
Full textAbstract:
AbstractThis article assesses the sociolinguistic impact and importance of the other articles in this special issue on Paris, considering three main themes that are evoked. First, the contribution of the articles here to the development of work on language variation and change on Hexagonal French within the variationist paradigm. Second, I address what I see as the important contribution made to our understanding of the ‘city’ as a sociolinguistic site. Finally, I focus on ethnicity as a social construct in recent variationist work in cities and consider what the articles here, and in comparison with cities elsewhere, add to our understanding of the impact of immigration on local manifestations of language variability. In each case, I attempt to show how these articles foreground or even problematize these three issues, and provide a prospectus for further research that can address unresolved questions.
29
Cardoso, Aparecida. "Affectivity and learning of foreign language: the teaching of the Italian language in the state university of Rio de Janeiro." Fundamental and applied researches in practice of leading scientific schools 27, no. 3 (June 29, 2018): 3–6. http://dx.doi.org/10.33531/farplss.2018.3.01.
Full textAbstract:
Learning a foreign language can be determined by factors such as work need, academic interest or personal interest. However, regardless of the first motivation for the study, learning is strongly linked to questions that involve the level of the affective filter that acts to determine the type of relationship that the student will develop with the language he or she studies. The higher the affective filter, the greater the barriers to learning. In the case of the students of Italian of the State University of Rio de Janeiro, one has the fact that about 40 percent of the total of students do not choose the Italian language as a first option. This fact is an important challenge that focuses on the creative capacity of the teacher to create mechanisms that develop the interest of the student. In our teaching practice, especially in the didactic classes of Italian as a foreign language, we create mechanisms of motivation through theoretical reflection that becomes practice allowing the student to become a subject of his own formation allowing him to establish a positive bond of affection with the Italian language.
30
Faya Ornia, Goretti. "Revisión y propuesta de clasificación de corpus." Babel. Revue internationale de la traduction / International Journal of Translation 60, no. 2 (December 31, 2014): 234–52. http://dx.doi.org/10.1075/babel.60.2.06fay.
Full textAbstract:
In this article we first focus on some of the most important classification systems of linguistic corpora and discuss both the strengths and weaknesses. We pay close attention to the work of Sara Laviosa (1997), Joan Torruella y Joaquim Llisterri (1999), Gloria Corpas Pastor (2001) and Sylviane Granger (2003), not forgetting the contributions by Mona Baker (1995), Stig Johansson (1998 and 2003), Rosa Rabadán y Purificación Fernández Nistal (2002), Maeve Olohan (2004) and Paul Baker (2006). However, despite great advantage of all previous work, our study identified gaps for which we would respectfully suggest some solutions. Finally, we present our classification system in which we attempt to reflect clearly the hierarchical relationships that exist between different types of corpora. The ultimate goal is to offer a wide, comprehensive and flexible classification, which can be easily adapted to the needs of each research work and meet the requirements of linguistic corpora analysis, particularly in the field of Applied Linguistics and Translation Studies.
31
Schenkeveld, Dirk M. "The Intended Public of Demetrius's On Style: The Place of the Treatise in the Hellenistic Educational System." Rhetorica 18, no. 1 (2000): 29–48. http://dx.doi.org/10.1525/rh.2000.18.1.29.
Full textAbstract:
Abstract: On Style, written by a certain Demetrius probably in the first century B.C., is an important witness to the rhetorical education of the third/second centuries B.C. It is a matter of long scholarly debate whether Demetrius intended his treatise to be a handbook of rhetoric or a work of literary criticism. Here it is argued that the public Demetrius writes his book for are pupils who have done the preliminary courses in rhetoric and have leamt to write progymnasmata. They now enter the final course on rhetoric and will compose the more difficult exercises, commonly termed declamationes.
32
Kaczmarek-Wiśniewska, Anna. "Thérèse Raquin d’Émile Zola : la notion de tempérament entre l’héritage antique et l’apport de la physiologie du XIXe siècle." Studia Romanica Posnaniensia 47, no. 4 (December 15, 2020): 91–100. http://dx.doi.org/10.14746/strop.2020.474.008.
Full textAbstract:
Therese Raquin, Zola’s first important work, is based on the modern version of the old physiological theory of “temperaments”, e.g. the combination of four cardinal “humours” that determine a man’s physical and mental constitution. Through the story of two murderers, an adulterous woman and her lover who kill the woman’s husband, the author shows the mutual influence of two temperaments considered in the 19th century as more important than all the others: sanguine and melancholic (or nervous). The novel intends to “verify” a theory dealing with the consequences of each type of temperament for people’s behaviour, their relationships and their internal life.
33
Asratyan, Dmitry K. "The Book of Psalms (1848) — the first experience of Bible translation into Ossetic." Vestnik of North-Ossetian State University, no. 4(2020) (December 25, 2020): 21–30. http://dx.doi.org/10.29025/1994-7720-2020-4-21-30.
Full textAbstract:
The history of translations of the Holy Scripture and liturgical texts into the Ossetic language has not yet become a subject of systematic study, although the formation of the national intelligentsia is closely connected with this process, as well as the development of standards of the literary language. The aim of this paper is to study the historical context in which the Book of Psalms was translated and published in 1848, becoming the first complete Bible book in Ossetic, as well as to determine its significance in the history of Ossetian literature. Analysis of documentary materials (such as letters of the translator Grigory Mzhedlov, reviews written by Academician Anders Sjögren) and comparison of the published translation with the Hebrew original and other versions give a clue to the principles of translator’s work. An attempt is made to analyze advantages and drawbacks of the translation, as well as the level of its reception and its influence on the further activities of Ossetian national intelligentsia. The translation of the Books of Psalms is considered to be an important step as the first experience in the practical implementation of language norms recorded in the classical grammar of Anders Sjögren, which laid the foundation for the scientific study and teaching of Ossetic language; but the Book of Psalms became obsolete very quickly — due to the appearance of the first generation of the Ossetian intelligentsia and the beginning of systematic collective work on creating the corpus of Church books in Ossetic. Nevertheless, the influence of the 1848 translation can be clearly seen in further Ossetic church translations and should not be underestimated. The study of the development of the literary Ossetic language, the formation of religious terminology is impossible without a serious study of translations of the 19th century, including the earliest of them — the Book of Psalms translated by Grigory Mzhedlov.
34
Asratyan, Dmitry K. "The Book of Psalms (1848) — the first experience of Bible translation into Ossetic." Vestnik of North-Ossetian State University, no. 4(2020) (December 25, 2020): 21–30. http://dx.doi.org/10.29025/1994-7720-2020-4-21-30.
Full textAbstract:
The history of translations of the Holy Scripture and liturgical texts into the Ossetic language has not yet become a subject of systematic study, although the formation of the national intelligentsia is closely connected with this process, as well as the development of standards of the literary language. The aim of this paper is to study the historical context in which the Book of Psalms was translated and published in 1848, becoming the first complete Bible book in Ossetic, as well as to determine its significance in the history of Ossetian literature. Analysis of documentary materials (such as letters of the translator Grigory Mzhedlov, reviews written by Academician Anders Sjögren) and comparison of the published translation with the Hebrew original and other versions give a clue to the principles of translator’s work. An attempt is made to analyze advantages and drawbacks of the translation, as well as the level of its reception and its influence on the further activities of Ossetian national intelligentsia. The translation of the Books of Psalms is considered to be an important step as the first experience in the practical implementation of language norms recorded in the classical grammar of Anders Sjögren, which laid the foundation for the scientific study and teaching of Ossetic language; but the Book of Psalms became obsolete very quickly — due to the appearance of the first generation of the Ossetian intelligentsia and the beginning of systematic collective work on creating the corpus of Church books in Ossetic. Nevertheless, the influence of the 1848 translation can be clearly seen in further Ossetic church translations and should not be underestimated. The study of the development of the literary Ossetic language, the formation of religious terminology is impossible without a serious study of translations of the 19th century, including the earliest of them — the Book of Psalms translated by Grigory Mzhedlov.
35
., Rahmania, Anni Holila Pulungan, and I. Wayan Dirgeyasa. "ECONOMICS STUDENTS’ PERCEPTION, ATITUDE AND MOTIVATION TOWARD LEARNING ENGLISH LANGUAGE." LINGUISTIK TERAPAN 17, no. 1 (September 4, 2020): 43. http://dx.doi.org/10.24114/lt.v17i1.19764.
Full textAbstract:
This study aimed (1) to describe the perception, attitude and motivation of Economics students in learning English. (2) to describe level of perception, the level of attitude and level of motivation of Economics students in learning English.(3) to reason why the Economics students realize such perception, attitude and motivation in learning English as the ways they are. This qualitative study was conducted at the first year of Economics students. The sources of data of this study were 58 students from two classes. The data were collected by share questionnaire and interviews then were analyzed using Interactive Models. The result showed that (1) the students perceive the important of English for his/her study and future work and students offer the general abstract statement of the important of English. They have positive attitude and negative attitudes and integrative instrumental, intrinsic and extrinsic motivation; (2) level of perception of Economics students were 485 highly positive, 33% positive and 19 % negative, then the level of attitude in the level of receiving (78%), valuing (64%), internalizing values (63%), responding (50%) and organizing (43%). The level of motivation was high. (3)some reason of students realized their perception were work, study, promote economy syariah language policy and lack of skill. For reason of students realized their attitudes were economical factor, ethnicity, language policy, occupation and listen the music, three reasons of students realized their motivation were the physical condition of class, lecturer and method of teaching.Keywords: English, Learning, Perception, Attitude, Motivation.
36
Douglas, Dan. "Developments in Language Testing." Annual Review of Applied Linguistics 15 (March 1995): 166–87. http://dx.doi.org/10.1017/s0267190500002671.
Full textAbstract:
In many ways, the year 1990 represented a watershed in language testing. In that year, the 12th annual Language Testing Research Colloquium took as its theme “A new decade of language testing research: Collaboration and cooperation.” The 1990 Colloquium was also dedicated to the memory of Michael Canale, whose work during the previous decade laid the groundwork for much of that of the 1990s. In 1990, a seminar sponsored by the Regional Language Centre in Singapore, on Language Testing and Programme Evaluation, focused on many of the problems in the field of language testing that militated against the hoped for progress of the 1980s. At both of these meetings, and at others involving language testing that year, discussions were held concerning the formation of an international professional association of language testers. The result was the formation of the International Language Testing Association in 1992. Also in 1990, a language testing computer “bulletin board,” LTEST-L, was established on Listserv, so that the international community of language testing researchers and practitioners could hold electronic “conferences” and share information and data on a world-wide basis. Finally, a number of important books on language testing were published in 1990, including works by Bachman, Davies, Heaton, and Weir, which have already had an influence on language testing research and development in the first half of the decade.
37
Haerazi, Haerazi. "PRINCIPLES OF SECOND LANGUAGE ACQUISITION IN CHILDREN." Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP 3, no. 1 (February 28, 2020): 1. http://dx.doi.org/10.33394/jo-elt.v3i1.2424.
Full textAbstract:
To understand the principles of second language acquisition, we could adopt a variety of perspective. Research on second language acquisition (SLA) by children and adults is characterized by many different subfields and perspectives, both cognitive and social in orientation. Although children feature as participants in this research, it is relatively rare to find reviews or overviews of SLA that deal specifically with child SLA although there are a few important exceptions. This general lack of focus on children’s SLA is somewhat surprising, considering that data from children as first language learners have often provided a basis and impetus for SLA theorizing. Among the best-known first language studies to prove influential was Brown’s seminal work showing a predictable order of morpheme acquisition by children under the age of three. Many early years settings now welcome children and families from different cultures who use languages other than English. Young children who are starting to learn English as an additional language may also be attending a nursery school, pre-school, day nursery or child-minder perhaps for the first time. They will bring with them many skills and experiences from their home culture and will be both anxious and excited about their new situation. A good foundation for learning English as an additional language is embedded in quality early years practice. To know more about the principle of second language acquisition in children, this paper will present some issues related with it such as the nature and the role of language learning and the logical problem in language learning.
38
Brock, Sebastian. "Syriac Lexicography: Reflections on Resources and Sources." Aramaic Studies 1, no. 2 (2003): 165–78. http://dx.doi.org/10.1163/000000003780492638.
Full textAbstract:
Abstract In this brief survey of Syriac lexicographic tools, the first half considers the differing characters of the existing dictionaries, while the second discusses some of the more important source materials available for future work on Syriac lexicography: here mention is made of the various concordances (almost all of biblical texts) and word lists available, and of collections of some particular categories of words. By way of conclusion some practical suggestions are offered concerning how progress towards an eventual new Syriac dictionary might be compiled.
39
Ibrahimov, Elchin. "THE LANGUAGE POLICY IN TURKIC STATES AND COMMUNITIES." Alatoo Academic Studies 21, no. 1 (January 30, 2021): 227–37. http://dx.doi.org/10.17015/aas.2021.211.28.
Full textAbstract:
The history of the language policy of the Turks begins with the work Divanu lugat at-turk, written by Mahmud Kashgari in the 11th century. Despite the fact that the XI-XVII centuries were a mixed period for the language policy of the Turkic states and communities, it contained many guiding and important questions for subsequent stages. Issues of language policy, originating from the work of Kashgari, continued with the publication in 1277 of the first order in the Turkic language by Mehmet-bey Karamanoglu, who is one of the most prominent figures in Anatolian Turkic history, and culminated in the creation of the impeccable work Divan in the Turkic language by the great Azerbaijani poet Imadaddin Nasimi who lived in the late XIV - early XV centuries. Later, the great Uzbek poet of the 15th century, Alisher Navoi, improved the Turkic language both culturally and literally, putting it on a par with the two most influential languages of that time, Arabic and Persian. The appeal to the Turkic language and the revival of the Turkic language in literature before Alisher Navoi, the emergence of the Turkic language, both in Azerbaijan and in Anatolia and Central Asia, as well as in the works of I. Nasimi, G. Burkhanaddin, Y. Emre, Mevlana, made this the language of the common literary language of the Turkic tribes: Uzbeks, Kazakhs-Kyrgyz, Turkmens of Central Asia, Idil-Ural Turks, Uighurs, Karakhanids, Khorezmians and Kashgharts. This situation continued until the 19th century. This article highlights the history of the language policy of the Turkic states and communities.
40
Bandrés, Javier, and Rafael Llavona. "Pavlov in Spain." Spanish Journal of Psychology 6, no. 2 (November 2003): 81–92. http://dx.doi.org/10.1017/s1138741600005230.
Full textAbstract:
Reflexology has been present throughout Spanish science since the last third of the nineteenth century and its importance can be seen in the works of authors such as Martín Salazar, Ramón y Cajal, Gómez Ocaña, Simarro and Turró. The most important research in Reflexology in Spain takes place a) at the Schools of Neurophysiology and Psychology in Barcelona and Madrid, b) with a group of authors specializing in pathological medicine and c) in the Military's Health Department. Pavlov's work was received in Spain with special interest. Fernández-España, who could be considered the “first Spanish Pavlovian,” emphasized Pavlov's work in a series dedicated to the study of objective psychology which was published between 1914 and 1924. Planelles was the first investigator to develop a program in Pavlovian experimentation, presenting his results in 1935. The Civil War (1936-1939) ended these and many other Spanish projects in psychology. After the war, interest in Reflexology and Pavlov's theories slowly rose again, first through psychosomatic medicine and then in the 60's because of the works of such authors as Monserrat-Esteve, Rof Carballo and Colodrón. The progressive inclusion of psychology in the Schools of Philosophy and Arts after 1968 marked the beginning of a new era.
41
Ross, Kristiina. "Supplements to Johannes Gutslaff’s term creation." Eesti ja soome-ugri keeleteaduse ajakiri. Journal of Estonian and Finno-Ugric Linguistics 3, no. 1 (June 18, 2012): 279–96. http://dx.doi.org/10.12697/jeful.2012.3.1.14.
Full textAbstract:
After the Reformation, two written languages developed in the Estonian territory: one was based on the South-Estonian dialects, and the other on the North-Estonian dialects. By the 1630s, year-round pericope books had finally been printed in both language versions. The new aim in the mid-seventeenth century was to translate the whole Bible, as well as to homogenise and systematise the already existing work. Term creation became especially important. At that point, Estonian lacked equivalents of many essential abstract notions, the terminology of the Old Testament was hopelessly fragmentary, and the usage of a number of terms was unstable. The first person to undertake the translation of the whole Bible was Pastor Johannes Gutslaff, who worked in Urvaste in South-Estonia. His translation remained in manuscript and later Bible versions show no traces which would indicate that his work was used. Gutslaff’s translation is an interesting and instructive example of a missed opportunity in the history of the Estonian written language. The following characterises Gutslaff’s language creation in general and describes his search for Estonian equivalents of two New Testament terms (βλασφημία ‘blasphemy’ and τελώνης‘publican’). The matches suggested for the first term are quite transparent, whereas those for the second have a vaguer etymology.
42
Vyshegorodskaya, Elena, Nadezhda Malina, Tatiana Rogacheva, and Irina Kondratieva. "Modern trends in teaching the Russian language to future engineers for foreign countries." E3S Web of Conferences 210 (2020): 18014. http://dx.doi.org/10.1051/e3sconf/202021018014.
Full textAbstract:
Innovative approaches to teaching the disciplines of the philological cycle in universities involve the introduction of new methods into the process that meet the needs of today. Wide use of interactive forms, methods and technologies of teaching, providing for joint creative activities of the teacher and students. The development of skills for independent work in order to obtain the necessary information, its independent application becomes important in training. First of all, this applies to teaching Russian as a foreign language to foreign students of a non-philological profile. The conditions for teaching philological disciplines at the technical faculties of universities are the focus on the development of independence in learning, mutual enrichment of professional training and knowledge of the language in which a specialty is acquired and an increase in the role of Russian in the process of training specialists for foreign countries. An important element of the educational process in teaching bachelors is the writing and presentation of the final qualifying work. One of the tasks of the changing education system in Russia can be considered the strengthening of the practical preparedness of the future specialist for professional activity, and, accordingly, the use of innovative technologies, including new methodological approaches.
43
Vysotskaya, Tatyana. "NEURO-PSYCHOLOGICAL APPROACH TO TEACHING GENERAL ENGLISH TO THE FIRST YEAR STUDENTS OF THE TRANSLATION DEPARTMENT." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 21, 2019): 617. http://dx.doi.org/10.17770/sie2019vol1.3709.
Full textAbstract:
The work deals with the problems of improving General English teaching materials for undergraduates in terms of the neuro-psychological trends in Foreign Language Teaching Methodology and developing a tutorial based on the knowledge of students’ cognitive styles caused by the individual profile of the functional asymmetry of the brain, i.e. we aim at proposing the methods of neuropsychological approach implementation in the educational process. The topicality of the research is attributed to the lack of teaching materials applying neuro-psychological approach, though it is proved to be productive, as its implementation is known to help the process of mastering a foreign language. The primary methods used are as follows: observation, pedagogical experiment, statistical processing of data. Neuro-psychologically grounded teaching methodology forms the basis of the English language successful mastering, as it takes into account such extremely important features of the student as the profile of his inter-hemispheric asymmetry, which in its turn determines the specific cognitive style, and hence the type of mastering the foreign language.
44
Hung, Eva. "The Role of the Foreign Translator in the Chinese Translation Tradition, 2nd to 19th Century." Target. International Journal of Translation Studies 11, no. 2 (December 31, 1999): 223–43. http://dx.doi.org/10.1075/target.11.2.03hun.
Full textAbstract:
Abstract This is the first comprehensive study of the crucial role non-Chinese translators played in China's translation history. Drawing from records of three peak periods of translation activities in China, some dating back to as early as the mid-2nd century, the author presents the case of China's traditional reliance on foreign assistance in culturally important translation work, and argues that this was a direct result of the norms within mainstream Chinese culture. The article also explains how China's translation tradition underwent a dramatic change at the turn of the 20th century, and the disruptive effects this has had on translation scholarship.
45
Lukežić, Irvin. "Riječki odvjetnik, ilirac i slavenofil dr. Vatroslav Vinko Medanić." Fluminensia 30, no. 1 (2018): 41–60. http://dx.doi.org/10.31820/f.30.1.10.
Full textAbstract:
The topic of this article is related to Rijeka at the time of the infamous Bach’s absolutism, when the Narodna Čitaonica Riečka (Croatian Popular Lecture Club of Rijeka) began to operate. Dr. Ignac (Vatroslav) Vinko Medanić (1805-1856), a prominent Rijeka attorney, landlord and shipowner, patrician councillor of Bakar and Rijeka, played an important role in its foundation. This contribution is about an unusually important citizen of Rijeka of his time, who is today unfortunately forgotten. He was an acquaintance of the Croatian orthographic reformer Josip Završnik, of the Slovak revivalist and writer Jan Kollár, of the leader of the Illyrian movement Ljudevit Gaj, the Ban and Governor of Rijeka Josip Jelačić Bužimski, of the Croatian polyhistor and writer Ivan Kukuljević Sakcinski and other distinguished persons of his time. He was the first vice-president of the Narodna Čitaonica Riečka and the chief government commissioner for the founding of the Chamber of Commerce in Rijeka. In this paper we focus on the most important biographic details of his career and the main characteristics of his activist work, especially of his work in the domain of public education and culture.
46
Fleischer, Jürg, Michael Cysouw, Augustin Speyer, and Richard Wiese. "Variation and its determinants: A corpus-based study of German schwa in the letters of Goethe." Zeitschrift für Sprachwissenschaft 37, no. 1 (June 26, 2018): 55–81. http://dx.doi.org/10.1515/zfs-2018-0002.
Full textAbstract:
Abstract This paper studies some factors governing the presence or absence of word-final schwa in German. To obtain data as homogeneous as possible we focus on three adverbs outside morphological paradigms, namely, heut(e) ‘today’, gern(e) ‘willingly’, and bald(e) ‘soon’, in one particular text type, the letters written by one and the same person, the writer Johann Wolfgang von Goethe (1749–1832). Apart from lexical differences between the items studied and change over time, various phonological factors are shown to be important, most prominently the accent pattern of the following word (schwa tends to be present if the first syllable of the following word is accentuated), foot structure, and the initial segment of the following word. Statistical analyses, both for the individual factors and their (potential) interactions, reveal significant patterns at work behind the variation. For gern(e) the most important factors are purely phonological while for heut(e) the type of the following boundary and the position in the sentence is crucial.
47
NEWPORT, ELISSA L. "Is there a critical period for L1 but not L2?" Bilingualism: Language and Cognition 21, no. 5 (May 18, 2018): 928–29. http://dx.doi.org/10.1017/s1366728918000305.
Full textAbstract:
I am very pleased to comment on this important and thought-provoking keynote article. The evidence reviewed by Mayberry and Kluender (Mayberry & Kluender, 2017) is extremely significant for our understanding of a critical or sensitive period for the acquisition of language, and the hypothesis they suggest regarding a critical period for first but not second language is challenging. The studies of late L1 learning from the Mayberry lab provide very strong evidence for a critical or sensitive period. However, I am less persuaded of their interpretation of L2 learning and the contrast they hypothesize between L1 and L2 learning during adulthood. I will suggest another hypothesis regarding the differences in age effects for first versus second languages, one that is equally compatible with their important data. My focus here is therefore on their interpretation of the L2 literature. I will not comment further on their review of Mayberry's remarkable studies of late L1 acquisition, except to congratulate them on this very important work.
48
Guarneri, Cristina. "Writing in the Twenty-First Century." Journal of English Language and Literature 14, no. 2 (October 31, 2020): 1265–67. http://dx.doi.org/10.17722/jell.v14i2.1176.
Full textAbstract:
Writing is one of the most important courses to take within higher education in the twenty-first century, especially when aligning education that will meet individual career goals. According to the Nation's Report Card on Writing, in 2011 alone, only about a quarter of young people can write proficiently. There is a need to institute change to developing and increasing the amount and quality of writing students are expected to produce. There is a need for greater collaboration for student learning by using innovative pedagogies that maintain the complexity and importance of pioneering work while showing that it is, in some cases, negotiable with traditional classroom practices. There are three specific examples: teaching point of view with multicultural studies, incorporating language awareness/critical theory into the composting process, and considering prescriptive suggestions in the workshop. Discussions of large-scale structural change should and will continue, but this article—which reviews how some theorists situate and enact innovation, include narratives of student resistance, and discuss practices that reframe more traditional activities—invites instructors to reflect on recent scholarship and consider larger educational goals for their classrooms.
49
Toshpulatov Dilshodjon Abdurafiqovich. "The role of commercial lexeme in the development of the intellectual potential of modern students." International Journal on Integrated Education 3, no. 8 (August 17, 2020): 143–46. http://dx.doi.org/10.31149/ijie.v3i8.549.
Full textAbstract:
In this article, the role of commercial vocabulary is becoming very important for the development and formation of the intellectual potential of modern students. Monitoring technologies of teaching foreign (English) language are considered. In many developed countries, work is underway to develop telecommunications technology failures, special attention is paid to commercial language in the development of the intellectual potential of modern students. As stated in scientific books, the first priority for professional development and the personality of a person is the formation of the intellectual potential of a modern student. To achieve these goals, first we must know the features of professional development of the individual.
50
Goris, Olivier. "The Question of French Dubbing." Target. International Journal of Translation Studies 5, no. 2 (January 1, 1993): 169–90. http://dx.doi.org/10.1075/target.5.2.04gor.
Full textAbstract:
Abstract In order to analyze how "international messages" such as films are appropriated by a specific target system, I studied the French dubbed versions of a number of films. This analysis revealed a set of norms which seem to be at work on various text levels in the dubbed translations: a linguistic standardization, which affects three types of language use, a naturalization strategy, in which visual synchrony plays an important role, and a strategy which aims in various ways at making the translation more explicit than the original. The presentation of this tentative set of norms proposes a first synthetic view of the policy concerning dubbing in France.