Relevant bibliographies by topics / Foreign words and phases

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Foreign words and phases'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Foreign words and phases"

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van Berkel, Ans. "Het Leren Van de Geschreven Vorm Van Woorden in een Vreemde Taal." Leerderskenmerken 37 (January 1, 1990): 59–67. http://dx.doi.org/10.1075/ttwia.37.07ber.

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The article centres around the questions of how the written form of words in a foreign language is normally acquired, and how the learning process of dyslexic pupils can be described. A phase model is presented of the way reading and writing are learnt in the mother tongue, incorporating several strategies: the logographemic, alphabetical, orthographic and direct strategies. The research reported on leads to the following conclusions: 1. the strategies outlined in the mother tongue model can also be recognized in the foreign language; 2. the model offers the possibility of describing the learning process in the foreign language in phases, too; 3. the errors made by weak spellers differ quantitatively, not qualitatively, from those made by normal spellers.
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Ursino, M., C. Cuppini, and E. Magosso. "A Semantic Model to Study Neural Organization of Language in Bilingualism." Computational Intelligence and Neuroscience 2010 (2010): 1–10. http://dx.doi.org/10.1155/2010/350269.

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A neural network model of object semantic representation is used to simulate learning of new words from a foreign language. The network consists of feature areas, devoted to description of object properties, and a lexical area, devoted to words representation. Neurons in the feature areas are implemented as Wilson-Cowan oscillators, to allow segmentation of different simultaneous objects via gamma-band synchronization. Excitatory synapses among neurons in the feature and lexical areas are learned, during a training phase, via a Hebbian rule. In this work, we first assume that some words in the first language (L1) and the corresponding object representations are initially learned during a preliminary training phase. Subsequently, second-language (L2) words are learned by simultaneously presenting the new word together with the L1 one. A competitive mechanism between the two words is also implemented by the use of inhibitory interneurons. Simulations show that, after a weak training, the L2 word allows retrieval of the object properties but requires engagement of the first language. Conversely, after a prolonged training, the L2 word becomes able to retrieve object per se. In this case, a conflict between words can occur, requiring a higher-level decision mechanism.
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Bonetta, Giovanni, Marco Roberti, Rossella Cancelliere, and Patrick Gallinari. "The Rare Word Issue in Natural Language Generation: A Character-Based Solution." Informatics 8, no. 1 (March 23, 2021): 20. http://dx.doi.org/10.3390/informatics8010020.

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In this paper, we analyze the problem of generating fluent English utterances from tabular data, focusing on the development of a sequence-to-sequence neural model which shows two major features: the ability to read and generate character-wise, and the ability to switch between generating and copying characters from the input: an essential feature when inputs contain rare words like proper names, telephone numbers, or foreign words. Working with characters instead of words is a challenge that can bring problems such as increasing the difficulty of the training phase and a bigger error probability during inference. Nevertheless, our work shows that these issues can be solved and efforts are repaid by the creation of a fully end-to-end system, whose inputs and outputs are not constrained to be part of a predefined vocabulary, like in word-based models. Furthermore, our copying technique is integrated with an innovative shift mechanism, which enhances the ability to produce outputs directly from inputs. We assess performance on the E2E dataset, the benchmark used for the E2E NLG challenge, and on a modified version of it, created to highlight the rare word copying capabilities of our model. The results demonstrate clear improvements over the baseline and promising performance compared to recent techniques in the literature.
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Temirgazina, Zifa K. "Outbreak, surge or wave: how and what we say about the coronavirus." Neophilology, no. 24 (2020): 645–52. http://dx.doi.org/10.20310/2587-6953-2020-6-24-645-652.

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In the news language as a special media genre, changes in the lexical and semantic system of the language are very quickly manifested, reflecting the dynamics of social, political, and economic life. The research of news texts in critical eras is very relevant in terms of identifying trends in new vocabulary functioning. The pandemic is created a “pandemic” discourse in which new words are an important part of the lexical and semantic level of discourse. The study of neologisms in the active phase, at the very peak of functioning, allows us to comprehend the linguistic mechanism of new words formation, the external generation factor of which is extralinguistic reality. We establish that new words in the pandemic discourse appear in several ways: intralingual borrowing from highly specialized terminology (herd immunity, “cytokine storm”), foreign borrowing (coronavirus), as a result of metaphorization (wave, cover, crowned) and word-formation processes (corona, coronacrisis). Coronavirus is personified, it is presented as the evil of global and planet dimension, as a threat to humanity. We also reveal that the general emotional-expressive negativization of discourse determines the choice of native speakers from potentially possible extensions of the word semantics of meanings with negative evaluative connotations (crowned, burst). Semes of suddenness and intensity dominate in synonyms describing the coro-navirus spread. The metaphor of wave contains a predictability component, which predicts the possibility of the next coronavirus wave, its timing, and the degree of danger to people. The enrichment of common words with highly specialized medical terms can be named as a specific tendency of the “pandemic” discourse.
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Carpenter, Shana K., and Jason Geller. "Is a picture really worth a thousand words? Evaluating contributions of fluency and analytic processing in metacognitive judgements for pictures in foreign language vocabulary learning." Quarterly Journal of Experimental Psychology 73, no. 2 (October 10, 2019): 211–24. http://dx.doi.org/10.1177/1747021819879416.

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Previous research shows that participants are overconfident in their ability to learn foreign language vocabulary from pictures compared with English translations. The current study explored whether this tendency is due to processing fluency or beliefs about learning. Using self-paced study of Swahili words paired with either picture cues or English translation cues, picture cues garnered higher confidence judgements but not faster study times, and this was true whether judgements of learning were made after a delay (Experiment 1) or immediately (Experiment 2). In Experiment 3, when participants learned Swahili words with only one type of cue (pictures or English translations) and then estimated which one would be more effective for learning, the majority of participants believed pictures would be more effective regardless of whether they had experienced those cues during learning. Experiment 4 showed the same results when participants had experienced neither type of cue during a learning phase. These results suggest that metacognitive judgements in foreign language vocabulary learning are driven more by students’ beliefs about learning than by processing fluency as reflected in self-paced study times.
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Barkhodari, Parisa. "A Study of Relationship Between Depth of Vocabulary Knowledge and Semantic Set in Iranian EFL Learners’ Vocabulary Used in Writing." International Linguistics Research 1, no. 2 (December 31, 2018): p77. http://dx.doi.org/10.30560/ilr.v1n2p77.

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This study investigated the Relationship between Depth of Vocabulary Knowledge and Semantic Set in Iranian EFL Learners’ Vocabulary Used in Writing. The purpose of this study was to see the role of depth of vocabulary knowledge in making appropriate choices among words in a semantic set in EFL learners’ writing performance. 70 lower-intermediate and upper-intermediate learners of English as a foreign language (EFL) from the language learners of English institute in Bandar Abbas, Iran participated in this study. Instruments for the data collection include Word Association Test (WAT), Vocabulary Knowledge Scale (VKS), and four writing tests. In the first phase, using MANOVA statistical procedure for data analysis, the role of depth of vocabulary knowledge in writing performance and appropriate use of words in a semantic set in overall writing quality was investigated. The second part of the study attempted to explore the role of appropriate use of words in a semantic set in the participants’ overall writing performance using independent sample t-test. Finally, attempts were made to identify the role of depth of vocabulary knowledge and appropriate use of words in a semantic set in the overall use of words in the participants’ writings using a two-way ANOVA as the data analysis technique. The results of the data analysis provided empirical evidence supporting that: a) depth of vocabulary knowledge played a fundamental role in appropriate use of words in a semantic set in lower-intermediate level but not in upper-intermediate level, b) depth of vocabulary knowledge has a significant role in overall writing performance only in upper-intermediate level, c) using words appropriately in a semantic set played a significant role in writing performance of the lower-intermediate participants, while the opposite was revealed for the upper-intermediate group, d) the upper-intermediate learners could benefit from their knowledge of depth of vocabulary in using words, in general, correctly and appropriately. The findings promise some pedagogical implications for vocabulary and writing curriculum development, material development, and course designing.
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Khrin, Iryna. "Psycholinguistic peculiarities of formation of foreign language communicative competence of students of non-linguistic specialties." Psihologia. Pedagogia specială. Asistența socială = Psychology, Special Pedagogy and Social Work 61, no. 4 (2020): 83–91. http://dx.doi.org/10.46728/jpspsw.2020.v61.i4.p83-91.

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It has been found that the modern process of modernization of higher education in Ukraine and its social and economic cooperation requires attention to the foreign language training of non-philological specialists. The English language programs indicate that the main purpose of mastering a foreign language is to master the language as a means of communication - this contributes to the development of students' skills in their ability to use as a tool for communication in the dialogue of cultures. It is argued that from the point of view of psycholinguistics for intensive learning of foreign languages, the most important are: the structure and dynamics of the deployment of speech actions; the role of the speech mechanism in mastering a foreign language; conditions for the successful launch of the speech mechanism. In the communicative competence of students of non-linguistic specialties can be distinguished linguistic, psychological and social characteristics. Linguistic characteristics include speech competence, speech activity, vocabulary, language and stylistic literacy.Psychological characteristics of communicative competence combines the assessment of external mental manifestations and personality behavior in the process of communication, the motivation to develop their individual abilities, communication and the desire for self-realization. And social characteristics appear in the form of the presence of social activity, an adequate perception of the situation of communication and social adaptation. Within the framework of the personality-oriented approach, the object of learning a foreign language is language activity that is active, purposeful, mediated by the language system, and caused by the communication situation of the process of sending and receiving a message.The speech mechanism is a complex of speech skills that are formed during the life of a person, capable of interaction in the interests of education and understanding of speech messages, built according to the rules of a particular language. It is proved that the verbal process is provided by the mechanisms of programming speech utterances, the construction of the syntactic structure of sentences, the «voice acting» of words. A special kind of speech activity is internal speech. Internal speech is closely related to thinking, as it participates in the phases of planning and executing activities.
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Mathieu, Lionel. "The influence of foreign scripts on the acquisition of a second language phonological contrast." Second Language Research 32, no. 2 (September 3, 2015): 145–70. http://dx.doi.org/10.1177/0267658315601882.

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Recent studies in the acquisition of a second language (L2) phonology have revealed that orthography can influence the way in which L2 learners come to establish target-like lexical representations (Escudero et al., 2008, 2014; Escudero and Wanrooij, 2010; Showalter, 2012; Showalter and Hayes-Harb, 2013). Most of these studies, however, involve language pairs relying on Roman-based scripts. In comparison, the influence of a foreign or unfamiliar written representation on L2 phonological acquisition remains understudied. The present study therefore considers the effects of three L2 scripts on the early acquisition of an Arabic consonantal contrast word-initially (e.g. /ħal/–/χal/). Monolingual native speakers of English with no prior knowledge of Arabic participated in a word-learning experiment where they were instructed to learn six pairs of minimally contrastive words, each associated with a unique visual referent. Participants were assigned to one of four learning conditions: no orthography, Arabic script, Cyrillic script, and Roman/Cyrillic blended script. After an initial learning phase, participants were then tested on their phonological knowledge of these L2 minimal pairs. The results show that the degree of script unfamiliarity does not in itself seem to significantly affect the successful acquisition of this particular phonological contrast. However, the presence of certain foreign scripts in the course of phonological acquisition can yield significantly different learning outcomes in comparison to having no orthographic representation available. Specifically, the Arabic script exerted an inhibitory effect on L2 phonological acquisition, while the Cyrillic and Roman/Cyrillic blended scripts exercised differential inhibitory effects based on whether grapheme–phoneme correspondences activated first language (L1) phonological units. Besides revealing, for the first time, that foreign written input can significantly hinder learners’ ability to reliably encode an L2 phonological contrast, this study also provides further evidence for the irrepressible hold of native orthographic rules on L2 phonological acquisition.
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Adamiec, Dorota. "Słownictwo geograficzne." Poradnik Językowy 2020, no. 5/2020(774) (May 20, 2020): 50–59. http://dx.doi.org/10.33896/porj.2020.5.4.

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The beginnings of the Polish geographical terminology are associated with the birth of modern science. Its further development is a response to the increasing communication needs in the fi eld of geography. In the initial phase, the fundamental base of geographical vocabulary is resources of the general language. The progressing specialisation of scientifi c research requires the application of an increasing number of precise terms. Geographical terms have been coined in accordance with the general rules characteristic of special lexis. The resource includes: foreign quotations, borrowings with various degrees of assimilation, new Polish words and multi-word units coined with the use of common nomination mechanisms. Geography is a fi eld that is closely related to other sciences, and hence it is characterised by a large number of terms that are common to fi elds such as astronomy and geology.
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Izadpana, Elham, and Narjes Ghafournia. "The Effectiveness of Strategy-based Vocabulary Instruction on Iranian EFL Learners' Recall." Theory and Practice in Language Studies 6, no. 3 (March 21, 2016): 603. http://dx.doi.org/10.17507/tpls.0603.21.

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This study investigated the preferred vocabulary strategies, used by Iranian intermediate EFL learners and also the effect of strategy-based vocabulary instruction on students’ recall once immediately after the instruction period and once after a time interval (two weeks). In order to determine the learners’ level of proficiency, NET (Nelson English Test) was administered to the intended population. Those students, whose score fell within the range of 28-33 were labeled as intermediate. To identify the learners’ preferred vocabulary learning strategies, a questionnaire known as VOLSI (Vocabulary Learning Strategies Inventory) was given to them. The results indicated that there was not any significant difference between the mean scores of the participants in the control group and the participants in the experimental group (0.46). In simple words, the two groups were homogenous in terms of lexical knowledge at the beginning of the course. With regard to the obtained results for the two post-test phases, it was found that the post-treatment means of the two groups were significantly different in terms of recalling vocabulary. Taken together, the findings of this study support the foreign language research literature on vocabulary strategy training.
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Dissertations / Theses on the topic "Foreign words and phases"

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Ekron, Anna Cecilia. "Vocabulary : it's all about words working together : an interactive multimedia program to improve senior phase English first additional language learners’ functional vocabulary through an increased understanding of everyday authentic texts and classical and contemporary poetry." Thesis, Stellenbosch : University of Stellenbosch, 2008. http://hdl.handle.net/10019.1/1829.

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Thesis (MPhil (Modern Foreign Languages))--University of Stellenbosch, 2008.
The continuing decline in Matriculation pass rates is a matter of concern for government, educators, parents and students in South African schools. According to official statistics, only 8% of South Africans are mother-tongue English speakers, yet English is the chief language of learning and teaching in South African schools. Researchers relate the poor pass rate to inadequate proficiency in English of both English First Additional Language learners and some of their teachers. Research has further revealed a significant positive correlation between reading comprehension and academic achievement. Consensus exists among researchers about the necessity of a basic vocabulary (variously estimated at 2000 to 3000 words and more) for developing the necessary reading comprehension. Theories and approaches regarding the development of vocabulary, however, are sometimes diametrically opposed to one another. Among the most conflicting theories are those which advocate the acquisition of vocabulary by guessing the meanings of words from the context as opposed to those favouring conscious and deliberate vocabulary teaching, which may include lists of words. The current study briefly investigates underlying problems, theories, methods and approaches to enhancing learners’ vocabularies. Conclusions are applied to the development of an interactive, multimedia program for improving learners’ functional vocabularies. The content of the program is based on authentic texts and simulations of situations which call for language interaction. This is supplemented with extracts from classical literary works and poetry and entertaining verses which present possibilities for use in vocabulary building.
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Donzelli, Giovanna. "Young learners and foreign language learning : the words they hear and the words they learn." Thesis, Swansea University, 2009. https://cronfa.swan.ac.uk/Record/cronfa42634.

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This dissertation describes and analyzes the learning environment of the low-level EFL classroom, in the Italian primary sector, mainly focusing on the lexical exposure available to learners from course books and teacher speech, as well as on the relationship between what children hear in class and what they actually learn. It is axiomatic that language learners will rely on language input in order to provide the material for learning but a recurrent methodological weakness of previous studies of classrooms as lexical environments is the polarized types of investigations they have produced - they have either taken into account the spoken input produced by the teacher, in class, or they have focused on the vocabulary available to learners from course books. In truth we have rather more information about the vocabulary of textbooks and very little knowledge about the language of the teacher and what this brings to the learning process. The data reported in this thesis allow for a comprehensive picture of the total vocabulary exposure, of the low-level class, to be drawn. This dissertation offers an insight into the interaction between written and spoken input. It suggests that teaching materials seem to comprise less than 50% of the total lexical exposure available to learners in the low-level class. On the other hand, they also seem to work as important guidelines for teacher speech - which appears to strictly meet the requirements of the primary syllabus. The data seem to suggest that the words that are more salient in the thematic contents of course books are likely to be better acquired by learners of different proficiency levels. Similarly, young learners seem to favour the acquisition of more imageable words to lexical items which do not allow for a mental image to be easily aroused. Variations in learning strategies, adopted by children of different proficiency levels, have been identified. Pupils with no previous exposure to the language seemed to rely more heavily on teacher speech while more advanced graders appeared to distinguish between parts of speech, with nouns being easier to learn than verbs. Finally, frequency of occurrence in the classroom micro-environment is likely to have an impact on learnability of vocabulary; nevertheless, this does not seem to apply equally to learners of all levels of proficiency. In consideration of the lexical gap that seems to exist between the input available from course books and the language produced by the teacher, in class, implications for teaching have been evaluated - with particular reference to the degree of lexical autonomy and general linguistic skills expected from teachers, in the light of the current regulations for recruitment of language teaching staff in primary education, in Italy.
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Jones, D. "Ending the debate: unconventional warfare, foreign internal defense, and why words matter /." Fort Leavenworth, KS : School of Advanced Military Studies, US Army Command and General Staff College, 2006. http://cgsc.cdmhost.com/u?/p4013coll2,554.

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Bonath, Leah M. "The Effects of Cognitive Load on the Perception of Foreign-Accented Words." Cleveland State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=csu1461938923.

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Lin, Wing-cheong, and 連永昌. "Loan words and code-mixing in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B26758994.

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Mackiewicz-Wolfe, Wojciech G. "Winning the war of words: Framing United States foreign policy (George W. Bush)." Diss., Connect to online resource, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3207765.

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Moeti, Kabelo Boikhutso. "Rationalization of government structures concerned with foreign direct investment policy in South Africa." Thesis, University of Pretoria, 2004. http://hdl.handle.net/2263/24485.

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This thesis sought to focus attention on the fact that currently in the Republic of South Africa (RSA) there is no specific governmental body that is charged with complete responsibility for policy-making and regulation of foreign direct investment (FDI) in general and multinational enterprise (MNE) investment in particular. This issue was identified for study as it was noted that firstly, several other countries (irrespective of their level of development) have such an organization in place. Secondly and more importantly, it was also noted that there have been several cases in which a multinational enterprise posed legal, social and political challenges for host country governments for which such governments were not empowered to resolve in either the a priori or ex-post facto sense. This inability on the part of governments to deal effectively with the challenges created by the unique characteristics and behaviors of multinational enterprises could possibly have been mitigated through the existence of a governmental unit tasked with MNE regulation. The objective of the thesis, was to study the feasibility of designing, developing, and/or proposing, for South Africa, a governmental unit for policy making, policy implementation and control of the inward foreign direct investments of multinational enterprises, where it could firstly be shown that such an administrative unit is indeed needed. The arguments made in the study were framed in the form of a null hypothesis and a single research question. The null hypothesis of the study being: Ho = there is a necessity to formalize a government administrative structure for policy setting and implementation of multinational enterprise regulations in South Africa. The hypothesis was examined in terms of being accepted or rejected based in part upon first resolving the research question of the study which is: Is there a need for foreign direct investment policies that apply exclusively to multinational enterprises? As the thesis was of a qualitative rather than quantitative nature, the methodological approach primarily examined theoretical, empirical and anecdotal evidence to ascertain whether the hypothesis should be supported or rejected. Given that the null hypothesis was not disproved and the research question was answered in the affirmative, the thesis concluded and recommended the establishment of a small specialized unit of experts to serve as part of the public service but independent of any other governmental department or unit. The proposed unit should work to provide support to other government agencies in the areas of research, advice and coordination services. As the environment within which such an organizational unit operates can be expected to be relatively stable over time, and the work of the unit highly specialized, it is envisioned that decision making in the unit will be more centralized than de-centralized. The thesis ended by exploring optional organizational designs with the aim of recommending the appropriate hierarchical arrangements to be established for the proposed organizational unit. More specific answers with respect to, for example, the number of people to be employed, their job descriptions, and the remuneration scales to be applied to their positions are recommended by the thesis for further study.
Thesis (DAdmin (Public Administration))--University of Pretoria, 2006.
School of Public Management and Administration (SPMA)
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Chan, Ka-yin, and 陳嘉賢. "Loan Words in advertisements in Japanese women's magazines." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31953785.

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Ármannsson, Bjarki. "Grapheme-to-phoneme transcription of English words in Icelandic text." Thesis, Uppsala universitet, Institutionen för lingvistik och filologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-446924.

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Foreign words, such as names, locations or sometimes entire phrases, are a problem for any system that is meant to convert graphemes to phonemes (g2p; i.e.converting written text into phonetic transcription). In this thesis, we investigate both rule-based and neural methods of phonetically transcribing English words found in Icelandic text, taking into account the rules and constraints of how foreign phonemes can be mapped into Icelandic phonology. We implement a rule-based system by compiling grammars into finite-state transducers. In deciding on which rules to include, and evaluating their coverage, we use a list of the most frequently-found English words in a corpus of Icelandic text. The output of the rule-based system is then manually evaluated and corrected (when needed) and subsequently used as data to train a simple bidirectional LSTM g2p model. We train models both with and without length and stress labels included in the gold annotated data. Although the scores for neither model are close to the state-of-the-art for either Icelandic or English, both our rule-based system and LSTM model show promising initial results and improve on the baseline of simply using an Icelandic g2p model, rule-based or neural, on English words. We find that the greater flexibility of the LSTM model seems to give it an advantage over our rule-based system when it comes to modeling certain phenomena. Most notable is the LSTM’s ability to more accurately transcribe relations between graphemes and phonemes for English vowel sounds. Given there does not exist much previous work on g2p transcription specifically handling English words within the Icelandic phonological constraints and it remains an unsolved task, our findings present a foundation for the development of further research, and contribute to improving g2p systems for Icelandic as a whole.
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Yeung, Hong-ting, and 楊康婷. "A study of loan words in Chinese language in Hong Kong =." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B30433083.

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Books on the topic "Foreign words and phases"

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Foreign words. Iowa City, IA: Autumn Hill Books, 2007.

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Words, words, words: Adventures in diplomacy. Delhi: Pearson Longman, 2008.

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Kolawole, Dipo. Nigeria's foreign policy since independence: Trends, phases and changes. Lagos: Julius and Julius, 2004.

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Phamō̜nbut, ʻĀphā. Foreign words are pronounced the same as Thai words: The etymological relationships of Thai and foreign words. Bangkok: Distributed by D.K. Today Co., 1988.

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Cassell's foreign words and phrases. London: Cassell, 2000.

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Thompson, Kenneth W. Words & deeds in foreign policy. New York, NY: Council on Religion and International Affairs, 1986.

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Milward, Peter. Words in connotation. [Tokyo]: Kirihara Shoten, 1986.

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Delahunty, Andrew. Oxford dictionary of foreign words and phrases. New York, NY: Oxford Univeristy Press, 2010.

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Delahunty, Andrew. Oxford dictionary of foreign words and phrases. New York, NY: Oxford Univeristy Press, 2010.

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Delahunty, Andrew. Oxford dictionary of foreign words and phrases. New York, NY: Oxford Univeristy Press, 2010.

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Book chapters on the topic "Foreign words and phases"

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Mould, Michael. "Foreign words and expressions." In The Routledge Dictionary of Cultural References in Modern French, 490–556. Second edition. | London; New York: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429355554-15.

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Shuy, Roger. "Using Foreign Language Words in Trademarks." In Linguistic Battles in Trademark Disputes, 144–49. London: Palgrave Macmillan UK, 2002. http://dx.doi.org/10.1057/9780230554757_12.

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Senseṣ, Fikret. "Main Phases and Salient Features of Turkish Foreign Aid Experience." In Foreign Aid: New Perspectives, 233–54. Boston, MA: Springer US, 1999. http://dx.doi.org/10.1007/978-1-4615-5095-2_13.

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Buckley, Peter J. "Stephen Hymer: Three Phases, One Approach?" In Foreign Direct Investment, China and the World Economy, 14–24. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230248328_3.

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Hüning, Matthias. "Foreign Word-Formation in Construction Morphology: Verbs in -ieren in German." In The Construction of Words, 341–71. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74394-3_13.

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Hu, Bo. "词汇讲解Words." In Manual for Teaching and Learning Chinese as a Foreign Language, 12–22. London ; New York : Routledge, [2018] | Series: Routledge Chinese language pedagogy: Routledge, 2018. http://dx.doi.org/10.4324/9781315143323-3.

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Szpyra-Kozl wska, Jolanta. "Chapter 19. Phonetically Difficult Words in Intermediate Learners’ English." In Speaking and Instructed Foreign Language Acquisition, edited by Mirosław Pawlak, Ewa Waniek-Klimczak, and Jan Majer, 286–99. Bristol, Blue Ridge Summit: Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847694126-021.

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Felner, Israel, Israel Nowik, Bing Lv, Joshua H. Tapp, Zhongjia Tang, and Arnold M. Guloy. "Determination of foreign phases in Fe–As based superconducting systems." In ISIAME 2008, 391–95. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-01370-6_51.

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Brantmeier, Cindy. "More Than Words: Inferential and Incorrect Units Recalled." In Gender Perspectives on Vocabulary in Foreign and Second Languages, 23–43. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230274938_2.

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Bengoechea, Mercedes, and José Simón. "Gender Identity in Words for Professional Titles in Textbooks." In Gender Perspectives on Vocabulary in Foreign and Second Languages, 188–211. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230274938_9.

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Conference papers on the topic "Foreign words and phases"

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Ma, Xi, Xiaoxi Wang, Dong Wang, and Zhiyong Zhang. "Recognize foreign low-frequency words with similar pairs." In Interspeech 2015. ISCA: ISCA, 2015. http://dx.doi.org/10.21437/interspeech.2015-175.

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Kayama, Takahiro, Keiichi Kaneko, Haruko Miyakoda, and Masatoshi Ishikawa. "Effective Materials for Abstract Words in Foreign Vocabulary Learning." In 2010 IEEE 6th International Conference on Wireless, Mobile and Ubiquitous Technologies in Education (WMUTE). IEEE, 2010. http://dx.doi.org/10.1109/wmute.2010.46.

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Rusydi Khalid, Muhammad. "Al-Ta’rib: Pro and Con of Foreign Words Arabization." In Proceedings of the 2nd Internasional Conference on Culture and Language in Southeast Asia (ICCLAS 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icclas-18.2019.37.

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Jovičić, Luka, Nataša Stolić, Danilo Marjanović, and Mirjana Savić Obradović. "I Cast My Words upon Thee." In 10th International Language Conference on »The Importance of Learning Professional Foreign Languages for Communication between Cultures«. Unviersity of Maribor Press, 2019. http://dx.doi.org/10.18690/978-961-286-252-7.14.

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Leshchenko, Yuliya. "SWITCHING THE CODE: BILINGUAL ADVANTAGE IN PROCESSING WORDS OF THE FOREIGN LANGUAGE." In 2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2015. Stef92 Technology, 2015. http://dx.doi.org/10.5593/sgemsocial2015/b12/s3.124.

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Tran, Dinh Tuan, Ryuhei Sakurai, Hirotake Yamazoe, and Joo-Ho Lee. "Improving phases segmentation in surgical workflow using topic model for visual motion words." In 2016 IEEE/SICE International Symposium on System Integration (SII). IEEE, 2016. http://dx.doi.org/10.1109/sii.2016.7844048.

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Kang, Byung-Ju, and Key-Sun Choi. "Two approaches for the resolution of word mismatch problem caused by English words and foreign words in Korean information retrieval." In the fifth international workshop on. New York, New York, USA: ACM Press, 2000. http://dx.doi.org/10.1145/355214.355234.

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Wu, Kunhu. "The Research on Color Words Teaching in Teaching Chinese as a Foreign Language." In 2016 4th International Education, Economics, Social Science, Arts, Sports and Management Engineering Conference (IEESASM 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/ieesasm-16.2016.284.

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Zaezjev, M., M. Chandra Sekhar, M. Ferrera, L. Razzari, A. Pignolet, R. Morandotti, B. Holmes, M. Sorel, and D. Hutchings. "Effects of the foreign phases on the crystallization and growth of magnetooptic garnets films." In 2008 Conference on Lasers and Electro-Optics (CLEO). IEEE, 2008. http://dx.doi.org/10.1109/cleo.2008.4551486.

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Mukhina, Natalya Nikolaevna. "TEACHING RUSSIAN TO FOREIGN STUDENTS USING CURRENT BORROWED VOCABULARY." In VIII Международная научно-практическая конференция "Научные исследования и инновации". KDU, Moscow, 2021. http://dx.doi.org/10.31453/kdu.ru.978-5-7913-1191-7-2021-160-165.

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The article is devoted to the consideration of difficult issues of teaching aspects of the Russian language to foreign students. It is emphasized that the most difficult for foreigners is polysemantic vocabulary. An introduction to the learning process is offered: analysis of words borrowed from the students ' native languages, and illustrations of the meanings acquired by these lexical units.
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Reports on the topic "Foreign words and phases"

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Burns, Danny, Marina Apgar, and Anna Raw. Designing a Participatory Programme at Scale: Phases 1 and 2 of the CLARISSA Programme on Worst Forms of Child Labour. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/clarissa.2021.004.

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CLARISSA (Child Labour: Action-Research-Innovation in South and South-Eastern Asia) is a large-scale Participatory Action Research programme which aims to identify, evidence, and promote effective multi-stakeholder action to tackle the drivers of the worst forms of child labour in selected supply chains in Bangladesh, Nepal, and Myanmar. CLARISSA places a particular focus on participants’ own ‘agency’. In other words, participants’ ability to understand the situation they face, and to develop and take actions in response to them. Most of CLARISSA’s participants are children. This document shares the design and overarching methodology of the CLARISSA programme, which was co-developed with all consortium partners during and since the co-generation phase of the programme (September 2018–June 2020). The immediate audience is the CLARISSA programme implementation teams, plus the Foreign, Commonwealth & Development Office (FCDO). This design document is also a useful reference point for other programmes trying to build large-scale participatory processes. It provides a clear overview of the CLARISSA programmatic approach, the design, and how it is being operationalised in context.
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Yatsymirska, Mariya. KEY IMPRESSIONS OF 2020 IN JOURNALISTIC TEXTS. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11107.

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The article explores the key vocabulary of 2020 in the network space of Ukraine. Texts of journalistic, official-business style, analytical publications of well-known journalists on current topics are analyzed. Extralinguistic factors of new word formation, their adaptation to the sphere of special and socio-political vocabulary of the Ukrainian language are determined. Examples show modern impressions in the media, their stylistic use and impact on public opinion in a pandemic. New meanings of foreign expressions, media terminology, peculiarities of translation of neologisms from English into Ukrainian have been clarified. According to the materials of the online media, a «dictionary of the coronavirus era» is provided. The journalistic text functions in the media on the basis of logical judgments, credible arguments, impressive language. Its purpose is to show the socio-political problem, to sharpen its significance for society and to propose solutions through convincing considerations. Most researchers emphasize the influential role of journalistic style, which through the media shapes public opinion on issues of politics, economics, education, health care, war, the future of the country. To cover such a wide range of topics, socio-political vocabulary is used first of all – neutral and emotionally-evaluative, rhetorical questions and imperatives, special terminology, foreign words. There is an ongoing discussion in online publications about the use of the new foreign token «lockdown» instead of the word «quarantine», which has long been learned in the Ukrainian language. Research on this topic has shown that at the initial stage of the pandemic, the word «lockdown» prevailed in the colloquial language of politicians, media personalities and part of society did not quite understand its meaning. Lockdown, in its current interpretation, is a restrictive measure to protect people from a dangerous virus that has spread to many countries; isolation of the population («stay in place») in case of risk of spreading Covid-19. In English, US citizens are told what a lockdown is: «A lockdown is a restriction policy for people or communities to stay where they are, usually due to specific risks to themselves or to others if they can move and interact freely. The term «stay-at-home» or «shelter-in-place» is often used for lockdowns that affect an area, rather than specific locations». Content analysis of online texts leads to the conclusion that in 2020 a special vocabulary was actively functioning, with the appropriate definitions, which the media described as a «dictionary of coronavirus vocabulary». Media broadcasting is the deepest and pulsating source of creative texts with new meanings, phrases, expressiveness. The influential power of the word finds its unconditional embodiment in the media. Journalists, bloggers, experts, politicians, analyzing current events, produce concepts of a new reality. The world is changing and the language of the media is responding to these changes. It manifests itself most vividly and emotionally in the network sphere, in various genres and styles.
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