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Wyszukujesz frazę "ton" wg kryterium: Temat

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    Wyświetlanie 1-3 z 3
    Tytuł:
    Akcent prozodyczny i melodyczny a specjalny status ostatniej sylaby w walijskim
    Prosodic and Melodic Accent and a Special Status of the Last Syllable in Welsh
    Autorzy:
    Buczek-Zawiła, Anita
    Powiązania:
    https://bibliotekanauki.pl/articles/1954213.pdf
    Data publikacji:
    2003
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
    Tematy:
    akcent
    ton
    prozodia
    alternacje
    accent
    tone
    prosody
    alternations
    Opis:
    A closer investigation of patterns of accentuation in Welsh allows to draw a number of conclusions concerning stress models in the language, namely, that there appear to be two types of metrical foot: metrical foot proper (trochaic), defining the prosodic accent, and melodic (tonic) foot (iambic), responsible for the presence of High Tone in its strong branch. These two models are not in conflict but together contribute to the observed peculiarities of Welsh speech, such as its higher pitch associated with the last syllable of the word, numerous vocalic alternations and apparent irregularities and differences in the degree of prosodic stress.
    Źródło:
    Roczniki Humanistyczne; 2003, 51, 6; 17-26
    0035-7707
    Pojawia się w:
    Roczniki Humanistyczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Between Sound and Voice: Teaching Chinese Tones To Non-Tonal Language Speakers
    Między dźwiękiem a głosem. Nauczanie chińskich tonów osób niemówiących językiem tonowym
    Autorzy:
    Zajdler, Ewa
    Powiązania:
    https://bibliotekanauki.pl/articles/45677127.pdf
    Data publikacji:
    2021-12-03
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
    Tematy:
    podstawowa częstotliwość
    wymowa
    ton leksykalny
    chiński mandaryński
    CFL
    fundamental frequency
    pronunciation
    lexical tone
    Mandarin Chinese
    Opis:
    The production of highly intelligible syllables in Mandarin Chinese entails a successful production of tones, which poses a challenge for learners of Chinese as a foreign language. The aim of the current paper is to address this issue by identifying the key tonal features contributing to tone intelligibility in the lexemes produced by Polish learners of Mandarin Chinese as a foreign language. Samples of Polish female students’ tonal pronunciations at two stages of learning were selected and compared with productions made by a female native speaker of Mandarin Chinese from Taiwan. Four syllables produced by the students were selected from a corpus of read-out passages which had already been assessed for the intelligibility of monosyllabic lexemes by native judges. The students’ pronunciation samples (whose pronunciation improved from the A1 minus language level to A2) were analysed using pitch, fundamental frequency contour, and register span criteria, and then compared to the female native speaker’s pronunciations of the same syllables. Importantly, before the results of this analysis are presented, the simplified model of tones widely used in language instruction is compared and contrasted with the acoustic analysis of tonal productions made by the native speaker. This is done to show to what extent the simplified, widely used model reflects real-life tonal productions.
    Poprawna realizacja tonów jest kluczowa dla czytelności sylaby w języku tonalnym, stanowi jednocześnie wyzwanie dla uczących się współczesnego języka chińskiego jako obcego. Celem niniejszego artykułu jest zidentyfikowanie dystynktywnych cech wymowy tonalnej wpływających na czytelność leksemów wymówionych w języku chińskim przez użytkowniczki języka polskiego jako L1. Próbki wymowy tonalnej realizowanej przez uczestniczki badania na dwóch etapach nauki języka (A1 minus i A2) porównano z materiałem językowym nagranym przez rodzimą użytkowniczkę języka chińskiego z Tajwanu. Z korpusu wyrazów pochodzącego z czytanego fragmentu tekstu, który został wcześniej oceniony przez rodzimych sędziów pod kątem czytelności monosylabicznych leksemów, wyłoniono do analizy cztery sylaby. Uzyskały one wyraźną poprawę w tonalnej produkcji mowy na drugim etapie badania. Sylaby te zostały poddane analizie wysokości tonu podstawowego, przebiegu tonu i diapazonu i porównane z wymową tych samych sylab przez rodzimą użytkowniczkę. Co ważne, przed przedstawieniem wyników tej analizy szeroko stosowany w nauczaniu języka chińskiego uproszczony model tonów został skonfrontowany z analizą akustyczną produkcji tonów rodzimej użytkowniczki, aby pokazać, w jakim stopniu model uproszczony odzwierciedla rzeczywistą produkcję tonów.
    Źródło:
    Roczniki Humanistyczne; 2021, 69, 9; 141-158
    0035-7707
    Pojawia się w:
    Roczniki Humanistyczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Walka o utrzymanie narodowego (demokratycznego) ideału wychowawczego w polskiej oświacie w latach 1944-1947
    The Struggle for Maintaining the National (Democratic) Educational Ideal in Polish Schools in 1944-1947
    Autorzy:
    Składanowski, Henryk
    Powiązania:
    https://bibliotekanauki.pl/articles/1953895.pdf
    Data publikacji:
    2004
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
    Tematy:
    Szkolnictwo
    Tajna Organizacja Nauczycielska
    Polski Komitet Wyzwolenia Narodowego
    Polska Partia Robotnicza
    Polskie Stronnictwo Ludowe
    Tymczasowy Rząd Jedności Narodowej
    Ministerstwo Oświaty
    Związek Nauczycielstwa Polskiego
    education
    Clandestine Teachers' Organization (TON)
    Polish Committee of National Liberation (PKWN)
    Polish Workers' Party (PPR)
    Polish Peasants' Party (PSL)
    Provisional Government of National Unity (TRJN)
    Ministry of Education
    Polish Teachers' Association (ZNP)
    Opis:
    After the Polish Committee of National Liberation (PKWN) had been established, Communist education activists came to Poland from the Soviet Union. The group was led by Dr Stanisław Skrzeszewski who was appointed Head of the Education Department in Lublin. In order to draw teachers to work in the Polish school that was being rebuilt, they had to completely change the views of education they had propagated before. These were tactical actions supposed to neutralize the teacher circle's unfavorable or hostile attitudes. This resulted from the fact that the education structure of the London Government Delegation and the Clandestine Teachers' Organization (TON), working on the liberated lands, were under the influence of the Peasants' Party (SL), and they did not join the new authorities' organizational work, as they did not trust the Polish Workers' Party or the National People's Council. This is why in the “Appeal to the Polish Teachers” issued on 1 August 1944 by the Education Department in Lublin it was, among others, stated, that “The teacher has a complete freedom of democratic political views, speech and actions, according to his views”. The people managing the Education Department, knowing the moods prevailing in the society, did not want to introduce radical changes at the initial stage, and the curriculum, including history, was the same as the one before the war. This is proven, among others, by the “Directions for organizing public primary schools in the school year 1944/45”. Such actions resulted from the social-political situation obtaining in Poland at that time. The new authorities did not want to indispose the Polish society and the teachers towards themselves, as the Communist education activists coming from the USSR were already looked at with suspicion. They were also afraid for their own future fate, as the PKWN, and then the Provisional Government were not recognized by the two remaining superpowers of the anti-Hitler coalition, that is, the United States and Great Britain. This had a great influence on the compromise solutions decided on in the field of education. In the new Provisional Government of National Unity (TRJN) appointed on 28 June 1945, on the basis of the agreement between the three superpowers concluded in Jalta, a Polish Peasants' Party (PSL) activist, the president of the Polish Teachers' Association (ZNP), Czesław Wycech became Minister of Education. When Czesław Wycech took over the function of the minister, the Communists, partly debarred from the posts of authority, still tried to influence the crucial decisions, keeping some of the most important positions. Żanna Kormanowa, an education activist who came from the Soviet Union, is a good example here. She had the key function of the Head of the School Reform and Curricula Department. Despite fears of losing it the Communists were able to keep the position. Formally not controlling the Ministry of Education, they in fact had a lot of influence on the curricula that were being prepared. Many PPR activists knew that establishing the TRJN was a necessary compromise. However, they could not understand why the party had given up just this ministry, as their educational work done so far was assessed as very good by the party leaders. They thought that reconstructing the contents of school education in history and forming a new, communist educational ideal, were an indispensable condition in the planned ideological attack. In this way a situation arose, in which the changes in education were being introduced by teachers connected with PSL, who did not agree with the former Ministry of Education's conception of reform. They did not accept the education ideal postulated by PPR, either. On the contrary, the main educational aims, which the Ministry of Education headed by the PLS pursued, were: “the principles of democracy understood as respect for human rights for freedom, for full development, for participation in material and cultural achievements according to one's work and abilities, as aspiration for dividing hardships and burdens that an individual has to bear for the common good”. These aims proved that the PSL wanted to build a fully democratic state, which was contrary to the principle of “the dictatorship of the proletariat” proclaimed by the PPR. However, in the situation that obtained at that time the Communists had to tolerate the views presented by the Ministry of Education. Until the forged elections of 1947 the Ministry tried to resist the PPR's influences and aimed at democratic changes in Poland, which was reflected, among others, in the curricula that were then issued. Having seized all the power in 1947 the Communists started putting into effect the ideals of education based on Marxist-Leninist ideology, alien to Polish people. Deserted in its struggle for democracy the PSL, supported practically by the Church alone, subjected to repressions and exposed to actions aiming at its dissent, was not able to defend the democratic and national education. The education ideas proclaimed by the PSL after the war were returned to practically only after the rise of the “Solidarity” trade union in 1980, and started being put into effecty after the breakthrough of 1989, when Poland regained full independence.
    Źródło:
    Roczniki Humanistyczne; 2004, 52, 2; 57-70
    0035-7707
    Pojawia się w:
    Roczniki Humanistyczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-3 z 3

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