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    Wyświetlanie 1-12 z 12
    Tytuł:
    The Use of Lexical Cohesion Elements in the Writing of ESL Learners
    Autorzy:
    Kadiri, Goodluck C.
    Igbokwe, Uche Lebechi
    Okebalama, Udodirim Ngozi
    Egbe, Cajetan Ikechukwu
    Powiązania:
    https://bibliotekanauki.pl/articles/620709.pdf
    Data publikacji:
    2016-09-01
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    cohesion
    lexical elements
    English as a Second Language
    writing
    Opis:
    This study investigated the use of lexical elements of cohesion in the essay writing of students of English as a Second Language. Two hundred essays of final year students of the University of Nigeria, Nsukka were collated and analyzed by the researchers in order to identify the lexical elements used to achieve cohesion in writing. The result showed that students used three lexical elements as postulated by Gutwinski in varying degrees in their writings. These include: repetition, synonyms, and lexical sets (collocations). Students tended to use more of repetitions and made minimal use of synonyms and lexical sets to achieve cohesion in writing. This has led to poorly written essays by students. It also implies that lexical cohesion elements should be taught in schools to enable students use them appropriately in writing.
    Źródło:
    Research in Language; 2016, 14, 3; 221-234
    1731-7533
    Pojawia się w:
    Research in Language
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Learner Perspective on English Pronunciation Teaching in an EFL Context
    Autorzy:
    Tergujeff, Elina
    Powiązania:
    https://bibliotekanauki.pl/articles/620687.pdf
    Data publikacji:
    2013-03-01
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    English as a foreign language
    EFL
    pronunciation teaching
    interview
    Opis:
    This paper reports on an interview study with EFL learners that aimed to explore learners’ perceptions and views on English pronunciation teaching. The participants of the present study were ten EFL learners studying in the public educational system of Finland. Six of the participants were pupils attending basic education class nine, i.e. 15- to 16-year-old lower secondary level pupils. Two were primary level pupils attending basic education class four (aged 10), and two were upper secondary school pupils (aged 18). The interviews were thematic, and the learners were encouraged to speak freely about the English pronunciation teaching they were receiving and their opinions on this. In addition, they were asked to discuss their goals in English pronunciation, and to consider their pronunciation learning in class and out of class. The interviews were part of a wider study, mapping English pronunciation teaching practices in the context of Finnish schools. On the basis of the findings, the learners do not seem to have aspirations to native-like pronunciation, but rather aim at achieving intelligible and fluent speech. Only few reported an accent preference (British or American). The primary level learners expressed satisfaction with the amount of pronunciation teaching, whereas most of the lower and upper secondary level learners claimed that pronunciation teaching was insufficient. Despite their criticisms of their pronunciation teaching, the learners reported that they had learnt English pronunciation at school. In addition, many of the learners described learning pronunciation outside school, e.g. through media and personal encounters.
    Źródło:
    Research in Language; 2013, 11, 1; 81-95
    1731-7533
    Pojawia się w:
    Research in Language
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    New English Words for Describing the International English as a Current World Language Reality
    Autorzy:
    Ivanova, Natalia K.
    Merkulova, Nadezhda E.
    Powiązania:
    https://bibliotekanauki.pl/articles/2028579.pdf
    Data publikacji:
    2021-03-30
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    English as an international language
    lexicography
    lexicology
    neologism
    lexical semantics
    Opis:
    The evolution of the English language, its changing in the situation of language contacts and functioning of English as an international means of communication have created a need for a more systematic analysis of related phenomena. In this paper, new English words which apparently appeared due to globalization and internationalization, have been considered. On the basis of authoritative theoretical approaches and several e-dictionaries, the words selected by means of continuous sampling method (more than 200 units) were analysed in terms of their semantics, morphology and spelling. Then they were classified into several thematic groups: 1) new words for naming natural and artificial versions of current English; 2) words classified with regard to social accents and dialects; 3) neologisms that reflect the English language domain and its interaction with indigenous languages. The morphological analysis revealed the application of different processes of word-formation, including neologisms and forms created according to traditional English patterns. Sometimes play on words and homo-acronyms were used in order to reinforce the meaning and connotation. Compounding and blending were found to be the most productive means of words formation within the corpus, and stylistic neologisms, used to mark a certain underlying sense proved to be the second most frequent process. It is demonstrated that studying of the currently active processes of word formation in the English language used as an international communication tool emphasizes the interdisciplinary aspect of such research programs.
    Źródło:
    Research in Language; 2021, 19, 1; 77-94
    1731-7533
    Pojawia się w:
    Research in Language
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Vowel Perception and Transcription Trainer for Learners of English as a Foreign Language
    Autorzy:
    Šimáčková, Šárka
    Podlipský, Václav Jonáš
    Powiązania:
    https://bibliotekanauki.pl/articles/1026693.pdf
    Data publikacji:
    2019-09-30
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    English as a foreign language
    IPA
    training application
    vowel identification
    Opis:
    We use the freely available program Praat to create a vowel-training application for learners of English familiar with IPA transcription. The application is easy to operate, allowing users to change the training difficulty, providing the listeners with immediate feedback, and adapting to their performance during a training session. To evaluate the effectiveness of the Trainer, performance of 59 Czech learners during a single training session and across multiple sessions was tracked. Results showed improvement both between sessions and within sessions. In the final training session, vowel identification accuracy showed considerable resistance to gradual addition of increasing levels of noise. Testing the trainer with additional 52 learners showed significantly higher error-rates for low-frequency words and supported the importance of top-down lexical effect in vowel identification.
    Źródło:
    Research in Language; 2019, 17, 3; 213-230
    1731-7533
    Pojawia się w:
    Research in Language
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Production accuracy of L2 vowels: Phonological parsimony and phonetic flexibility
    Autorzy:
    Šimáčková, Šárka
    Podlipský, Václav Jonáš
    Powiązania:
    https://bibliotekanauki.pl/articles/620631.pdf
    Data publikacji:
    2018-08-22
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    English as a foreign language
    L2 phonology
    ultimate attainment
    vowels
    Opis:
    Ultimate attainment in foreign-language sound learning is addressed via vowel production accuracy in English spoken by advanced Czech EFL learners. English FLEECE–KIT, DRESS–TRAP, and GOOSE–FOOT contrasts are examined in terms of length, height, and backness. Our data show that, while being constrained by phonemic category assimilation (new vowel height distinctions are not created), the learners’ interlanguage combines phonological parsimony (reusing L1 length feature to contrast L2 vowels) with phonetic flexibility (within-category shifts reflecting L1–L2 phonetic dissimilarity). Although achieving nativelike phonological competence may not be possible learners who acquire L2 in the prevailingly L1 environment, the Czech learners’ implementations of English vowels revealed their ability to adjust for phonetic detail of L2 sounds.
    Źródło:
    Research in Language; 2018, 16, 2
    1731-7533
    Pojawia się w:
    Research in Language
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Models and Targets for the Pronunciation of English in Vietnam and Sweden
    Autorzy:
    Cunningham, Una
    Powiązania:
    https://bibliotekanauki.pl/articles/620651.pdf
    Data publikacji:
    2009-01-01
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    Pronunciation target
    pronunciation model
    intelligibility
    EIL
    English as an International Language
    ELF
    English as Lingua Franca
    Opis:
    This paper aims to account for the factors that lie behind the choice of models and targets for the pronunciation of English by learners of English in Vietnam and in Sweden. English is the first foreign language in both Vietnam and in Sweden. English is used as a language of international communication in both settings. Swedish learners have much more exposure to spoken English than do Vietnamese learners and the Swedish language is more similar to English than is Vietnamese. These reasons, among others, explain why Swedish accents of English are typically considerably more intelligible than Vietnamese accents of English. Given that the majority of English speakers in the world are not native speakers, it is argued that the traditional learner target of approaching native speaker pronunciations is not appropriate for either group, but especially not for the Vietnamese learners. Instead maximal international intelligibility is a more useful target. To this end, learners need to be exposed to a variety of native and non-native models.
    Źródło:
    Research in Language; 2009, 7; 113-128
    1731-7533
    Pojawia się w:
    Research in Language
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    In-Service Primary School Teachers’ Account of Phonetically Difficult Words in English as a Foreign Language
    Autorzy:
    Kapranov, Oleksandr
    Powiązania:
    https://bibliotekanauki.pl/articles/1026699.pdf
    Data publikacji:
    2019-09-30
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    English as a foreign language (EFL)
    in-service EFL teachers
    phonetically difficult words (PDWs)
    young EFL learners
    Opis:
    This article presents and discusses a mixed-method study that seeks to establish a set of words in the English language that in-service primary school teachers consider difficult to pronounce by young learners of English whose first language (L1) is Norwegian. In the study, 26 in-service primary school teachers of English as a Foreign Language (EFL) are asked to write a reflective essay with a list of phonetically difficult words (henceforth PDWs) in English that they think are difficult to pronounce by young EFL learners. Additionally, the in-service primary school teachers (further – participants) are requested to reflect and comment on PDWs, and explain the reasons why they think they are phonetically difficult. The participants’ individual lists of PDWs are compiled into a corpus which is processed in the Statistical Package for Social Sciences (SPSS) in order to calculate the frequency of PDWs. The participants’ comments and reflections are subsequently analysed qualitatively in order to establish the sources of PDWs. The results of the investigation reveal that the corpus of PDWs is comprised of 257 lexical items. The most frequent PDWs are associated with those sounds of the English language that are absent in the young EFL learners’ L1, Norwegian, e.g., /θ/ in birthday, /ð/ in this, /z/ in zoo, etc. Other frequent PDWs are related to English spelling conventions (e.g., fruit), the word-initial position of affricates (e.g., chocolate), and word stress (e.g., window). These findings and their linguo-didactic implications are further discussed in the article.
    Źródło:
    Research in Language; 2019, 17, 3; 297-315
    1731-7533
    Pojawia się w:
    Research in Language
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Polish Migrant Community in Ireland: the Use of Irish English Slit-t
    Autorzy:
    Grabarczyk, Izabela
    Powiązania:
    https://bibliotekanauki.pl/articles/1026702.pdf
    Data publikacji:
    2019-06-30
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    migration
    Polish migrants
    second language use
    acculturation
    Irish English
    Opis:
    In any migratory context individuals are faced with several challenges as a result of having to live in a different geographical location, function in a different cultural setting and use a different language. The migrants’ use of language plays a crucial role in mediation of their identity, especially in the domain of pronunciation (Kobialka 2016). When non-native users of language adapt their speech to resemble that of the host community, it may suggest their strong identification with the target community (Hammer and Dewaele 2015). This papers focuses on the pronunciation patterns among Polish adult migrants living in the west of Ireland. The aim of the study is to investigate the link between positive attitudes of the migrant community towards Ireland, Irish culture and community, their acculturation strategies and language identity, and the tendency to use one of the most characteristic features of Irish English – slit-t. The theoretical framework includes acculturation theory (Berry 2005), social identity theory (Tajfel and Turner 1987) and language identity (Block 2007). The qualitative and quantitative analysis of data indicates a certain correlation between the use of Irish English slit-t and the participants’ strategies of acculturation, identity and attitudes to the host community.
    Źródło:
    Research in Language; 2019, 17, 2; 127-146
    1731-7533
    Pojawia się w:
    Research in Language
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Variable Scottish English Consonants: The Cases of /m/ and Non-Prevocalic /r/
    Autorzy:
    Schützler, Ole
    Powiązania:
    https://bibliotekanauki.pl/articles/620588.pdf
    Data publikacji:
    2010-09-30
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    Scottish English
    sociophonetics
    language variation and change
    rhoticity
    consonants
    Opis:
    In a sample of 27 speakers of Scottish Standard English two notoriously variable consonantal features are investigated: the contrast of /m/ and /w/ and non-prevocalic /r/, the latter both in terms of its presence or absence and the phonetic form it takes, if present. The pattern of realisation of non-prevocalic /r/ largely confirms previously reported findings. But there are a number of surprising results regarding the merger of /m/ and /w/ and the loss of non-prevocalic /r/: While the former is more likely to happen in younger speakers and females, the latter seems more likely in older speakers and males. This is suggestive of change in progress leading to a loss of the /m/ - /w/ contrast, while the variation found in non-prevocalic /r/ follows an almost inverse sociolinguistic pattern that does not suggest any such change and is additionally largely explicable in language-internal terms. One phenomenon requiring further investigation is the curious effect direct contact with Southern English accents seems to have on non-prevocalic /r/: innovation on the structural level (i.e. loss) and conservatism on the realisational level (i.e. increased incidence of [r] and [r]) appear to be conditioned by the same sociolinguistic factors.
    Źródło:
    Research in Language; 2010, 8; 1-17
    1731-7533
    Pojawia się w:
    Research in Language
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    РЕЦЕНЗИЯ НА КНИГУ Е. П. ИВАНЯН, Х. КУДЛИНСКОЙ, И. Н. НИКИТИНОЙ «ДЕЛИКАТНАЯ ТЕМА НА РАЗНЫХ ЯЗЫКАХ»
    Autorzy:
    Балалыкина, Эмилия
    Косова, Вера
    Powiązania:
    https://bibliotekanauki.pl/articles/665622.pdf
    Data publikacji:
    2014-04-01
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    Cross-cultural communication
    language taboo and euphemism
    euphemisation in Russian, Polish and English
    Opis:
    recenzja
    Źródło:
    Acta Universitatis Lodziensis. Folia Linguistica Rossica; 2013, 09
    1731-8025
    2353-9623
    Pojawia się w:
    Acta Universitatis Lodziensis. Folia Linguistica Rossica
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Analyzing Use of<i>Thanks to You</i>: Insights for Language Teaching and Assessment in Second and Foreign Language Contexts
    Autorzy:
    Lanteigne, Betty
    Crompton, Peter
    Powiązania:
    https://bibliotekanauki.pl/articles/620788.pdf
    Data publikacji:
    2011-12-01
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    thanks to you
    pragmatic failure
    Arabic
    expression of gratitude
    American and British English corpora
    language teaching and testing
    Opis:
    This investigation of thanks to you in British and American usage was precipitated by a situation at an American university, in which a native Arabic speaker said thanks to you in isolation, making his intended meaning unclear. The study analyzes use of thanks to you in the Corpus of Contemporary American English and the British National Corpus to gain insights for English language instruction /assessment in the American context, as well as English-as-a-lingua-franca contexts where the majority of speakers are not native speakers of English or are speakers of different varieties of English but where American or British English are for educational purposes the standard varieties. Analysis of the two corpora revealed three functions for thanks to you common to British and American usage: expressing gratitude, communicating "because of you" positively, and communicating "because of you" negatively (as in sarcasm). A fourth use of thanks to you, thanking journalists/guests for being on news programs/talk shows, occurred in the American corpus only. Analysis indicates that felicitous use of thanks to you for each of these meanings depends on the presence of a range of factors, both linguistic and material, in the context of utterance.
    Źródło:
    Research in Language; 2011, 9, 2; 29-50
    1731-7533
    Pojawia się w:
    Research in Language
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    En busca de lo hablado en lo escrito en los corpus diacrónicos del español: una comparativa con los corpus anglosajones
    In search of the spoken word in Spanish written diachronic corpora: A comparison with English corpora
    Autorzy:
    Rodríguez Puente, Paula
    Powiązania:
    https://bibliotekanauki.pl/articles/676266.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    corpus diacrónicos del español
    corpus diacrónicos del inglés
    oralidad
    escrituralidad
    habla coloquial
    diachronic corpora of Spanish
    diachronic corpora of English
    spokenness
    writtenness
    colloquial language
    Opis:
    The present work analyses the diachronic corpora of Spanish available to date, paying especial attention to the scarce representation of the spoken language in them. Although it is true that the creation of diachronic corpora of Spanish has progressed significantly over the last forty years, there is still room for improvement, especially as regards peninsular Spanish, as well as the inclusion of documents that allow diatopic, diaphasic and diastratic analyses from the diachronic perspective. This piece of research provides data from three English diachronic corpora along these lines, which might be taken as a point of departure for the creation of similar tools in Spanish.
    El presente trabajo indaga en los corpus diacrónicos del español disponibles hasta la fecha, prestando especial atención a la escasa representación en los mismos de textos que se aproximan al plano oral. Si bien es cierto que la creación de corpus diacrónicos del español ha avanzado significativamente durante los últimos cuarenta años, todavía hay cabida para mejoras, especialmente en el ámbito del español peninsular y en lo que se refiere a la inclusión de textos que permitan estudios de las variedades diatópicas, diafásicas y diastráticas desde la perspectiva diacrónica. Esta investigación ofrece además datos sobre tres corpus diacrónicos en lengua inglesa centrados en esta línea, que se podrían tomar como modelo para la creación de herramientas similares para el español.
    Źródło:
    e-Scripta Romanica; 2018, 5; 89-127
    2392-0718
    Pojawia się w:
    e-Scripta Romanica
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-12 z 12

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