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Tytuł:
TEACHING AND LEARNING FRENCH AS A THIRD OR ADDITIONAL LANGUAGE IN AN INTERNATIONAL CONTEXT: SELECTED ASPECTS OF LANGUAGE AWARENESS AND ASSESSMENT
Autorzy:
Włosowicz, Teresa Maria
Powiązania:
https://bibliotekanauki.pl/articles/1036479.pdf
Data publikacji:
2020-12-31
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
language awareness
assessment
feedback
French as a third or additional language
świadomość językowa
ocenianie
informacja zwrotna
język francuski jako język trzeci lub kolejny
Opis:
The article investigates the teaching of French as a third or additional language (De Angelis, 2007) at the beginning level to international students from different language backgrounds and their learning of that language, as perceived by the students themselves, as well as revealed by tests. Special attention is paid to the areas of difficulty perceived by the students, their perception of the similarities and differences between French and their native languages as well as between French and other languages they already know, especially English, and of the teaching strategies, which included cross-linguistic awareness-raising. Assessment of their progress in French is also considered. The study involves a combination of two methods: long-term classroom observation and assessment of 29 students, and a questionnaire filled out by 20 of those students. As the results show, the participants’ awareness of similarities and differences is fairly high, but their attitudes towards awareness-raising, feedback, etc. vary considerably. The tests are both formative and summative (but also providing feedback). However, the feedback was mutual: apart from giving feedback to the students, the author could also modify her teaching according to their problems and wishes concerning the French classes. 
Źródło:
Neofilolog; 2020, 55/2; 239-263
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
LES REPRÉSENTATIONS DE LA LANGUE FRANÇAISE CHEZ DES ÉLÈVES POLONOPHONES. QUEL IMPACT SUR LE CHOIX DE LA LANGUE ÉTRANGÈRE À L’ÉCOLE ?
Polish speaking pupils’ representations of French. What impact does this have on the choice of a foreign language at school?
Autorzy:
Kucharczyk, Radosław
Szymankiewicz, Krystyna
Powiązania:
https://bibliotekanauki.pl/articles/1036487.pdf
Data publikacji:
2020-12-31
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
French, Poland, learning, representations, research
French
Polska
learning
representations
research
język francuski
Polska
uczenie się
reprezentacje społeczne
badania
Opis:
The aim of our article is to present a study of representations of the French language among Polish high school students. Given the small percentage of pupils learning French as Foreign Language (FFL) in Poland compared to the European average (33.17% of middle school students and 23.0% of high school students in Europe against 3.3% of middle school students and 10.8% of high school students in Poland (Eurydice 2017, GUS 2018), we wondered about the role that impressions relating to French can play in the choice or rejection of FFL by young Poles. Before presenting our research results relating to this problem, we give a brief description of the Polish sociolinguistic and educational context, then we approach the notion of representation / image of languages. Next, we move to the description of the methodological framework of the empirical study that we conducted with Polish-speaking high school students (learners and non-learners in FFL) before presenting the discussion of the results. On the one hand, we examined the impressions relating to French (defined as linguistic, aesthetic, cultural, social and political phenomenon), on the other representations relating to its usefulness.
Źródło:
Neofilolog; 2020, 55/2; 173-194
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
La place des dimensions subjectives au sein de la préparation linguistique des publics mobiles à l’ère de la mondialisation
The role of subjective dimensions in language courses for mobile learners in the era of globalization
Autorzy:
Guzman, Laura
Powiązania:
https://bibliotekanauki.pl/articles/52447157.pdf
Data publikacji:
2023
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
mobile learners
subjective dimensions
mobility project
French for specific purposes
mobilność uczących się
wymiar subiektywny
projekt mobilnościowy
język francuski do celów zawodowych
Opis:
In the era of globalization, preparing language learners to deal with intercultural exchanges and to succeed in their mobility projects is a major issue. We think that subjective dimensions have a big role to play in mobile learners’ linguistic preparation. For us, there are some personal and existential dimensions in the mobility of qualified candidates who go overseas to complete their studies, or to have new work experiences in order to further their careers. These subjective dimensions must be taken into account if we want to help these learners to achieve their mobility goals. We will see how these dimensions can be included in French for specific purposes programs and courses by using the concept of “project.” We will also consider what kind of pedagogical material, based on corpora (“récit-témoignage”), can be proposed to encourage students to manage their language learning in an autonomous way and to use critical and strategic thinking when handling their mobility projects.
Źródło:
Neofilolog; 2023, 61/2; 39-56
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Ocenianie kompetencji studentów – przyszłych nauczycieli języka obcego przez nauczycieli – opiekunów praktyk
Evaluation of the competence of student teachers of foreign language by their teachers/teaching practice supervisors, on the example of French
Autorzy:
Grabowska, Monika
Powiązania:
https://bibliotekanauki.pl/articles/442941.pdf
Data publikacji:
2019-12-30
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
assessment
foreign language teachers’ competences
teaching practice
French as a foreign language
ocenianie
kompetencje nauczyciela języka obcego
praktyki nauczycielskie
język francuski jako obcy
Opis:
The aim of this paper is to analyse how French teachers evaluate the didactic skills of students of the Institute of Romance Studies after their three-week teaching practice in a Polish middle or high school. We will be interested primarily in the descriptive evaluation written by the supervising school teachers, which affords an overview of the key competences of foreign language teachers in their own opinion (i.e. their personal theory of teaching) as well as of the terminology used to describe them and reflecting modern or more traditional conceptions of teaching. Our analysis will be carried out with reference to the competences highlighted in a self-evaluation tool, the European Portfolio for Students Teachers of Languages. Conclusions are drawn regarding not only the need to strengthen cooperation between the university and the school teachers to instil a reflective attitude, but also to strengthen the correlation between the tutors’ evaluation and the self-evaluation of the trainees – not only to develop their autonomy, but also for formative assessment of both the student and the teacher.
Źródło:
Neofilolog; 2019, 53/2; 195-211
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
REPREZENTACJE SPOŁECZNE WIELOJĘZYCZNOŚCI STUDENTÓW FILOLOGII ROMAŃSKIEJ
The social representation of plurilingualism among students of French
Autorzy:
Kucharczyk, Radosław
Powiązania:
https://bibliotekanauki.pl/articles/1036902.pdf
Data publikacji:
2019-10-16
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
plurilingualism
plurilingual
French as a FL
plurilingwizm
plurilingwalny
francuski jako język obcy
Opis:
The aim of this paper is to show the social representation of plurilingualism among students of French. The theoretical part of the paper presents definitions of plurilingualism used in sociolinguistics and foreign language didactics. The experimental part presents a survey conducted among the students, as well as a comparison of the results with the outcomes of a similar survey conducted in 2003, in order to indicate possible differences or changes in the didactic paradigm. The purpose of the study was to analyse the concept of plurilingualism, and to find to what extent students regard themselves as plurilingual.
Źródło:
Neofilolog; 2013, 40/1; 93-109
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
PARATAXE ET HYPOTAXE DANS L’ACQUISITION DU FLE PAR DES APPRENANTS POLONOPHONES. APPROCHE LONGITUDINALE
Parataxis and hypotaxis in the acquisition of French as a second language by Polish speakers. Longitudinal approach.
Autorzy:
Paprocka-Piotrowska, Urszula
Powiązania:
https://bibliotekanauki.pl/articles/1036650.pdf
Data publikacji:
2019-07-04
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
SLA
narrative
parataxis
hypotaxis
acquisition of French
longitudinal approach
coordinating conjunction
condensation
syntax complexity
subordinating cojunction
akwizycja języka obcego
narracja
parataksa
hipotaksa
język francuski jako obcy
spójniki
zdanie proste
zdanie złożone
kondensacja informacji
Opis:
This paper focuses on the acquisition of the second language (L2) and the development of syntactic competence in communication. The topic is discusses in relation to syntactic structure of narratives produced by Polish learners of French L2. The author observes in detail how language learners build simple and complex sentences (coordinating/subordinating conjunctions, complex/simple sentences ratio, para- and hypotactic sentence structures) at the three different moment of SLA: 6th, 12th and 35th month of their classroom learning/teaching (developmental and comparative approach).
Źródło:
Neofilolog; 2015, 44/1; 91-110
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
KOMPETENCJE POCZĄTKUJĄCEGO NAUCZYCIELA JĘZYKA ANGIELSKIEGO W ŚWIETLE MODELU KARDS B. KUMARAVADIVELU
Competences of the novice English teacher in the light of B. Kumaravadivelu’s KARDS model
Autorzy:
Werbińska, Dorota
Powiązania:
https://bibliotekanauki.pl/articles/1036903.pdf
Data publikacji:
2019-10-16
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
preservice language teachers
creativity
French as a FL
przyszli nauczyciele języka obcego
twórczość
francuski jako język obcy
Opis:
This article focuses on first-year English teachers’ competences from the perspective of teachers themselves. The point of reference is offered by B. Kumaravadivelu’s (2012) language teacher education KARDS model (KNOWING, ANALYSING, RECOGNIZING, DOING and SEEING), which is based on cognitive and social constructivism. Providing an answer to progressing economic and educational globalization, the model stresses the need for verification of what contemporary language teachers’ competences constitute, For this reason the study described in the article seeks to find out how the competences of first-year teachers, as seen by the teachers themselves, match the requirements suggested in the model. 
Źródło:
Neofilolog; 2013, 40/2; 319-332
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Approche interculturelle et perspective co-culturelle en français langue étrangère en contexte pédagogique hétéroglotte
Intercultural and co-cultural approaches in French as a foreign language in the multilingual foreign language teaching context
Autorzy:
Schmitt, Francois
Powiązania:
https://bibliotekanauki.pl/articles/52416526.pdf
Data publikacji:
2023
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
co-actional
culture
intercultural
French foreign language teaching
heteroglot
francuski jako język obcy
heteroglota
kultura
międzykulturowy
współkulturowy
Opis:
La didactique des langues propose deux modes principaux de gestion de l’altérité en classe. La première, l’approche interculturelle, est héritée de l’approche communicative et centrée sur la rencontre interculturelle. La seconde, la perspective co-culturelle, fondée sur l’élaboration d’une culture commune négociée entre représentants de cultures différentes, correspond aux approches de la culture selon la perspective actionnelle. L’article s’interroge sur la compatibilité de ces deux approches avec le contexte hétéroglotte d’enseignement des langues. En prenant pour point de départ la conception défendue par C. Puren d’une rupture conceptuelle du rapport à l’altérité entre, d’une part, l’approche interculturelle, et d’autre part, la perspective co-culturelle, il montre la difficile compatibilité de la perspective co-actionnel au contexte hétéroglotte du fait de l’absence de la présence réelle de l’altérité en classe. En l’absence d’une véritable réflexion de la didactique des langues sur le traitement de la culture en contexte pédagogique hétéroglotte, l’approche de la culture reste fondée sur la simulation en vue d’une préparation de l’apprenant à la rencontre réelle avec autrui hors de la classe.
Language teaching offers two main modes of managing otherness in the classroom. The first, the intercultural approach, inherited from the communicative approach, focuses on the intercultural encounter. The second, the co-cultural perspective, based on the development of a common culture negotiated between representatives of different cultures, corresponds to the mode of managing in the action-oriented approach of foreign language teaching. This article questions the compatibility of these two approaches with the multilingual environment of foreign language teaching. It takes as a starting point the conception defended by Puren, who considers that there is conceptual break in the relationship to otherness between the intercultural approach and the co-cultural perspective. The article shows that the co-actional perspective is hardly compatible with the multilingual teaching context due to the absence of the real presence of otherness in class. Due to a lack of deep analysis in foreign language didactics of the treatment of culture in the multilingual teaching environment, the approach to culture remains based on simulation to prepare learner to the real encounter of otherness outside the classroom.
Źródło:
Neofilolog; 2023, 60/1; 31-44
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Les concepts nomades. Voyage du concept de médiation de la didactique des langues aux sciences infirmières
Nomadic concepts. Mediation is traveling between language teaching and nursing
Autorzy:
Demont, Guillaume
Powiązania:
https://bibliotekanauki.pl/articles/52446740.pdf
Data publikacji:
2023
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
mediation
French as a professional language
nursing
nomadic concepts
pojęcia nomadyczne
mediacja
francuski jako język zawodowy
pielęgniarstwo
Opis:
Globalization has increased contacts between researchers of different nationalities (more and more international conferences, European research programmes, online access to scientific publications, etc.). This increase in contacts has led to a mobility of concepts. Language teaching is no exception to this trend. By tackling subjects that are also dealt with by other disciplines, it is enriched by nomadic concepts that it appropriates and adapts to its own disciplinaryrepertoire. This can be illustrated by considering one such concept in the teaching of French as a professional language (FLP) where the teacher applies a concept taken from language teaching, which is also used in the professional sector that is being studied. In this article, we will study how the concept of mediation is both structuring for language didactics and for the nursing sciences. We will then look at how the teachercan use this concept of ‘mediation’ as a lever to apply the results of their analysis of the profession in a training system that corresponds to the professional habitus of the target audience. To do this, we will use the development of a course for foreign nurses working in France in psychiatry.
Źródło:
Neofilolog; 2023, 61/2; 57-72
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Les micro-récits de Delerm pour un nourrissage culturel effectif en classe de FLE
Delerm’s micro-stories for effective cultural nourishment in FFL classroom
Autorzy:
Martinez, Christine
Powiązania:
https://bibliotekanauki.pl/articles/16470829.pdf
Data publikacji:
2022-11-07
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
cultural
Delerm
French as a foreign language
learners’ skills
micro-stories
kultura
francuski jako język obcy
kompetencje
mikronarracja
Opis:
The article proposes to study the impact of Delerm’s micro-stories in the FL classroom from a cultural perspective. These literary materials create opportunities for spontaneous dialogue and sharing that enrich the individual and common cultural reservoir and lexical repertoire of the learners. This study shows that micro-stories are significantly easier to introduce into the academic curriculum than whole books, without too much effort on the part of the teacher and the learner, but with a very satisfactory result for both sides. A focused definition of the term culture is presented at the beginning to set the framework for the study. This is followed by Delerm’s literalism, i.e., we tried to hone the learners’ skills in reading and understanding a simple text so they would be able to (re)use the acquired information in academic, professional, or personal life. Then, the exploitation of micro-stories in the FL classroom is presented with multiple explanations and, finally, our concluding remarks close this contribution.
Źródło:
Neofilolog; 2022, 59/1; 83-94
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Potencjał dynamicznej platformy webtoons.com/fr w nauczaniu/uczeniu się języka francuskiego w opinii studentów filologii romańskiej
The potential of the dynamic platform webtoons.com/fr in the teaching/learning of French as perceived by students of Romance philology
Autorzy:
Chmiel-Bożek, Halina
Powiązania:
https://bibliotekanauki.pl/articles/52566867.pdf
Data publikacji:
2024
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
manga
webtoon
digital comics
foreign language reading
French as a foreign language
webkomiksy
czytanie w języku obcym
francuski jako język obcy
Opis:
Reading is an important element of independent work on the language, but offering students additional reading to improve their linguistic and cultural competences is an extremely difficult task, due to the evolving tastes of young people and the variability of the media they use. Given the popularity of manga and digital comics in France, Romance philology students were asked to read a series selected from the webtoons.com/fr platform in French. A survey was then carried out to find out their views on how this tool could be used in French language learning. The results of the survey clearly indicate that the webtoons.com/fr platform can be used as an effective tool for learning French. According to the respondents, reading the selected series allowed them, above all, to develop lexical resources and was also an enjoyable pastime that increased motivation to learn the language. Students also paid attention to the combination of word and image, appreciating both the aesthetic and practical side of reading digital comics. Finally, the practicality of using the platform, its ease of use and accessibility was emphasised.
Źródło:
Neofilolog; 2024, 62/2; 396-408
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
L’empathie en EHPAD : une pédagogie interculturelle à destination des aidants
Empathy in the nursing home: an intercultural pedagogy for caregivers
Autorzy:
Lefelle, Marie
Powiązania:
https://bibliotekanauki.pl/articles/52447316.pdf
Data publikacji:
2023
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
care for the elderly
migration
empathy
end-of-life
language training
French for Specific Purposes
opieka nad osobami starszymi
imigracja
empatia
schyłek życia
szkolenie językowe
język francuski do celów zawodowych
aide aux personnes âgées
immigration
empathie
fin de vie
formation
français sur objectif spécifique
Opis:
Assistance to the elderly remains a sector in high demand which is interested in recruiting people from migrant backgrounds. Language training for these learners in particular raises new questions for the language educator because beyond the language aspect, there is also the cultural component essential to practice. Indeed, how can we as language educator adressed a empathy culturally situated in the relationship with the elderly. Empathy is expressed differently depending on the culture present, through communication or gesture or a mixture of both. Through a collection of data, we will illustrate the importance of concepts such as empathy in situations involving end-of-life. The corpus will serve as a basis for reflection on the cultural component necessary for the care of the elderly and on the educational solutions envisaged in the training of carers of migrant background.
Źródło:
Neofilolog; 2023, 61/2; 109-126
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
ROZWIJANIE ROZUMIENIA PUBLICYSTYCZNYCH AUDYCJI RADIOWYCH: SPECYFIKA ETAPU POPRZEDZAJĄCEGO SŁUCHANIE
Developing the comprehension of current affairs radio programs: working at the pre-listening stage
Autorzy:
Górecka, Joanna
Wojciechowska, Bernadeta
Powiązania:
https://bibliotekanauki.pl/articles/1036895.pdf
Data publikacji:
2019-10-16
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
listening comprehension
radio programs
pre-listening stage
French as a FL
słuchanie ze zrozumieniem
audycje radiowe
etap poprzedzający słuchanie
francuski jako język obcy
Opis:
The paper focuses on the development of the listening comprehension of advanced students of French as a foreign language and concerns current affairs radio programs. It presents the main conclusions discussed with reference to one of the problems researched within a larger academic project conducted from 2010 to 2013. The aim of the paper is to determine some essential principles that should guide the development of questions in the pre-listening stage so that, during the subsequent while-listening stage, they could foster the individual comprehension process. The conclusions emphasize the relationship between the form and function of these pre-listening stage questions and the quality of cognitive and communicative actions performed by the listeners.
Źródło:
Neofilolog; 2013, 40/1; 59-77
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Les apprenants prennent la parole : analyse des procédés de cohesion utilises dans le cadre d’une interview avec des locuteurs natifs
Learners speak with native speakers: analysis of cohesion processes in an interview with native speakers
Autorzy:
Valetopoulos, Freiderikos
Powiązania:
https://bibliotekanauki.pl/articles/1036451.pdf
Data publikacji:
2021-03-31
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
Learner Corpus
French as a Foreign Language
Interviews
Native speakers
CEFR
Cohesion
korpusy uczniowskie
francuski jako język obcy
wywiad
rodzimy użytkownik języka
ESOKJ
spójność wypowiedzi
Opis:
The aim of this paper is to explore the strategies used by B1 learners of French as a Foreign Language to construct their discourse and achieve cohesion during an interview with native speakers. The results of this analysis will highlight the characteristics of the development of oral competences. According to the Common European Framework of Reference for Languages, B1 learners can communicate with some confidence on familiar routine and non-routine matters related to their interests and professional field. In an interview task, learners are able to take some initiatives but are very dependent on the interviewer in the interaction. Learners should also be able to use a prepared questionnaire to carry out a structured interview, with some spontaneous follow up questions. The corpus analysis indicated certain strategies expressing inter-sentential and inter-sequential cohesion, such as use of discourse markers (et, donc) or markers of agreement (d’accord).
Źródło:
Neofilolog; 2021, 56/1; 91-105
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Dyskurs dydaktyczny w nauczaniu dwujęzycznym na przykładzie języka francuskiego
Didactic discourse in bilingual education: French as an example
Autorzy:
Sowa, Magdalena
Powiązania:
https://bibliotekanauki.pl/articles/52415384.pdf
Data publikacji:
2023
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
CLIL
French as a foreign language
didactic discourse
mediation
foreign language teacher
nauczanie dwujęzyczne
francuski jako język obcy
dyskurs dydaktyczny
mediacja
nauczyciel języka obcego
Opis:
The aim of the text is to describe the didactic discourse in bilingual education i.e. the actions taken by the teacher in biology and chemistry lessons in relation to the terms the student needs to know and assimilate. The description is based on transcriptions of audio recordings of lessons recorded in one of the bilingual high schools in Warsaw. Basing on selected excerpts from the collected corpus, the author i) shows examples of biology and chemistry terms having different forms in Polish and French and ii) defines the teacher's didactic activities, thanks to which the latter helps the students to properly understand and assimilate the elements of field terminology.
Źródło:
Neofilolog; 2023, 60/1; 158-173
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 16

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