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    Wyświetlanie 1-9 z 9
    Tytuł:
    Narration as the production of sense using the example of a music video of the song All by Myself by Celine Dion
    Narracja jako produkcja sensu na przykładzie teledysku All by myself Celine Dion
    Autorzy:
    Ostrowski, Marek
    Powiązania:
    https://bibliotekanauki.pl/articles/1042229.pdf
    Data publikacji:
    2020-09-30
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    teledysk
    narracja
    teoria systemów
    produkcja sensu
    Celine Dion
    music video
    narration
    theory of systems
    production of sense
    Opis:
    The narration in the music video to Celine Dion’s song All By Myself is a linearly organised construct or composition equipped with features of logicality, which organises specific linguistic or image-based material. It constructs a fiction based on the principles of dramatism. If one assumes that a music video can be analysed as a system which produces meaning, then the production occurs mainly within two dimensions. Firstly, as fiction, and secondly, as narration. The sequential editing adds significance to the entire film. The specific connection points of individual scenes influence the interpretation of the images by viewers – they extract the significance of a portion of the music video. Surely this phenomenon could be defined as a production of sense.
    Narracja w teledysku Celine Dion All by myself jest linearnie ułożoną, wyposażoną w cechy logiczności konstrukcją, kompozycją, porządkującą określony materiał językowy czy obrazowy. Buduje ona fabularną fikcję opartą o zasady dramatyzowania. Jeżeli przyjmiemy, iż teledysk może być analizowany jako system produkujący sens, to produkcja ta zachodzi głównie w dwóch wymiarach. Po pierwsze jako fikcja, a po drugie jako narracja. Montaż sekwencyjny nadaje znaczenie całości filmu. Określone miejsce połączenia scen wpływa na interpretację obrazu przez widza – jest wyłonieniem znaczenia części teledysku. Z pewnością można to zjawisko określić jako produkcję sensu.
    Źródło:
    Acta Universitatis Lodziensis. Folia Litteraria Polonica; 2020, 58, 3; 95-111
    1505-9057
    2353-1908
    Pojawia się w:
    Acta Universitatis Lodziensis. Folia Litteraria Polonica
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Past Doesn’t Stay Behind Us: RC 25 in Historical Perspective
    Autorzy:
    Pascale, Marie-Celine
    Powiązania:
    https://bibliotekanauki.pl/articles/2129809.pdf
    Data publikacji:
    2021-12-30
    Wydawca:
    Akademia Pedagogiki Specjalnej. Language and Society Research Committee
    Tematy:
    RC25
    history of ISA
    anniversary
    Opis:
    10-year anniversary of “Language, Discourse & Society” – Brief look at the history by the protagonists by Marie-Celine Pascale
    Źródło:
    Language, Discourse & Society; 2021, 9 (2); 9-12
    2239-4192
    Pojawia się w:
    Language, Discourse & Society
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    French Learners of L2 English: Intonation Boundaries and the Marking of Lexical Stress
    Autorzy:
    Horgues, Celine
    Powiązania:
    https://bibliotekanauki.pl/articles/620766.pdf
    Data publikacji:
    2013-03-01
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    French-accented English
    prosody
    word stress
    intonational boundaries
    Opis:
    In English, prosodic parameters play a major role at two main levels. First, they indicate the intonation at the level of the utterance by marking the distinction between sentence types (statements vs questions) and they are related - although more or less directly- to the informational and grammatical structures of the utterance. Secondly, prosodic cues also contribute to marking the stress pattern at the level of the word (word stress or lexical stress). Even if it is useful to dissociate these two levels theoretically, when looking at their phonetic implementation in an utterance, it soon appears that the exact same prosodic cues are used (namely fundamental frequency, duration, and intensity). Contrary to what happens in tone languages, there is no pre-set prosodic configuration attached to each word in English. Yet, words in discourse retain a relative accentual independence even though the exact prosodic implementation of word stress depends on the specific intonational context expressed in a given utterance (Pierrehumbert, 1980). In French, stress pertains to the level of the group of words rather than to the individual word, which has no real accentual autonomy. Therefore, it is not surprising that French learners of English are faced with a major challenge: how to ensure the marking of lexical stress while, at the same time, using the same prosodic cues to indicate the intonational structure of the utterance. My hypothesis is that some intonational contexts impose a bigger constraint on French learners of English than others. These particularly challenging contexts are the final position at the boundary of non-final clause, or the boundary of a rising interrogative. Other contexts, like the quotation form or the final position of a statement, are less challenging for the intonational marking of lexical stress. To test my hypothesis, I collected passages of read speech by thirteen upper intermediate/advanced French learners of English along with the same passage read by ten native English speakers. Two trisyllabics carrying primary stress on the second syllable (com'puter, pro'tection) were placed in a series of intonational contexts under observation. The test-words were then extracted and submitted to native English listeners. The perceptual results show that the predicted ‘challenging’ contexts indeed caused substantial instability in the learners’ placement of lexical stress as perceived by native English listeners.
    Źródło:
    Research in Language; 2013, 11, 1; 41-56
    1731-7533
    Pojawia się w:
    Research in Language
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    DNA topoisomerases as repair enzymes: mechanism(s) of action and regulation by p53
    Autorzy:
    Larsen, Annette
    Gobert, Céline
    Gilbert, Cristčle
    Markovits, Judith
    Bojanowski, Krzysztof
    Skladanowski, Andrzej
    Powiązania:
    https://bibliotekanauki.pl/articles/1044832.pdf
    Data publikacji:
    1998
    Wydawca:
    Polskie Towarzystwo Biochemiczne
    Źródło:
    Acta Biochimica Polonica; 1998, 45, 2; 535-544
    0001-527X
    Pojawia się w:
    Acta Biochimica Polonica
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Tail or no Tail? Applicability of the Long Tail Theory to the German Online Media Market
    Autorzy:
    Kampes, Céline Fabienne
    Powiązania:
    https://bibliotekanauki.pl/articles/1112781.pdf
    Data publikacji:
    2021-01-19
    Wydawca:
    Polskie Towarzystwo Komunikacji Społecznej
    Tematy:
    Long Tail theory
    online information offerings
    politics
    entertainment
    Germany
    Opis:
    The Long Tail theory serves as an explanation for market change triggered through evolving online market conditions. However, it is often referred to without empirical validation, or with inconsistent findings on its applicability. Therefore, this paper analyses the applicability of the Long Tail theory to German online media offerings as of 2014 and 2016, focusing on offerings that serve information purposes (information offerings). Based on a unique dataset of commercially oriented online media offerings (Longitudinal IntermediaPlus 2014–2016), an analysis for three Long Tail characteristics (variety increase, opposing concentration between hit and niche offerings and niche market share increase) is conducted. By additionally distinguishing between political and entertainment-oriented information offerings as boundaries of democratized online market conditions the analysis reveals that the Long Tail theory is not fully applicable to any market sample, and especially not to politically oriented offerings.
    Źródło:
    Central European Journal of Communication; 2020, 13, 3(27); 371-389
    1899-5101
    Pojawia się w:
    Central European Journal of Communication
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    South Asian Youth in Diaspora. Anti-racist Discourses & Entangled Epistemes
    Autorzy:
    Amin, Riham
    Pascale, Celine-Marie
    Powiązania:
    https://bibliotekanauki.pl/articles/2081268.pdf
    Data publikacji:
    2021-06-24
    Wydawca:
    Akademia Pedagogiki Specjalnej. Language and Society Research Committee
    Tematy:
    Textual Analysis
    Discourse Analysis
    Coloniality
    Decoloniality
    Feminism; Racism
    Anti-racism
    Epistemic Disobedience Ontological Insecurity
    Opis:
    The South Asian postcolonial diaspora has produced multiple new encounters with racism for South Asian immigrants. Colonial forces that repressed non-western traditional thought and knowledge persist today through the coloniality of power. Erasures of South Asian cultures are advanced through imperial legacies of racism, colorism, sexism, and islamophobia. South Asian youth raised in diaspora must negotiate a liminal state poised between their parents’ often romanticized and conservative traditions that were forged in relation to coloniality and the marginality of their own experiences and identities produced through North Atlantic discourses of whiteness and modernity. This article is based on textual analysis of feminist and antiracist discourses in Brown Girl Magazine, a multimedia platform founded by and for South Asian womxn. We use the theoretical frameworks of coloniality and decolonialism to situate everyday practices within broader cultural practices—both contemporary and historical. Our analysis concerns how feminist, anti-racist discourses in Brown Girl Magazine characterize and challenge inequalities affecting South Asians. Our analysis demonstrates some of the discursive strategies deployed in Brown Girl Magazine to construct counter-hegemonic discourses and practices—in particular those used to cultivate a sense of cultural community for South Asian youth.
    Źródło:
    Language, Discourse & Society; 2021, 9 (1); 107-118
    2239-4192
    Pojawia się w:
    Language, Discourse & Society
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    “Three months on, I still sound like an Anglophone”: Tales of Success and Failure told by English and French Tandem Partners
    Autorzy:
    Scheuer, Sylwia
    Horgues, Céline
    Powiązania:
    https://bibliotekanauki.pl/articles/22446730.pdf
    Data publikacji:
    2023
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    corrective feedback
    tandem learning
    uptake
    phonetic developmen
    Opis:
    This paper reports on two ways in which success and failure can be operationalized and quantified in a non-institutional L2 learning context such as language tandem setting. We draw on the SITAF database, where we gathered 25 hours of video-recorded conversations held by 21 pairs, each consisting of a native speaker of English and a native speaker of French. The tandems performed collaborative tasks in both languages, thus giving each participant ample opportunity to be both the ‘expert’ and the ‘novice’ (learner) part of the dialogue. The tandem partners met regularly and autonomously outside of the recording sessions, and making progress in their L2 was one of their declared goals. Two possible measures of success in achieving this goal are: (1) the quality and quantity of learner uptake which followed the expert’s corrective feedback (CF) during the recorded conversations. Significant differences between the two L1 groups were observed: while 52% of the CF given by the native French speakers met with total uptake, over 52% of the English CF generated no uptake at all; (2) the participants’ own narratives of progress, as both the experts and the learners, obtained through questionnaires they filled out at the end of the program. Our study aims to contribute to the discussion on the stakes of successful L2 informal learning (with a focus on the acquisition of L2 pronunciation) by adopting a perspective which combines learners’ spoken output data and learners’ perceptions of their own language learning activity.
    Źródło:
    Theory and Practice of Second Language Acquisition; 2023, 9, 2; 1-28
    2450-5455
    2451-2125
    Pojawia się w:
    Theory and Practice of Second Language Acquisition
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Bi-qi Beatrice Lei, Judy Celine Ick and Poonam Trivedi, eds., Shakespeare’s Asian Journeys: Critical Encounters, Cultural Geographies, and the Politics of Travel (New York: Routledge, 2017. Pp. xix+271).
    Autorzy:
    Yuan, Elena
    Powiązania:
    https://bibliotekanauki.pl/articles/960223.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Źródło:
    Multicultural Shakespeare: Translation, Appropriation and Performance; 2018, 18, 33; 174-175
    2083-8530
    2300-7605
    Pojawia się w:
    Multicultural Shakespeare: Translation, Appropriation and Performance
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    “I Understood You, But There was This Pronunciation Thing…”: L2 Pronunciation Feedback in English/French Tandem Interactions
    Autorzy:
    Horgues, Céline
    Scheuer, Sylwia
    Powiązania:
    https://bibliotekanauki.pl/articles/620808.pdf
    Data publikacji:
    2014
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    Tandem learning
    L2 pronunciation
    Corrective Feedback (CF)
    French learners of English
    Opis:
    The role of corrective feedback (CF) in L2 development has been the topic of much discussion in SLA literature (see for example Sheen and Ellis 2011 for a recent overview). Researchers have focused their attention on CF provided either by language teachers or by fellow L2 learners, whereas relatively little is known about phonetic feedback offered in a non-institutional setting during peer-to-peer native/non-native interactions as is the case with tandem language learning. Tandem language exchanges represent a special learning environment, as each participant takes turns being the native and the non-native side of the dialogue. Thus, in contrast to the typical L2 learning setting, the hierarchical structure between the participants is fluid: the expert-novice power relationship evolves as the meeting progresses and the conversation switches from one language to the other. In order to see how the distinguishing characteristics of tandem learning (such as solidarity and reciprocity) shape the process of L2 phonetic development in their own specific ways, we collected an English-French Tandem Corpus as part of the SITAF project (Spécificités des Interactions verbales dans le cadre de Tandems linguistiques Anglais-Français), launched at the University of Sorbonne Nouvelle-Paris 3 in October 2012. We gathered linguistic data – both video and audio recorded – from face-to-face conversational exchanges held by 21 pairs of undergraduate students, with each ‘tandem’ consisting of a native speaker of English and a native speaker of French. The dialogues and reading passages were recorded on two occasions separated by a 3-month interval. The present paper offers a preliminary analysis of L2 pronunciation feedback on several renditions of the same text (The North Wind and the Sun), given to the French speakers by their English tandem partners. The passage was produced by each French participant three times: (1) during the ‘monitored’ reading, which was supervised by the English-speaking partner and which led to (2) the ‘second reading’ in the course of the first recording session, and then (3) the ‘final reading’ performed during the second recording session 3 months later. Data analysis will allow us to address the following questions relating to the study of phonetic corrective feedback: What is corrected by the native-speaking partner (henceforth NS)? Segmental or prosodic errors? Phonemic or allophonic deviations? What is the corrective strategy adopted by the NS? Is it explicit correction, recast, or elicitation? What is the learner’s uptake after receiving feedback? We hope that our data brings a valuable and fairly unique contribution to SLA research, helping to establish which errors get corrected and how it may have implications for setting priorities in L2 pronunciation teaching.
    Źródło:
    Research in Language; 2014, 12, 2; 145-161
    1731-7533
    Pojawia się w:
    Research in Language
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-9 z 9

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