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    Wyświetlanie 1-8 z 8
    Tytuł:
    Discourse markers in non-native EFL teacher talk
    Autorzy:
    Vickov, Gloria
    Jakupčević, Eva
    Powiązania:
    https://bibliotekanauki.pl/articles/780467.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    discourse markers
    non-native (Croatian) EFL teachers
    classroom discourse
    Opis:
    The present study aims to investigate the use of discourse markers (DMs) in non-native (Croatian) EFL teachers´ talk with primary and secondary school students. The study concentrates on the occurrences and frequencies of DMs, but it also provides an account of the function distribution of the three most frequently used DMs (ok, so, and). The quantitative and qualitative analyses of the recorded transcriptions reveal that the teachers use a variety of DMs, almost exclusively the ones typical of classroom management and classroom discourse organization, with no significant differences in the patterns of DM use with the primary and secondary school students. The DMs fulfill a number of structural and interpersonal functions mainly aimed at providing coherent and stimulating classroom discourse. The findings of this study might contribute to raising awareness of the diversified functions of DMs, which could facilitate non-native EFL teachers´ overall lesson organization and structuring of particular teaching segments.
    Źródło:
    Studies in Second Language Learning and Teaching; 2017, 7, 4; 649-671
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Discourse Markers and Modal Expressions in Speakers with and without Asperger Syndrome: A Pragmatic-Perceptive Approach
    Autorzy:
    Muñoz, Francisco J. Rodríguez
    Powiązania:
    https://bibliotekanauki.pl/articles/620592.pdf
    Data publikacji:
    2014-03-01
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    Asperger syndrome
    discourse markers
    modal expressions
    perceptive pragmatics
    Opis:
    From a theoretical point of view, this paper offers a new framework for the analysis of discourse markers: a pragmatic-perceptive model that emphasizes the point of the communication process in which such particles become more relevant. Furthermore, this approach tries to give an account of the modal expressions (attenuators and intensifiers) that speakers use in oral speech. The quotients of absolute and relative frequency with regard to the use of textual, interactive and enunciative markers - focused on the message, the addressee and the addresser respectively - are compared in two samples of 20 subjects with typical development and other 20 with Asperger syndrome. The general results of this research suggest that these latter speakers display a suitable command of textual markers, whereas they overexploit the enunciative ones in conversation.
    Źródło:
    Research in Language; 2014, 12, 1; 1-25
    1731-7533
    Pojawia się w:
    Research in Language
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Similarities and differences between two Hungarian particles for also: szintén and is
    Autorzy:
    Farkas, Judit
    Futó, Bettina
    Huszics, Aliz
    Kleiber, Judit
    Dóla, Mónika
    Alberti, Gábor
    Powiązania:
    https://bibliotekanauki.pl/articles/1040294.pdf
    Data publikacji:
    2020-12-30
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II
    Tematy:
    particles
    distributive meaning
    Hungarian
    pragmatic and discourse markers
    Opis:
    The paper provides a comparative analysis of the syntax, semantics and pragmatics of two Hungarian particles with the same logical core meaning also: is and szintén. The analysis yields important theoretical implications since it demonstrates how two particles sharing the same logical-propositional/truth-functional core meaning can expand into two different markers. In discourse, is acts as an intensional/metacognitive pragmatic marker in the sense as proposed by Aijmer et al. (2006), while szintén functions as a coherence-signaling discourse marker. The two particles share certain syntactic-semantic properties: neither of them can be followed by a topic, they both have distributive meaning, and both of them can pertain to the noun phrase that they immediately follow, as well as to ordered n-tuples of noun phrases. However, there are also syntactic and pragmasemantic differences between them. Namely, their ordered n-tuples have different word orders; is can function as a pragmatic marker while szintén cannot; szintén can appear as a separate clause, while is cannot (this is presumably related to the fact that szintén can be stressed, while is is obligatorily unstressed); and finally, szintén can have a peculiar discourse-preserving function. We explain the syntactic differences between the two particles using the partial spell-out technique of minimalist generative syntacticians (first applied to Hungarian by Surányi 2009), and the Cinque-hierarchy-based approach to Hungarian sentence- and predicate-adverbials (Surányi 2008). We account for the pragmasemantic properties of the pragmatic-marker variant of is in the formal representational dynamic theory of interpretation called ReALIS, already presented in the LingBaW series (Alberti et al. 2016, Kleiber and Alberti 2017, Viszket et al. 2019).
    Źródło:
    Linguistics Beyond and Within; 2020, 6; 74-91
    2450-5188
    Pojawia się w:
    Linguistics Beyond and Within
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Compositional analysis of interrogative imperatives in Hungarian
    Autorzy:
    Kleiber, Judit
    Alberti, Gábor
    Powiązania:
    https://bibliotekanauki.pl/articles/1040232.pdf
    Data publikacji:
    2017-12-30
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II
    Tematy:
    pragmatico-semantic analysis
    belief–desire–intention framework
    discourse representation theory
    discourse markers
    Opis:
    The paper investigates utterances which combine imperative and interrogative elements in Hungarian. We intend to explore the scope of the hypothesis that the pragmatico-semantic content of mixed-type sentences can be obtained compositionally. We present four types of interrogative imperative. The imperative factor is indicated by subjunctive morphology on the verb. The interrogative character is represented by (1) rise-fall intonation which marks polar questions, (2) the discourse marker ugye expressing bias, (3) the particle vajon expressing self-reflection or hesitation, and (4) wavy intonation which indicates surprise. We claim that such sentences are primarily questions with their main function being ‘request for instruction’. For the analysis, we take a formal pragmatico-semantic point of view. Our goal is to demonstrate how these sentences can be analyzed compositionally within a belief–desire–intention frame. We apply the formal dynamic discourse- and mind-representation theory ReALIS. We have found that the pragmatico-semantic content (intensional profile) of each type can be constructed via using two formal operations: concatenation and pragmasemantic blending. The composition produces the required output, namely that the interrogation / bias / speculation / surprise which pertains to an eventuality in the case of a simple question, pertains to the “commanding” of this eventuality in the case of interrogative imperatives.
    Źródło:
    Linguistics Beyond and Within; 2017, 3; 117-135
    2450-5188
    Pojawia się w:
    Linguistics Beyond and Within
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Investigating L2 spoken English through the role play learner corpus
    Autorzy:
    Nava, Andrea
    Pedrazzini, Luciana
    Powiązania:
    https://bibliotekanauki.pl/articles/780522.pdf
    Data publikacji:
    2011-04
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    learner corpus research
    second language spoken discourse
    spoken grammar
    tails
    discourse markers
    Opis:
    We describe an exploratory study carried out within the University of Milan, Department of English the aim of which was to analyse features of the spoken English of first-year Modern Languages undergraduates. We compiled a learner corpus, the “Role Play” corpus, which consisted of 69 role-play interactions in English carried out by first-year students at B1+-B2 levels according to the Common European Framework of Reference. The analysis focused on the students’ use of two features of spoken English grammar, tails and the discourse markers ‘yes’ and ‘yeah’. Instances of these features from the data were compared with examples of British native speaker, learner and Italian native speaker usage. Preliminary findings pointed to the role of the students’ first language, L2 proficiency and specific task features in the range and frequency of these phenomena as well as in the functions they deployed in the spoken discourse of the informants.
    Źródło:
    Studies in Second Language Learning and Teaching; 2011, 1, 1; 37-56
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Intensional profiles and different kinds of human minds. “Case studies” about Hungarian imperative-like sentence types
    Autorzy:
    Alberti, Gábor
    Kleiber, Judit
    Schnell, Zsuzsanna
    Szabó, Veronika
    Powiązania:
    https://bibliotekanauki.pl/articles/1040189.pdf
    Data publikacji:
    2016-12-30
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II
    Tematy:
    discourse representation/markers
    mind representation
    dynamic pragmatics
    autism
    Opis:
    The paper offers such description of some imperative-like sentence types in potential well-formed Hungarian utterances which includes a parallel representation of the linguistically encoded intensional profiles of the sentence types and actual information states in potential interlocutors’ minds. In our representational dynamic pragmasemantics framework ReALIS, we demonstrate the intensional profiles of the five basic and two “fine-tuned” sentence types as members of a system enabling addressers’ of utterances to express their beliefs, desires and intentions concerning the propositional content of the given utterances as well as the addressees’ and other people’s certain beliefs, desires and intentions (concerning the propositional content, too, or each other’s thoughts). We also provide “case studies” in which actual beliefs, desires and intentions in potential interlocutors’ minds are compared to the linguistically encoded intensional profiles of Hungarian imperative-like sentence types. In this context, the listener’s task is to calculate the speaker’s intentions (and hidden motives) on the basis of the mismatches that this comparison reveals. The paper concludes with an insight into our attempts to model the mind of individuals living with Autism Spectrum Disorder. This latter subproject is relevant since our framework provides solutions to pragmaticosemantic phenomena “at the cost” of undertaking the complex task of actually representing the structure of the human mind itself – which is not impossible but requires an adequate decision of the level of abstraction and the components to be used.
    Źródło:
    Linguistics Beyond and Within; 2016, 2; 6-26
    2450-5188
    Pojawia się w:
    Linguistics Beyond and Within
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The hidden reefs in foreign language teaching: on the presence and instruction of discourse markers in textbooks for teaching Polish as a foreign language
    Autorzy:
    Toffel, Sandra
    Powiązania:
    https://bibliotekanauki.pl/articles/911989.pdf
    Data publikacji:
    2019-07-29
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    teaching Polish as a foreign language
    discourse markers
    methodology of teaching Polish as a foreign language
    textbooks for teaching Polish as a foreign language
    Opis:
    Discourse markers (DMs), represented by words and phrases such as but, you know, moreover, have for many years been a widely discussed topic in linguistics in Poland and abroad. However, no attention has been paid yet to DMs in teaching Polish as a foreign language (PFL). The paper explores this neglected issue by analysing the modes of presentation of DMs in the three most popular series of textbooks for teaching PFL (levels A1-B1). The textbooks were analysed manually to identify DMs and the ways in which they are taught. The results show that the textbooks differ in the number of DMs appearing in them. However, four common problematic aspects of the instruction of DMs in the analysed textbooks were identified: translation of DMs, usage of homographs of DMs, the mechanical nature of exercises and lack of sufficient input
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2019, 46, 1; 197-220
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Concept of time in language and text (contextual time markers)
    Koncept czasu w języku i w tekście (kontekstualne markery czasu)
    Autorzy:
    Grushina, Natalia
    Powiązania:
    https://bibliotekanauki.pl/articles/2192874.pdf
    Data publikacji:
    2021-01-11
    Wydawca:
    Akademia Humanistyczno-Ekonomiczna w Łodzi
    Tematy:
    concept of time
    time markers
    text and discourse
    cognitive linguistics
    koncept czasu
    markery czasowe
    tekst i dyskurs
    językoznawstwo kognitywne
    Opis:
    The aim of this paper is to study different time representations in language and text. Time is an abstract category firmly connected to human life, it can be considered to be the fourth dimension of reality, used to describe events in three-dimensional space. Time has been studied from different points of view and in different aspects. The perception of time can vary depending on the social and cultural environment. That is why it is so important to pay special attention to a variety of time representations when studying a foreign language. In this article I consider different time markers represented in language (English and Russian) and contextual time markers we can find in texts for reading comprehension activities at advanced levels when studying Russian as a foreign language. I compare language and contextual time markers using a cognitive approach to text units. As an example, I take time markers from the texts published in the popular Russian literary magazine Novy mir at the turn of the 21st century. Novy mir is very famous in Russia for its liberal position and history within the dissident movement during the Soviet epoch.
    Celem niniejszego artykułu jest zbadanie rozmaitych prezentacji czasu w języku i w tekście. Czas to abstrakcyjna kategoria, trwale związana z życiem człowieka, można go rozpatrywać jako czwarty wymiar realności, wykorzystywany do opisu wydarzeń w przestrzeni trójwymiarowej. Czas badano z różnych punktów widzenia i w różnych aspektach. Percepcja czasu może się modyfikować w zależności od środowiska społecznego i kulturowego. Właśnie dlatego tak ważne jest zwrócenie uwagi na różnorodne przedstawianie czasu podczas nauki języka obcego. W artykule badamy rozmaite markery czasowe, przedstawione w języku (angielskim i rosyjskim) oraz kontekstualne markery czasowe, które możemy znaleźć w ćwiczeniach z rozumienia przeczytanego tekstu na poziomie zaawansowanym podczas nauki języka rosyjskiego jako obcego. Porównujemy językowe i kontekstualne markery czasowe, wykorzystując kognitywne podejście do jednostek tekstowych. Jako przykład wykorzystujemy czasowe markery z tekstów opublikowanych w popularnym rosyjskim czasopiśmie literackim „Novy Mir” na przełomie wieków XX i XXI. „Novy Mir” jest bardzo znany w Rosji ze swej niezmiennej liberalnej pozycji oraz historii ruchu dysydenckiego w czasach radzieckich.
    Źródło:
    Językoznawstwo; 2020, 14; 143-149
    1897-0389
    2391-5137
    Pojawia się w:
    Językoznawstwo
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-8 z 8

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