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    Wyświetlanie 1-10 z 10
    Tytuł:
    Niewidomy student anglistyki i jego wykładowca: potrzeby, wyzwania, techniki
    A blind student of English Philology: needs, challenges, techniques
    Autorzy:
    Buczek-Zawiła, Anita
    Powiązania:
    https://bibliotekanauki.pl/articles/1037683.pdf
    Data publikacji:
    2011-06-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    Sight dysfunction
    practical solutions
    success
    dysfunkcja wzroku
    rozwiązania praktyczne
    sukces
    Opis:
    It is generally postulated that visually-impaired students should be involved in mainstream study programs, along their sighted co-students. In the context of English Philology, this means that lecturers need to adapt their tutorials, their teaching aids, their techniques and general attitude. It is advocated here that it can be done even when lecturers are not trained in the field of SEN. The success of their students depends largely on the lecturers resourcefulness and creativity, as well as on their willingness to devote extra time to meeting the needs of such students.
    Źródło:
    Neofilolog; 2011, 36; 120-136
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Nasals as radial categories in Polish and Welsh: an attempt at comparison
    Autorzy:
    Buczek-Zawiła, Anita
    Powiązania:
    https://bibliotekanauki.pl/articles/2049816.pdf
    Data publikacji:
    2014
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Opis:
    Nasal consonants feature in phonological systems of both Polish and Welsh, yet, apparently, they are active in a different manner and to a different degree. The paper aims fi rst at establishing the ‘players’ – the prototypical segments and their nonprototypical variants. The relevant inventories seem to be comparable, however, the contextually and non-contextually dependent realizations vary considerably in the two systems. Polish nasal consonants do not appear to have terribly complex phonology, their occurrence and phonotactics seems to be dictated through use (Bybee, 2001). Nasal segments in Welsh, on the other hand, are actively involved in the alternation of Initial Consonant Mutation, where they occur as strengthened equivalents of plosives through (possibly) assimilation (Buczek, 1995). It remains to be discovered whether nasals in general (and the so-called voiceless nasals in particular) are independent categories or rather, additionally they feature as nonprototypical variants of plosives. There is, indeed, substantial overlap here. Secondly, the paper looks at certain instances of what appears to be sonorant lenition in Welsh, where nasals [m] and [n] are broken into complex consonantal diphthongs [mh] and [nh] respectively (Pilch, 1975). In its entirety, this paper examines the two systems, hinting at the similarities and exploring the points of difference, especially in cases where the similar phonetic realizations possibly result from different categorical membership.
    Źródło:
    Linguistica Silesiana; 2014, 35; 7-23
    0208-4228
    Pojawia się w:
    Linguistica Silesiana
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    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:
    Phonological Awareness of L1 Systemic Segmental Contrasts among Advanced ESL Speakers with Varied L1 Backgrounds
    Autorzy:
    Buczek-Zawiła, Anita
    Powiązania:
    https://bibliotekanauki.pl/articles/2049141.pdf
    Data publikacji:
    2021-10-06
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    phonological awareness
    pronunciation
    Formal Instruction
    First Language
    Second Language
    Cross-Linguistic Influence
    Opis:
    The paper explores the phonological awareness of L1 among advanced adult speakers of EFL in the context of L2 pronunciation training. The subjects are students of English with Polish, Spanish, Turkish and Russian L1 background. All subjects have participated in intensive English pronunciation instruction as part of their degree training, in the English Department at the Pedagogical University in Kraków. Two aspects are tar- geted for examination: perception of sound contrasts and awareness of contextual variants in L1, mostly those pertaining to the consonantal and vocalic inventories, all related to their L2 (English) production goals. The material is based on longitudinal examination of course test results over the span of 3 years. The analysis reveals low sound discrimination skills in the subjects’ L1, largely based on letter-to-sound correspondences and inability to see beyond print. Through explicit training in their L2 they become more sensitive to the inventory and the details of their L1 sound system, the awareness they can use to the advantage when targeting L2 sound production.
    Źródło:
    Anglica. An International Journal of English Studies; 2021, 30(2); 107-125
    0860-5734
    Pojawia się w:
    Anglica. An International Journal of English Studies
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    ELF or NELF? English pronunciation standard preferences among younger generation of Polish speakers
    Autorzy:
    Buczek-Zawiła, Anita
    Powiązania:
    https://bibliotekanauki.pl/articles/2081164.pdf
    Data publikacji:
    2017
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Tematy:
    pronunciation
    ELF
    NELF
    instruction
    standard
    Opis:
    The ongoing debate as to the English pronunciation model to be selected for training both at academia and for school in Poland remains unresolved. At school not much is done in terms of pronunciation training per se, with frequent acceptance of poor performance, and only occasional excursions into more subtle distinctions and features. It appears that English teachers follow implicitly the idea of a simplified instructional model of English as a Lingua Franca (ELF) of Jenkins (2000), with the Lingua Franca Core pronunciation component. Until recently, no reasonable, well-argued-for alternative was available. Now, the model suggested in Szpyra-Kozłowska (2015) termed Native English as Lingua Franca (NELF) fulfils the needs of professional and ordinary users of English. This paper reports on the preferences as to the desirable standard in pronunciation instruction among younger generation of Poles. The subjects have been selected among the adolescent speakers of Polish and learners of English as a Foreign Language. The focus will be more on the reasons behind the stated preference. The survey analysis reveals rather high aspirations among the sample, as well as reasonably realistic judgments as to their own performance. The prevailing attitudes seem to agree with the idea behind the NELF concept.
    Źródło:
    Kwartalnik Neofilologiczny; 2017, 1; 95-110
    0023-5911
    Pojawia się w:
    Kwartalnik Neofilologiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Catering to assessment needs of students of English - call to the rescue?
    Autorzy:
    Buczek-Zawiła, Anita
    Powiązania:
    https://bibliotekanauki.pl/articles/2085226.pdf
    Data publikacji:
    2021
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    assessment
    test anxiety
    pronunciation instruction
    pen-and-paper tests
    computer-based tests
    Opis:
    The study focuses on the process of assessing (a micro-skill) goal attainment in EFL pronunciation course via measures which can foster different students’ attitudes and self-perceptions. Standard (pen-and-paper) tests offer immediate evidence of success but they put heavy demands on students’ cognitive, performance and stress-controlling skills. CALL-related techniques can be used as supplementary ones, even if technically assessing different sub-skills, Kahoot or Moodle quizzes can complement and re-orientate the assessment as well as the learning processes. To investigate the impact of the diverse assessment measures a small-scale research was conducted among Year 1 students of the English Department at the Pedagogical University in Kraków. They are participants in a 90-hours-a-year pronunciation course, where one of the components involves mastering transcribing skills. The specific element of the course evaluated by standard and CALL-related measures in the study were the phonetic variants of the -es and -ed endings in English. Through analysis of test scores, coupled with the ideas obtained via semi-structured interviews, the study hoped to verify the claim that matters such as student comfort, instant individual feedback and personal safety are most efficiently handled by the Moodle quizzes. Apart from providing well-balanced scores, they offer the least-threatening, stress-free environments for learning and assessment, thus developing students’ self-monitoring their progress.
    Źródło:
    Teaching English with Technology; 2021, 21, 2; 38-65
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Do they understand more? Turkish EFL speakers perception of sentence stress in English
    Autorzy:
    Buczek-Zawiła, Anita
    Powiązania:
    https://bibliotekanauki.pl/articles/1040190.pdf
    Data publikacji:
    2016-12-30
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II
    Tematy:
    sentence stress
    discrimination
    phonetic training
    focus
    contrast
    Opis:
    As one of the most prominent elements of intonation sentence stress frequently contributes to the meaning expressed by speakers. It most typically signals details of an utterance information structure, but it also performs a contrastive or emphasizing function, thus expressing focus in the spoken discourse. In English and many other languages its location, while exhibiting certain regularities it additionally determined by extra relevant or relative information. As such, either alone or in combination, it may communicate certain additional shades of meaning that, similarly to the contribution of sentence intonation, may escape the attention of EFL speakers. The paper explores the comprehension sensitivity of Turkish speakers of English when it comes to identifying meaning details contributed by sentence stress. It investigates their awareness as detected through perception of variable sentence stress location. The target group are Turkish advanced speakers of English, with various levels of competence, and only sporadic phonetic training in English for part of them. In a perception-based experiment they were asked to identify the details they perceive. Their results were then compared and analysed, also in relation to what their native language (with a distinction into sentential and focal stress) adds in terms of this module of utterance intonation. Finally, their results were correlated with those achieved by Polish advanced speakers of English as investigated in a similar study conducted earlier. The interpretation of the results reveals that Turkish EFL speakers are more sensitive to the highlighting or contrastive function of sentence stress, achieving overall better result here than when they are to judge its contribution to notion such as politeness or impatience. They are also rather competent at detecting the prominent element in an utterance.
    Źródło:
    Linguistics Beyond and Within; 2016, 2; 27-43
    2450-5188
    Pojawia się w:
    Linguistics Beyond and Within
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Do they know what they are saying? Sentence stress awareness of phonetically-untrained speakers
    Autorzy:
    Buczek-Zawiła, Anita
    Powiązania:
    https://bibliotekanauki.pl/articles/2049930.pdf
    Data publikacji:
    2015
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Opis:
    Sentence stress is one of the most prominent elements of intonation. For the unmarked cases certain regularities can be observed as to its location, however, it has no single, established once-and-for-all site in an utterance, instead it is used to signify and signal additional information, such as thematic/rhematic structure, co-reference, contrast or emphasis. The fact is that within a linguistic unit containing more than one stressed syllable, these stresses will be perceived as being of different relative prominence. This difference is normally used to perform a number of varied linguistic function. Yet, it appears to be rarely consciously used. This feature of connected speech has been given relatively little attention, both within discussions of phonological systems of individual languages as well as in a contrastive or interactional perspective. The paper attempts to partially fill this gap by investigating the awareness of additional meanings carried by the marked/variable position of sentence stress. The investigations will focus on Polish speakers of English, as users of their native Polish language but also as competent users of English. The respondents are residents of Poland who have passed the extended level of the final secondary school leaving examination in English at the minimum level of 80%. The observation of this preliminary study seems to be that Polish speakers modify their sentence stress patterns proportionally to the growing proficiency and impact of other languages, with slightly different patterning than as predicted by, among others, the normative sources.
    Źródło:
    Linguistica Silesiana; 2015, 36; 253-274
    0208-4228
    Pojawia się w:
    Linguistica Silesiana
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    EVERYTHING MUST HAVE ITS PLACE: ACCENT ACCOMMODATION IN MODERN WELSH BORROWINGS FROM ENGLISH
    Autorzy:
    BUCZEK-ZAWIŁA, ANITA
    Powiązania:
    https://bibliotekanauki.pl/articles/634585.pdf
    Data publikacji:
    2014
    Wydawca:
    Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
    Tematy:
    Welsh, word-stress, Loan phonology, adaptation
    Opis:
    Wales has been in contact with English since as early as the 12th century, with the English language exerting regular influence on the indigenous Welsh-language community since the 14th century. Since the earlier times of contact the two languages have interacted, mutually influencing each other to a differing and asymmetrical degree. The situation is that of widespread bilingualism, with everyday occurrences of natural code-switching between Welsh and English, as well as constant interaction and mutual influence of one language on the other, most notably in the form of borrowing and substratum patterns, not restricted to the area of the lexical stock. Within the lexical sphere, however, there is evidence that borrowing from English must have begun as early as the Old English period; and that the process is in full force today. The older borrowings are not straightforwardly so noticeable or recognisable since they have undergone substantial phonological modification and adaptation to the native system. One of these modifications has concerned the suprasegmental feature of word stress. The adaptation of Anglicisms at the segmental level has been investigated before, while the accent accommodation to the Welsh pattern has only occasionally been noticed or commented upon. And yet, since there exists a systemic difference between the two phonological systems in that in English the word-accent is quantity sensitive, whereas in Welsh it is fixed (mostly) to the penultimate syllable, one can expect a considerable amount of conflicting points and necessary adjustments to eliminate illicit metrical structure. The research into these issues appears to suggest that we cannot talk about mechanical inclusion of borrowed words into the word-stress pattern functioning in Modern Welsh, as will hopefully become clear after examination of the data set. It is to such issues that this paper is going to be devoted.
    Źródło:
    Studia Linguistica Universitatis Iagellonicae Cracoviensis; 2014, 131, 4
    2083-4624
    Pojawia się w:
    Studia Linguistica Universitatis Iagellonicae Cracoviensis
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Weekendowe warsztaty naukowe jako wartość dodana w kształceniu językowym. Treści oraz techniki
    Weekend Workshops as an Added Value in English Language Education. Content and Techniques
    Autorzy:
    Buczek-Zawiła, Anita Agnieszka
    Powiązania:
    https://bibliotekanauki.pl/articles/1955581.pdf
    Data publikacji:
    2021-09-30
    Wydawca:
    Krakowskie Towarzystwo TERTIUM
    Tematy:
    samoocena
    kształcenie językowe
    informacja zwrotna
    praca zespołowa
    self-evaluation
    language education
    feedback
    team work
    Opis:
    Artykuł omawia potencjalne korzyści odnoszone przez uczestników periodycznych weekendowych warsztatów naukowych w zakresie dydaktyki języka angielskiego prowadzonych w ramach Małopolskiej Chmury Edukacyjnej. Poza intensywnym doskonaleniem warsztatu językowego w wybranych zakresach tematycznych, uczestnicy otrzymują pewne wartości dodane, merytoryczne oraz w ramach rozwijania umiejętności personalnych. Intensywny trening wymowy to podstawowa merytoryczna, korzyść dodatkowa, zwłaszcza, że ten aspekt języka jest zwyczajowo pomijany w szkolnej edukacji językowej. Wprowadzenie i ćwiczenie elementów samooceny, praca zespołowa oraz konstruktywna informacja zwrotna - a zatem elementy interakcyjne, bez których opanowanie języka obcego nie jest możliwe - to kolejne z omawianych wartości dodanych. O ile skuteczność instruktażu fonetycznego jest udokumentowana badaniem w oparciu o przeprowadzone testy wejścia oraz wyjścia, to już trafność autoewaluacji jest wątpliwa, co pokazuje analiza odpowiedzi uczestników. O potrzebie trenowania pozostałych umiejętności świadczą zarówno reakcje oraz zaangażowanie uczestników, jak i opinie towarzyszących im opiekunów.
    The article deals with benefits in the area of instructional and learning strategies  perceived by the participants of periodic weekend workshops on teaching English as part of the Małopolska Educational Cloud. As an added value, apart from the additional enriching language input, intensive pronunciation training appears to be the basic substantive element, one which is generally ignored in regular classes at school. Further, the training in  elements of self-assessment, team work and constructive feedback - the interactive elements, without which it is impossible to master a foreign language forms an important part of the classes.  While the effectiveness of phonetic instruction is documented by the research based on the results of pre- and post-tests, the accuracy of the self-evaluation is questionable, as shown by the participants' contributions. The need for and the relevance of training other skills is evident in both the reactions and the commitment of the participants as well as supported by the opinions voiced by their accompanying teachers.
    Źródło:
    Półrocznik Językoznawczy Tertium; 2021, 6, 1; 284-308
    2543-7844
    Pojawia się w:
    Półrocznik Językoznawczy Tertium
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-10 z 10

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