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Tytuł:
Homo academicus polonicus. Autoteorie jako twórcze i krytyczne pisanie akademickie
Homo Academicus Polonicus. Autotheories as Both Creative and Critical Academic Writing
Autorzy:
Adamczewska-Baranowska, Izabella
Powiązania:
https://bibliotekanauki.pl/articles/28408250.pdf
Data publikacji:
2022
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
autotheory
subversion
emotions
memoir
academic writing
autoteoria
afekty
memuar
subwersja
piśmiennictwo naukowe
krytyka uniwersytetu
Opis:
Autorka przybliża i definiuje autoteorie, analizując polskojęzyczne przykłady: Znikanie Izabeli Morskiej, Polskę, rozkosz, uniwersytet Michała Pawła Markowskiego oraz Harcowanie na planie. Her-storia stawania się matką-akademiczką w polskim uniwersytecie Beaty Karpińskiej-Musiał. Z lektury tekstów wynika, że autoteorie łączące piśmiennictwo naukowe z memuarem mogą mieć potencjał krytyczny. Są też przykładem twórczego, literackiego piśmiennictwa naukowego.
The author explains and defines autotheories by analyzing Polish-language texts: Znikanie (Disappearance) by Izabela Morska, Polska, rozkosz, uniwersytet (Poland, Pleasure, University) by Michał Paweł Markowski and Harcowanie na planie. Her-storia stawania się matką-akademiczką w polskim uniwersytecie (Enter Stage Left. Her-story of Becoming Mother-Academic at a Polish University) by Beata Karpińska-Musiał. Upon reading of these texts, it becomes evident that there is a critical potential in autotheories that link academic writing with memoir. Autotheories are also an example of creative, literary academic writing.
Źródło:
Czytanie Literatury. Łódzkie Studia Literaturoznawcze; 2022, 11; 43-57
2299-7458
2449-8386
Pojawia się w:
Czytanie Literatury. Łódzkie Studia Literaturoznawcze
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Effects of Text-messaging on the Academic Writing of Arab EFL Students
Autorzy:
Al-Salman, Saleh M.
Saeed, Aziz T.
Powiązania:
https://bibliotekanauki.pl/articles/620966.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
academic writing
impact
reactions
text-messaging
Opis:
This paper investigates the effect of text-messaging on Arab EFL learners’ English academic writing. It also investigates teachers’ attitudes and reactions to the presence of e-texting features in their students’ writing. Qualitative and quantitative methods of analysis were employed on data obtained from the following sources: (1) a sample of freshman students’ writing, (2) a survey investigating students’ use of e-chatting in Arabic and English, and (3) a questionnaire eliciting teachers’ reactions to students’ use of texting features in academic writing. The data were collected from a student sample of the Arab Open University (AOU). The research findings show that Arab EFL students’ writing does not reveal a heavy use of texting features, which suggests that this phenomenon neither poses a serious threat nor adversely impacts students’ written English.
Źródło:
Research in Language; 2017, 15, 3; 237-252
1731-7533
Pojawia się w:
Research in Language
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
How to write a scientific paper? Lessons from a distinguished scientist and editor
Autorzy:
Ali, Shan
Szmuda, Tomasz
Wszołek, Zbigniew
Powiązania:
https://bibliotekanauki.pl/articles/895731.pdf
Data publikacji:
2020-05-29
Wydawca:
Gdański Uniwersytet Medyczny
Tematy:
editorial
publishing
scientific writing
academic writing
Opis:
This article is an instructive guide on how to write and publish a scientific article. It was inspired by a lecture given at the Medical University of Gdańsk by a distinguished professor. To further advance science, particularly in the currently emerging era of individualized medicine, the collaboration of researchers with a varied level of experience and from different areas of expertise is needed. It is vital to publish the results of research quickly and effectively. Knowing the basic mechanisms of writing and publishing will help to disseminate research results more effectively.
Źródło:
European Journal of Translational and Clinical Medicine; 2020, 3, 1; 74-78
2657-3148
2657-3156
Pojawia się w:
European Journal of Translational and Clinical Medicine
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Per una riconsiderazione dello standard: un’indagine sull’italiano scritto degli studenti universitari di Palermo e Messina
A New Standard Italian: Survey on the Academic Writing of Students of the Universities of Palermo and Messina
Autorzy:
Amenta, Luisa
Assenza, Elvira
Powiązania:
https://bibliotekanauki.pl/articles/446671.pdf
Data publikacji:
2018-11-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
standar
contemporary Italian
academic writing
norm
use
standard
italiano contemporaneo
scrittura accademica
norma
uso
Opis:
In the mid-1980s, Sabatini and Berruto theorised the need to support the Italian standard via non-standard varieties (“average use,” or neo-standard) towards which the norm’s barycentre progressively had shifted. Thirty years later, and in light of the dynamism that the uses of speakers have impressed on the system, the issue has become a central one yet again. This paper investigates the main features of university students’ written language. The corpus consists of 300 e-mails sent to professors and 150 drafts of degree dissertations, produced by students of the degree courses in Humanities, Foreign Languages, Education, and Communication of the Universities of Palermo and Messina. Despite lacking any quantitative relevance, the results of this research allow us to identify which features of neo-standard Italian are now accepted by speakers in their language uses at the level of (semi-)formal writing, such as academic writing, and to propose a new reflection on the need to redefine the norm of contemporary Italian.
A metà degli anni Ottanta, Sabatini e Berruto hanno teorizzato la necessità di affiancare all’italiano standard delle varietà non standard (“dell’uso medio” – neostandard) verso cui tendeva progressivamente il baricentro della norma. A trent’anni di distanza, e alla luce del dinamismo che proprio gli usi dei parlanti hanno impresso nel sistema, la questione torna a essere centrale. Il contributo presenta un’indagine sulle tendenze in atto nell’italiano scritto degli studenti universitari. Il corpus di analisi è costituito da email inviate ai docenti e bozze di tesi di laurea, prodotte da un campione di centocinquanta studenti dei corsi di Laurea di Lettere, Lingue, Scienze della Formazione e Scienze della Comunicazione delle Università di Palermo e Messina. Pur non avendo pretese di rilevanza quantitativa, i risultati della ricerca consentiranno di isolare tratti del neostandard oggi accolti negli usi dei parlanti in una scrittura medio/formale come quella accademica e di proporre una nuova riflessione sulla questione della ridefinizione della norma dell’italiano contemporaneo.
Źródło:
Italica Wratislaviensia; 2018, 9.2; 11-36
2084-4514
Pojawia się w:
Italica Wratislaviensia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Formulaic Sequences and Meta-Discourse Markers in Applied Linguistics Research Papers. A cross-linguistic corpus-based analysis of native and non- native authors’ published articles
Autorzy:
Assassi, Tarek
Merghmi, Kenza
Powiązania:
https://bibliotekanauki.pl/articles/2158862.pdf
Data publikacji:
2023-01-05
Wydawca:
Academicus. International Scientific Journal publishing house
Tematy:
metadiscourse markers
formulaic language
academic writing
cross-linguistic
Hyland’s classification
Opis:
Metadiscourse markers and their importance to academic writing are essential research subjects nowadays. The current corpus-based study aims at identifying interactional and interactive metadiscourse markers in terms of frequency and function in the abstract section of published research articles in applied linguistics developed by Algerian, Saudi, and Native researchers. 20 research articles for each group, with a total of 60 articles have been randomly selected and compiled as the research corpus for this study, then analyzed qualitatively and quantitatively using AntConc.3.2.4 relying on Hyland’s classification of metadiscourse markers. As a comparative study, the research considered the abstracts written by natives as a benchmark and attempted to find an answer to the main inquiry related to the frequency of use of metadiscourse devices by Algerian and Saudi researchers in comparison to their Native counterparts. The main research results showed how close were Algerian abstracts to native ones in terms of using endophorics, frame markers, code glosses, hedges, attitude markers, and self-mentions. While Saudi abstracts were close to the benchmark only in two markers that are transitions and engagement markers. The rest of the devices were shown to be far from the native norm in both cases. The findings also revealed that the use of metadiscourse markers is not the only indicator of papers’ publication rate in indexed journals by comparing the corpus analysis results to the source of the articles (journals), to find that even if Algerian researchers publish less in high indexed journals in comparison to Saudis, they are still closer in using markers to the natives as a benchmark.
Źródło:
Academicus International Scientific Journal; 2023, 14, 27; 154-175
2079-3715
2309-1088
Pojawia się w:
Academicus International Scientific Journal
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Personification in EFL learners’ academic writing: A cognitive linguistic stance
Autorzy:
Belkhir, Sadia
Powiązania:
https://bibliotekanauki.pl/articles/2043625.pdf
Data publikacji:
2021-12-30
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
personification
academic writing
EFL learners
higher education
cognitive linguistics
Opis:
The paper offers a report of a small-scale corpus investigation into some advanced EFL learners’ use of personification in academic writing within a higher education context (Mouloud Mammeri University). Its main objective is to shed light on the extent of the occurrence of this phenomenon in their writings. The question raised is whether the examination of their dissertations would reveal extensive use of personification. Conceptual Metaphor Theory constitutes the theoretical framework featuring in this research. Relying on the Metaphor Identification Procedure (MIP) (Pragglejaz Group 2007), six master’s dissertations are selected for examination, and a quantitative analysis of the identified metaphorically used words is conducted. The results of the study reveal an overwhelming manifestation of personification. These findings may constitute a small contribution to the field of education, as offering useful data to educational practitioners and researchers.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2021, 48, 2; 7-20
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Effects of Using Corpus-Based Instructional Mediation on EFL Students’ Academic Writing Skills Improvement
Autorzy:
Birhan, Amare Tesfie
Teka, Mulugeta
Asrade, Nibret
Powiązania:
https://bibliotekanauki.pl/articles/1371414.pdf
Data publikacji:
2021-07-09
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
academic writing
corpus linguistics
mediation
usage-based
Opis:
This study aimed at examining the effects of corpus-based instructional mediation on EFL learners’ academic writing skills improvement. To conduct the research, a quasi-experimental research design was employed. A total of 72 EFL mechanical engineering students participated in the study, and they were selected through a simple random sampling technique.  Among them, 25 students were assigned to the experimental group and 47 students to the control group. The data were gathered by means of pre- and post-tests. Multivariate Analysis of Variance (MANOVA) was used to observe the statistical differences between the control and the experimental groups in their academic writing skills. The results showed that the students who were instructed through corpus-based instructional mediation outperformed than the students who were instructed in the conventional instructional approach. Particularly, the students who participated in the experimental group improved their content, communicative achievement, organization, grammar, and vocabulary usage than the students who participated in the control group. Therefore, this research calls for inclusion of corpus-based authentic linguistic elements in their teaching material when teaching academic writing courses in the EFL context.
Źródło:
Theory and Practice of Second Language Acquisition; 2021, 7, 2; 133-153
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Lexical Bundles Ending in that in Academic Writing by Czech Learners and Native Speakers of English
Autorzy:
Brůhová, Gabriela
Vašků, Kateřina
Powiązania:
https://bibliotekanauki.pl/articles/2049137.pdf
Data publikacji:
2021-10-06
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
learner corpus
VESPA
lexical bundles
that
stance
academic writing
Opis:
The aim of this paper is to explore how Czech learners of English use lexical bundles ending in that in their academic texts in comparison with novice and professional L1 authors. The analysis is based on three corpora (VESPA-CZ, BAWE and our own cor- pus of papers published in academic journals). The results suggest that Czech learners of English do not use a more limited repertoire of lexical bundles ending in that than pro- fessional writers. However, there are differences between the groups studied, especially in the range of various shell nouns used in nominal bundles. Novice writers, both L1 and L2, use bundles ending in that to express stance more frequently than professional writers.
Źródło:
Anglica. An International Journal of English Studies; 2021, 30(2); 53-69
0860-5734
Pojawia się w:
Anglica. An International Journal of English Studies
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Il progetto "Scrivere Come Risorsa Professionale nella Svizzera Italiana": aspetti linguistici quantitativi e qualitativi delle tesi di laurea nella Scuola Universitaria Professionale della Svizzera italiana
"Writing as a Professional Resource in Southern Switzerland": Quantitative and Qualitative Aspects of Bachelor’s Theses at the University of Applied Sciences and Arts of Southern Switzerland
Autorzy:
Cignetti, Luca
Demartini, Silvia
Puccinelli, Daniele
Powiązania:
https://bibliotekanauki.pl/articles/446310.pdf
Data publikacji:
2018-06-20
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
scrittura accademica
corpus di apprendenti
analisi automatica del linguaggio
italiano scritto
insegnamento della lingua
academic writing
Italian learner corpus
natural language processing
written Italian language
language teaching
Opis:
In questo contributo viene introdotto il progetto Scrivere Come Risorsa Professionale nella Svizzera italiana (SCRiPSIt), promosso dal Dipartimento formazione e apprendimento (DFA) della Scuola Universitaria Professionale della Svizzera Italiana (SUPSI). Il progetto si propone di identificare le difficoltà e gli errori più ricorrenti nella scrittura delle tesi di laurea in lingua italiana degli studenti di tre dipartimenti della SUPSI (Dipartimento Formazione e Apprendimento, Dipartimento Tecnologie Innovative, Dipartimento Economia Aziendale, Sanità e Sociale) e di una scuola affiliata (Accademia Teatro Dimitri), con l’obiettivo di migliorarne la qualità linguistica e formale. Dopo una descrizione degli obiettivi e dello stato attuale di realizzazione del corpus, ci si sofferma sull’illustrazione dei software impiegati per l’analisi automatica, sui primi esiti dell’analisi relativa al lessico e sulle potenzialità dell’impiego della pipeline Tint. I risultati del progetto consentiranno di attivare corsi specifici dedicati alla scrittura delle tesi di laurea e più in generale alla scrittura di tipo funzionale e professionale, con applicazione potenzialmente estesa a tutti i dipartimenti della SUPSI e alle scuole affiliate.
This paper describes the highlights of Project SCRiPSIt (Writing as a Professional Resource in Southern Switzerland), led by the Department of Teaching and Learning of the University of Applied Sciences and Arts of Southern Switzerland (SUPSI). Located in the largest Italian-speaking population centre outside of Italy, SUPSI is a heterogeneous higher-learning institution with a strong emphasis on professional development. Project SCRiPSIt investigates a relatively large corpus of SUPSI bachelor’s theses by bringing together a heterogeneous research team featuring a combination of qualitative and quantitative research expertise in linguistics as well as in automated text processing. After a description of the key project objectives, we present an overview of the current state of the corpus and of the text-processing pipeline, along with some preliminary results.
Źródło:
Italica Wratislaviensia; 2018, 9.1; 35-50
2084-4514
Pojawia się w:
Italica Wratislaviensia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Breslauer Germanistikstudenten schreiben Magisterarbeiten: Rückblick, Jetzt-Zustand und Ausblick
How students of the Department of German Studies in Wroclaw write their master theses: retrospect, current state and perspectives
Autorzy:
Cirko, Lesław
Powiązania:
https://bibliotekanauki.pl/articles/517781.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet Wrocławski. Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe
Tematy:
Academic Writing
German Studies
master theses
students’ problems
Opis:
The way master theses are prepared in the Department of German Studies, University of Wroclaw has changed over the last thirty years. The main objective of the present paper is to show how students‘ motivation has changed. The Bologna Process seems to be an important time frame, and at the same time a reason for many negative developments observed by the author. The paper addresses also what the author considers insufficient preparation of students to participate in the academic discourse, and the lack of knowledge about the true causes of students‘ problems among lecturers and professors. The author suggests that the seminar „Academic Writing“, introduced recently in the Department of German Studies may be a solution to the aforementioned problems.
Źródło:
Beiträge zur allgemeinen und vergleichenden Sprachwissenschaft; 2019, 8; 81-93
2657-4799
Pojawia się w:
Beiträge zur allgemeinen und vergleichenden Sprachwissenschaft
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The effects of online learner-driven feedback on IELTS writing skills via Google Docs
Autorzy:
Ebadi, Saman
Alizadeh, Ali
Powiązania:
https://bibliotekanauki.pl/articles/2087086.pdf
Data publikacji:
2021
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
learner-driven feedback (LDF)
peer-editing
academic writing
Google Docs
IELTS
Opis:
This study reports the results of a mixed-methods approach to investigate the impact of peer online learner-driven feedback (LDF) using Google Docs and peer-editing in a face-to-face classroom on EFL learners’ writing skill. As this study was conducted using a quasi-experimental design, two intact groups, each including twenty EFL learners, were selected as the participants of the study. They were attending an IELTS preparation course at a language school in Iran. To assess the learners’ IELTS academic writing skills, we used academic writing task 1 and task 2 and conducted semi-structured interviews to explore the learners’ perceptions towards the impact of online learner-driven peer-editing on writing tasks. An independent-samples t-test, along with two one-way MANCOVA, was used to analyse the quantitative data. The results showed that LDF-based peer-editing significantly enhanced the learners’ academic writing skills, compared to the conventional in-class feedback. The thematic analysis used to analyse the qualitative data shed light on the learners’ positive perceptions towards the effect of online learner-driven peer-editing on academic writing skills.
Źródło:
Teaching English with Technology; 2021, 21, 3; 42-66
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Dimension linguistique, discursive et intellectuelle de la rédaction de texte académique en langue étrangère. Exemple des résumés de mémoires de licence et de master à la philologie française
Linguistic, discursive and intellectual dimension of foreign language academic text writing. Example of the summary of the BA & MA theses at the French philology
Autorzy:
Grabowska, Monika
Ucherek, Witold
Powiązania:
https://bibliotekanauki.pl/articles/2143368.pdf
Data publikacji:
2022-06-22
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
summary of a BA/MA thesis
academic writing
French philology
Opis:
The article focuses on the French summaries of BA & MA theses written by students of French philology at the University of Wrocław between 2015 and 2020. The objective is to determine to what extent the linguistic, discursive and intellectual dimensions of this short academic text constitute, for the students, a source of challenges during the writing process. The general conclusion is that very often the summary of a diploma thesis looks like a report detailing the activities of the student, instead of summarizing an intellectual trajectory and informing of the results of the research.
Źródło:
Studia Romanica Posnaniensia; 2022, 49, 2; 99-113
0137-2475
2084-4158
Pojawia się w:
Studia Romanica Posnaniensia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Les littératies du XXIe siècle face aux littératies académiques : les enjeux de l’enseignement de l’expression écrite pour les natifs du numérique à l’Institut d’études romanes de Wrocław
Twenty-First-Century Literacies Versus Academic Literacies: The Challenges of Teaching Written Skills for Digital Natives at the Institute of Romance Studies in Wrocław
Autorzy:
Grabowska, Monika
Powiązania:
https://bibliotekanauki.pl/articles/2020910.pdf
Data publikacji:
2020
Wydawca:
Komisja Nauk Filologicznych Polskiej Akademii Nauk, Oddział we Wrocławiu
Tematy:
academic literacy
twenty-first-century literacy
writing
modern language studies
Opis:
The aim of this paper is to prove that, following recent social and cognitive changes among native digital students, the teaching of academic literacies to neophilological faculty students in Poland should be linked to their practice of twenty-first-century literacies and general competences acquired thanks to the practice of these literacies during their informal learning in their free time. The language activity that interests us is written production: essential in the philological study program, distinctive (especially at C1/C2 levels), practiced during each semester, regularly assessed and subordinated to the final task of writing the BA or master’s thesis. Our methodology is based on the emic perspective of Pike 1967. We will present, in particular, the results from a survey addressed to the students of the Institute of Romance Studies concerning their learning and writing practice in French/Spanish/Italian and Polish, as well as some tracks of interpretation.
Źródło:
Academic Journal of Modern Philology; 2020, 9; 107-118
2299-7164
2353-3218
Pojawia się w:
Academic Journal of Modern Philology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The use of passive voice in academic writing. Evidence from Danish, Norwegian and Swedish as L1 and L2
Autorzy:
Horbowicz, Paulina
Skrzypek, Dominika
Sobkowiak, Mikołaj
Kołaczek, Natalia
Powiązania:
https://bibliotekanauki.pl/articles/1154389.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
academic writing
passive voice
L1-writing
L2-writing
Scandinavian languages
Opis:
The paper studies the use of the passive voice in academic texts written in Mainland Scandinavian languages (Danish, Norwegian and Swedish) by their native speakers and by adult Polish learners of those languages. The corpus consists of 37 MA theses written in Scandinavia and in Poland. A number of referring verbs were chosen for the purpose of the analysis. The results show that while there are discrepancies in the use of the passive voice in texts written by Polish and Scandinavian students, they cannot be unequivocally diagnosed as resulting from the grammatical and stylistic influence of the mother tongue.
Źródło:
Folia Scandinavica Posnaniensia; 2019, 26; 4-26
1230-4786
2299-6885
Pojawia się w:
Folia Scandinavica Posnaniensia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Expressing authorial self in research articles written by Polish and English native-speaker writers: A corpus-based study
Autorzy:
Hryniuk, Katarzyna
Powiązania:
https://bibliotekanauki.pl/articles/780499.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
writer identity
authorial self
research article
academic writing
first person pronoun
Opis:
This cross-linguistic and cross-cultural, corpus-based study explores the notion of writer identity expressed through self-reference. The study examines how writers from two cultural regions – Polish and Anglo-American – construct a credible representation of themselves in writing. That is, it investigates the differences and similarities in the frequency of use, and the role of first person pronouns and determiners, in the corpora of 40 research articles in the area of applied linguistics – 20 written by Polish authors in English, published in Polish institutions, and 20 by native English speakers, published in Anglophone journals. Additionally, the frequency of use and the role of nominal lexical items referring to the writers, such as the author(s) and the researcher(s), are explored. The location of pronouns, determiners and the lexical items in the IMRD structure (Introduction-Method-Results-Discussion) is also researched, as certain types of pronouns and determiners were expected to occur in the given sections, depending on their functions. The results clearly show that there is a striking difference between the use of pronouns and determiners in the texts written by the two groups of writers. The findings carry important implications for formulating clearer instructions and developing appropriate writing strategies by novices writing for publication in EFL.
Źródło:
Studies in Second Language Learning and Teaching; 2018, 8, 3; 621-642
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
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