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    Wyświetlanie 1-5 z 5
    Tytuł:
    Topic prominence in Chinese EFL learners interlanguage
    Autorzy:
    Li, Shaopeng
    Yang, Lianrui
    Powiązania:
    https://bibliotekanauki.pl/articles/780627.pdf
    Data publikacji:
    2014-03
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    topic prominence
    subject prominence
    topic chain
    zero anaphora
    discourse transfer
    English
    Opis:
    The present study aims to investigate the general characteristics of topicprominent typological interlanguage development of Chinese learners of English in terms of acquiring subject-prominent English structures from a discourse perspective. Topic structures mainly appear in Chinese discourse in the form of topic chains (Wang, 2002; 2004). The research target are the topic chain, which is the main topic-prominent structure in Chinese discourse, and zero anaphora, which is the most common topic anaphora in the topic chain. Two important findings emerged from the present study. First, the characteristics of Chinese topic chains are transferrable to the interlanguage of Chinese EFL learners, thus resulting in overgeneralization of the zero anaphora. Second, the interlanguage discourse of Chinese EFL learners reflects a change of the second language acquisition process from topic-prominence to subject-prominence, thus lending support to the discourse transfer hypothesis.
    Źródło:
    Studies in Second Language Learning and Teaching; 2014, 4, 1; 109-125
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Factors determining the development of modality in advanced l2 speech – a longitudinal study
    Autorzy:
    Jaroszek, Marcin
    Powiązania:
    https://bibliotekanauki.pl/articles/634629.pdf
    Data publikacji:
    2011
    Wydawca:
    Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
    Tematy:
    modality, language transfer, discourse, foreign language learning
    Opis:
    The article discusses the results of a longitudinal study of how modality, as an aspect of spoken discourse competence of selected thirteen advanced students of English, developed throughout their three-year English as a Foreign Language tertiary education. The study investigated possible factors determining the development of three aspects of modality: (1) epistemic modality, (2) specific modality, that is those modality expressions that are both characteristic of natural English discourse or are underrepresented in L2 discourse, and (3) modality diversity. The analysis was carried out in relation to a number of variables, including two reference levels, one represented in English native discourse and the other observed in teacher talk in actual Practical English classes, language type exposure, as registered by the subjects of the study on a weekly basis.
    Źródło:
    Studia Linguistica Universitatis Iagellonicae Cracoviensis; 2011, 128
    2083-4624
    Pojawia się w:
    Studia Linguistica Universitatis Iagellonicae Cracoviensis
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    L1 vs L2 spoken modality use: Theoretical considerations – part 2
    Autorzy:
    Jaroszek, Marcin
    Powiązania:
    https://bibliotekanauki.pl/articles/634459.pdf
    Data publikacji:
    2013
    Wydawca:
    Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
    Tematy:
    modality, language transfer, input, discourse, foreign language learning
    Opis:
    This article discusses the role of input in the development of discourse competence with reference to modality use, as well as the role of language transfer, which can in fact cover many aspects L2 communication, for instance, cultural codes or elements of the politeness system, including modality, in L2 learning. It indicates that just exposing the learner to linguistic input may not enable them to fully comprehend the pragmalinguistic intricacies of authentic communication. It also suggests pragmalinguisticly intricate features of communication may fail to be taken in even by the advanced foreign language learner, since they may not meet the relevance requirement of the input provided.
    Źródło:
    Studia Linguistica Universitatis Iagellonicae Cracoviensis; 2013, 130, 2
    2083-4624
    Pojawia się w:
    Studia Linguistica Universitatis Iagellonicae Cracoviensis
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    МЕЖКУЛЬТУРНЫЙ КОНТАКТ В ПИСЬМЕННОЙ КОММУНИКАЦИИ: К ПРОБЛЕМЕ ТРАНСЛЯЦИИ ИМЕН СОБСТВЕННЫХ И ГРАФИЧЕСКИХ ЗНАКОВ
    Intercultural Contact in Written Communication: on Problem of Transfer of Proper Names and Graphic
    Autorzy:
    Новоженова, Зоя
    Синявская-Суйковска, Татьяна
    Powiązania:
    https://bibliotekanauki.pl/articles/444597.pdf
    Data publikacji:
    2012-06-01
    Wydawca:
    Uniwersytet Warmińsko-Mazurski w Olsztynie
    Tematy:
    intercultural contact
    transfer
    academic discourse
    Opis:
    In the article the authors analyze the problems of intercultural contact in written communication on the basis of bilingual scientific texts, such as scientific study, collection of scientific papers and lesson book. The ways of transfer of verbal and nonverbal (paragraphic) elements are discussed with consideration for such parameters of the communicative situation, as addressee, self-positioning of redactor or author of the text and publishing tradition.
    Źródło:
    Acta Neophilologica; 2012, XIV/1; 117-128
    1509-1619
    Pojawia się w:
    Acta Neophilologica
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    A Pedagogical Evaluation of Intra-Sentential Code-Switching Patterns in L2 Classroom Talk
    Autorzy:
    Majer, Jan
    Powiązania:
    https://bibliotekanauki.pl/articles/620629.pdf
    Data publikacji:
    2009-01-01
    Wydawca:
    Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
    Tematy:
    intra-sentential code-switching
    language alternation
    code-mixing
    borrowing
    transfer
    classroom discourse
    Opis:
    The paper is concerned with teachers' and students' alternation between L1 and L2 within the same utterance, i.e. uses of intra-sentential code-switching which in classroom discourse tends to be less accepted by modern language pedagogy than its inter-sentential counterpart. The rationale for the study is the universal nature of the phenomenon known to occur in the first place in interactions among natural bilinguals and multilinguals. The data analysis sections of the article review eight different patterns which are evaluated pedagogically. It transpires that the category most likely to arouse methodological controversy is code-mixing.
    Źródło:
    Research in Language; 2009, 7; 31-41
    1731-7533
    Pojawia się w:
    Research in Language
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-5 z 5

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