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Tytuł:
Modeling and convergence analysis of directed energy deposition simulations with hybrid implicit / explicit and implicit solutions
Autorzy:
Buhl, Johannes
Israr, Rameez
Bambach, Markus
Powiązania:
https://bibliotekanauki.pl/articles/99870.pdf
Data publikacji:
2019
Wydawca:
Wrocławska Rada Federacji Stowarzyszeń Naukowo-Technicznych
Tematy:
additive manufacturing
steel
implicit/explicit
thermal cycles
Opis:
Conventional metal manufacturing techniques are suitable for mass production. However, cheaper and faster alternatives are preferred for small batch sizes and individualized components. Directed energy deposition (DED) processes allow depositing metallic material in almost arbitrary shapes. They are characterized by cyclic heat input, hence heating and cooling every point in the workpiece several times. This temperature history leads to distribution of mechanical properties, distortions, residual stresses or even fatigue properties in the part. To avoid experimental trial-and-error optimization, different methods are available to simulate DED processes. Currently, the wire arc additive manufacturing (WAAM) is the most competitive DED process. In this work, a simulation method for the WAAM process is established and validated, which should be capable to calculate global effects (e.g. distortions, residual stresses) of real WAAM-processes with duration of hours and thousands of weld beads. The addition of beads and layers is simulated by the element birth and death technique. The elements are activated according to the movements of the heat source (arc). In this paper, the influence of the time step, the mesh size and the material properties of the inactive elements in hybrid implicit / explicit and fully implicit solutions are evaluated with respect to the computation time and stability. This investigation concludes several recommendations for AM-modelling. For example, a low Young’s modulus (100 N/mm2) for the inactive elements show nearly no influences on the welding simulation, but introduces numerical instabilities in case of multiple welding beads. The Young’s modulus should be increased to 1.000 N/mm2 for small mesh-sizes, small step-sizes and many beads, even when it introduces unwanted stresses.
Źródło:
Journal of Machine Engineering; 2019, 19, 3; 94-107
1895-7595
2391-8071
Pojawia się w:
Journal of Machine Engineering
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Développer la compétence grammaticale en français langue seconde - entre conscience et intuition linguistiques
Developing grammatical competence in French as a second language – between linguistic consciousness and intuition
Autorzy:
Piegzik, Wioletta
Powiązania:
https://bibliotekanauki.pl/articles/15582185.pdf
Data publikacji:
2022-06-30
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
grammatical competence
implicit / explicit knowledge
grammar of sense
language consciousness and intuition
Opis:
The paper proposes a reflection on the construction of grammatical competence in French as L2. We argue that grammatical competence embraces implicit and explicit knowledge, and results from the complementarity of conscious functions, closely linked to analogy and intelligence, and unconscious functions strictly connected with intuition. In the article, we show that an approach guaranteeing communicative success is connected to teaching formal aspects of language combined with meaning. In the first part, we discuss the specificity of both types of grammatical knowledge and refer to the concept of « grammar of sense » by P. Charaudeau. In the second part, some exercises and communication tasks combining analytical thinking and sense-oriented intuitive thinking are proposed.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2022, 49, 1; 141-156
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Lying and the Relevance-Theoretic Explicit/Implicit Distinction
Autorzy:
Kisielewska-Krysiuk, Marta
Powiązania:
https://bibliotekanauki.pl/articles/888925.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
verbal communication
Relevance
implicature
explicit-implicit
cognitive
Opis:
The focus of the paper is on lying in verbal communication. The main aim of the paper is to examine the act of lying with reference to the explicit/implicit distinction in the cognitive, relevance-theoretic, model of utterance comprehension (cf. Sperber and Wilson [1986] 1995; 2004; Wilson and Sperber 2002; 2012), which rejected the maxim of truthfulness for the sake of the Principle of Relevance. The paper views lying in the context of interpersonal communication, as a pragmatic act and a linguistic strategy intentionally employed by the speaker to manipulate the hearer’s interpretation of an utterance. Since encoded linguistic meaning (logical form) falls far short of determining the proposition expressed by an utterance (explicature) and its implicatures, there is a potential for a liar to achieve his/her goal by influencing the interpretation process at different stages of pragmatic enrichment. Accordingly, an attempt is made in the paper to categorize lies by placing them along the explicit-implicit continuum, depending on the type of pragmatic task that is to lead the hearer to a false belief.
Źródło:
Anglica. An International Journal of English Studies; 2016, 25/2; 73-86
0860-5734
Pojawia się w:
Anglica. An International Journal of English Studies
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Svenska generiska pronomen hos finska språkbadselever. En jämförelse mellan två årskurser
Swedish generic pronouns in Finnish-speaking students in Swedish immersion
Autorzy:
Nyqvist, Eeva-Liisa
Lindström Tiedemann, Therese
Powiązania:
https://bibliotekanauki.pl/articles/27314246.pdf
Data publikacji:
2023
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Svenska som L2
generiska pronomen
implicit och explicit inlärning
svårighet
språkbad
L2 Swedish
generic pronouns
implicit and explicit learning
difficulty
immersion
Opis:
This is a study of the use of generic pronouns in Swedish as a second language (L2) by L1 Finnish immersion students. We compare two groups, 12-year-olds, and 15-year-olds, to see if there is a difference and to identify which the most challenging cases are in both groups. Norm deviations are compared to see if they mainly consist of overuse of generic pronouns or more formal aspects, such as the pronoun which is chosen, and the understanding of the relation between the generic subject, object, possessive and reflexive pronouns. Both groups use generic pronouns in the subject position in a manner which mostly follows the standard, and mainly have problems with possessive pronouns in connection to generic pronouns. It is possible that object generic pronouns would also be problematic, but there are none in our data. Generic pronouns are sometimes left out as subjects, which is ungrammatical in Swedish. There is also occasional overuse of man where it is not idiomatic, and some mixed forms with man and s-passive. Results show possible transfer from the first language (L1) of the learners, but less in the older group. Furthermore, there also appears to be transfer from L3 English, which our informants are learning at school. This seems more present in the older group.
Źródło:
Folia Scandinavica Posnaniensia; 2023, 33; 14-28
1230-4786
2299-6885
Pojawia się w:
Folia Scandinavica Posnaniensia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Unconscious motivation. Part II: Implicit attitudes and L2 achievement
Autorzy:
Al-Hoorie, Ali H.
Powiązania:
https://bibliotekanauki.pl/articles/781065.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
motivation
implicit attitudes
Implicit Association Test
social desirability
explicit–implicit correspondence
Opis:
This paper investigates the attitudinal/motivational predictors of second language (L2) academic achievement. Young adult learners of English as a foreign language (N = 311) completed several self-report measures and the SingleTarget Implicit Association Test. Examination of the motivational profiles of high and low achievers revealed that attachment to the L1 community and the ought-to L2 self were negatively associated with achievement, while explicit attitudes toward the L2 course and implicit attitudes toward L2 speakers were positively associated with it. The relationship between implicit attitudes and achievement could not be explained either by social desirability or by other cognitive confounds, and remained significant after controlling for explicit self-report measures. Explicit–implicit congruence also revealed a similar pattern, in that congruent learners were more open to the L2 community and obtained higher achievement. The results also showed that neither the ideal L2 self nor intended effort had any association with actual L2 achievement, and that intended effort was particularly prone to social desirability biases. Implications of these findings are discussed.
Źródło:
Studies in Second Language Learning and Teaching; 2016, 6, 4; 619-649
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Explicit and implicit materialism vs. self-esteem and readiness for self-improvement in young people
Autorzy:
Zawadzka, Anna Maria
Iwanowska, Magdalena
Powiązania:
https://bibliotekanauki.pl/articles/2127731.pdf
Data publikacji:
2019-04-06
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Tematy:
adolescent
implicit and explicit materialism
self-esteem
readiness for self-improvement
Opis:
The aim of the paper is to present an analysis of the relationship between explicit and implicit materialism, self-esteem, and readiness for self-improvement in teenagers. We carried out two studies. In the first one, we examined what object and activity categories are linked to teenage happiness and how the category of happiness associated with possessing things is linked to materialistic teenage attitudes. The second study looked into the associations of implicit materialism with implicit materialism, self-esteem, and readiness for self-improvement. The obtained results showed that (a) five categories of teenage happiness can be distinguished: people and animals, interests, sport, achievements, material possessions and money; (b) as initially assumed, implicit materialism is positively linked to explicit materialism and negatively linked to both self-esteem (Study 2) and readiness for self-improvement (Studies 1 and 2). However, no significant relationship was observed between explicit materialism and self-esteem or readiness for self-improvement.
Źródło:
Roczniki Psychologiczne; 2016, 19, 4; 723-743
1507-7888
Pojawia się w:
Roczniki Psychologiczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Unconscious motivation. Part I: Implicit attitudes toward L2 speakers
Autorzy:
Al-Hoorie, Ali H.
Powiązania:
https://bibliotekanauki.pl/articles/780935.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
implicit attitudes
Implicit Association Test
motivation
ideal L2 self
explicit–implicit correspondence
Opis:
This paper reports the first investigation in the second language acquisition field assessing learners’ implicit attitudes using the Implicit Association Test, a computerized reaction-time measure. Examination of the explicit and implicit attitudes of Arab learners of English (N = 365) showed that, particularly for males, implicit attitudes toward L2 speakers are associated with self-reported openness to the L2 group and with strength of correlations among attitudinal and motivational variables. Implicit attitudes also moderated important paths in the L2 Motivational Self System. The paper concludes that implicit attitudes seem to be a meaningful individual difference variable, adding a new dimension to our understanding of language motivation.
Źródło:
Studies in Second Language Learning and Teaching; 2016, 6, 3; 423-454
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
What Do Teenagers and Young Adults Think and Feel About Their Peers with Cancer? A Quantitative and Qualitative Analysis of Explicit and Implicit Prejudices
Autorzy:
Trusz, Sławomir
Stępniewska-Gębik, Hanna
Powiązania:
https://bibliotekanauki.pl/articles/2124985.pdf
Data publikacji:
2021-11-26
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Tematy:
cancer
teenager/young adult
stigma
explicit/implicit stereotype and prejudice
Opis:
The social stigma of cancer is a powerful source of stereotyping and prejudice against people affected by oncological disorders. Two cross-sectional studies attempted to (1) provide a formal and content characteristic of the stereotype of teenage cancer patient and (2) analyze explicit and implicit prejudice against them. In the first study, 2,370 middle school students proposed open-ended descriptions and quantified 50 attributes representing physical appearance, cognitive, task-oriented, social, and emotional functioning of the teenage cancer patient. In the second study, 207 undergraduate students of education completed the Implicit Association Test, which contrasted the teenage cancer patient with a teenager as a reference category. Content analysis of 11,191 open-ended descriptions and exploratory factor analysis of 50 attributes showed that teenage cancer patients were characterized in the emotional, social, and physical appearance domain. The IAT revealed that teenagers with cancer automatically induced moderate negative prejudice not linked with similarly negative explicit prejudice. Negative explicit and implicit prejudice suggests that teenagers with cancer may be omitted or disfavored by classmates and teachers, therefore they require special treatment in school and out-of-school environments. The findings and their practical implications were discussed in light of theories of stigmatization, stereotyping, and prejudice against cancer patients.
Źródło:
Roczniki Psychologiczne; 2021, 24, 2; 139-158
1507-7888
Pojawia się w:
Roczniki Psychologiczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The effect of focused communication tasks on instructed acquisition of English past counterfactual conditionals.
Autorzy:
Broszkiewicz, Anna
Powiązania:
https://bibliotekanauki.pl/articles/780842.pdf
Data publikacji:
2011-10
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
focused communication tasks
form focused instruction
explicit and implicit knowledge
Opis:
One important controversy connected with the effectiveness of grammar teaching seems to have been resolved as there is ample empirical evidence testifying to the positive effect of form-focused instruction on second language acquisition (Nassaji & Fotos, 2004; Norris & Ortega, 2000; Spada, 1997, 2010). Nevertheless, there are still a number of problems open to debate and awaiting concrete solutions, such as how to establish connections between form and meaning and find the best way to teach grammar for implicit knowledge, which, in the opinion of most SLA researchers (Ellis, 2006a, p. 95) and according to numerous theoretical positions, is a key driver of linguistic competence. One of the options available to language educators is to employ focused communication tasks, which “are designed to elicit production of a specific target feature in the context of performing a communicative task” (Ellis, 2001, p. 21). The aim of the study reported in this article was to explore the effect of focused communication tasks on the instructed acquisition of English past counterfactual conditionals when compared with contextualized practice activities. The results of two types of intervention were measured employing a number of data collection instruments with a view to tapping both the explicit and implicit knowledge of the participants of the study. Both types of instructional treatment were equally effective in helping learners develop the explicit knowledge of past unreal conditionals, but when it comes to the implicit knowledge of the aforementioned structure, the group instructed by means of focused communication tasks outperformed the other experimental group and the control group, as evidenced by the results obtained from the individually elicited imitation test and the focused communication task performed in pairs.
Źródło:
Studies in Second Language Learning and Teaching; 2011, 1, 3; 335-363
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Insegnamento delle preposizioni in, su, a a discenti di madrelingua polacca (livelli C1 e C2) – uno studio cognitivo
Autorzy:
Malinowska, Maria
Powiązania:
https://bibliotekanauki.pl/articles/638231.pdf
Data publikacji:
2014
Wydawca:
Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
Tematy:
Cognitive semantics, prepositions, explicit grammar, implicit grammar, image schemas, motivation in language
Opis:
Prepositions are highly polysemous items and for this reason they appear in various semantic and syntactic contexts. As a result, they are very difficult in the process of teaching and learning a foreign language. It is important to know that even very advanced learners of Italian make preposition mistakes (Bagna 2003). Because of this, formal teaching of grammar and explicit correction has been focused on in the present research. The inclusion of explicit grammar teaching (Benucci 1994; Freddi 1999; Balboni 1994, 2012; Bettoni 2009) seems to be essential at advanced levels like C1 and C2 since such levels of proficiency are required for future translators and teachers of Italian as a FL. In this research, Cognitive semantics methodology has been adopted according to the findings by Johnson (1987, 2005) and Lakoff (1987) and Dodge, Lakoff (2005). Image schemas (an inherent part of the methodology) give image schematic answers to the way in which prepositional phrases meaning is built into language. The container schema allows for the interpretation of the unit in, the support and contiguity schema is a tool for interpreting the unit su and the preposition a is modelled by a path schema which highlights a static landmark deprived of shape when the trajector is only localized or an endpoint landmark deprived of shape as well. The same image schemas (seem to be universal perceptive tools valid also in language) provide a basic structure for the Polish equivalents such as: w + loc, na + loc, na + acc, do + gen. Obviously the same conceptualizations in both languages are not frequent. Prepositional landmarks, in fact, reflect different spatial categorizations. The non correspondence of prepositional units in both languages do not mean that the prepositional use is completely unmotivated. This seems motivated with the salience of a particular image schema in a given context. Such clues may result very useful in the process of teaching/learning Italian to Polish speakers as they could sensibilize students to image schematic principles that underlie the semantic interpretation of prepositional units.
Źródło:
Romanica Cracoviensia; 2014, 14, 2
2084-3917
Pojawia się w:
Romanica Cracoviensia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Semantic Shifts and Stylistic Overtones as Conveyed by Function Verb Phrases. Comparative View: English, German, Rom
Autorzy:
MÁCIUCÁ, GINA
Powiązania:
https://bibliotekanauki.pl/articles/953875.pdf
Data publikacji:
2008-12-31
Wydawca:
Uniwersytet Opolski
Tematy:
function verb phrase
marginal verb
Aktionsart
ingressive
egressive
stylistic synonymy
implicit/explicit passive/reflexive
time/space-saving function
minor performer
decomposition of idiomatic meaning
linguicomedy
translatability
Opis:
After painstakingly anatomizing in a previous book (s. DIP) the function verb phrase (FVP) in German and tracking down English combinations which display the morpho syntactical pattern, comply with the lexicosemantic criteria and assume the stylistic features, characteristic of “Funktionsverbgeflige” (FVGs), I resume in the present contribution my relentless quest for lexicomorphological conveyors of FVGs, this time in Romaniana Romance language - and then, in a second stage, try to go with a fine tooth-comb through the semantic and stylistic shifts following in the wake of FVPs as employed by the three languages at issue (German, English and Romanian). The opening section of the paper at hand searches in a first phase through the samples of Romanian FVPs extracted from various sources and assigns them to the aspect subcategories which they most fittingly illustrate: ingressive, punctual, iterative and egressive. In a second phase the analysis focuses on type a-§i ie$i din rábdári FVPs which convey a transition from one state to another and, consequently, admit of a double-barrelled interpretation, i.e. both egressive and ingressive - hence the labels ‘contradiction in terms’ and ‘transitive aspect’ I put forward as indicative of their idiosyncratic behaviour. The third and final phase of my survey is devoted to investigating stylistic synonymy as well as defending such intriguing FVPs as fa ll in love and fa ll out o f love. The approach in the middle section is roughly the same, i.e. descriptive in the beginning, with copious illustration of various semantic shifts (active / reflexive > passive, active > reflexive) as well as of the contrasts and similarities observed when comparing the three languages at issue, and interpretive in the second stage, with the focus on two most challenging cases: the ‘implicit’ passive with a subject acting semantically as a ‘minor performer’; the surprisingly divergent semantics of two at first blush similar FVPs {be thrown into ecstasies and go into ecstasies). The third section investigates the involuntary as well as premeditated decomposition of idiomatic meaning in FVPs, which more often than not is to be held accountable for comic effects. The technique at work here is the superimposition of nonidiomatic meaning on the idiomatic one, which in turn triggers off the reaction phase of the listener/reader confronted when least expected with the real intentions of the speaker/writer. The effects of the interference at issue range from ambiguity through a smack of ridicule - when decomposition is unintentional - to the most sophisticated linguistic humour - when decomposition is premeditated. Since the approach is also a contrastive one, the final conclusions would only naturally relate to the rendering into another language of linguicomedy samples. Unfortunately the translatability of interference-effects-generated linguistic humour has been found to be minimum at best in most cases.
Źródło:
Stylistyka; 2008, 17; 313-326
1230-2287
2545-1669
Pojawia się w:
Stylistyka
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Apocalyptic motifs and images in media texts on Brexit and Ukrainian elections
Autorzy:
Krapivnyk, Ganna
Powiązania:
https://bibliotekanauki.pl/articles/1374251.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet Warmińsko-Mazurski w Olsztynie
Tematy:
media texts
apocalyptic motifs and images
Brexit
explicit and implicit verbalisation
media discourse
Opis:
The paper provides the linguistic analysis of verbalising apocalyptic motifs and images in the media texts, devoted to the topical processes of Brexit and Ukrainian elections. It was confirmed that these motifs and images serve as a tool for influencing the recipients and noted that the consideration of the linguistic realization of images and motifs in the texts of media resources refers to the rapidly developing field of media linguistics. The word families, enriching Ukrainian and English with the neologisms related to the above extra-linguistic processes were singled out. The semantic fields of the considered images and motifs were described. Suggestions for further research were outlined.
Źródło:
Przegląd Wschodnioeuropejski; 2020, XI, 2; 117-129
2081-1128
Pojawia się w:
Przegląd Wschodnioeuropejski
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Gottes Mühlen mahlen langsam [mahlen aber trefflich fein]… Zum Bild Gottes in der deutschen Phraseologie
Autorzy:
Żurawlew, Tomasz
Powiązania:
https://bibliotekanauki.pl/articles/2089956.pdf
Data publikacji:
2021-09-25
Wydawca:
Uniwersytet Warmińsko-Mazurski w Olsztynie
Tematy:
image of God
God’s attributes
German phraseology
explicit and implicit portrayal
adulatory language
Opis:
The aim of this publication was to reconstruct the image of God that has been perpetuated in the German language through fixed collocations. Based on a methodological reflection, the author attempted to determine which of God’s attributes are conveyed in these expressions. Attempts were also made to identify the linguistic mechanisms that contributed to that process. The author concluded that the image of God present in German phraseology was clearly consistent with the biblical worldview. In the German language, God is depicted as someone good, just, trustworthy, but sometimes also wrathful and stern. According to the beliefs conveyed by the German language, God dwells in heaven, from which He rules over the world as God almighty. God is portrayed explicitly or implicitly, often through metaphorical and metonymic structures. God’s attributes are frequently portrayed in a language whose modality is full of reverence and supplication and is indicative of man’s dependence on Him, as well as through the use of exclusively adulatory vocabulary.
Źródło:
Acta Neophilologica; 2021, 2, XXIII; 83-94
1509-1619
Pojawia się w:
Acta Neophilologica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Ocenianie stopnia znajomości słownictwa w kontekście jego nauczania: rzeczywistość, potrzeby, możliwości
Autorzy:
Seretny, Anna
Powiązania:
https://bibliotekanauki.pl/articles/1042416.pdf
Data publikacji:
2020-12-23
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
testowanie/nauczanie słownictwa
kompetencja leksykalna
wiedza eksplicytna/implicytna
zadania komunikacyjne
vocabulary testing/teaching
lexical competence
explicit/implicit knowledge
communication tasks
Opis:
Stopień opanowania słownictwa przez uczących się języka polskiego na poziomach wyższych jest często sprawdzany za pomocą zadań, które w większym stopniu koncentrują się na znajomości form i znaczeń wyrazów, w mniejszym zaś na użyciu złożonych struktur leksykalnych. Ten rodzaj ewaluacji pozwala ocenić stan wiedzy deklaratywnej uczniów. Jest ona trudna do wyzyskania w autentycznych sytuacjach komunikacyjnych, w których spontaniczne działania wymagają od użytkownika wykorzystania wiedzy implicytnej. Celem niniejszego artykułu jest ogląd dydaktyki i ewaluacji słownictwa w języku polskim jako obcym dokonany z perspektywy potrzeb komunikacyjnych uczących się na poziomie średnim ogólnym. Zwraca się w nim uwagę na fakt, iż wiedza implicytna jest rezultatem głębokiej internalizacji słownictwa, a szybkie, fortunne reakcje użytkownika wspomaga właściwa organizacja leksykonu mentalnego, w którym, obok pojedynczych słów, magazynowane są różnej długości zespolenia (ciągi formuliczne). Pokazuje się też sposoby ukomunikacyjnienia obecnie stosowanych technik ewaluacji stopnia opanowania leksyki, a także proponuje takie, które opierają się na działaniach uwikłanych w kontekst i/lub w nim wyraźnie osadzonych.
Lexical competence of intermediate and advanced learners of Polish as a foreign language is usually tested by means of tasks which focus on the form and meaning of items and not on their use. This kind of evaluation checks mostly learners’ declarative knowledge that cannot be applied under pressure. A fluent and adequate reaction in authentic situations requires implicit (or highly automatized declarative) knowledge based on such an organization of the mental lexicon in which, beside single words, formulaic expressions are stored. The purpose of the article is an analysis of vocabulary teaching/testing at the B2 level in the context of learners’ needs. The author argues that traditional tests should be complemented by tasks which; (i) necessitate the use not only of specific words but also of formulaic language, (ii) engage learners in a quasi-natural communication. Such tasks could help to evaluate their implicit vocabulary knowledge and their use in tests could in turn have a beneficial effect on the way vocabulary is taught in Polish.
Źródło:
Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców; 2020, 27; 389-405
0860-6587
2449-6839
Pojawia się w:
Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Explicitness and implicitness of (linguistic) hybridity in translation
Autorzy:
Kembou, Edmond
Powiązania:
https://bibliotekanauki.pl/articles/53365815.pdf
Data publikacji:
2022-12-11
Wydawca:
Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe
Tematy:
hybridity
explicit
implicit
translation
function
purpose
Opis:
Today, hybridity has become a topic of interest in translation, especially when it comes to translating literature from postcolonial contexts. This is, for instance, the case with Frenchspeaking African literature, where several authors embed a hybrid language in their writing, thus producing multilingual literary works. From a translation perspective, literary productions adopting this writing style expose the translator to a major challenge: translating not only from a single language into another, but also from two or more languages into another. The difficulty is compounded by the explicitness and implicitness of hybridity features. This article seeks to explore the explicitness and implicitness of (linguistic) hybridity in literature and its implication for translation. It uses French-speaking African literature to illustrate both concepts.
Źródło:
Studia Translatorica; 2022, 13; 109-125
2084-3321
2657-4802
Pojawia się w:
Studia Translatorica
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 34

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