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Tytuł:
THEORETICAL FRAMEWORKS USED IN CALL STUDIES: A SYSTEMATIC REVIEW
Autorzy:
Akayoğlu, Sedat
Powiązania:
https://bibliotekanauki.pl/articles/569458.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
Computer Assisted Language Learning
theoretical framework
Social Constructivism
Sociocultural Theory
Interactionist Second Language Acquisition
Opis:
In the last three decades, there has been a great interest in the field of Computer Assisted Language Learning (CALL). As a newly flourished area, CALL borrowed or adapted theories from other disciplines, such as second language acquisition, linguistics, psychology and education; however, it is still questioned how these theories are modified, utilized and integrated into CALL research. In this study, the articles published in Computer Assisted Language Learning, System, British Journal of Educational Technology, and Language Learning and Technology between 1997 and 2018 were analyzed and the suggested theoretical frameworks for the research studies were examined. First, the articles without any explicit theoretical frameworks were eliminated. Second, the articles with specific theories were categorized and discussed in categories. At the end of the study, it was found that the prominent theoretical frameworks used in the last two decades were Social Constructivism, Sociocultural Theory, and Interactionist SLA in CALL studies. As for further studies, it can be claimed that these prominent theories will continue to be adopted by the researchers no matter what kind of new tools and platforms emerge for educational purposes. These findings might help researchers to better understand the past and the present situation of CALL research and to design further studies.
Źródło:
Teaching English with Technology; 2019, 19, 4; 104-118
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Accuracy order in L2 grammatical morphemes: Corpus evidence from different proficiency levels of Turkish learners of English
Autorzy:
Akbaş, Erdem
Ölçü-Dinçer, Zeynep
Powiązania:
https://bibliotekanauki.pl/articles/2051527.pdf
Data publikacji:
2021-12-26
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
grammatical morpheme
second language acquisition
natural order
learner corpus
English as a foreign language
Opis:
The present study empirically scrutinizes the fixed natural order of grammatical morphemes relying on a manual analysis of an EFL learner corpus. Specifically, we test whether the accuracy order of L2 grammatical morphemes in the case of L1 Turkish speakers of English deviates from Krashen’s (1977) natural order and whether proficiency levels play a role in the order of acquisition of these morphemes. With this in mind, we focus on the (in)accuracy of nine English grammatical morphemes with 2883 cases manually tagged by the UAM Corpus Tool in the written exam scripts of Turkish learners of English. The results based on target-like use scores provide evidence for deviation from what is widely believed to be a set order of acquisition of these grammatical morphemes by second language learners. In light of such findings, we challenge the view that the internally driven processes of mastering grammatical morphemes in English for interlanguage users are largely independent of their L1. Regardless of L2 grammar proficiency in our data, the observed accuracy of some morphemes ranked low in comparison with the so-called natural order. These grammatical morphemes were almost exclusively non-existent features in participants’ mother tongue (e.g., third person singular –s, articles and the irregular past tense forms), thus suggesting the influence of L1 in this respect.
Źródło:
Studies in Second Language Learning and Teaching; 2021, 11, 4; 607-627
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Effect of Incidental Learning on the Comprehension of English Affixes by Arabic-Speaking EFL Learners: Acquisition and Application
Autorzy:
Altakhaineh, Abdel Rahman
Zibin, Aseel
Powiązania:
https://bibliotekanauki.pl/articles/620978.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
Linguistics
affixes
second language acquisition
incidental learning
Arabic-speaking EFL learners
morphological awareness
Opis:
This study aims to examine the effect of incidental learning on the comprehension of 30 English affixes by 50 Arabic-speaking EFL learners in an attempt to determine which affixes are more easily comprehended. We adopt the experimental design of a pre- and post-test to measure the participants’ knowledge of English affixes before and after the treatment, which involved taking part in the prediction of the meaning of English affixed words in context for one academic semester. To this end, we divided the 50 participants into two groups: treatment and control. We administered a 30-item multiple choice test as the pre- and post-test to determine whether the treatment helped the participants expand their knowledge of English affixes.
Źródło:
Research in Language; 2017, 15, 4; 405-423
1731-7533
Pojawia się w:
Research in Language
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Teaching the pronunciation of sentence final and word boundary stops to French learners of English: distracted imitation versus audio-visual explanations
Autorzy:
Amand, Maelle
Touhami, Zakaria
Powiązania:
https://bibliotekanauki.pl/articles/620639.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
Second-language acquisition
unreleased stops
imitation
audio-visual teaching
L2 pronunciation
e-learning
pronunciation teaching
Opis:
Studies on stop unrelease in second language acquisition have hitherto focused on the productions of Slavic learners of English (Šimačkova & Podlipsky, 2015) and experiments on Polish learners of English; the latter show the tendency to release stops on a more regular basis depending on the type of stop combinations (Rojczyk et al. 2013). In the present study, we aim to test the efficiency of audio-visual explanations as opposed to distracted imitation in pronunciation teaching amongst French learners of English. While unreleased stops are rather frequent in French and English - especially in plosives clusters (Byrd, 1993; Davidson, 2010), unreleased plosives in final positions are less common in French (Van Dommelen, 1983). During phase 1 of the experiment, three groups of 12 native French learners of English (level A1/A2, B1/B2 and C1/C2) were asked to read idiomatic expressions containing both homogeneous and heterogeneous sequences of voiceless stops straddled between words, namely, in sequences like “that cat” [dat˺ kat˺], and stops at the end of sentences like “I told him to speak” [tə spiːk˺]. In the second phase of the experiment, one half in each group was given a different task. The first group heard recorded versions of phase 1 sentences and before reading them out loud, counted up to five in their L1. Stimuli for imitation contained no release in the contexts under scrutiny. The other half had to watch a video explaining the phenomenon of unreleased stops with a production of phase-two expressions propped up by hand gestures. They were then asked to re-read the sentences given in phase 1. Based on these results the current study makes recommendations about what working environment should be prioritized in pronunciation teaching both in class and online (Kroger et al. 2010), and suggests ways to assess students and visually keep track of their progress.
Źródło:
Research in Language; 2016, 14, 4
1731-7533
Pojawia się w:
Research in Language
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Wczesnoszkolne nauczanie języków obcych – polskie prace empiryczne w świetle aktualnych dyskusji o badaniach przyswajania języka obcego przez dzieci
Teaching foreign languages in the early years of education – Polish empirical studies in the light of the current debate concerning research on foreign language acquisition and children
Autorzy:
Andrzejewska, Ewa
Powiązania:
https://bibliotekanauki.pl/articles/1037732.pdf
Data publikacji:
2010-06-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
early school education
Polish studies on foreign language acquisition by children
nauczanie wczesnoszkolne
polskie badania na temat przyswajania języka obcego przez dzieci
metodologia badań
Opis:
The introduction of compulsory teaching of a foreign language in the early years of education is the most important development in recent accounts of foreign language teaching. The identification of the early start is accompanied by attempts to obtain empirically based concepts aiming to show how to teach children in school conditions in the most effective way. Last 10 years witnessed a considerable progress in the area of learning and teaching foreign languages by/to children. This article presents Polish empirical studies in the light of contemporary research related to teaching a foreign language in the early years of education.
Źródło:
Neofilolog; 2010, 35; 131-141
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Affordances theory in multilingualism studies
Autorzy:
Aronin, Larissa
Singleton, David
Powiązania:
https://bibliotekanauki.pl/articles/780815.pdf
Data publikacji:
2012-10
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
affordances
multilingualism
second language learning
complexity
multiple language acquisition
Opis:
The concept of affordances originating in Gibson’s work (Gibson, 1977) is gaining ground in multilingualism studies (cf. Aronin and Singleton, 2010; Singleton and Aronin, 2007; Dewaele, 2010). Nevertheless, studies investigating affordances in respect of teaching, learning or using languages are still somewhat rare and tend to treat isolated aspects of multilingualism. This is despite the fact that the theory of affordances can actually provide a valuable, supplementary, up-to-date framework within which a clearer, sharper description and explication of the intriguing range of attributes of multilingual communities, educational institutions and individuals, as well as teaching practices, become feasible. It is important that not only researchers and practitioners (teachers, educators, parents, community and political actors) but also language users and learners themselves should be aware of how to identify or, if necessary, design new affordances for language acquisition and learning. The aim of this article is to adapt the concept of affordances to multilingualism studies and additional language teaching, and in so doing advance theoretical understanding in this context. To this end the article contains a brief summary of the findings so far available. The article also goes further into defining the ways of how affordances work in relation to multilingualism and second language teaching and puts forward an integrated model of affordances.
Źródło:
Studies in Second Language Learning and Teaching; 2012, 2, 3; 311-331
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Book review: Kurt Braunmuller
Autorzy:
Aronin, Larissa
Powiązania:
https://bibliotekanauki.pl/articles/783131.pdf
Data publikacji:
2017
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
multilingualism
language learning
language acquisition
psycholinguistics
Źródło:
Theory and Practice of Second Language Acquisition; 2017, 3, 2
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
EFFECT OF LEARNER PROFICIENCY LEVELS ON METHODOLOGICAL EFFECTIVENESS: CASE OF STAD AND WEBQUEST (STADIBTM)
Autorzy:
Awada, Ghada
Burston, Jack
Powiązania:
https://bibliotekanauki.pl/articles/955369.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
Proficiency
second language acquisition
Student Team Achievement Division (STAD)
WebQuest
Opis:
This study set to investigate the critical importance of integrating Student Team Achievement Division (STAD) and WebQuest, STADIBTM for short, on developing the advanced-level argumentative writing skills of L2 English university students. The study employed a pre-post-test comparison of the experimental group (N=54) versus the control group (N=24). The data from the study have been systematically reanalysed to evaluate in detail how the initial learner proficiency levels correlated with improvements in the specific areas covered by the evaluation rubric that guided the collaborative writing activities of experimental group students.
Źródło:
Teaching English with Technology; 2020, 20, 3; 63-84
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Sociolinguistic determinants of heritage language maintenance and second language acquisition in bilingual immigrant speakers
Autorzy:
Banasiak, Ilona
Olpińska-Szkiełko, Magdalena
Powiązania:
https://bibliotekanauki.pl/articles/911684.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
bilingualism
heritage language
language maintenance
second language acquisition
family language policy
multilingual practices
formal language learning
identity
Opis:
The objective of the study was to scrutinise the determinants of heritage language maintenance and second language acquisition in immigrant speakers and assess their significance and weight.Over one hundred cases of bilingual speakers with Polish as L1 (heritage language; Polish speakers abroad) and as L2 (national language; immigrant learners of Polish in Poland) were investigated in order to better understand the linguistic changes and multilingual practices involved in the process of relocating to another country. The cases underwent quantitative and qualitative analysis. The results revealed that in most cases bilinguals are at a high risk of losing their L1, and L2 becomes their dominant language. With the dominance of L2, identification with the culture of the country of residence also increases in bilinguals. Formal instruction in L1 proves to be the most important factor in heritage language maintenance, and the preservation of a sense of identification with the heritage culture. An important role in L1 and also L2 development is played by parental support and their actions.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2020, 47, 2; 49-65
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
An Analysis of the Higher Eductional Systems of Teaching Chinese as a Foreign Language in Poland and China
Autorzy:
Bańka, Katarzyna Elżbieta
Powiązania:
https://bibliotekanauki.pl/articles/783167.pdf
Data publikacji:
2017
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
Chinese
language acquisition
teaching system
teaching methods
Opis:
Nowadays, we witness changing trends in terms of the interest in language learning. In Poland, more and more higher education establishments, not only public, but also private, introduce various types of majors concerning oriental languages, such as Chinese translation programmes.The aim of this paper is to compare the Chinese learning process in China and in Poland. In the first part, a comparative outline of both types of learning processes will be introduced, on the base of author’s few years of experience gained while teaching and studying in both of those countries. Furthermore, the author will investigate the results of teaching Chinese in Poland, a place of very few Chinese native speakers, as compared to teaching Chinese in the mainland of China. In the end, the proposals on what to do to improve the Chinese learning system in non-Chinese speaking countries will be introduced.  
Źródło:
Theory and Practice of Second Language Acquisition; 2017, 3, 1
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Muttersprachliche Kompetenzen von SchülerInnen mit Migrationshintergrund – eine vernachlässigte Ressource an deutschen Schulen
Competences in mother-tongue of young immigrants at school – a neglected resource in German schools
Autorzy:
Bär, Christine
Powiązania:
https://bibliotekanauki.pl/articles/917087.pdf
Data publikacji:
2018-11-05
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
German as a second language
young immigrants at German schools
competences in mother tongue as a resource for second language acquisition
Opis:
The article deals with the influence which have the competences in mother tongue on the second language acquisition. Furthermore it is about the possibilities to apply these competences to German as a second language by young immigrants at school. Along with the theoretical expositions the author shows some implications for scholar instruction by using the mother tongue as a resource to acquire a second language.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2010, 36, 1; 225-233
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
L’émergence du langage chez l’enfant : l’acquisition des noms et des verbes en français
Emergencja języka u dziecka. Akwizycja rzeczowników i czasowników w języku francuskim
Autorzy:
Bassano, Dominique
Powiązania:
https://bibliotekanauki.pl/articles/1945096.pdf
Data publikacji:
2009
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Tematy:
akwizycja języka
akwizycja języka ojczystego
emergencja języka u dzieci
language acquisition
acquisition of the native language
emergence of the language in the child
Opis:
Tekst dotyczy akwizycji języka przez dziecko, a w szczególności pierwszych etapów akwizycji języka ojczystego, co stanowi uprzywilejowany temat badawczy autorki. Pierwsza część tekstu to krótkie wprowadzenie do tytułowego tematu emergencji języka u dziecka. Autorka przedstawia kluczowe problemy i swoje własne do nich podejście. Druga część, znacznie obszerniejsza, to prezentacja wyników badań, prowadzonych przez autorkę z udziałem studentów i współpracowników w laboratorium „Structures Formelles du Langage” (Struktury Formalne Języka). Autorka skupiła się głównie na akwizycji rzeczowników i czasowników, ponieważ ten temat stanowi sedno realizowanego projektu badawczego, dotyczącego rozwoju leksyki i gramatyki u małych dzieci i relacji między tymi dwoma komponentami.
Źródło:
Roczniki Humanistyczne; 2009, 57, 5; 177-214
0035-7707
Pojawia się w:
Roczniki Humanistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Asimmetrie nella codifica dell’informazione deittica: italiano vs russo
Asymmetries in the Encoding of Deictic Reference: Italian versus Russian
Autorzy:
Benigni, Valentina
Ruvoletto, Luisa
Powiązania:
https://bibliotekanauki.pl/articles/446597.pdf
Data publikacji:
2019-09-13
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
deixis
deictic asymmetries
second-language acquisition
contrastive grammar
parallel corpora
deissi
asimmetrie deittiche
apprendimento / acquisizione della seconda lingua
grammatica contrastiva
corpora paralleli
Opis:
This paper aims to analyse, through a contrastive approach, the asymmetries between Italian and Russian in the encoding of deictic reference. Some complex and divergent instances of deictic anchoring are discussed in relation to the notion of deictic centre (or zero-point, in Lyons’ terms). Different types of asymmetry can be identified according to structural and functional criteria: a) overcoding versus undercoding of deictic information (e.g., Italian tra and dopo versus Russian čerez); b) different internal articulation of the deictic reference (such as in the sequence of tenses, which is governed by mood and tense in Italian and solely by tense in Russian); c) the adoption of a different perspective in the deictic conceptualisation of space, time, and person (as in conversive predicates). All of these types of asymmetry seem to affect learners’ acquisition of L2. For this reason, a systematic analysis of errors committed in deictic reference can be a useful tool for second-language teaching.
Il presente contributo si pone l’obiettivo di indagare, mediante un approccio contrastivo, alcuni casi di asimmetria tra l’italiano e il russo nella codifica del riferimento deittico. In relazione al concetto di centro deittico (zero-point, secondo la terminologia proposta Lyons, 1977), sono analizzati alcuni esempi complessi di differente ancoraggio deittico nelle due lingue, raggruppati in base a criteri strutturali e funzionali: a) casi di ipercodifica vs ipocodifica (come nell’uso di tra e dopo vs čerez), b) casi di diversa articolazione interna di un analogo riferimento deittico (come nell’uso di modo e tempo del verbo vs solo tempo nella consecutio temporum) e c) casi in cui il riferimento deittico viene concettualizzato secondo prospettive diverse (come nei predicati conversivi). Tali forme di asimmetria risultano particolarmente complesse per gli apprendenti delle due lingue, motivo per cui l’analisi degli errori prodotti nella codifica della deissi può rivelarsi un utile strumento anche in una prospettiva didattica.
Źródło:
Italica Wratislaviensia; 2019, 10.1; 31-58
2084-4514
Pojawia się w:
Italica Wratislaviensia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Origins of discursive and rhetorical practices. Rhetorical perspectives on children’s language acquisition
Autorzy:
Bergersen, Ove
Powiązania:
https://bibliotekanauki.pl/articles/679033.pdf
Data publikacji:
2014-11
Wydawca:
Uniwersytet Warszawski. Katedra Italianistyki. Polskie Towarzystwo Retoryczne
Tematy:
children’s language acquisition
child-adult communication as a rhetorical art
rhetorical patterns in communication
Opis:
Children’s language acquisition is normally explained either in biological, nativist or in functionalist and usage based terms. The main thesis of this article is that rhetorical terminology introduced by Aristotle is fruitful for our understanding of the development process children go through when learning language. Introducing rhetoric to descriptions of children’s language acquisition presupposes the presence of rhetoric in all communicative practices. This article introduces the concept of a civic art of rhetoric as developed by Eugene Garver in his reading of Aristotle as a theoretical framework for describing what characterizes children’s earliest communication. The article should therefore be understood as a discussion of rhetorical concepts relevant for describing children’s language acquisition. This approach highlights language acquisition as a cultural practice and children’s fi rst communication as something more than just imperfect verbal communication.
Źródło:
Res Rhetorica; 2014, 1, 1; 2-14
2392-3113
Pojawia się w:
Res Rhetorica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Gramatykalizacja francuskich i bułgarskich konstrukcji kauzatywnych. Niektóre aspekty diachroniczne i rozwojowe
Autorzy:
Bezinska, Yanka
Novakova, Iva
Chevrot, Jean-Pierre
Powiązania:
https://bibliotekanauki.pl/articles/607936.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Tematy:
grammaticalization
language history
acquisition
causative constructions
gramatykalizacja
historia języka
nabywanie języka
konstrukcje kauzatywne
Opis:
The present article deals with the processes of grammaticalization from a diachronic and developmental point of view. To compare grammatical changes in history and acquisition, we focus on the French and Bulgarian causative constructions (e.g. Fr. faire travailler qn vs. Blg. karam njakogo da raboti – ‘to make someone work’). A total of 113 French speakers (71 children and 42 adults) and 96 Bulgarian speakers (56 children and 40 adults) took part in this cross-linguistic study. Children were aged 3 to 6 years at the time of the study. Results show that historically, the French causative construction evolves from analytic devices to synthetic forms. As a compact structure, the faire + Vinf complex predicate requires argument rearrangement and clitic raising. These specificities explain why its acquisition is difficult and occurs at a late stage in French-speaking children. The Bulgarian causative construction evolves in the opposite direction, from synthetic devices to less grammaticalized structures. As an analytic form including two predicates followed by their own arguments, the karam NP da + Vpres periphrastic causative seems easier to acquire and its full command by children is achieved earlier. Finally, we suggest that there are some similarities between language history and language acquisition with regard to the stages of competition between two causative mechanisms and the stabilization of the new construction.
Niniejszy artykuł zajmuje się procesami gramatykalizacji z diachronicznego i rozwojowego punktu widzenia. Aby porównać zmiany gramatyczne w historii i nabywaniu języka, koncentrujemy się na francuskich i bułgarskich strukturach kauzatywnych (np. fr. faire travailler qn vs błg. karam njakogo da raboti – ‘aby ktoś pracował’). W tym międzyjęzykowym badaniu wzięło udział 113 mówiących po francusku (71 dzieci i 42 dorosłych) i 96 mówiących po bułgarsku (56 dzieci i 40 dorosłych). Dzieci były w wieku od 3 do 6 lat w momencie badania. Wyniki badań pokazują, że historycznie francuskie konstrukcje przyczynowe ewoluują od struktur analitycznych do syntetycznych form. Złożony predykat fr. faire + Vinf wymaga przestawienia argumentów i powstania klityk. To wyjaśnia, dlaczego jego przyswojenie jest trudne i występuje na późnym etapie u dzieci francuskojęzycznych. Bułgarska konstrukcja kauzatywna ewoluuje w przeciwnym kierunku, od form syntetycznych do struktur mniej gramatycznych. Jako forma analityczna zawierająca dwa predykaty, którym towarzyszą ich własne argumenty, peryfrastyczna konstrukcja kauzatywna błg. karam NP da + Vpres wydaje się łatwiejsza do nauczenia, a jej pełne opanowanie przez dzieci osiągane jest wcześniej. Na koniec sugerujemy, że istnieją pewne podobieństwa między historią języka a nabywaniem języka w związku z okresem konkurowania między dwoma mechanizmami kauzatywnymi i stabilizacją nowej konstrukcji.
Źródło:
Annales Universitatis Mariae Curie-Sklodowska, sectio FF – Philologia; 2018, 36, 1
0239-426X
Pojawia się w:
Annales Universitatis Mariae Curie-Sklodowska, sectio FF – Philologia
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 136

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