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    Wyświetlanie 1-9 z 9
    Tytuł:
    O trwałym rozwoju
    On the sustainable development
    Autorzy:
    Ostasiewicz, Walenty
    Powiązania:
    https://bibliotekanauki.pl/articles/433979.pdf
    Data publikacji:
    2015
    Wydawca:
    Wydawnictwo Uniwersytetu Ekonomicznego we Wrocławiu
    Tematy:
    sustainable development
    planet sustaining
    critique Polish vocabulary
    Opis:
    This paper is based on my Three Conference lectures about the essence of sustainable development, and the critical remarks about Polish literature devoted to this subject. In all publications examined by me authors made references to the Brundtland Report, and quoted definitions of sustainability, but they ignored the fact that this Report has been translated into Polish, and definitions are quite different. Without knowing the basic literature, and on the basis of merely their own intuition many authors gave interpre-tations which might be classified as fantasy. This is caused probably by the fact that the English adjective sustainable has been incorrectly translated as which means balanced.
    Źródło:
    Śląski Przegląd Statystyczny; 2015, 13 (19)
    1644-6739
    Pojawia się w:
    Śląski Przegląd Statystyczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Correlation between Students’ English Listening Skills, Vocabulary Skills and Out-of-school Listening Exposure
    Autorzy:
    Nimani Musa, Nora
    Dagarin Fojkar, Mateja
    Powiązania:
    https://bibliotekanauki.pl/articles/1967811.pdf
    Data publikacji:
    2019-03-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    developing listening skills
    foreign language acquisition
    9th grade students
    out-of-school exposure
    vocabulary development
    Opis:
    The presented study aimed to investigate students’ competence in English listening skills and vocabulary proficiency at elementary school level focusing on the correlation between students’ listening skills, vocabulary proficiency and out-of-school exposure. A total of 123 students of the 9th grade participated in the study. Standardized listening and vocabulary tests were used to assess the students’ listening and vocabulary skills followed by a questionnaire to find out the correlation between the students’ listening skills, vocabulary proficiency and out-of-school exposure. Results show that out-of-classroom exposure to English in audio and audio-visual forms is positively related with levels of English listening skills and vocabulary proficiency whereas there is no indication that playing video-games in any form in English may be related to levels of English listening skills and vocabulary proficiency.
    Źródło:
    The New Educational Review; 2019, 55; 42-53
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Opis gwary wsi Rachanie, pow. Tomaszów Lubelski. Cz. III. Słownictwo
    Description of the Dialect in the Village Rachanie, pow. Tomaszów Lubelski. Part Three: Vocabulary
    Autorzy:
    Malec, Tadeusz
    Powiązania:
    https://bibliotekanauki.pl/articles/1953856.pdf
    Data publikacji:
    2005
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
    Tematy:
    kultura a rozwój słownictwa
    archaiczna warstwa słownictwa
    semantyczne kręgi słownictwa
    wpływy obce
    życie wyrazów
    kultura języka w gwarze
    culture and the development of vocabulary
    archaic stratum of vocabulary
    semantic circle of vocabulary
    foreign influences
    life of words
    the culture of the language in the dialect
    Opis:
    The paper outlines the dialect in the village Rachanie, pow. Tomaszów Lubelski, against the background of the Polish-Russian border. The vocabulary presented here belongs to the oldest part of the dialect. Various semantic circles of this vocabulary have been listed here: tilling of the land, breeding, culinary art, appelative names of people derived from their traits, vocabulary from religion, and children’s vocabulary. The paper has also discussed the foreign influences, especially Russian, also from the Yiddish, English, French, German, Turkish-Tartar, and Hungarian. Attention has been focused on the problem of words’ disappearance, the culture of the language in a dialect milieu. In relation with rapid social changes that cause the dialect in its traditional form die, the paper may be, in a sense, a document of the ancient state of the dialect. At the moment, it undergoes violent changes in relation with civilisation and social changes in the village. There appears a new heterogeneous shape of the language of the village whose users are, above all, young people and of middle-aged generation. They remain under the influence of the Polish-wide language of the media, including people coming from outside.
    Źródło:
    Roczniki Humanistyczne; 2005, 53, 6; 99-117
    0035-7707
    Pojawia się w:
    Roczniki Humanistyczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Динамика лексики русского языка: тенденции моделирования оценочной семантики
    Dynamika leksyki języka rosyjskiego: tendencje w modelowaniu semantyki oceniającej
    Dynamics of Russian vocabulary: trends in modelling evaluative semantics
    Autorzy:
    Kosmeda, Tetyana
    Powiązania:
    https://bibliotekanauki.pl/articles/20311748.pdf
    Data publikacji:
    2023
    Wydawca:
    Polskie Towarzystwo Rusycystyczne
    Tematy:
    аксиологическая языковая картина мира
    лексико-семантические процессы
    неологизация
    оценочная лексика и семантика
    тенденции развития
    aksjologiczno-językowy obraz świata
    procesy leksykalno-semantyczne
    neologizacja
    słownictwo i semantyka wartościująca
    trendy rozwojowe
    axiological language picture of the world
    lexico-semantic processes
    neologization
    evaluative vocabulary and semantics
    development trends
    Opis:
    The article analyzes the trends in the development of the vocabulary of the Russian language at the beginning of the 21st century, reflected in the dictionary of neologisms, which illustrates the changes in the axiological linguistic picture of the world of Russians, in particular, we trace an intensive rethinking of the meanings of words that contain political idiologems or mythologems, an expansion of the fund of words and meanings with evaluative semantics due to global processes of jargonization, criminalization, vulgarization, falsification (verbalization of untruth), feminization, intensification of a sign or action, verbalization of non-verbals, the actualization of precedence and creativity (active modelling of the language game).
    В статье проанализированы тенденции развития лексики русского языка начала ХХІ века, отраженные в словаре неологизмов, что иллюстрирует изменения аксиологической языковой картины мира россиян, в частности прослеживаем интенсивное переосмысление значений слов, заключающих в себе политические идиологемы или мифологемы, расширение фонда слов и значений с оценочной семантикой за счет глобальных процессов жаргонизации, криминализации, вульгаризации, фальсификации (вербализация неправды), феминизации, интенсификации, вербализации невербалики, актуализации прецедентности и креативности (активное моделирование языковой игры).
    Artykuł analizuje kierunki rozwoju słownictwa języka rosyjskiego na początku XXI wieku, odzwierciedlone w słowniku neologizmów, który ilustruje zmiany w aksjologicznym obrazie językowym świata Rosjan, w szczególności obserwujemy intensywne przemyślenie znaczeń słów zawierających polityczne idiologemy lub mitologemy, poszerzenie zasobu słów i znaczeń o semantykę wartościującą w wyniku globalnych procesów żargonizacji, kryminalizacji, wulgaryzacji, falsyfikacji (werbalizacji nieprawdy), feminizacja, intensyfikacja, werbalizacja niewerbaliki, aktualizacja precedentnosti i kreatywności (aktywne modelowanie gry językowej).
    Źródło:
    Przegląd Rusycystyczny; 2023, 1 (181); 162-179
    0137-298X
    Pojawia się w:
    Przegląd Rusycystyczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Learner Perspectives on Mobile Phone Integration for Vocabulary Development in Translation Classes
    Autorzy:
    Kayaoğlu, Mustafa Naci
    Sağlamel, Hasan
    Kobul, Mustafa Kerem
    Powiązania:
    https://bibliotekanauki.pl/articles/605926.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
    Tematy:
    mobile phone
    vocabulary development
    learner perceptions
    semi-structured interviews
    language learning
    Opis:
    Der Band enthält die Abstracts ausschließlich in englischer Sprache.
    Rapid changes in technology are reflected into all walks of education as well as language learning and teaching situations. In line with these changes, studies into the integration of mobile phones into language learning contexts, particularly to facilitate vocabulary acquisition, have spawned. However, learners’ perceptions regarding the impact of the integration of mobile technologies are not fully explored. This study aims at discovering learners’ perceptions of mobile phone integration in translation classes. Twenty-seven learners studying at an English Language and Literature department in a north-western Turkish university were sent SMS text messages including the target words before, during and after the translation courses for 6 weeks. Nine students who were selected based on their frequency of response rate, 3 the most frequent respondents, 3 average respondents and the least 3 respondents respectively, were interviewed. A content analysis of the semi-structured interviews reveals information about the learners’ mobile telephone use and their perceptions of mobile phone use for language learning purposes. The findings reveal that learners in general hold a positive opinion of mobile phone integration although some hesitations have been voiced. A discussion of learners’ perspectives on the current and future use of mobile phones is provided.  
    Le numéro contient uniquement les résumés en anglais.
    Том не содержит аннотаций на английском языке.
    Źródło:
    Lublin Studies in Modern Languages and Literature; 2017, 41, 1
    0137-4699
    Pojawia się w:
    Lublin Studies in Modern Languages and Literature
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    THE IMPACT OF WATCHING SUBTITLED ANIMATED CARTOONS ON INCIDENTAL VOCABULARY LEARNING OF ELT STUDENTS
    Autorzy:
    Karakaş, Ali
    Sariçoban, Arif
    Powiązania:
    https://bibliotekanauki.pl/articles/955926.pdf
    Data publikacji:
    2012
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    animated cartoons
    vocabulary development
    subtitles and captions
    language learning
    Opis:
    This study aimed to find out whether watching subtitled cartoons influences incidental vocabulary learning. The study was conducted with 42 first grade English Language Teaching (ELT) department students at the University of Mehmet Akif Ersoy, Burdur. To collect data from the subjects, a 5-point vocabulary knowledge scale was used and 18 target words were integrated into the scale. The pre-test and post-test group design was selected for the administration. After subjects had been randomly assigned into two groups (one subtitle group and the other no-subtitle group), they were given the same pre- and post-tests. The findings of study did not support the assumption that the subtitle group would outperform the no-subtitle group, since there were no significant differences between two groups according to t-test results. However, there was significant improvement in both of the groups from pre-test to post-test scores. This progress was attributed to the presentation of target words in cartoons. In this way, the target words were contextualized and it became easy for participants to elicit the meanings of the words.
    Źródło:
    Teaching English with Technology; 2012, 12, 4; 3-15
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Effects of frequency and idiomaticity on second language reading comprehension in children with English as an additional language
    Autorzy:
    Kan, Rachel T. Y.
    Murphy, Victoria A.
    Powiązania:
    https://bibliotekanauki.pl/articles/780665.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    reading comprehension
    vocabulary
    English as an additional language
    idioms
    bilingual language development
    Opis:
    Vocabulary plays an important role in reading comprehension in both the L1 and the L2 (Murphy, 2018). In measuring vocabulary knowledge, however, researchers typically focus on mono-lexical units where vocabulary assessments tend not to take into account multi-word expressions which include phrasal verbs, collocations, and idioms. Omitting these multi-word lexical items can lead to an over-estimation of comprehension skills, particularly in reading. Indeed, adult learners of English comprehend texts containing a larger number of multi-word expressions less well compared to texts containing fewer of these expressions, even when the same words are used in each text (Martinez & Murphy, 2011). To investigate whether children learning English as an additional language (EAL) face a similar challenge, two reading comprehension tests were administered to EAL and monolingual (non-EAL) English-speaking children in primary school. Both tests contained the same common words, but whereas in one test some of the words occurred in multi-word expressions, in the other test they did not. Reading comprehension was significantly reduced for both groups of children when multi-word expressions were included. Monolingual participants generally performed better than children with EAL on both tests further suggesting that children with EAL may face a particular disadvantage in English reading comprehension. These results are discussed within the context of the importance of developing rich vocabulary knowledge in all children, and especially emergent bilingual children, within primary school and beyond.
    Źródło:
    Studies in Second Language Learning and Teaching; 2020, 10, 3; 579-605
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Jung i edukacja. Pedagogika między archetypem a duchowym przebudzeniem (wokół książki: Clifford Mayes, Jung and education. Elements of an archetypal pedagogy, Rowman & Littlefield, Toronto-Oxford 2005)
    JUNG AND EDUCATION. PEDAGOGY BETWEEN ARCHETYPE AND SPIRITUAL WEAKING UP
    Autorzy:
    Jaworska-Witkowska, Monika
    Powiązania:
    https://bibliotekanauki.pl/articles/579424.pdf
    Data publikacji:
    2014
    Wydawca:
    Kujawsko-Pomorska Szkoła Wyższa w Bydgoszczy
    Tematy:
    Jung
    archetyp
    twórczość
    żywotność
    duchowe przebudzenie
    edukacja
    rozwój
    inicjacja
    pedagogika
    impulsy rozwojowe
    archetype
    education
    Jungian vocabulary
    pedagogy
    spiritual waking-up
    development
    initiation
    reception
    applications
    archetypal pedagogy
    Opis:
    Tekst ukazuje rozważania własne i odniesienia rekonstrukcyjne do propozycji Clifforda Mayesa, Jung and education. Elements of an archetypal pedagogy, Rowman & Littlefield, Toronto–Oxford 2005. Perspektywa książki Clifforda Mayesa w zakresie ukazywania możliwości wpisywania refleksji Junga w konteksty edukacyjne z perspektywy lat wydaje mi się jeszcze ważniejsza do podjęcia i kontynuacji. Zwłaszcza w kontekście myślenie o działaniu pedagogicznym jako wystawionym na konieczność realnego wspomagania rozwoju i dostarczania impulsów „istotnych egzystencjalnie” dla podopiecznych w trosce o rozpoznawanie i usuwanie „deficytów egzystencjalnych” i słabości zakorzenienia w świecie kultury rozpoznawanym już poziomie archetypów, mitów i inicjacji.
    The paper refers in reconstructions and reflections to the book by Clifford Mayes, Jung and education. Elements of an archetypal pedagogy, Rowman & Littlefield, Toronto–Oxford 2005. This review is reproduced after 8 years from its first publication, and the author presents in her new introduction five reasons concerning decision to republish the text. The basic line of argument is linked with the actuality of the postulate of deeper insight for pedagogical purposes into the horizon of analysis of Jung. Therefore the study of the Mayes’s book is thoughtful both on the level of reconstructing its structure and the purpose of every single part and chapter, as well as underlining ten essential statements of pedagogical stemming from the reconstructions. The paper is an invitation to continue and to make deeper interest in Carl Gustav Jung’s intellectual achievement treated as valuable also for pedagogy. The postulates and reflections are linked with the state of reception of Jung in Poland, presented in an instructive way.
    Źródło:
    Rocznik Naukowy Kujawsko-Pomorskiej Szkoły Wyższej w Bydgoszczy. Transdyscyplinarne Studia o Kulturze (i) Edukacji; 2014, 9; 63-84
    1896-5903
    Pojawia się w:
    Rocznik Naukowy Kujawsko-Pomorskiej Szkoły Wyższej w Bydgoszczy. Transdyscyplinarne Studia o Kulturze (i) Edukacji
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Where was it? Working memory as a predictor of passive vocabulary development in the third year of life
    Autorzy:
    Białecka-Pikul, Marta
    Kosno, Magdalena
    Byczewska-Konieczny, Karolina
    Powiązania:
    https://bibliotekanauki.pl/articles/430596.pdf
    Data publikacji:
    2016-04-01
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Tematy:
    working memory development
    passive vocabulary
    joint attention
    Opis:
    The objective of the presented research was to test whether working memory, measured using the Spin the Pots task, is an important factor in passive vocabulary development in 2- and 3-year-old children. Two longitudinal studies were conducted. In the first, 135 children participated in the first study. At 18 months their responding to joint attention was measured, and then at 24 months their working memory and passive vocabulary was tested. It was demonstrated that responding to joint attention predicts the level of development of working memory, which in turn influences the extent of the passive vocabulary. In the second study, 113 children participated - at 30 months their working memory was measured, and at 24 months and then 36 months their passive vocabulary was tested. It was observed that at the age of 3 working memory is still a significant predictor of passive vocabulary. The usefulness of the Spin the Pots task for measuring the working memory of young children was shown and discussed in conclusions.
    Źródło:
    Polish Psychological Bulletin; 2016, 47, 1; 92-102
    0079-2993
    Pojawia się w:
    Polish Psychological Bulletin
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-9 z 9

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