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Thematische Bibliographien / Ket (Langue) / Zeitschriftenartikel

Zeitschriftenartikel zum Thema „Ket (Langue)“

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Autor: Grafiati

Veröffentlicht am 25. Juli 2024

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1

Sacharewicz, Edyta. „Ken Bugul’s Language: Its Formation and Characteristics“. Literatūra 65, Nr. 4 (23.11.2023): 20–29. http://dx.doi.org/10.15388/litera.2023.65.4.2.

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The aim of this article is to analyse Ken Bugul’s written language and its specificities. This Senegalese writer, like most French-speaking authors, has had to define her own written language, which becomes a mixture of French, the language of the coloniser, and Wolof, her mother tongue. The author of this article also draws attention to three experiences in Bugul’s personal life that have influenced her literary language, called by Christian Ahihou “la langue bugulienne”.

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2

Vajda, Edward J. „Clause linkage in Ket“. WORD 62, Nr. 3 (02.07.2016): 186–88. http://dx.doi.org/10.1080/00437956.2016.1208407.

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3

Georg, Stefan. „Ket Prosodic Phonology (review)“. Language 78, Nr. 3 (2002): 600–601. http://dx.doi.org/10.1353/lan.2002.0156.

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4

Siegl, Florian. „More on possible Forest Enets – Ket contacts“. Eesti ja soome-ugri keeleteaduse ajakiri. Journal of Estonian and Finno-Ugric Linguistics 3, Nr. 1 (18.06.2012): 327–42. http://dx.doi.org/10.12697/jeful.2012.3.1.16.

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In this paper linguistic traces of the Enets’ migration to the Taimyr Peninsula are addressed. Special attention is paid to Forest Enets–Ket contacts and a tentative etymology for the (Forest) Enets’ ethnonym for Kets and Selkups is offered. Of special importance is a likely Enets place name in Northern Evenkija, an area from which no Enets place names have been reported earlier. As the same area is inhabited by speakers of the northern dialect of Ket, this area should be seen as a possible contact area for the unusual case of pronoun borrowing in Forest Enets as discussed in Siegl (2008)

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5

Wright, J. „KET and PET preparation materials“. ELT Journal 60, Nr. 3 (01.07.2006): 292–302. http://dx.doi.org/10.1093/elt/ccl011.

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6

Mathieu, Jean-Marie, und N. Baudoin. „Figures de mères à l’origine du christianisme ; traits communs et essai de typologie“. Kentron 10, Nr. 1 (1994): 79–109. http://dx.doi.org/10.3406/kent.1994.1512.

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Depuis l’époque des guerres maccabéennes jusqu’aux approches du concile d’Ephèse, on constate la présence, dans la littérature juive et chrétienne de langue grecque, de mères paradoxales, puissantes, voire cosmiques, avec dévalorisation des réalités biologiques de la maternité ; il y a tendance à l’opposition d’une mauvaise maternité terrestre et d’une bonne maternité céleste. Avec trois appendices, I : sur la mère des martyrs Maccabées (de II Macc. à Jean Chrysostome) ; II, sur les deux mères de Thècle (Acta Pauli et Theclae) ; III : sur Marie, Perpétue, etc. (à travers la littérature canonique et apocryphe, les actes des martyrs et les orateurs chrétiens).

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Kotorova, Elizaveta, und Andrey Nefedov. „Lexicographic Documentation of an Endangered Language: The Case of Ket“. Journal on Asian Linguistic Anthropology 2, Nr. 1 (01.01.2020): 13–21. http://dx.doi.org/10.47298/jala.v2-i1-a2.

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This paper aims at describing and analyzing the main problems faced in the course of making a dictionary of Ket, a unique and highly endangered language spoken in Northern Asia. Among the primary issues discussed are the following: 1. Target audience. There are three variants: (1) language community; (2) academic community; (3) both communities. The survey of existing Ket dictionaries and the present sociolinguistic situation in the Ket community has shown that scholars are by and large the main TA for the dictionary. This was also the determinant factor in dealing with various practical dictionary-related questions. 2. Basic vocabulary. The initial wordlist can be based on: (1) translation of the list of the most frequent words from a European language; (2) extraction of the wordlist from a corpus of texts. (3) thematic elicitation from native speakers. The main peculiarity in compiling a wordlist for the Ket dictionary is connected with the fact that it was initially created on the basis of a hand- written card file dictionary (compiled from a collection of field notes). 3. Dictionary entry. It includes two important components – a lemma and a commentary. 3.1 Lemma. Since the dictionary is primarily targeted at scholars, it uses notation based on IPA. Due to diverse orthographic notations used in the field notes as well as in other sources, dictionary representations of the Ket data required unification. As a result, Ket lemmata are provided in strict phonological transcription, while illustrative contexts are represented in a unified phonetic transcription reflecting dialectal differences. 3.2 Commentary. An obligatory and very important component of the commentary is a certain hierarchic arrangement of word meanings reflected in the corresponding meta-language translations. Linguists compiling dictionaries usually rely on the totality of contexts in which the given word can be found, and, if they are native speakers, upon their own intuition. Those who compile dictionaries of unwritten languages are generally not native speakers, and therefore contexts are of an utmost importance. In this case, each single meaning should be confirmed by an appropriate context. The corpus of illustrative examples for the dictionary is based both on published and unpublished sources. In many cases, the commentaries include encyclopedic information, as it helps to understand certain ethnospecific concepts.

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Venter, Francois. „Editorial“. Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad 14, Nr. 6 (09.06.2017): 1. http://dx.doi.org/10.17159/1727-3781/2011/v14i6a2614.

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The papers published in this special edition on law and education were written on the initiative of the South African Education Law Association (SAELA).JP Rossouw of the Faculty of Education Sciences of the North-West University (Potchefstroom Campus) and current chairperson of SAELA and Wilna Keet (attorney of Pratt Luyt & De Lange, Polokwane) investigate the delictual liability of educator-coaches in their combined functions as coaches, organisers of sport events, referees and sport officials in the context of the security of learner participants.

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9

Volans, G. N., und R. Hla. „Kent R. Olsen (ed.) Poisoning and Drug Overdose Appleton & Lange, 575pp., £10.95“. Journal of Applied Toxicology 11, Nr. 5 (Oktober 1991): 389. http://dx.doi.org/10.1002/jat.2550110523.

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10

Fopa Kuete, Roger. „Identité, langues et savoirs dans Riwan ou le chemin de sable de Ken Bugul“. Tydskrif vir Letterkunde 56, Nr. 2 (18.10.2019): 46–53. http://dx.doi.org/10.17159/2309-9070/tvl.v.56i2.5427.

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This paper, which draws its analytic and hermeneutic postulate from epistemocriticism, studies the mechanism of renegotiation of identity in Ken Bugul’s Riwan ou le chemin de sable (Riwan, or the Sandy Path). It demonstrates that the narrator decides to return to her native land because she is afraid of losing connection with herself. The study analyses the return to native land not as a withdrawal to one’s identity but as a kind of poetizing of one of many various ways of life found within contemporary Senegalese society. The paper explores different forms of representation in cultural Senegalese knowledge through the perspectives of savoir-être (knowledge of how to behave) and savoir-dire (knowledge of how to express) which take into account taboo and customary rituals. These articulations of traditional knowledge are the keys from which the narrator reconnects with her origins and thus manages to reconstruct her ethnic identity.

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11

Cho, Minkyung. „Discourse Knowledge in English Education: The Key to Understanding Academic Language and Decontextualized Language“. SNU Journal of Education Research 32, Nr. 2 (30.06.2023): 55–70. http://dx.doi.org/10.54346/sjer.2023.32.2.55.

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The ability to adjust one’s language according to discourse context is important for all English learners. Prior literature has operationalized two distinct types of language used in contexts: academic language and decontextualized language. Despite their similarities, academic language and decontextualized language have been studied in different strands of research. To bring together the discussion around language use in diverse contexts, this study investigated the commonalities between the two constructs by emphasizing the role of discourse knowledge. In doing this, the current study advanced the theoretical understanding of discourse knowledge by identifying its various aspects such as audience awareness (perspective taking), background knowledge, and genre awareness. Furthermore, pedagogical implications are made regarding how discourse knowledge should be explicitly taught to all learners of English, given its importance.

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Kuure, Olli. „The Analysis of Language According to Carl Svedelius“. Nordic Journal of Linguistics 13, Nr. 1 (Juni 1990): 49–66. http://dx.doi.org/10.1017/s0332586500002109.

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The work of a Swedish linguist, Carl Svedelius (1861–1951), though fairly brief and unaccomplished as it was, deserves a closer look from the point of view of today's linguistics. Svedelius himself characterized his own approach with the term “den verklighetsbetonade eller funktionalistiska språ;kanalysen”-i.e. he emphasized the referential or “real” and functional dimensions of language. Thus, the object of study should be “det sammanhängande språ;ket”, language as a whole. The basic unit in the comprehensive study of language is “une communication”, in modern terms,an utterance. Svedelius distinguishes two main categories of utterances:Utterances of process describedifferent events in life, whereasutterances of relationclassify and describe different phenomena in reality.

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Napolskikh, Vladimir V. „The Khakas-Altaian Mythonym Ker and the Proto-Yenissean Word for ‘Mammoth’. 1“. Вопросы Ономастики 19, Nr. 3 (2022): 65–82. http://dx.doi.org/10.15826/vopr_onom.2022.19.3.030.

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The image of a mammoth is well known in folklore and mythological traditions of the peoples of Siberia, since people often found tusks and whole skeletons of this animal. The understanding of the mammoth as a giant fish with horns is specific for central-western Siberia. This image is most characteristic of the culture of the Kets, Selkups, Ob-Ugrians and Evenks. In the epic tales of the Altaians and the Khakas, as well as in their shamanic tradition, there is a notable image of a giant fish, ker balyq, often represented as a giant pike living underwater and underground (similarly to the mammoth-fish known among the peoples of the taiga zone). The term ker is applied in the Altai and Khakas traditions to some other mythological creatures, including mammoth bones found in the ground. The word ker is not explained from the Turkic languages and has no etymology. The epic tales of the Altaians and the Khakas featuring ker balyq reveal very good parallels with the mythological texts of the Kets, Selkups, and Khanty in which the mammoth-fish (Ket tel) appears in the place of ker balyq. Based on the Ket 1tēľ ~ Yug 1čel ‘mammoth-fish,’ it is possible to reconstruct Proto-Yeniseian *čer — a form that in the Pumpokol language should have given a regular form *kher which is obviously the source for the Altai and Khakas ker. Thus, the Altaian-Khakas ker should be considered as a borrowing from the Pumpokol *kher, and the reconstruction of Proto-Yeniseian *čer (according to S.A. Starostin) / *ťèkər (according to H. Werner) ‘mammoth-fish’ can be considered quite reliable.

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Butorin, S. S. „The ways of expressing attributive possession in Ket: possessive syntactic constructions“. Sibirskiy filologicheskiy zhurnal, Nr. 2 (2021): 235–51. http://dx.doi.org/10.17223/18137083/75/17.

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The paper analyzes the structural models of Ket possessive constructions. The means of ex-pressing possessive construction components and the ways of marking possessive relations between the first possessive construction component denoting the subject of possession (a possessor) and the second component indicating the object of possession (a possessum) are considered. The study is based on the conception proposed by E. Vajda, according to which the possessive markers are possessive pronominal clitics, used as either clitics or proclitics, depending on the context. Two-component and multiple-component constructions are identi-fied. The two-component constructions contain a possessor, a possessum, and a linking mark-er, the semantic scope of which is a possessum. The non-expanded and expanded possessive constructions are analyzed. Both the first and the second substantive component of the two-component construction may be expanded by an attribute. The two-component constructions having a possessor expanded by an attribute are characterized by a distant ordering of a pos-sessor noun and a possessum noun, including distant positions of a possessive proclitic and a possessum noun. The derivative processes of transforming possessive constructions are con-sidered. The rising derivation process consists of embedding one more possessor into the con-struction with an original possessor. Both possessors are marked by appropriate possessive pronominal clitics. It is found that in Ket, the recessive derivation of omitting a possessor noun expressed by a personal pronoun stem is available as well, resulting in a construction with a non-expressed (omitted) possessor. The corresponding possessive pronominal clitic attaching proclitically to possessum noun is overtly retained at the surface morphosyntactic level.

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Rahimi, Mehrak, und Fahimeh Farjadnia. „The Effect of Interactive Read-alouds on Language Learners’ Development of Writing Skill“. International Journal of Applied Linguistics and English Literature 8, Nr. 3 (31.05.2019): 5. http://dx.doi.org/10.7575/aiac.ijalel.v.8n.3p.5.

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The aim of the current study was to investigate the effect of interactive read-alouds on Iranian English as a foreign language (EFL) learners’ development of writing skill. To attain such a goal, forty-six high-school students were selected and sampled as the experimental (n=23) and control (n=23) groups. The writing section of Key English Test (KET) was used as the pretest to assess participants’ entry-level writing ability. Reading was taught to the experimental group using interactive read-aloud technique while the control group received conventional silent reading instruction through a three-phase cycle of pre-reading, reading, and post-reading. Writing was taught to both groups through a seven-phase process of pre-writing, writing, response-providing, revising, editing, post-writing, and evaluating. After the treatment, the writing section of KET was used as the posttest to explore both groups’ improvement in writing. The data were analyzed by a one-way analysis of covariance (ANCOVA). The result revealed a significant difference between the experimental and control groups’ writing ability after controlling for the entry-level writing in favor of the experimental group. The findings of the study underscore the application of integrated skills pedagogical paradigm in language instruction and support the proposition that oracy and literacy are indispensably interrelated and have complementary role in language acquisition.

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SCHECHTER, RUSSELL. „Kat and Maus“. Communication Research 16, Nr. 4 (August 1989): 552–62. http://dx.doi.org/10.1177/009365089016004005.

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17

Jones, Mari C. „Death of a Language, Birth of an Identity“. Language Problems and Language Planning 22, Nr. 2 (01.01.1998): 129–42. http://dx.doi.org/10.1075/lplp.22.2.02jon.

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SOMMAIRE Mort d'une langue, naissance d'une identité: Le cas de la Bretagne Le Duché de Bretagne fut officiellement rattaché à la France en 1532; aujourd'hui encore, il est considéré comme une des régions françaises. Cependant, même si, du point de vue d'un étranger, la Bretagne constitue une unité géographique, la situation est quelque peu équivoque car, en y regardant de plus près, la Bretagne n'est entitaire que par le nom. Le pays se divise sur le plan linguistique en une zone de langue romane et une zone bretonnante, cette dernière se divisant sur le plan historique en quatre diocèses. Ces frontières ont déterminé la répartition linguistique de la zone en quatre dialectes principaux dont chaque groupe de locuteurs prétend ne pas comprendre les trois autres. Pour ces bretonnants traditionnels, ils n'existe pas d'identité bretonne globale. En outre, beaucoup d'entre eux hésiteraient à considérer le diocèse comme leur foyer culturel. Par tradition, c'est la commune qui représente, pour la plupart des bretonnants, le siège de leur identité: c'était le breton de sa commune que l'on parlait, les danses de sa commune que l'on dansait et la coiffe de sa commune que l'on portait. Le déclin progressif de la langue pendant la deuxième moitié de ce siècle, suite à plusieurs décennies de politique jacobine des gouvernements français successifs, a eu un effet notable sur l'identité bretonne. A mesure que sont lancées des campagnes pour la sauvegarde de la langue, surgit l'idée d'une "Breizh une et indivisible", que se rassemble autour du drapeau breton. Les champions de la Cause bretonne sont les néo-bretonnants, pour la plupart des citadins d'origine bourgeoise, et qui parlent un breton standardisé, homogène, en général appris en classe. Ces locuteurs se distinguent nettement des bretonnants traditionels mais, et là réside le paradoxe, ils semblent jouer un rôle non négligeable dans la création d'une identité bretonne. RESUMO Morto de lingvo, naskiĝo de identeco: Bretonio kaj la bretonoj La Duklando de Bretonio estis oficiale unuigita kun Francio en la jaro 1532 kaj ĝis hodiaŭ estas daŭre rigardata kiel région. Tamen, kvankam eksterlandaj turistoj eble perceptas Bretonion kiel teritorian unuon, la situacio estas iom anomalia pro tio, ke, je pli proksima rigardo, Bretonio aspektas kiel unuo nur laŭnome. La lando estas lingve dividita inter romanid-parola regiono kaj kelt-parola regiono, kaj ĉi-lasta siavice dividiĝas historié en kvar diocezojn, kiuj formas limojn fundamentajn al la lingva disdivido de la regiono en kvar ĉefajn dialektojn, kiujn multaj parolantoj trovas nekompreneblaj inter si. Laŭ la vidpunkto de la parolantoj de la dialektoj, ne ekzistas iu bretona identeco. Multaj eĉ hezitus konsideri diocezon kiel fokusopunkton de sia lojaleco. Tradicie, ŝajnas, ke la commune (komunuma distrikto) estis la identecopunkto por plej multaj bretonoj: oni parolis la komunuman version de la bretona lingvo, dancis ties dancojn kaj portis ties coiffe (ĉapon). La falo de la lingvo dum la dua duono de la nuna jarcento, rezulte de multaj jardekoj da centrigisma politiko fare de sinsekvaj francaj registaroj, havadas notindan efikon je la bretona identeco. Dum oni lanĉas kampanjon por savi la lingvon, iom post iom aperas koncepto de iu Breizh une et indivisible (Bretonio unueca kaj nedividebla) kun la bretona flago kiel kerna instigilo. La ĉefaj ĉampionoj de la Bretona Afero estas nova grupo de bretonnants (bretonianoj), precipe el mezklasaj kaj urbaj rondoj, kiuj parolas normigitan, tutbretonian version de la bretona lingvo, kiun kutime ili lernis père de la eduka sistemo. Tiuj parolantoj staras multrilate aparté de la parolantoj de la tradiciaj dialektoj; tamen, iom paradokse, ĝuste ili ludadas gravan rolon en la kreado de koncepto de bretona identeco.

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Willis, Chloe. „Sôshokukei kara asuparabêkon made! ‘From herbivores to bacon-wrapped asparagus!’“. Gender and Language 17, Nr. 3 (20.11.2023): 223–49. http://dx.doi.org/10.1558/genl.20946.

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Japanese essayist Maki Fukasawa coined the term sôshoku danshi ‘herbivore men’ to refer to men who are not assertive or proactive in engaging with romantic or sexual relationships with women. Since her 2006 article, dozens of related kei ‘types’ have proliferated across the digital landscape, creating a taxonomy of binary-based gender classifications. This article describes the kei system through an analysis of digital texts, first providing the historical context of this discourse, then overviewing its grammar and taxonomic structure. An analysis of heuristic types then reveals how heteronormativity and gender hegemony emerge and limit the subversive potential of this system. Finally, the article discusses how neoliberalism creates the niche occupied by kei and enables its sustained appeal. The article contributes to research on both kei and identity by analysing kei as a system, attending to the ways in which broad social forces shape self-identification.

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Fishman, Joshua A. „Why did Yiddish Change?“ Diachronica 2, Nr. 1 (01.01.1985): 67–82. http://dx.doi.org/10.1075/dia.2.1.05fis.

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SUMMARY Four instances of change in 19th-century Yiddish-in-print are considered: (1) the change from a separate type-face to the standard Hebrew type also used for bibles and prayer-books; (2) the abandonment of archaic written forms, following conventions that had been standardized in Central Europe in earlier centuries, in favor of forms more closely approximating Eastern European spoken Yiddish; (3) the sharp curtailment of new High Germanisms and other foreignisms, and (4) the development of a standard or literary spoken variety influenced by standard written Yiddish. In all four instances internal rather than external foci of change are posited. Via fostering and controlling the 'print function', elites of small language communities can also change their languages in accord with how they would like to and when they would like to, rather than merely being exposed either 'winds of change' or to influences from surrounding languages and cultures. RÉSUMÉ Dans cet article trois facteurs de changement du yiddish imprimé du XIXe et XXe siècle sont présentés et discutés: (1) l'adoption du type d'impression qu'on avait utilisé jusqu'à ce temps pour les bibles et les livres de prières; (2) l'abandon des formes archaïques de la langue écrite (qui ont été standardisées en Europe Central pendant les siècles précéndents) en faveur de formes plus proches du yiddish parlé en Europe de l'Est à l'époque, et (3) la réduction drastique de l'influence lexicale de l'allemand moderne et d'autres langues étrangères. L'auteur affirme que dans ces trois facteurs de changement il y avaient des raisons internes plutôt que externes à la base des modifications. Il maintient que, en alimentant et contrôlant la fonction de la presse d'imprimerie, il est possible pour des élites peu nombreuses d'une communauté linguistique d'introduire des changement de la façon voulue et à un moment choisi par elles au lieu d'avoir une évolution langagière inconsciente et sans planification. ZUSAMMENFASSUNG Der Aufsatz zieht drei Gesichtspunkte der Veränderung der jiddi-schen Schriftsprache im 19. und 20. Jahrhundert in Betracht: (1) Der Wechsel von einer besonderen Schreibtype zur hebraischen Drucktype, die bis dahin allein fiir Bibeln und Gebetsbiicher verwendet worden war; (2) die Aufgabe alter Schreibweisen, die in friiheren Jahrhunderten entwik-kelt worden waren, zugunsten von einem Stil, der sich dem in Osteuropa gesprochenen Jiddisch nahert, und (3) die drastische Reduzierung neuer hochdeutscher Ausdriicke und anderer Fremdwörter. In alien drei Fallen werden interne Griinde anstelle von externen Momenten fiir den Sprachwan-del angenommen. Durch Nahrung und Kontrolle des Druckwesens ist es mög-lich gewesen, daß selbst kleine Sprachgemeinschaften in der Lage sind, Sprachgebrauch zu andern, und zwar mithilfe einer Elite, die die Initiative ergreift und Sprachwandel nicht einfach unbewußten und nichtge-planten Veränderungen iiberläßt.

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Kellogg, David. „Review of Kim, Martin, Shin & Choi (2023): Korean grammar: A systemic functional approach“. Language, Context and Text 5, Nr. 2 (31.12.2023): 418–27. http://dx.doi.org/10.1075/langct.00060.kel.

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Pardayeva, Zulaykho Y. „KEY ASSESSMENT TEST MODIFICATION PROJECT PRINCIPLES AND PRACTICES OF LANGUAGE TESTING“. International Journal of Pedagogics 4, Nr. 2 (01.02.2024): 143–49. http://dx.doi.org/10.37547/ijp/volume04issue02-24.

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This article presents data collection about the key features, principles and practices of language testing by modifying an available test to be valid, reliable, and practical for the target learner, including both theoretical and practical pictures of the process. Starting with studies on the target research, this work contains the learner assessment profile, the critique of an existing test, modified version of the chosen test together with appendix (material).

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Tomlinson, Brian. „Conceptos clave de la lingüística aplicada“. Elia, Nr. 15 (2015): 171–80. http://dx.doi.org/10.12795/elia.2015.i15.09.

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23

Macintosh, Fiona. „Interview with Jonathan Kent“. Publications of the Modern Language Association of America 129, Nr. 4 (Oktober 2014): 839–42. http://dx.doi.org/10.1632/pmla.2014.129.4.839.

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Van Vugt, R., H. Nauwynck, I. Polis und H. De Rooster. „Prevalentiestudie naar feliene immunodefiëntievirus en feliene leukosevirus bij straatkatten in Gent“. Vlaams Diergeneeskundig Tijdschrift 88, Nr. 3 (28.06.2019): 131–36. http://dx.doi.org/10.21825/vdt.v88i3.16017.

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Het feliene immunodeficiëntievirus (FIV) en het feliene leukosevirus (FeLV) zijn twee ziekteverwekkers bij de kat die de gezondheid van het dier op lange termijn aantasten. Zwerfkatten vormen een reservoir voor het behoud en de verspreiding van beide virussen tussen wilde dieren en naar gezelschapsdieren. Stad Gent voert al jarenlang een zwerfkattenbeleid volgens het vangen-castreren-terugplaatsen- (“trap-neuter-return”) principe, waarbij FIV- of FeLV-positief-testende katten geëuthanaseerd worden. Om de invloed van het bestrijdingsplan van Stad Gent op de prevalentie van FIV en FeLV te onderzoeken, werden data van zwerfkatten gevangen in 2009 en 2017 met elkaar vergeleken. Wat FeLV betreft, werd een sterke daling gezien (van 9,9% naar 0,7%). Bij FIV bleven opvallende verschillen uit (9,1% versus 10,3%). Er was ook een verschuiving waarneembaar van zowel het aantal gevangen zwerfkatten als van positief-testende katten van de binnenstad naar de randgebieden. Aanvullend onderzoek is aangeraden om meer factoren in kaart te brengen die de evolutie van FIV en FeLV bij verwilderde katten in de regio Gent bepalen.

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Sedláček, K. „The Yeniseian Languages of the 18th Century and Ket and Sino-Tibetan Word Comparisons“. Central Asiatic Journal 52, Nr. 2 (2008): 219–305. http://dx.doi.org/10.13173/caj/2008/2/6.

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SHYMANOVYCH, I., und O. KHALABUZAR. „ГЕЙМІФІКАЦІЯ У ВИКЛАДАННІ АНГЛІЙСЬКОЇ МОВИ: МОЖЛИВОСТІ ТА ПЕРСПЕКТИВИ“. Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, Nr. 3 (20.12.2023): 401–9. http://dx.doi.org/10.31494/2412-9208-2023-1-3-401-409.

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Стаття присвячена важливості аспектів гейміфікації, зокрема її мотиваційним та управлінським ефектам, стратегії оптимізації та методам моделювання. Автори підкреслюють, що закордонні та українські вчені підкреслюють значний потенціал гейміфікації для освітнього процесу, підвищення його ефективності. На думку авторів, у глобалізованому суспільстві вивчення іноземної мови є необхідним для розуміння та взаємодії з навколишнім світом. Іноземні мови відіграють особливу роль, оскільки вони повсюдно використовуються для соціальних, пізнавальних і комунікативних цілей. Створення автентичної та внутрішньої перспективи на всіх етапах оволодіння іноземною мовою має велике значення. Це спонукає вчених досліджувати нові освітні впливи, які включають використання ігор як універсального методу навчання, пізнання та самовираження. Автори зазначають, що ефективність гейміфікації як універсального інструменту покращення освітнього процесу доведена багатьма дослідниками. Учені підкреслюють, що впровадження гейміфікації здатне сформувати комунікативні навички, цифрові ігри впливають на стратегічні дії учнів, критичне мислення, мотивацію та метапізнання. Нове покоління вимагає сучасних методів і підходів, а вчителі мають бути готові працювати з новими термінами, ідеями та поняттями, ураховуючи цифровізацію нашого суспільства. Автори підкреслюють величезний і багатогранний потенціал гейміфікації у викладанні англійської мови. Вони пропонують такі ключові переваги: посилене залучення, мотивація та інтерес, контекстне навчання, миттєвий зворотний зв’язок, запам’ятовування, сприяння комунікативним навичкам, розвиток критичного мислення, зниження тривоги, довготривале залучення. Автори роблять висновок, що гейміфікація є трансформаційною силою у викладанні англійської мови. Її здатність забезпечувати інтерактивність та залученість має потенціал змінити наш підхід до освіти. На думку авторів, цей інноваційний підхід не тільки захоплює учнів, але й дає їм змогу брати активну роль у власній освітній подорожі, що зрештою призводить до більш глибокого та стійкого володіння мовою. Майбутні дослідження гейміфікації будуть присвячені вивченню інноваційних стратегій для оптимізації її впровадження в різноманітних навчальних середовищах. Ключові слова: гейміфікація, навчання англійської мови, мотивація, учень, навчальний процес.

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Mendychowski, Mieczyslaw. „Multiple Choice--Testing or Something More?“ CALICO Journal 10, Nr. 3 (14.01.2013): 41–49. http://dx.doi.org/10.1558/cj.v10i3.41-49.

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KET is a multiple choice software and was developed by three researchers of the Technical University of Wroclaw. It is composed of three independent parts: word processor, test, and results. The first part enables the teacher to prepare 1 question per screen. The question may take up to 250 letters. There may be 4 answers to choose from, of which 1-3 may be correct responses. The second part is a routine test with the possibility of moving the difficult questions to appear later in the queue. The third part summarizes the results both individually and for the whole group. The teacher can immediately correct wrong choices, whether it is a mistake made in preparing the test, or student error. The suggestions for the teacher resulting from this material help optimize the teaching and learning process.

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Gauthier, Alex. „« These foreign c*nts’ve goat trouble wi the Queen’s f*ckin English, ken », ou ré-énoncer la voix scots de Trainspotting au moyen du Québec et de la (socio-)linguistique1“. TTR 28, Nr. 1-2 (23.10.2017): 207–37. http://dx.doi.org/10.7202/1041657ar.

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En 1993, au lendemain du règne thatchérien, Irvine Welsh, auteur écossais alors inconnu, était propulsé au firmament des vedettes littéraires grâce à Trainspotting, un texte coup de poing mettant en scène de jeunes héroïnomanes écossais qui s’opposent au système de la seule manière qu’ils le peuvent : à coup d’injections. En les faisant s’exprimer dans une version extrêmement codée du scots, Welsh déployait un système discursif unique et volontairement difficile à déchiffrer, véritable doigt d’honneur à l’élite littéraire anglophone et aux conventions de l’écriture. Dans cet article, j’aborde premièrement l’importance du sociolecte scots dans l’oeuvre de Welsh, au moyen d’une analyse du contexte sociohistorique de l’oeuvre et de sa réception. Deuxièmement et à contresens des traducteurs français (Lindor Fall en 1996, Étienne en 2011), qui livrent des versions qui répriment l’insubordination de l’original aux normes de la langue, je présente une « systématique de la déformation » basée sur des études sociolinguistiques du français québécois, qui permet de ré-énoncer, pour le lecteur francophone, la puissance expressive et la portée politique de la voix de ce texte culte. Par l’utilisation d’une variante du français québécois vernaculaire comme outil de traduction, j’espère ménager dans l’espace littéraire francophone une ouverture qui permette d’éviter la notion d’intraduisible lorsque l’on parle des sociolectes.

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Soyka, Michael. „Missbrauch und Abhängigkeit von Benzodiazepinen und Z-Drugs“. Nervenheilkunde 40, Nr. 08 (Juli 2021): 636–47. http://dx.doi.org/10.1055/a-1523-5718.

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ZUSAMMENFASSUNGMissbrauch und Abhängigkeit von Sedativa und Hypnotika sind klinisch häufig (Prävalenz ca. 2%), insbesondere von Benzodiazepinen und Non-Benzodiazepin-Hypnotika (Z-Drugs). Beide Substanzgruppen haben ältere und weit toxischere Sedativa und Hypnotika wie Barbiturate und Meprobamat zu Recht verdrängt. Benzodiazepine wie Z-Drugs entfalten ihre Wirkung über den inhibitorischen GABA-Rezeptor und können beide eine erhebliche Toleranz induzieren, was klinisch zu Dosissteigerungen, physischer und psychischer Abhängigkeit, Kontrollverlust sowie Entzugssymptomen führen kann. Prädisponierende Faktoren sind neben dem Geschlecht, Frauen sind häufiger betroffen, vor allem psychiatrische und psychosomatische Erkrankungen, insbesondere Angst und Schlafstörungen, aber auch psychosomatische Störungen und chronische Schmerzerkrankungen. Besonders häufig und lange werden Benzodiazepine älteren Patienten verschrieben, entgegen aller Leitlinienempfehlungen.Therapeutisch gesichert ist, dass bei Benzodiazepinabhängig-keit ein langsames Ausschleichen über viele Wochen, manchmal sogar Monate notwendig ist. Ansonsten können erhebliche Entzugserscheinungen inklusive epileptischen Anfällen, Psychosen und Delire auftreten. Das Entzugssyndrom bei Sedativa und Hypnotika ist sehr vielgestaltig mit Depression, Agitation, innerer Unruhe und Perzeptions-und Schlafstörungen als häufigen Symptomen. Die übrige Therapie ist pragmatisch und richtet sich nach den zugrunde liegenden psychischen Störungen und Entzugssymptomen. Im Wesentlichen werden Antidepressiva eingesetzt. Kurzzeitinterventionen werden empfohlen. Psychotherapeutisch haben sich Psychoedukation, kognitive Verhaltenstherapie oder motivationale Therapien bewährt.

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LEE, SUE ANN S., und GREGORY K. IVERSON. „The emergence of phonetic categories in Korean–English bilingual children“. Journal of Child Language 44, Nr. 6 (07.02.2017): 1485–515. http://dx.doi.org/10.1017/s0305000916000659.

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AbstractThe present study examined the speech production of three-year-old Korean–English bilingual (KEB) children. English and Korean stops, as well as front vowels in both languages, were compared acoustically among the KEB children, then also measured against those of their age-equivalent monolingual counterparts. Evidence of distinctive phonetic categorization in bilingual children was more salient in vowels than in stops. Vowels and stops produced by the bilingual children were not significantly different from those of their monolingual counterparts. The findings suggest that, similar to other language domains, two linguistic systems are apparent in the phonetic production component of three-year-old KEB children, but that phonetic distinctiveness in production may not emerge holistically in an across-the-board fashion, appearing earlier in vowels than stops. Thus, the phonetic production systems of the two languages may develop with only limited interaction in simultaneous KEB children exposed to two languages at an early age.

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Bowern, Claire. „Ken Hale: A Life in Language (review)“. Language 80, Nr. 1 (2004): 179–80. http://dx.doi.org/10.1353/lan.2004.0014.

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Amoli, Fatemeh Azimi. „The Effect of Oral Metalinguistic Corrective Feedback on Learners’ Knowledge of Pronoun among Iranian EFL Learners“. Theory and Practice in Language Studies 10, Nr. 6 (01.06.2020): 672. http://dx.doi.org/10.17507/tpls.1006.07.

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A great number of language learners claims that they are unable to produce the foreign language accurately without any grammatical errors at the end of their language course. In this study, the impact of oral metalinguistic corrective feedback, among various types of corrective feedback, on learners’ pronoun accuracy was considered. The participants were 74 EFL learners (46 females, 28 males) studying English at Safir English language institutes in Tehran. In order to homogenize the learners, Key English Test (KET) test was given to them. 60 learners were selected for the study and 14 learners were removed. Participants were randomly divided into two groups. One group received metalinguistic feedback and the other group received explicit correction feedback. Grammatical judgment test was used as a pretest and posttest. Eight reading passages from “Select Readings” were another instrument that was used for training through jigsaw task in this study. Then t-test was run to check the significance of the mean difference between pretest and post-test of groups. The results show the priority of experimental group (which received oral metalinguistic feedback) on control group (which received explicit feedback).

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Kent, Thomas. „Reply by Thomas Kent“. College Composition and Communication 43, Nr. 4 (Dezember 1992): 524. http://dx.doi.org/10.2307/358649.

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DeKeyser, Robert. „Conceptos clave de la lingüística aplicada / key concepts in applied linguistics age effects in second language learning, so obvious and so misunderstood.“ Elia, Nr. 19 (2019): 235–42. http://dx.doi.org/10.12795/elia.2019.i19.10.

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Breeze, Andrew. „“Good Friend” and the Goodwin Sands, Kent“. Вопросы Ономастики 14, Nr. 3 (2017): 204–9. http://dx.doi.org/10.15826/vopr_onom.2017.14.3.030.

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Riemer, Nick. „Hirschkop, Ken. 2019. Linguistic turns. 1890-1950“. Histoire Épistémologie Langage, Nr. 42-1 (28.09.2020): 186–90. http://dx.doi.org/10.4000/hel.627.

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Fodor, Jerry, und Ernie LePore. „Impossible Words: A Reply to Kent Johnson“. Mind and Language 20, Nr. 3 (Juni 2005): 353–56. http://dx.doi.org/10.1111/j.0268-1064.2005.00289.x.

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Ghalehbani, Saeid, und Sholeh Kolahi. „The Comparative Effect of Recasts and Prompts on EFL Learners’ Vowel and Consonant Accuracy“. Language Teaching Research Quarterly 28 (Juli 2022): 31–52. http://dx.doi.org/10.32038/ltrq.2022.28.02.

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This study examined the comparative effect of recasts and prompts on EFL learners’ pronunciation accuracy of consonants and vowels. Eighty-nine elementary EFL learners were selected among 117 through their performance on a piloted sample KET and were randomly assigned into two experimental groups (recast, prompt), and a control group. A piloted researcher-made pronunciation pre-treatment test was administered to the three groups to measure their pronunciation accuracy before the treatment. The three groups underwent the same amount of teaching time and received the same material. The participants in the recast group received recast and those in the prompt group received prompt. However, the participants in the control group received no specific type of corrective feedback. At the end of the treatment, the participants took a pronunciation post-test parallel with the pre-treatment test. An Analysis of Covariance (ANCOVA) was run. The results indicated that both recast and prompt had a significantly positive effect on EFL learners’ pronunciation accuracy of consonants and vowels. Moreover, the results showed that there was no significant difference between the effect of recast and prompt on EFL learners’ pronunciation accuracy of consonants and vowels.

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Azmoon, Yasaman. „Dictogloss or Processing Instruction: Which Works Better on EFL Learners’ Writing Accuracy?“ Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, Nr. 36 (25.03.2021): 263–77. http://dx.doi.org/10.30827/portalin.v0i36.20909.

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Although many investigations have been carried out into the consequence of applying different approaches to teaching writing, there is still a lack of the empirical comparing research into two influential focus-on-form methods of generating writing accuracy. This study is therefore significant as it is the very first study that compares the relative effects of the two instructional interventions of dictogloss and processing instruction on EFL learners’ writing accuracy. To achieve the abovementioned aim, 56 teenage Iranian participants with elementary level English were homogenized and selected out of 90 learners at a language school, using the results of a piloted sample Key English Test (KET). These participants were randomly divided into two experimental groups with 28 participants in each to practice in one group dictogloss tasks and in the other processing instruction tasks after a pretest. A picture sequence writing task was administered as a posttest at the end of the treatments to both groups. Finally the mean scores of both groups on the posttest were compared through an independent samples t-test. The result rejected the null hypothesis demonstrating that dictogloss could significantly motivate the participants who outperformed the processing instruction group regarding their writing accuracy.

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MENDONI, LINA, und HARIKLEIA PAPAGEORGIADOU. „A SURFACE SURVEY OF ROMAN KEA“. Bulletin of the Institute of Classical Studies 36, Supplement_55 (01.01.1989): 169–73. http://dx.doi.org/10.1111/j.2041-5370.1989.tb02066.x.

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McConvell, Patrick, Jane Simpson, David Nash, Mary Laughren, Peter Austin und Barry Alpher. „Forty Years on: Ken Hale and Australian Languages“. Oceanic Linguistics 42, Nr. 1 (Juni 2003): 252. http://dx.doi.org/10.2307/3623459.

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RODINA, HERTA. „Metadiscourse: Exploring Interaction in Writing by HYLAND, KEN“. Modern Language Journal 91, Nr. 3 (September 2007): 479–80. http://dx.doi.org/10.1111/j.1540-4781.2007.00593_9.x.

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Sadowsky, Steven H. „Introduction to Human Disease, ed 3. Kent TH, Hart MN. Norwalk, Conn, Appleton & Lange. 1993, hardback, 632 pp, illus, $42.50.“ Journal of Physical Therapy Education 9, Nr. 2 (1995): 69. http://dx.doi.org/10.1097/00001416-199507000-00019.

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Spencer-Oatey, Helen. „CONCEPTOS CLAVE DE LA LINGÜÍSTICA APLICADA /INTERCULTURAL COMMUNICATION“. Elia 14, Nr. 13 (2014): 165–71. http://dx.doi.org/10.12795/elia.2014.i14.07.

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Yigitoglu, Nur. „Teaching and researching writing, Ken Hyland, (3rd ed.)“. Journal of English for Academic Purposes 22 (Juni 2016): 191–92. http://dx.doi.org/10.1016/j.jeap.2016.04.003.

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BRIGGS, JULIA. „MIDDLETON'S FORGOTTEN TRAGEDY HENGIST, KING OF KENT“. Review of English Studies XLI, Nr. 164 (1990): 479–95. http://dx.doi.org/10.1093/res/xli.164.479.

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DIAS, Manoel Rigel, und Teresa Cristina WACHOWICZ. „A NANOSSINTAXE NOS PROCESSOS DE LEXICALIZAÇÃO NO JARGÃO DOS “GAMERS”“. Trama 17, Nr. 40 (04.02.2021): 19–30. http://dx.doi.org/10.48075/rt.v17i40.26190.

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A comunidade “gamer” possui uma linguagem especial para tratar das questões que os jogos apresentam. Esse jargão contém novas palavras que irão descrever aquilo que acontece no jogo, o mapa, as estratégias usadas e os elementos presentes. Essa pesquisa objetivou analisar a semântica usada nessas criações lexicais, utilizando os dados retirados do chat de League of Legends. Para isso, mapeamos a literatura sobre o fenômeno de lexicalização, começando pela perspectiva decomposicionalista de Jackendoff (1990), que afirma a existência de primitivos semânticos básicos que atuam em todas as línguas. Aprimorando essa visão com a proposta de Von Fintel Mathewson (2008) sobre blocos derivacionais que atuariam como um sistema de hierarquia entre os traços semânticos, esses regidos pela sintaxe. Finalmente, percorrendo pelo tratamento dado pela nanossintaxe (RAMCHAND, 2008, 2017, PANCHEVA, 2009), esse mais inclinado a teoria de Jackendoff, que observa que a estrutura lexical é amalgamada com a estrutura da sintaxe, sendo o léxico o processo inicial da sentença. Com essa estrutura argumentativa, foi possível analisarmos os dados. Concluímos que maior parte das novas palavras apresenta traços de PLACE e PATH, devido a natureza logística do jogo, e que a nanossintaxe apresenta melhor forma de descrever hierarquicamente a lexicalização dessa estrutura.Referências:BARON, I; Herslund, M. Langues endocentriques et langues exocentriques: approche typologique du danois, du français et de l’anglais. Langue Française, 145, 2005, p. 35-53.Baunaz Lander, 2018BERTINETTO, Pier Marco. On a frequent misunderstanding in the temporal-aspectual domain: the ‘perfective-telic confusion. In: CECHETTO, C. et alii. Semantic Interfaces: reference, anaphora and aspect. Stanford: CSLI Publications, 2001.BOBALJIK, J. Distributed morphology. Ms, University of Connecticut., 2015.CANÇADO, Márcia; GODOY, Luísa; AMARAL, Luana. Catálogo de verbos do português brasileiro. Classificação verbal segundo a decomposição de predicados. V. 1 – verbos de mudança. Belo Horizonte: Editora UFMG, 2013. DIAS, M. R; RUTIQUEWISKI, A. F. Neologismo em League of Legends: uma análise pelo viés morfológico. Trabalho de Conclusão de Curso, Universidade Tecnológica Federal do Paraná, Curitiba, 2019. FERREIRA, Thayse Letícia. Uma investigação sintático-semântica das preposições espaciais do português brasileiro: uma abordagem nanossintática. Tese de doutorado, UFSCar, no prelo, 2020.GRUBER, Jeffrey S. Studies in lexical relations. PhD, MIT, 1965, 310p.JACKENDOFF, R. Semantics and cognition. Cambridge, M.A.: MIT Press, 1990.JACKENDOFF, R. Meaning and the lexicon – the parallel architecture (1975-2010). Oxford University Press, 2012.KRIVINE. Jean-Louis. 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BREEZE, ANDREW. „GIBBON'S MEMOIRS AND QUEENBOROUGH CASTLE, KENT“. Notes and Queries 46, Nr. 3 (1999): 364–65. http://dx.doi.org/10.1093/nq/46.3.364.

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Abrams, Matthew Jeffrey. „Illuminated critique: the Kent Moby-Dick“. Word & Image 33, Nr. 4 (02.10.2017): 376–91. http://dx.doi.org/10.1080/02666286.2017.1341804.

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