Academic literature on the topic 'Coptic language – Foreign words and phrases'
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Journal articles on the topic "Coptic language – Foreign words and phrases"
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Kamandulytė-Merfeldien, Laura. "Foreign words in spoken Lithuanian language." Lietuvių kalba, no. 12 (December 15, 2018): 1–18. http://dx.doi.org/10.15388/lk.2018.22518.
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The aim of this article is to redefine the phenomenon of borrowing on the basis of the Corpus of Spoken Lithuanian: to analyse the frequency and use of foreign words, to determine the proportion of new borrowings among foreign words, and to examine whether some of the foreign words may be treated as the instances of code switching or code mixing. The article attempts to make a distinction between new borrowings and other foreign words and discusses the phenomenon of code mixing in spoken language for the first time in Lithuanian; it also explains the terms of code switching and code mixing, which have not been discussed in Lithuanian linguistics. The results of the quantitative research have revealed that foreign words comprise only 0.33% of all words in spoken language. The largest proportion of these words is English words and phrases (93%), while lexemes or phrases from Russian, Latin, or Italian comprise only 7% of the words. The research has determined that new borrowings constitute 44% of all foreign words in the conversations under the present investigation, and code mixing has been employed in 56% of all instances. The research has demonstrated that code mixing is the most typical of spoken private speech, while the use of new borrowings is more frequent in more formal registers of spoken language, i.e. academic and media language.
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Liang, Linxin, and Mingwu Xu. "An exploratory study of Chinese words and phrases." Babel. Revue internationale de la traduction / International Journal of Translation 65, no. 1 (April 4, 2019): 96–113. http://dx.doi.org/10.1075/babel.00080.lia.
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Abstract This research was carried out with two main purposes: to survey the methods necessary to translate Chinese words and phrases into English, and to investigate how frequently their English versions appear in twenty different countries or regions. The research was conducted through an analysis of data from Xi Jinping’s book The Governance of China (English version), published by Foreign Languages Press. The results show that 401 Chinese words and phrases reflect seven specific translation methods. Moreover, their frequency of usage shows obvious differences across twenty different countries or regions based on the statistical analysis of the corpora. It is hoped that the Chinese-English (C-E) translation of political texts can benefit from these conclusions.
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Sujarwo, Sujarwo. "Students’ Perceptions of Using Machine Translation Tools In the EFL Classroom." Al-Lisan 6, no. 2 (September 6, 2020): 230–41. http://dx.doi.org/10.30603/al.v6i2.1333.
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Machine Translation (MT) refers to automatically trying to translate words, phrases, text, or speech from one language to another (Arnold et al., 1994). This study aims to analyze English as Foreign Language (EFL) students’ perceptions on utilizing machine translation (MT) in translating words, phrases, text, or speech. This research used descriptive qualitative method, 13 EFL students as respondents using this type of technology were described and analyzed. Data were gained from the analysis of the translation quality supported by machine translation procedures and questionnaires to 13 English students in translation subject. The results showed that, EFL students in the sixth and seventh semester of English education department of Megarezky University in translating words, phrases, texts, paragraphs had to recheck and rearrange to get a good translation by their own understandings. Machine Translation (MT) becomes another option to recognize the meaning of foreign language. Machine Translation can be used as dictionary as well. MT is incredibly useful and helpful, it can provide a general description to the users, it gives an inspiration or consideration to the users to understand the meaning.
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Rahayu, Novia Widyasari. "Speech Act of Pragmatic." IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature 9, no. 2 (December 19, 2021): 538–42. http://dx.doi.org/10.24256/ideas.v9i2.1926.
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ABSTRACT When a speaker says anything, there are specific goals beyond the words or phrases. This is an aspect of pragmatics. The activity performed by generated utterances is referred to as speech actions. Saying something can be used to perform an action. Speech actions allow the speaker to portray physical activity using just words and phrases. The acts taken are mostly determined by the words spoken. There are several things to consider when it comes to English as a foreign language. If utterances are delivered in the mother language, it is simple for speakers or listeners to figure out what they imply.
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Ningtyas, Siska Aditya, Eka Yuli Astuti, and Widodo M.Pd. "Pemertahanan Bahasa Jawa Dialek Tegal dalam Kumpulan Cerkak Tegalan Warung Poci Karya Dr. Maufur." Sutasoma : Jurnal Sastra Jawa 7, no. 2 (January 21, 2020): 15–21. http://dx.doi.org/10.15294/sutasoma.v7i2.29085.
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This study aims to describe the forms of retention of the Javanese language in the Tegal dialect in the cerkak of Tegalan Warung Poci by Dr. Maufur. This research produces forms of retention of Javanese Tegal dialect, namely forms of active language retention and forms of passive language retention by recording it on a data card. Forms of active language retention in the form of the use of words with Tegal dialect that are rarely used in daily life include: basic word forms, forms of affixed words, forms of reduplication, forms of reduplication with implications, and forms of clay saroja. The passive language retention form shows the use of foreign language elements in fragments of Tegal dialect which includes the use of basic words, affixed words, phrases, reduplication, affixed reduplication, and translation of foreign language words (Indonesian and English) into the Tegal dialect that refers to language error or interference. The translation shows that the Tegal dialect is dynamic because it raises elements of the foreign language in the sentence fragment with the aim of creating communicative sentences and giving a different color to the use of the Tegal dialect.Keyword: language maintenance; Tegal dialect; Warung Poci
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L, Savilova S., Serysheva Yu V, Agab S. E., and Dolganina A. A. "Application of latest Anglicisms in teaching RFL to increase motivation and adaptation of bilingual students." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 9 (April 6, 2017): 75–84. http://dx.doi.org/10.18844/prosoc.v2i9.1087.
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Inconsistency of the vocabulary of study texts and of words students actually use in everyday communication should become the subject of study of teachers of Russian as a foreign language. The inclusion in the curriculum of student slang phrases allows revitalizing the educational process, giving it practical significance. The article analyzes the experience of the use of modern technologies in teaching Russian as a foreign language by instructors of National Research Tomsk Polytechnic University. The paper presents an innovative way to work with Anglicisms at lessons of Russian as a foreign language, an attempt to catalog lexical units students use in online communication.
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Abdujabbarova, Zamira. "Teaching English as Foreign Language by Using Different Types of Texts: the Goals." JET ADI BUANA 5, no. 01 (April 30, 2020): 89–99. http://dx.doi.org/10.36456/jet.v5.n01.2020.2350.
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Text plays an important role in teaching four basic language skills like reading, writing, listening and speaking. However, when using texts in the language classroom, skills should never be taught in isolation but in an integrated way. Teachers should try to teach basic language skills as an integral part of oral and written language use, as part of the means for creating both referential and interactional meaning, not merely as an aspect of the oral and written production of words, phrases and sentences.
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Ellis, Nick C., and Susan G. Sinclair. "Working Memory in the Acquisition of Vocabulary and Syntax: Putting Language in Good Order." Quarterly Journal of Experimental Psychology Section A 49, no. 1 (February 1996): 234–50. http://dx.doi.org/10.1080/713755604.
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This paper argues that working memory is heavily involved in language acquisition as (a) a major part of language learning is the learning of sequences, (b) working memory allows short-term maintenance of sequence information, and (c) short-term rehearsal of sequences promotes the consolidation of long-term memories of language sequences. It first reviews evidence supporting this position. Next it presents an experiment that demonstrates that subjects encouraged to rehearse foreign language (FL) utterances are better than both silent controls and subjects who are prevented from rehearsal by articulatory suppression at (a) learning to comprehend and translate FL words and phrases, (b) explicit metalinguistic knowledge of the detailed content of grammatical regularities, (c) acquisition of the FL forms of words and phrases, (d) accuracy in FL pronunciation, and (e) some aspects of productive (but not receptive) grammatical fluency and accuracy. Finally, it describes possible mechanisms underlying these effects.
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Shi, Shaohua. "Computer English Teaching Model Based on Multimedia Platform." International Journal of Emerging Technologies in Learning (iJET) 11, no. 08 (September 1, 2016): 59. http://dx.doi.org/10.3991/ijet.v11i08.6050.
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Currently, multimedia-assisted foreign language teaching is a topic of high interest in the field of foreign language teaching. The combination between multimedia and foreign language teaching enables the teaching activity to integrate functions, such as words, phrases, sounds, images, figures and animations which can arouse and stimulate the students’ enthusiasm and initiative as well as improve the teaching efficiency. However, the insufficient study of current foreign language teaching on both of the theories and practices of the multimedia-assisted foreign language teaching results in an unsatisfactory outcome of the multimedia-assisted teaching utilized by many foreign language teachers in middle school. Based on the knowledge and analysis of the status quo of the multimedia-assisted foreign language teaching and its design, this paper systematically discusses its contents of listening, speaking, reading and writing as well as its design, aiming at promoting teachers to spontaneously use the multimedia in the foreign language teaching, taking the maximum advantage of the multimedia-assisted teaching.
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Aksenova, Inga. "The role of collocations in the formation of the lexical speech skills." Tambov University Review. Series: Humanities, no. 181 (2019): 17–25. http://dx.doi.org/10.20310/1810-0201-2019-24-181-17-25.
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The main goal of teaching foreign language is the formation of foreign language communicative competence which implies the development of speech skills. In the methods there are different approaches to teaching foreign language, one of which is the lexical approach. Undoubtedly, the lexical approach involves focus on learning the vocabulary of the language. However, there are different points of view on which methods and forms of work are the most effective ones. Mastering vocabulary occurs by studying the compatibility of words, phrases and combinations of words. Collocations are an isolated concept, meaning certain words in a language that tend to be used together. Working with collocations is an essential component of the lexical skills formation, accordingly, we should speak about the inclusion of collocational competence in communicative competence. Analysis of the methodic literature showed that the issue of the collocations’ role in the lexical speech skills formation is not very disclosed in the domestic and foreign methodic literature. In the presented article: 1) we conduct an analysis of the works of domestic and foreign scientists on the lexical approach in teaching foreign language; 2) we prove that the process of learning vocabulary goes by learning certain combinations of words and the ability to use them; 3) we derive the definition of collocations based on the definitions and classifications of scientists; 4) we determine the key place of collocations in the vocabulary learning.
Dissertations / Theses on the topic "Coptic language – Foreign words and phrases"
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Yeung, Hong-ting, and 楊康婷. "A study of loan words in Chinese language in Hong Kong =." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B30433083.
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Nangambi, Noria Ntshengedzeni. "Tshenguluso ya ndeme ya nyaluwo ya luambo lwa Tshivenda yo tutuwedzwayo nga mupindulelo wa maipfi." Thesis, University of Limpopo, 2012. http://hdl.handle.net/10386/2378.
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Thesis (M.A.) --University of Limpopo, 2012The study dealt with enrichment of Tshivenḓa language through adoption of words from other languages such as English, Afrikaans, Sotho, Tsonga, Zulu and many more. The study discovered that no language can remain static forever and this applies to Tshivenḓa as well. Every successive generation makes its own small contribution to language change and when sufficient time has elapsed the impact of these changes becomes more obvious. It however cautions that borrowing of words should not be overdone as this may lead to the disappearance of Tshivenḓa as we know it.
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Kuya, Aimi. "Diffusion of western loanwords in contemporary Japanese : a sociolinguistic approach to lexical variation." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:99db8ff0-9ba9-4859-8f4a-2890544021de.
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The present research attempts to develop a general model of the diffusion of Western loanwords in contemporary Japanese within the variationist framework. It describes and predicts, based on empirical evidence from apparent- and real-time data, the elaborate process of changes in favor of loanwords as opposed to their existing native equivalents. First, people's self-reporting shows a consistent tendency for a younger generation to show a stronger preference for loanwords than an elder one. This indicates changes in favor of loanwords are in progress in apparent time (Chapter 4). Second, the above-mentioned age gradient is attested to by corpus-based data. It also reveals that the occurrence of loanwords is accounted for multi-dimensionally by a wider range of language-external factors such as generation, education, register and style (Chapter 5). Third, an in-depth study of the individual loanword keesu (< case) reveals that not only external factors but also internal ones, e.g., usage and collocation of the word, have impacts on its occurrence (Chapter 6). Fourth, an investigation of the loanword sapooto (< support) shows that a stylistic variable comes into play in its diffusion in interaction with an educational variable. The loanword is disfavored when the speech setting shifts to formal in particular by the most educated speakers (Chapter 7). Fifth, a real-time approach to loanword adoption verified that individuals can change their language attitude or behavior throughout their lifetime. It highlights importance of longitudinal observation of the phenomenon in making a more accurate prediction of change (Chapter 8). The present research confirms that the occurrence of loan variants is bound by various social and linguistic contexts. The above empirical findings contribute to the field of variationist study by opening up the possibility of analyzing linguistic variation in Japanese at the lexical level.
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Chan, Ka-yin, and 陳嘉賢. "Loan Words in advertisements in Japanese women's magazines." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31953785.
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Frischkorn, Bradford Michael. "Integration of the American English lexicon: A study of borrowing in contemporary spoken Japanese." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1107.
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Heung, Lok-yi, and 香樂怡. "Loan word compression in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B45007573.
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Rung-ruang, Apichai. "English loanwords in Thai and optimality theory." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1389690.
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This study focuses on English loanwords in Thai, particularly the treatment of consonants in different environments, namely onset/coda simplification, laryngeal features, medial consonants, and liquid alternation, within the framework of Optimality Theory (OT: Prince and Smolensky 1993/2004). The major objectives are: (1) to examine the way English loanwords are adapted to a new environment, (2) to investigate how conflict between faithfulness and markedness constraints is resolved and in what ways through OT grammars, and (3) finally to be a contribution to the literature of loan phonology in OT since there has not been much literature on English loanwords in Thai within the recent theoretical framework of Optimality TheoryThe data are drawn from an English-Thai dictionary (Sethaputa 1995), an on-line English-Thai dictionary, an English loanword dictionary (Komutthamwiboon 2003), and earlier studies of English loans in Thai by Udomwong (1981), Nacaskul (1989), Raksaphet (2000), and Kenstowicz and Atiwong (2004).The study has found that Thais replace unlicensed consonants with either auditory similar segments or shared natural class segments, as in /v/ in the English and [w] in word borrowing due to auditory similarity, /g/ in the English source replaced by [k] because of shared place of articulation. Vowel insertion is found if the English source begins with /sC/ as in /skaen/ scan -> [stkc cn]. Since Thai allows consonant clusters, a second segment of the clusters is always retained if it fits the Thai phonotactics, as in /gruup/ `group' -4 [kruip]. In coda, consonant clusters must be simplified. Consonant clusters in the English source are divided into five main subgroups. Sometimes Thais retain a segment adjacent to a vowel and delete the edge, as in /lcnzi lens -4 [len].However, a postvocalic lateral [1] followed by a segment are replaced by either a nasal [n] or a glide [w]. In terms of repair strategies, the lowest ranked faithfulness constraints indicate what motivates Thais to have consonant adaptation. MAX-I0, DEP-I0, IDENT-I0 (place) reveal that segmental deletion, insertion, and replacement on the place of articulation are employed to deal with marked structures, respectively. The two lines of approaches (Positional Faithfulness, Positional Markedness) have been examined with respect to segments bearing aspiration or voicing. The findings have shown that both approaches can be employed to achieve the same result. In medial consonants, ambisyllabic consonants in the English source undergo syllable adaptation and behave like geminates in word borrowings in Thai. Most cases show that ambisyllabic/geminate consonants in loanwords are unaspirated. A few cases are aspirated.The study has revealed that there is still more room for improvement in 0T. The standard OT allowing only a single output in the surface form is challenged. Some English loanwords have multiple outputs. For instance, /aesfoolt/ `asphalt' can be pronounced either [26tf6n] or [26tf6w]. Another example is the word /k h riim / `cream' can be pronounced as [k h riim], [khliim], and [khiim]. To account for these phenomena requires a sociolinguistic explanation.Department of English
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Horikawa, Naoko. "English Loan Words in Japanese: Exploring Comprehension and Register." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/913.
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English loan words (ELWs) have become a considerable part of the contemporary Japanese vocabulary. Meanwhile, it has been shown that there are individual differences in the rate of ELW comprehension. Among the factors for low comprehension is age; people over 60 years old have been shown to comprehend fewer ELWs than the overall age group. As Japan is expected to soon enter the era of an aging society, the issue of ELW comprehension is likely to present serious social and personal problems. The purpose of this study was to identify the current state of frequently used ELWs in contemporary written Japanese, with particular attention to their frequencies, linguistic features, and comprehension rates by people over 60 years old. In order to identify the mediums that are likely to be problematic, three registers were examined: government white papers, books, and internet texts. The study found that the three registers differ in their overall frequencies of ELWs and distributions of the semantic categories, while the distributions of the types of borrowing are similar. It also found that ELWs in certain semantic categories have lower comprehension rates than other categories. Registers that regularly contain low-comprehension ELWs are likely to pose problems for readers over 60 years old.
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Samperi-Mangan, Jacqueline. "Languages in contact : error analysis of Italian childrens' compositions in a multilingual context." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60594.
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Children of Italian immigrants in Montreal are in contact with many languages and kinds of speech. French and English are used publicly, formal Italian is studied in heritage classes, a dialect of the family's region of origin is used at home, and a kind of koine is frequently used in interactions with other Italian immigrants. The contact of these languages produces various kinds of interferences. These lead a child to make errors when he tries to use the Standard Italian code. In this research, children's compositions are examined for errors which in turn are analysed and classified. The causes of these errors are investigated and statistics are presented to indicate the frequency of errors or the power of various causes.An effort is made to show all the different errors and interferences that occur, and to discover a pattern of their causes. The data put forth might eventually serve as a base for further studies on the pedagogical prevention or correction of errors in the teaching of Standard Italian as adapted to the specific situation in Montreal.
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Graham, Florence. "Turkish loanwords in seventeenth- and eighteenth-century Bosnian and Bulgarian Franciscan texts." Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:2e237b05-c803-4278-a93a-ccc519ea4eac.
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This dissertation analyses when, how and why Turkish loanwords became incorporated into Bosnian and Bulgarian, as seen in the writings of the seventeenth- and eighteenth-century Bosnian and Bulgarian Franciscans. I analyse Bosnian works (religious and secular) by Matija Divkovic, Ivan Bandulavic, Pavo Posilovic Mošunjanin, Mihovil Radnic, Stjepan Margitic Markovac, Lovro Braculjevic, Filip Lastric, Nikola Marcinkušic Lašvanin, Marko Dobretic, Bono Benic, and Grgo Ilijic-Varešanin. As a Bulgarian counterpart, I analyse three eighteenth-century Bulgarian Franciscan manuscripts and the works of Petar Bogdan Bakšic and Filip Stanislavov. The dissertation consists of eight chapters. The first chapter gives background information on Turkish presence in Bosnia and Bulgaria, the history of the Franciscans in Bosnia and Bulgaria, short biographies of each of the writers whose works are analysed, phonology and orthography. The second chapter focuses on the complications regarding establishing earliest attestations for turkisms in Bosnian and Bulgarian. The third chapter discusses the nominal morphology of turkisms in Bosnian and Bulgarian. This chapter analyses why turkisms developed the gender that they did when borrowed from a language that does not have gender as a category. Chapter four addresses the verbal morphology of turkisms in Bosnian and Bulgarian. Verbal prefixes are discussed in detail, as are Turkish voiced suffixes in Bulgarian. The fifth chapter analyses adjectives and adverbs, with focus on gender and number agreement. The sixth chapter addresses the use of Turkish conjunctions. The seventh chapter looks at the motivation, semantics and setting of turkisms in Bosnian and Bulgarian. The conclusion addresses how morphology, semantics, motivation and setting of turkisms relate to their chronology in Bosnian and Bulgarian and how these areas differ from language to language.
Books on the topic "Coptic language – Foreign words and phrases"
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Hans, Förster, ed. Wörterbuch der griechischen Wörter in den koptischen dokumentarischen Texten. Berlin: W. De Gruyter, 2002.
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Irish words & phrases. Dublin: Gill & Macmillan, 2002.
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Delahunty, Andrew. Oxford dictionary of foreign words and phrases. New York, NY: Oxford Univeristy Press, 2010.
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Cassell's foreign words and phrases. London: Cassell, 2000.
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Roger, Flavell, ed. The chronology of words & phrases. London: Kyle Cathie, 2000.
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Tuleja, Tad. A dictionary of foreign words and phrases. London: Robert Hale, 2009.
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Ledlie, Moore Frank, ed. The browser's dictionary of foreign words and phrases. New York: Wiley, 2001.
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Phamō̜nbut, ʻĀphā. Foreign words are pronounced the same as Thai words: The etymological relationships of Thai and foreign words. Bangkok: Distributed by D.K. Today Co., 1988.
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Ṣubḥī, Jūrjī. Common words in the spoken Arabic of Egypt, of Greek or Coptic origin. [Cairo]: Sh. Bāsīliyūs, 1989.
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Mawson, Christopher Orlando Sylvester. The Harper Dictionary of foreign terms. 3rd ed. New York: Harper [and] Row, 1988.
Find full textBook chapters on the topic "Coptic language – Foreign words and phrases"
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"Index of Foreign Words and Phrases." In Ancient Hebrew Periodization and the Language of the Book of Jeremiah, 423–47. BRILL, 2014. http://dx.doi.org/10.1163/9789004269651_013.
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Watson, Charles S., and James D. Miller. "Computer-Based Perceptual Training as a Major Component of Adult Instruction in a Foreign Language." In Computer-Assisted Foreign Language Teaching and Learning, 230–44. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2821-2.ch013.
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Millions of adult learners have acquired good-to-excellent literacy in English, but most of them continue to have difficulty with oral communication in that language. The more obvious their problem is with pronunciation, which varies from just noticeably “foreign” to very difficult to understand, the less apparent, but possibly fundamental to their overall skill level in English, is their difficulty in recognizing spoken sounds, words, and phrases of that language. Contemporary research has shown that adults are capable of learning to perceive a new language quite accurately, through systematic training. Perceptual skills acquired through such training are likely to contribute to continuing improvement in pronunciation and to an increasing vocabulary. Such a training program is described in this chapter, the Speech Perception Assessment and Training Program for ESL (SPATS-ESL). After 20-30 hours of training with this program, most ESL students are shown to achieve near-native recognition of the sounds of English and of words in sentences spoken at normal conversational rates.
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Underwood, Joshua. "Speaking to machines: motivating speaking through oral interaction with intelligent assistants." In Innovative language pedagogy report, 127–32. Research-publishing.net, 2021. http://dx.doi.org/10.14705/rpnet.2021.50.1247.
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What is it? Daring to voice new sounds, words, and phrases is an essential part of learning to speak a language. However, getting students, particularly in mono-lingual classes, to try to speak a foreign language can be a significant challenge. Voice interaction assistants, such as Siri, Alexa, or Google Assistant, offer new opportunities to create meaningful, fun tasks for language learning that require accurate spoken production. Designing good tasks requires an understanding of the learning context and needs as well as the interactional opportunities, constraints, and risks associated with any particular technology.
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Majewski, Marcin, Artur Sporniak, Teresa Szostek, and Michał Czajkowski. "Cenzura w Biblii." In Beyond Language, 166–81. Æ Academic, 2018. http://dx.doi.org/10.52769/bl1.0014.mmaj-aspo-tszo-mcza.
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The article focuses on the analysis of an interview regarding Bible translation and related censorship. The author comments on the statements of one of the interlocutors, adding her own insights and analyses. Bible translators make certain parts of the text more approachable, as was the case with the refrain to Song of Songs, which, in most translations, mentions “embracing” while the protestant Bible contains the correct translation, i.e. “caressing.” Similarly, translators correct the Bible, as they have a different notion of what a sacral text should look like. For example, they introduce neutral phrases instead of offensive words. In Czajkowski’s opinion, translators often censor the Bible, trying to make the text less blunt. However, sometimes discrepancies are a result of not understanding the original text. Not always are these differences a consequence of the translator’s work, though. It is clearly visible e.g. in the case of “pneuma,” a word which can be translated into ghost or soul, spelled with a small letter, or the Holy Ghost. The author does not support the so-called “inclusive” translation. The inspired text should not be changed. Such changes can be replaced with explanations or comments. In order to discover the original meaning of the Holy Scripture, one can compare one of the Polish translations with translations into other foreign languages or other translations into Polish.
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Tanaka-Ellis, Nobue, and Sachiyo Sekiguchi. "Not a language course (!): teaching global leadership skills through a foreign language in a flipped, blended, and ubiquitous learning environment." In CALL and complexity – short papers from EUROCALL 2019, 350–55. Research-publishing.net, 2019. http://dx.doi.org/10.14705/rpnet.2019.38.1035.
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This paper reports on the evidence learning found from a flipped, blended, ubiquitous learning Content and Language Integrated Learning (CLIL) course teaching global leadership skills using a Massive Open Online Course (MOOC) to Japanese undergraduates through English. The purposes of the current study are to see if (1) there was any evidence of learning found in the students’ oral outputs, and (2) there were any changes in student perceptions about the course and their Target Language (TL) fluency over a 10-week period. The data were collected through two interview sessions conducted in Weeks 4 and 14. A similar set of questions were asked in both interviews to gauge student understanding of the course content, perceptual changes, and oral output skills. Three-semesters worth of interview data were transcribed and sorted into four categories; (1) transfer of words, (2) transfer of phrases, (3) transfer of concepts, and (4) application of concepts. The results indicated that the students’ perceptions of the course shifted from an English as a foreign language course to a leadership course, and they produced more course relevant answers.
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Kriukova, Yelizaveta, and Svitlana Buha. "USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN ENGLISH LANGUAGE TEACHING IN DISTANCE LEARNING." In Priority areas for development of scientific research: domestic and foreign experience. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-049-0-21.
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The development of modern society in the world takes place in the era of rapid development of information technologies in all fields of human activity, including education. Therefore, one of the main ways of solving the problem of education modernization is the introduction of information technologies and combination with traditional educational means. The issue of ensuring the high level of information and communication technologies in the educational process becomes more urgent every year. The experience of teachers of higher education institutions shows the effectivenes of information and communication technologies integration in teaching English. Information and communication technologies enable students to be involved in the learning process, increase students’ motivation and their interest in learning English. The use of information and communication technologies in the educational process gives the possibility to reduce the time for mastering the material at the expense of clarity and to check students’ knowledge in the interactive form. The article deals with the use of modern information and communication technologies in the process of teaching English in higher education. Aspects of information and communication technologies in the process of learning a foreign language are theoretically grounded. The experience of information and communication technologies implementation in the educational process of higher educational institutions is analyzed and the main advantages and disadvantages of their application are characterized. The experience of using Quizlet (an application that helps in learning new words, phrases, terms faster and more effectively) in teaching English at the National Technical University of Ukraine “Kyiv Polytechnic Institute of Igor Sikorsky” was analized in the context of the analysis of information technologies in higher educational establishments of Ukraine.
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"Chapter 6: Assessment." In The Reflexive Teaching Artist: Collected Wisdom from the Drama/Theatre Field, 167–211. Intellect, 2014. http://dx.doi.org/10.1386/9781783202232_9.
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There can be confusion about the role of assessment in drama/theatre teaching-artist practice. For some, assessment is solely the language of education; by forcing the arts into rubrics or scales, the unquantifiable value of the arts is potentially lost or misconstrued. Additionally, the language of assessment is often linked to social-science research paradigms, which have a complex vocabulary of terms and practices. For those not trained in quantitative assessment methods of measuring and analyzing numerical data, phrases like Likert scales and T-tests are a foreign tongue. Qualitative assessment that involves recording and analyzing words, images or objects can feel more familiar to Teaching Artists, but can still feel like the work of someone who is outside the actual practice. It’s no wonder that many Teaching Artists glaze over when the conversation turns toward assessment. Isn’t that work best left to the researcher, the evaluator or the program coordinator?They might say. I’m a practitioner, teacher and an artist, so what does assessment have to do with me? The final core concept, assessment, is dedicated to exploring and challenging this thinking.
Conference papers on the topic "Coptic language – Foreign words and phrases"
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Kostić, Nenad. "HOW TO COMPOSE A RESEARCH ARTICLE THAT EDITOR WILL ACCEPT AND READERS WILL CITE." In 1st INTERNATIONAL Conference on Chemo and BioInformatics. Institute for Information Technologies, University of Kragujevac,, 2021. http://dx.doi.org/10.46793/iccbi21.044k.
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Good scientific study must at the same time be original, correct, and significant. Such studies enhance the reputation of their coauthors and deserve to be published in good journals. Any two of the three requirements are easily achieved, but such studies would be unworthy of publication and would harm the reputation of its coauthors. After you and coworkers completed and skeptically verified a substantial study corresponding to a full article in a selective journal, continue expanding the study through additional research until you have enough material for two full articles. If the results and discussion of the two phases of the project agree with each other, then you should decide whether to submit them for publication separately or together, as one bigger article. Domestic academic customs notwithstanding, publishing fuller articles benefits science, the authors, and the readers alike. Inexperienced researchers struggle when writing manuscripts for publication because they deal with substance and form simultaneously. In this conference presentation I will explain an effective, much- tested method of separating the two aspects of writing. In short: completely outline the scientific content of the manuscript – procedures, results, discussion – before you begin composing sentences and grouping them into paragraphs. Figuratively speaking about making an imaginary animal, complete the skeleton and attach all muscles to it before you begin stretching the skin, which you will later decorate with fur and cover patches. Gradually develop the scientific content in outlines consisting of keywords and phrases, not sentences. Keep arranging and rearranging phrases and minimal summaries of results and their interpretations. Use signs such as ?? and !? for brevity. Acknowledge any gaps in evidence and weakness in your arguments, but emphasize findings that support your conclusion. Keep thinking of science, not of language. Connect assumptions and facts in cause-and-effect arguments leading to conclusions. At each stage of developing and expanding the outline double or triple the number of words or of lines. When the final, large outline is complete, take your mind away from the science and keep it on the language. Make paragraph the unit of presentation and reasoning; develop one theme or idea per paragraph. Make transitions between sentences within a paragraph and between paragraphs. Write clearly and concisely, omitting needless words. Put the drafts aside for a while between successive rounds of revising and editing so that you can see the text with fresh eyes each time. Follow the instructions of the journal to which you will submit the manuscript. If you write in a foreign language that you have not mastered, let a colleague who has mastered it review and edit your manuscript. Include as coauthors all those who have made major contributions to the study: ideas, important results, interpretation of important results, discussion, conclusions. Every coauthor must be able to defend the study or a substantial portion of the study or in a discussion with experts. Exclude from coauthors any and all persons who fail the above description. Excluding a true coauthor and including a gratuitous coauthor are both unethical acts, which distort the record and professional biographies. Consider anonymous reviewers of your manuscript as helpful allies, not adversaries. If they are mixed or negative, put them aside until your initial reaction subsides. Accept the reviewers’ evaluations and editor’s decision. If necessary, perform additional work, reconsider your reasoning and discussion, and improve your manuscript. Refrain from arguing with reviewer unless the review is clearly wrong. In this case, explain the error to the anonymous colleague and the editor. In the conference presentation I will illustrate some of this advice with examples from my 38-year experience at American universities and as author, coauthor, reviewer, and editorial adviser.
Reports on the topic "Coptic language – Foreign words and phrases"
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Yatsymirska, Mariya. KEY IMPRESSIONS OF 2020 IN JOURNALISTIC TEXTS. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11107.
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The article explores the key vocabulary of 2020 in the network space of Ukraine. Texts of journalistic, official-business style, analytical publications of well-known journalists on current topics are analyzed. Extralinguistic factors of new word formation, their adaptation to the sphere of special and socio-political vocabulary of the Ukrainian language are determined. Examples show modern impressions in the media, their stylistic use and impact on public opinion in a pandemic. New meanings of foreign expressions, media terminology, peculiarities of translation of neologisms from English into Ukrainian have been clarified. According to the materials of the online media, a «dictionary of the coronavirus era» is provided. The journalistic text functions in the media on the basis of logical judgments, credible arguments, impressive language. Its purpose is to show the socio-political problem, to sharpen its significance for society and to propose solutions through convincing considerations. Most researchers emphasize the influential role of journalistic style, which through the media shapes public opinion on issues of politics, economics, education, health care, war, the future of the country. To cover such a wide range of topics, socio-political vocabulary is used first of all – neutral and emotionally-evaluative, rhetorical questions and imperatives, special terminology, foreign words. There is an ongoing discussion in online publications about the use of the new foreign token «lockdown» instead of the word «quarantine», which has long been learned in the Ukrainian language. Research on this topic has shown that at the initial stage of the pandemic, the word «lockdown» prevailed in the colloquial language of politicians, media personalities and part of society did not quite understand its meaning. Lockdown, in its current interpretation, is a restrictive measure to protect people from a dangerous virus that has spread to many countries; isolation of the population («stay in place») in case of risk of spreading Covid-19. In English, US citizens are told what a lockdown is: «A lockdown is a restriction policy for people or communities to stay where they are, usually due to specific risks to themselves or to others if they can move and interact freely. The term «stay-at-home» or «shelter-in-place» is often used for lockdowns that affect an area, rather than specific locations». Content analysis of online texts leads to the conclusion that in 2020 a special vocabulary was actively functioning, with the appropriate definitions, which the media described as a «dictionary of coronavirus vocabulary». Media broadcasting is the deepest and pulsating source of creative texts with new meanings, phrases, expressiveness. The influential power of the word finds its unconditional embodiment in the media. Journalists, bloggers, experts, politicians, analyzing current events, produce concepts of a new reality. The world is changing and the language of the media is responding to these changes. It manifests itself most vividly and emotionally in the network sphere, in various genres and styles.