Relevant bibliographies by topics / Language use in 5

Academic literature on the topic 'Language use in 5'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Language use in 5"

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Sari, Faradilla Intan. "Use of Idiolek Minang-Indonesia Language By Indonesian Language Education Students Semester 5." Journal of Vocational Education and Information Technology (JVEIT) 1, no. 2 (October 5, 2020): 47–52. http://dx.doi.org/10.56667/jveit.v1i2.90.

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Language has a very important function for humans, especially the communication function. Languageis a tool of social interaction or a tool of human communication. The occurrence of diversity or variety of languages is not only the speakers who are not homogeneous, but also because the social interaction activities that they do are very diverse. Every activity requires that language diversity occur. This study aims to describe yhe idiolect language by the 5th semester Indonesian Language Education Study Program Students. The method used in the method used by researchers in collecting research data. Based on the explanation above, it can be concluded that the method used by the researcher in his research is a qualitative method with techniques that reveal clear facts about the symptoms that exist in a research object without any manipulation in accordance with the state of the object under study. The results of research on the use of the minang-Indonesian idiolect language by 5th semester Indonesia language education language students are researchers finding a problem from interviews that the resource person said when speaking in Indonesian there are letters that he emphasizes such as the letter E. Everyday he always communicates with friends using Minang language so when asked to speak Indonesian a little bit differently, the idolek he uses is still minang idiolek.
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Revyakina, Nina. "Juan Luis Vives on the use of Ancient literature in education." Hypothekai 5 (September 2021): 214–35. http://dx.doi.org/10.32880/2587-7127-2021-5-5-214-235.

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The work “On Education” (De tradendis disciplinis) by the Spanish humanist Juan Luis Vives (1492/3–1540) is considered from the perspective of the use of ancient literature during the in-itial period of child school training (from 7 to 15 years). Vives’ appreciation of the Latin language, a positive attitude towards teaching Greek at school, and the influence of ancient languages on modern European languages — Italian, Spanish, and French are discussed. The article draws attention to some features in teaching the Latin language that are not characteristic of the hu-manists who preceded Vives and also wrote about school. They are as follows: using the native language as an instrument for mastering Latin at the initial stage of learning, and using modern literature - writers, grammarians, humanists, which helps to learn ancient languages in the subsequent period. These features can be explained by Vives’ epoch when national states were being estab-lished, national languages were strengthening, and pedagogical thinking was developing. The article also examines the issue brought up by Vives himself about the attitude to pagan literature and to some, in Vives’ opinion, morally questionable poets. With all the inconsistency of Vives and the low persuasiveness of his self-censorship, the solution to this problem comes down to se-lecting such authors the study of whose works will protect school students from vices. The article shows that both Latin and Greek literature (works on oratory, poetry, comedy, history, my-thology, etc.) are widely used in teaching. Ancient writings not only form and enrich the language, but also provide versatile knowledge, mainly of humanitarian kind, help to bring up an ed-ucated and cultured person. This is supported by a large survey of over 100 ancient authors, modern writers, scientists, humanists, early medieval writers, “church fathers”, publishers, translators, and commentators provided at the very end of Vives' discussion on education, with brief characteristics of many of them.
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Putra, Pebri Prandika. "First Language Interference On English Use." Al-Lughah: Jurnal Bahasa 9, no. 1 (June 30, 2020): 39. http://dx.doi.org/10.29300/lughah.v9i1.3226.

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This study aimed to investigate and analyze in depth about first language interference on English use of First Year Students at Senior High School in Bengkulu City. The research method was Qualitative Descriptive. This research is able to capture and provide the description clearly of a language phenomenon that is the object of study. The study was conducted in 4 high schools in Bengkulu city such as SMAN 7, MAN 2, SMKS 11 Serunting 2 and SMA Pembangunan. The data was analyzed totaling 30 data and completed with a questionnaire test. The results of the study were conducted by testing 5 types of interference namely lexical interference, semantic interference, idiomatic interference, collocation interference and cultural interference. From 30 data that investigated and analyzed showing 80% of errors occurred at the level of lexical interference, 5% semantic interference, 10% collocation interference, 5% cultural interference and 0 % idiomatics interference. Lexical interference is more dominant in this study because the mastery of the first language is more dominant in the process of learning foreign language. Key words: Language, Interference
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Sh. I., Shazamanov. "SOME COMMENTS ON THE USE OF THE UZBEK LANGUAGE IN SOCIETY." INTERNATIONAL JOURNAL OF WORD ART 5, no. 3 (May 30, 2020): 86–97. http://dx.doi.org/10.26739/2181-9297-2020-5-15.

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The article analyzes the status and history of the Uzbek language in Central Asia, the relationship with foreign languages, the state policy in the development of the Uzbek language, the impact of Russian phrases on Uzbek speech. The article is the result of practical observations of the Uzbek language in public life. The article is important in terms of studying the phrases learned from the Russian language in the Uzbek spoken language. Issues related to it are among the most studied articles in Uzbek sociolinguistics. In this regard, some of the points raised in the article may be controversial
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Spolsky, Bernard. "5. RELIGION AS A SITE OF LANGUAGE CONTACT." Annual Review of Applied Linguistics 23 (March 2003): 81–94. http://dx.doi.org/10.1017/s0267190503000205.

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Until recently, the interaction between language and religion as topics relevant to bilingualism or multilingualism has been relatively little explored, although there is an extensive body of research on religious language. This chapter first provides an overview of earlier work, much of it on the translation of sacred texts into various languages. Past research has also identified the linguistic consequences of the spread of various religions, particularly with respect to choice of ritual language and orthographic systems. The language use patterns and practices historically characteristic of different religious traditions, including Buddhism, Christianity, Hinduism, Islam, Judaism, and Quakerism, are reviewed. The chapter then describes the linguistic effects of missionary activity in several postcolonial settings, concentrating mainly on those pertaining to Christian groups. Other recent research has examined the linguistic consequences of linkages between regionally prominent languages and dialects and religious practice in diverse international locations. Relationships between immigration and language maintenance and shift in religious domains are also discussed. The chapter concludes by noting that recent political events, interest in conversion efforts of religions other than Christianity, and growing recognition of the academic legitimacy of the field of language and religion predict a likely increase in applied linguistic research in this area.
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Robson, David. "Beyond communication: the other use for language." New Scientist 207, no. 2776 (September 2010): 30–33. http://dx.doi.org/10.1016/s0262-4079(10)62152-5.

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Olshtain, Elite. "Is Second Language Attrition the Reversal of Second Language Acquisition?" Studies in Second Language Acquisition 11, no. 2 (June 1989): 151–65. http://dx.doi.org/10.1017/s0272263100000589.

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The study of language attrition, whether it is concerned with first or second languages, focuses on the effects resulting from an individual's reduced use of the attrited language. Such reduction in use can be due to a change in the linguistic environment or to the termination of an instructional program. In either case, some other language (or languages) is or becomes the dominant one.The present article reports on a series of studies, all focusing on individual attrition of English as a second language (ESL) in an environment where Hebrew is the dominant language. The predictor variables discussed are age, sociolinguistic features, input variables, and linguistic variables. The attrition process affecting English as a second language in a Hebrew dominant context seems to exhibit two major trends of change in language use: (a) a greater variability in the application of peripheral and highly marked structural rules, and (b) lower accessibility of specific lexical items. In each of these trends one can identify a limited reversal of the acquisition process, particularly with young children (5–8-year-olds) as well as a typological transfer process from the dominant language.
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Hou, Hsiao-I. ""A knockout on the palates!" a corpus-based analysis of language use in the wine community." Journal of Language and Literature 5, no. 1 (February 25, 2014): 78–88. http://dx.doi.org/10.7813/jll.2014/5-1/12.

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Beardslee, William A., and David W. Kuck. "Judgment and Community Conflict: Paul's Use of Apocalyptic Judgment Language in 1 Corinthians 3:5-4:5." Journal of Biblical Literature 112, no. 4 (1993): 728. http://dx.doi.org/10.2307/3267424.

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Milyutina, Marina G. "Grammar games language: intentional use of word forms lyud' and cheloveki." Philological Sciences. Scientific Essays of Higher Education, no. 5 (September 2020): 3–12. http://dx.doi.org/10.20339/phs.5-20.003.

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The article discusses grammatical games with abnormal word forms lyud’ and cheloveki, which are formed by reverse suppletivism. The author proves that the language game at the level of grammatical form correlates with the concept of intentionality. The use of not only a normatively formed grammatical form, but also an abnormal, grammatically marked form is becoming increasingly intentional.
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Dissertations / Theses on the topic "Language use in 5"

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Pogulis, Amanda. "Teachers' Opinions on the Use of English in the EFL classroom and students' Grades." Thesis, Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-83489.

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The aim of this study was to show whether there was a correlation between teachers’ opinions on the use of English in the EFL classroom and the students’ grades. The participants were four classes consisting of 75 students and four teachers from two Swedish upper secondary schools. A mixed-method was used consisting of two questionnaires and the students’ final grades from their English 5 course. The questionnaires were self-administrated and distributed via Google drive. Findings from this study indicate that there was no relationship between the teachers’ opinions and the students’ grades, but that Extramural English seems to affect the students’ grades. The extent of this has, however, not been established in this study. Further research within this area is needed.
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Ho, Chun-yue. "A case study of Primary 5 students' perceptions of the inductive approach and deductive approach in vocabulary teaching through the use of theme-based readers." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43240884.

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Birston, Paul. "Jesus' powerful use of language for effective preaching a sample rhetorical analysis of his hyperbole for the judging hypocrite (Matthew 7:1-5) /." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p018-0110.

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Markowiak, Anthea N. "Narrative comprehension in Kindergarten: an analysis of talk about narratives by children differing in early literacy development." University of Sydney, 2006. http://hdl.handle.net/2123/1758.

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Master of Philosophy in Education
Literacy skills include expressive language, oral and written, and receptive language, comprehension. This study explores both aspects of language in six Kindergarten children differing in early literacy development- three judged by teacher assessment to be 'at risk', and three acquiring Kindergarten skills as expected. Oral retellings of a familiar narrative and an unfamiliar story just heard, and a personal recount were taped and analysed using Halliday's Systemic Functional Grammar. Comprehension responses to individually shared narratives were also collected and analysed. The children's use of language and comprehension responses varied significantly. Those 'at risk' were unable to retell narratives, needed high levels of support to comprehend texts and produced less cohesive personal recounts. The linguistic analysis revealed vocabulary and rhetorical organisation affected the reconstruction of oral narratives. These children also seemed to find comprehending difficult when questions or recall involved following reference, negotiating marked Theme or drawing inferences. The study was designed as a series of one to one literacy experiences. A listening comprehension test showed that all children except one benefitted from the experience. The findings underline the importance of oral language development and the value of interactive teaching experiences to the attainment of sophisticated literacy skills.
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Markowiak, Anthea N. "Narrative comprehension in Kindergarten: an analysis of talk about narratives by children differing in early literacy development." Thesis, The University of Sydney, 2005. http://hdl.handle.net/2123/1758.

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Literacy skills include expressive language, oral and written, and receptive language, comprehension. This study explores both aspects of language in six Kindergarten children differing in early literacy development- three judged by teacher assessment to be 'at risk', and three acquiring Kindergarten skills as expected. Oral retellings of a familiar narrative and an unfamiliar story just heard, and a personal recount were taped and analysed using Halliday's Systemic Functional Grammar. Comprehension responses to individually shared narratives were also collected and analysed. The children's use of language and comprehension responses varied significantly. Those 'at risk' were unable to retell narratives, needed high levels of support to comprehend texts and produced less cohesive personal recounts. The linguistic analysis revealed vocabulary and rhetorical organisation affected the reconstruction of oral narratives. These children also seemed to find comprehending difficult when questions or recall involved following reference, negotiating marked Theme or drawing inferences. The study was designed as a series of one to one literacy experiences. A listening comprehension test showed that all children except one benefitted from the experience. The findings underline the importance of oral language development and the value of interactive teaching experiences to the attainment of sophisticated literacy skills.
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Markowiak, Anthea N. "Narrative comprehension in Kindergarten: an analysis of talk about narratives by children differing in early literacy development." Thesis, The University of Sydney, 2005. http://hdl.handle.net/2123/1519.

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Literacy skills include expressive language, oral and written, and receptive language, comprehension. This study explores both aspects of language in six Kindergarten children differing in early literacy development-three judged by teacher assessment to be 'at risk', and three acquiring Kindergarten literacy skills as expected. Oral retellings of a familiar narrative and an unfamiliar story just heard, and a personal recount were taped and analysed using Halliday's Systemic Functional Grammar. Comprehension responses to individually shared narratives were also collected and analysed. The children's use of language and comprehension responses varied significantly. Those 'at risk' were unable to retell narratives, needed high levels of support to comprehend texts and produced less cohesive personal recounts. The linguistic analysis revealed vocabulary and rhetorical organisation affected the reconstruction of oral narratives. These children also seemed to find comprehending difficult when questions or recall involved following reference, negotiating marked Theme or drawing inferences. The study was designed as a series of one to one literacy experiences. A listening comprehension test showed that all children except one benefitted from the experience. The findings underline the importance of oral language development and the value of interactive teaching experiences to the attainment of sophisticated literacy skills.
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Case, Cornelia, Gunilla Forsberg, and Annemo Uppman. "Ordfrekvens och ordformer : Analys av samtal mellan barn i åldersgrupperna 5-8 år respektive 9-12 år." Thesis, Department of Clinical and Experimental Medicine, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-20283.

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Språket är i ständig förändring vilket innebär att språkligt material med tiden föråldras och blir inaktuellt. Vid talaudiometrisk testning av barn är det viktigt att testmaterialet innefattar ord som är välkända för barn eftersom förståelsen för materialet kan inverka på mätresultatet. Det talaudiometriska test som idag används för barn bygger på ordmaterial som ursprungligen insamlats under 1930-talet. Föreliggande studie är en del av ett större projekt och inleder arbetet med att utarbeta ett nytt talaudiometriskt material för barn.

Syftet med föreliggande studie var att beräkna och jämföra ordfrekvens och antal ordformer utifrån inspelade samtal mellan de deltagande barnen i åldersgrupperna 5-8 år (Grupp 1) respektive 9-12 år (Grupp 2). Totalt 79 barn mellan 5 och 12 år deltog i studien. Inspelningar av barns samtal med varandra gjordes på förskolor och fritidshem i Linköpings tätort och cirka 300 minuter inspelat material analyserades. Barnens yttranden transkriberades ortografiskt och de ord som användes i samtalen grupperades för att därefter delas in i sex olika kategorier. Frekvensberäkning av ord per åldersgrupp utfördes och de båda åldersgruppernas totala volym av ordformer räknades ut.

Resultaten visade att ordfrekvensen var högre i Grupp 2 än i Grupp 1. I Grupp 2 förekom också ett större antal ordformer än i Grupp 1. Hos båda åldersgrupperna var Substantiv den mest använda kategorin avseende antal ordformer, dock var det stor skillnad mellan Grupp 1 och Grupp 2 gällande vilka ordformer som användes.

Resultaten diskuteras utifrån de åldersrelaterade skillnaderna mellan grupperna, olika sätt att beräkna ordfrekvens samt i relation till förändringar i svenska språket över tid.

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CARVALHO, MONICA TORREAO. "5 CS AND 1 CONTEXT: AN EXPERIENCE IN TEACHING PORTUGUESE AS FOREIGN LANGUAGE ACCORDING TO USA STANDARDS FOR THE TEACHING OF FOREIGN LANGUAGE - SFLL." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2005. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=7086@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
Esta dissertação tem por objetivo analisar, a partir dos conceitos de contexto e identidade nacional, os parâmetros norte- americanos para aprendizagem de língua estrangeira - Standards for Foreign Language Learning - conhecido como os 5 Cs do ensino de línguas estrangeiras, documento elaborado pelas principais associações e conselhos de ensino de LE dos Estados Unidos da América, . Esta análise tem como eixo orientador o relato de uma experiência de ensino de português, por um ano letivo, em Boston College, com o qual busca-se perceber as implicações das propostas do documento para o desenvolvimento de um programa de ensino de português como língua estrangeira - PLE.
This dissertation aims to analyze through the concepts of context and cultural identity the Standards for Foreign Language Learning, a document elaborated for the development of national content standards for foreign language education in the United States of America, as a collaborative project of ACTFL and eight others important foreign language associations. The analysis is oriented by the description of a two semester experience of teaching Portuguese as foreign language at Boston College. Such description intends to point out the implications of the document for the development of a Portuguese as foreign language curriculum.
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Garver, Susan J. ""Une transformation profonde": Decay and Beauty in Cléo from 5 to 7." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3440.

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Cléo from 5 to 7 is perhaps the most famous work of influential French filmmaker Agnès Varda, who is often called the "Grande Dame of the New Wave". The depth of symbolism, the richness of imagery, the beginnings of cinécriture (a Varda-ism describing cinema as a form of writing that uses all the tools available to a filmmaker, not just words), and the charm of the story have guaranteed Cléo's popularity with scholars and audiences alike. Current scholarship has tended to focus on a few aspects of Cléo, including her role as a flâneuse, the use of mirrors and the theme of gazing, time and the division of the film into chapters, the female gaze, and femininity. I will examine the thematic of decay, nature, and beauty in Cléo. Beginning by linking it to her more contemporary documentary The Gleaners and I, I will analyze how Varda undermines conventional ideas of health, youth, and beauty by deconstructing Cléo's world through the threat of disease, only to show how Cléo regains autonomy and control of herself by learning to embrace the inevitability of decay in nature, and in her own body. I will rely on the theories in Elaine Scarry's The Body in Pain to show how Cléo's changing relationship to her body constitute the profound transformation mentioned at the beginning of the film. I will also examine Cléo's cancer in light of Susan Sontag's essay Illness as Metaphor. We will see how Varda uses cinécriture to express these ideas, especially in regards to the dialogue between characters, visual symbols, and the use of space.
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Scheffka, Karin. "Spoken English in grade 5 and grade 9 : A survey of When and How often Oral English is Used in the Classroom." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, Ämnesforskning, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-15482.

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Most pupilsin grade 5 and grade 9 pass the oral part of the national exam. The aim of thispaper is to find out when and how often the pupils speak English in theclassroom. There is also a question of when and how often the teachers speak inEnglish and why the teachers make these choices. The studywas carried out by using a questionnaire. The pupils were asked two questionsand the teachers were asked almost the same two questions with the addition offive open questions. 71 fifth graders from four different classes and 94 ninthgraders from four different classes responded. 3 teachers from grade 5 and 4teachers from grade 9 also participated. Theresults show that both the teachers and the pupils use spoken English in avariety of situations such as communication between teacher and pupil and amongpupils. The younger pupils take on a more passive role, like imitating theteacher, but there is a progression from more controlled situations to moreopen situations. There seems to be a more varied, but less regular communicationin the older ages. The teachers want to speak English as much as possible, butoften explain difficult parts in Swedish in order for the pupils to understand.
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Books on the topic "Language use in 5"

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Judgment and community conflict: Paul's use of apocalyptic judgment language in 1 Corinthians 3:5-4:5. Leiden: E.J. Brill, 1992.

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Lost and found: Non-fiction, 5-7 years. Stapleford: Stapleford Centre, 1999.

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Media center discovery: 180 ready-to-use activities for language arts, grades 5-8. San Francisco: Jossey-Bass, 2004.

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Noor Azam Haji-Othman, James McLellan, and David Deterding, eds. The Use and Status of Language in Brunei Darussalam. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0853-5.

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Small-group writing conferences, K-5: How to use your instructional time more efficiently. Portsmouth, NH: Heinemann, 2009.

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Using the Bible in literacy teaching: Lost and found : Fiction/narrative, 5-7 years. Stapleford: Stapleford Centre, 1999.

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Wu ge dan ci huan you shi jie: Use 5 simple words to travel around the world. Xi'an Shi: Shi jie tu shu chu ban Xi'an gong si, 2002.

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Starting out with Java 5: Early objects. El Granada, CA: Scott/Jones, Inc., 2005.

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SLE 2009 (2009 Denver, Colo.). Software language engineering: Second international conference, SLE 2009, Denver, CO, USA, October 5-6, 2009 : revised selected papers. Berlin: Springer, 2010.

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Cramer, Ronald L. Language: [ grade 5]. Glenview, Ill: Scott, Foresman and Co., 1989.

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Book chapters on the topic "Language use in 5"

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Dawoud, Dawoud Shenouda, and R. Peplow. "Machine Language and Assembly Language." In Digital System Design - Use of Microcontroller, 217–48. New York: River Publishers, 2022. http://dx.doi.org/10.1201/9781003337942-5.

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von Tetzchner, Stephen. "Language in Use." In Typical and Atypical Child and Adolescent Development 5, 48–56. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003292524-7.

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Hollington, Andrea. "Chapter 5. Emotions in Jamaican." In Culture and Language Use, 81–104. Amsterdam: John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/clu.19.05hol.

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Li, Zhen. "Identity in Language Use." In Identity of Chinese Heritage Language Learners in a Global Era, 79–103. London: Routledge, 2022. http://dx.doi.org/10.4324/9781315210490-5.

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Illés, Éva. "Context in Language Teaching." In Understanding Context in Language Use and Teaching, 80–98. 1. | New York: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429274589-5.

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Strambi, Antonella, and Olga Sanchez Castro. "How Does Technology Affect Language Use?" In Exploring Language in Global Contexts, 58–78. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003240099-5.

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Molino, Alessandra, Slobodanka Dimova, Joyce Kling, and Sanne Larsen. "Language use in English-medium instruction." In The Evolution of EMI Research in European Higher Education, 111–37. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003150923-5.

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Brühwiler, Agnes. "Chapter 5. Understanding metapragmatic discourses through social bonding, foodporn and dick pic perspectives." In Culture and Language Use, 122–24. Amsterdam: John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/clu.22.c5.

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Forti, Luciana. "Italian L2." In Corpus Use in Italian Language Pedagogy, 85–111. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003137320-5.

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Mettewie, Laurence, and Rudi Janssens. "Chapter 5. Language Use and Language Attitudes in Brussels." In Multilingualism in European Bilingual Contexts, edited by David Lasagabaster and Ángel Huguet Canalís, 117–43. Bristol, Blue Ridge Summit: Multilingual Matters, 2006. http://dx.doi.org/10.21832/9781853599316-007.

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Conference papers on the topic "Language use in 5"

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Perez-Quinones, M. A., O. I. Padilla-Falto, and K. McDevitt. "Automatic language translation for user interfaces." In 5 Richard Tapia Celebration of Diversity in Computing Conference. IEEE, 2005. http://dx.doi.org/10.1109/rtcdc.2005.201648.

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Skyllstad, Kjell. "Giving People a Voice." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.6-5.

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Scandinavian countries, in particular northern Scandinavia, have developed unique sociolinguistic frameworks which aim to preserve local indigenous languages. These models have acted to protect the cultural heritages of these ethnicities. As such, these models of preservation have offered a framework to be applied to other contexts, and hence in regions where language and cultural preservation and revitalization have become a salient factor. This current study presents an evaluation of the Norwegian State Action Plan for the preservation of indigenous languages in the region of tribal northern Scandinavia. The study produces the several recommendations as a comparative framework between northern Scandinavia and ASEAN countries. With respect to education, the study suggests establishing kindergartens for tribal children led by tribal communities, developing teacher training programs for indigenous instructors, developing educational materials and curricular guides in the local languages, establishing networks of distance learning, arranging language and cultural learning summer camps for tribal children and youth, and mapping mother tongue illiteracy among adults so as to assist in the action planning of these projects. With respect to the daily use of languages, the study suggests a development of interpreter training programs, the implementation procedures for translation of official documents, the development of minority language proficiency in the health services and judicial system, incorporating indigenous language in digital technologies and likewise promoting digital literacy, developing dictionaries for minority languages, and instigating the promotion of place names in local languages. The study employs a literature analysis, and a comparison of contexts, to determine the appropriation and effectiveness of the application of the Scandinavian preservation system to ASEAN. The study contributes to thought in Linguistic Anthropology, in that it suggests that, despite the uniqueness of sociolinguistic practices, preservation methods and government mandates may, at least in part, offer transferability.
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Kuchkina, Anna S., and Anna M. Ivanova. "NEGATIVE CONSTRUCTIONS: TYPES, STYLISTIC AND PRAGMATIC FUNCTIONS (ON THE MATERIAL OF ‘WATCHING THE ENGLISH’ BY K. FOX)." In Люди речисты - 2021. Ulyanovsk State Pedagogical University named after I. N. Ulyanov, 2021. http://dx.doi.org/10.33065/978-5-907216-49-5-2021-225-232.

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The paper outlines some peculiarities of the English language concerning the use of explicit and implicit forms of negation that may prove to be translation difficulties as well as their stylistic and pragmatic functions. The author focuses on different types of negations frequently used in the Russian and English languages in order to offer workable approaches to rendering English negative constructions into Russian on the example of modern-day British popular science literature.
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Kamarova, Nagbdu S. "Foreign words included in the Abay dictionary in the Kazakh language: features of use." In Lexicography of the digital age. TSU Press, 2021. http://dx.doi.org/10.17223/978-5-907442-19-1-2021-93.

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The article says that Abay is not only a skilled user of the rich value of the national language, but also a poet who creates new words, new meanings. The article also deals with the purpose of creating a dictionary of Abay. Writing this article, we were looking for answers to the questions of how many words the great poet used in writing his works and in what sense he used them. The article analyzes foreign words included in the Abay dictionary in the Kazakh language and their features of use.
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Satinova, Aytolkyn N., and Clara U. Kunakova. "ESSENTIAL CHARACTERISTICS OF FOREIGN LANGUAGE DISCURSIVE COMPETENCE." In Люди речисты - 2021. Ulyanovsk State Pedagogical University named after I. N. Ulyanov, 2021. http://dx.doi.org/10.33065/978-5-907216-49-5-2021-178-194.

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Modern foreign language education in Kazakhstan aims to train future specialists capable of competing in market relations. An important component in the graduate’s model is discursive foreign language competence. A theoretical analysis of the structural-content model of this competence made it possible single out its main components related to different classes of discourse use: linguistic discourse, reconstruction of the method of composing a text, achieving an ideal type of communication.
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Nishonova, Gullola F. "ANTHROPONYMS IN THE HISTORY OF THE RUSSIAN LANGUAGE." In Люди речисты - 2021. Ulyanovsk State Pedagogical University named after I. N. Ulyanov, 2021. http://dx.doi.org/10.33065/978-5-907216-49-5-2021-55-61.

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This article examines anthroponyms in the history of the Russian language. It is noted that the names of people are diverse in origin and use. Each nation, including the Russian, has its own individual names, which are given in childhood and are usually preserved for life. A large number of Russian people bear the old traditional Russian calendar names included in the past, they were included in church and civil calendars.
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Wijana, I. Dewa Putu. "Wayang Properties in The Use of Indonesian and Javanese." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.3-9.

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“Wayang” (puppet) is one of the most popular traditional performances in Indonesia. The story, originally from India, has undergone transformations, and the Indonesian people have regarded it as their own, instead of foreign to the community. More over, for many Indonesian people, wayang stories differ to other stories in that they present ethics and moral teachings as an important provisions for way of life. The central role played by wayang renders wayang properties easily accessible in many aspects of social life, and the use of language is no exception. This paper will accordingly discuss the properties of wayang reflected in the use of Indonesian and Javanese. The data are collected through observing the use of Indonesian and Javanese for talking and discussing wayang matters and referring, naming, or comparing everything surrounding their lives. The data are further classified on the basis of their speech type modalities. As far as the wayang properties are concerned, there are at least three types of language use, i.e. literal, metaphorical, and symbolic. These types of languages are used by society for referring, symbolizing, and comparing various social aspects, states, and activities of a community’s daily life. All of these matters have not so far been revealed by scholars who use wayang as the object of their study (Nurhayati, 2005 and Hazim, 1991). More specifically, the use of wayang properties as the source domains of metaphorical expressions has not been discussed by linguists who have conducted significant studies on metaphors (Wahab (1990, 5) and Wijana (2016, 56-67)
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Manulang, Tumiyar, Ermanto Ermanto, and Ngusman Manaf. "The Use of Politeness Principle in Teachers Directive Speech Acts on Teaching and Learning Process at SMA Negeri 5 Merangin Jambi Province." In Proceedings of the International Conference on Language, Literature, and Education (ICLLE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iclle-18.2018.30.

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Smirnov, Yury V. "Typing circumflexes in search box in multilingual digital dictionaries (as exemplified by the digital abbreviation dictionary and 25 European languages)2." In Twenty Fourth International Conference "Information technologies, computer systems and publications for libraries". Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-231-9-2020-101-104.

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Entering circumflexes which are lacking on Russian and English language keyboard traditionally used in Russia is rather incovenient. As the example, the interface of digital abbreviation dictionary comprising 25 languages is described; the additional symbol bar is used for the purpose. Special attention is given to the features of the Modern Greek language where, along with circumflex input problem, the problems of orthography (two literary forms in use, orthographic complexities) are faced. The solution as appears in the abbreviations digital dictionary is presented. The author concludes that user-friendly solution for entering lacking symbols has to be found.
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Silalahi, Mery. "The Use of Anti-Language to Improve The Ability of Elementary Students of Grade 5 in Understanding The English Grammar." In Proceedings of the 4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aisteel-19.2019.23.

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Reports on the topic "Language use in 5"

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Apicella, M., and S. Singh. Integrated Information Support System (IISS). Volume 5. Common Data Model Subsystem. Part 33 - Define/Construct the Neutral Data Definition Language (NDDL) for the CDM Subsystem User Manual. Fort Belvoir, VA: Defense Technical Information Center, December 1990. http://dx.doi.org/10.21236/ada251432.

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Lehberger, Mira, and Sven Grüner. (Why) Do farmers’ Big Five personality traits matter? – A systematic literature review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, March 2022. http://dx.doi.org/10.37766/inplasy2022.3.0138.

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Review question / Objective: We aim at answering the following two research questions: 1. How and when do researchers use the Big 5 personality traits when focusing on farmers (research questions, measurement of personality traits)? 2. Do the Big 5 personality traits contribute to explaining (economic) behaviors of farmers? Eligibility criteria: We consider all studies published in the English language, which include primary empirical data from farmers and explicitly focus on the construct of the big five-personality traits and include a measurement of at least one big five-personality traits. We include studies from all available years and include all types of publications.
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Jin, Hongyu, and Man Zhang. LR-5 by LI-RADS under contrast enhanced ultrasonography manifests satisfactory diagnostic performance for hepatocellular carcinoma: A systematic review and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, October 2022. http://dx.doi.org/10.37766/inplasy2022.10.0011.

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Review question / Objective: To evaluate the relative diagnostic sensitivity, specificity, and accuracy of LR-5 under contrast-enhanced ultrasonography (CEUS) LI-RADS system in the differential diagnosis of hepatocellular carcinoma (HCC). Information sources: A comprehensive and thorough search of literature was carried out through internationally acknowledged medical literature resources database, including PubMed/MEDLINE, EMBASE, Ovid, and Web of Science along with regional databases with key research words of (“hepatocellular carcinoma” OR “liver cancer” OR “liver tumor” OR “liver nodule” OR “liver mass” OR “liver lesion”) AND (“contrast-enhanced US” OR “contrast-enhanced ultrasonography” OR “contrast-enhanced ultrasound” OR “CEUS”) AND (“LI-RADS” OR “liver reporting and data system”) for studies published between January 2017 and June 2021. We limited the language used in the literature as English only.
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zhixia, Zhang, Song Jiating, Pan lanlan, xiaoting Lin, and jing li. The Effect of different exercise methods in the treatment of cancer-related fatigue: a network meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2022. http://dx.doi.org/10.37766/inplasy2022.11.0004.

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Review question / Objective: To compare the clinical effects of different exercise methods for cancer fatigue by using mesh Meta-analysis, and to choose the best exercise method for cancer fatigue. Condition being studied: Cancer-related fatigue. Eligibility criteria: Inclusion criteria: (1) Study subjects: the patients is caused by fatigue.(2) Intervention: A group of patients used exercise intervention. (3) Study type: RCT. (4) Outcome index: Cancer-related fatigue score.(5) Grey literature is available.(6) Language in Chinese or English.Exclusion criteria:(1) Using oral drugs. (2) It can not provide complete data. (3) Repeatedly published literature. (4) Conference papers. (5) Literature with inconsistent data types:(1) Using oral drugs. (2) It can not provide complete data. (3) Repeatedly published literature. (4) Conference papers. (5) Literature with inconsistent data types.
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Wahl, M., and T. Howes. Use of Language Codes in LDAP. RFC Editor, May 1999. http://dx.doi.org/10.17487/rfc2596.

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Huber, Jeanine. The Use of the First Language (L1) and the Target Language (TL) in the Foreign Language Classroom. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6905.

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Yang, Lin, Xinyun Li, Wei Huang, Jialiang Li, and Yu Lai. Effectiveness of Acupuncture in the Treatment of Neurodermatitis: A Systematic Review and Meta-Analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2021. http://dx.doi.org/10.37766/inplasy2021.11.0041.

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Review question / Objective: Effectiveness of acupuncture in the treatment of neurodermatitis: a systematic review and Meta-Analysis. Condition being studied: Neurodermatitis is a skin disease with severe itching and recurring episodes. This study explores the clinical efficacy of acupuncture and moxibustion in the treatment of neurodermatitisNeurodermatitis is a severe itching and recurring skin disease. Eligibility criteria: Inclusion criteria: (1) Participants: The subject is a clinically diagnosed neurodermatitis patient. There are no restrictions on language, age, gender, country, or race. (2) Research type: randomized controlled experiment. (3) Intervention: mainly acupuncture and moxibustion. And compared with the control group. (4) Control group: with drug treatment or no treatment. (5) Results: No itching, the symptoms disappeared, and the skin lesions returned to normal. Exclusion criteria: (1) Other traditional Chinese methods. (2) Exclude duplicate publications and research with incomplete data. (3) Use acupuncture plus other drugs. (4) Discussion on the exclusion theory.
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Brock, Derek P. A Language Use Approach to Human-Computer Interaction. Fort Belvoir, VA: Defense Technical Information Center, January 2001. http://dx.doi.org/10.21236/ada389099.

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Pack, Daniel, and Clifford Weinstein. The Use of Dynamic Segment Scoring for Language-Independent Question Answering. Fort Belvoir, VA: Defense Technical Information Center, January 2001. http://dx.doi.org/10.21236/ada460584.

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Banducci, Naomi. Teaching hearing-impaired children language through the use of musical rhythm. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1281.

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