Relevant bibliographies by topics / Written language / Journal articles
To see the other types of publications on this topic, follow the link: Written language.

Journal articles on the topic 'Written language'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Written language.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Halliday, Michael A. K. "Written Language, Standard Language, Global Language." World Englishes 22, no. 4 (November 2003): 405–18. http://dx.doi.org/10.1111/j.1467-971x.2003.00309.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Hooper, Stephen R. "The Language of Written Language." Journal of Learning Disabilities 35, no. 1 (January 2002): 2–6. http://dx.doi.org/10.1177/002221940203500101.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Salzmann, Zdenek, Josef Vachek, and Philip A. Luelsdorff. "Written Language Revisited." Language 65, no. 4 (December 1989): 914. http://dx.doi.org/10.2307/414993.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Sarma, Gopal. "Reconsidering Written Language." Interdisciplinary Description of Complex Systems 13, no. 3 (2015): 397–404. http://dx.doi.org/10.7906/indecs.13.3.5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Rubin, Donald, and Carole R. Bencich. "Researching Written Language." Contemporary Psychology: A Journal of Reviews 35, no. 6 (June 1990): 567–69. http://dx.doi.org/10.1037/028696.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Polloway, Edward A. "Written Language Assessment." Assessment for Effective Intervention 34, no. 3 (May 4, 2009): 132–33. http://dx.doi.org/10.1177/1534508408318801.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Penner-Williams, Janet, Tom E. C. Smith, and Barbara C. Gartin. "Written Language Expression." Assessment for Effective Intervention 34, no. 3 (July 10, 2008): 162–69. http://dx.doi.org/10.1177/1534508408318805.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Park Young Sug. "『Ukigumo』Unification of the Written and Spoken language, Written language." Japanese Language and Literature Association of Daehan ll, no. 56 (November 2012): 57–68. http://dx.doi.org/10.18631/jalali.2012..56.004.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

PARISSE, CHRISTOPHE. "Oral language, written language and language awareness." Journal of Child Language 29, no. 2 (May 2002): 449–88. http://dx.doi.org/10.1017/s0305000902285347.

Full text
Abstract:
Ravid & Tolchinsky's paper draws a comprehensive picture of the fact that literacy is a lengthy developing process involving many linguistic factors which sometimes begins even before school age and lasts until adulthood. I very much appreciated the breadth and thoroughness of Ravid & Tolchinsky's paper and, in particular, the fact that they have taken the relationship between oral language and literacy into account. It seems to me that this is rarely the case in current linguistic theories and I would like to offer a few comments on some of the consequences that a serious approach to literacy development would have on the studies of both oral language and literacy, and on linguistic theories themselves as well.
APA, Harvard, Vancouver, ISO, and other styles
10

Lee, Young‐Ja. "Young children's written language development and oral and written language awareness." Early Child Development and Care 85, no. 1 (January 1993): 97–108. http://dx.doi.org/10.1080/0300443930850111.

Full text
APA, Harvard, Vancouver, ISO, and other styles
11

Brayner, Izabelly C. Dos Santos, Antonio H. Coutelo de Moraes, and Wanilda Maria Alves Cavalcanti. "WRITTEN PORTUGUESE LANGUAGE AS SECOND LANGUAGE." Diacrítica 32, no. 2 (July 2, 2019): 19. http://dx.doi.org/10.21814/diacritica.440.

Full text
Abstract:
Writing plays a fundamental role in active participation in society, since it facilitates access to knowledge. In the case of the deaf people involved in our research, this modality represents a second language, placing them in a bilingual perspective - an educational approach that guides professionals in the education of this linguistic minority. The objective of this research was to analyze the written productions of the deaf students of the Group of Studies and Practices of Language for the Deaf, Catholic University of Pernambuco, aiming at a better understanding of the obstacles to textual production learning in L2. Authors such as Brochado (2003), Lacerda (1998), Pereira and Karnopp (2012), Quadros (2004), among others, will be brought into the theoretical foundation, which will serve as a basis for discussions. The methodology adopted was qualitative descriptive. The data indicated the subjects are in stages I and II of the interlanguage, no subjects were identified in stage III. We conclude that investment is still necessary in researches that seek strategies to strengthen L2 writing by deaf people, as well as the acquisition of knowledge available mostly in written Portuguese language in several educational resources.
APA, Harvard, Vancouver, ISO, and other styles
12

Wong, Yullips Ziwen. "Written, scratch and spelling languages." Macrolinguistics and Microlinguistics 2, no. 1 (February 21, 2021): 51–65. http://dx.doi.org/10.21744/mami.v2n1.15.

Full text
Abstract:
Language is a sound system. Linguistics sees language as spoken language, spoken language, not written language. However, linguistics does not close itself to written language, because anything related to language is also an object of linguistics. Oral language linguistics is primary, while written language is secondary. In that language, there is no known written language variety, only spoken language variety. Written language can be considered as a "record" of spoken language, as a human effort to "store" the language or to be conveyed to other people who are in a different space and time. However, it turns out that the recorded written language is not perfect. Many elements of spoken language, such as stress, intonation, and tone, cannot be perfectly recorded in written language, whereas in certain languages ​​these three elements are very important. There are several types of script, namely pictographic script, ideographic script, syllabic script, and phonemic script. None of these types of characters can "record" spoken language perfectly. Many elements of spoken language cannot be described by the script accurately and accurately.
APA, Harvard, Vancouver, ISO, and other styles
13

De Coster, Mathieu, and Joni Dambre. "Leveraging Frozen Pretrained Written Language Models for Neural Sign Language Translation." Information 13, no. 5 (April 23, 2022): 220. http://dx.doi.org/10.3390/info13050220.

Full text
Abstract:
We consider neural sign language translation: machine translation from signed to written languages using encoder–decoder neural networks. Translating sign language videos to written language text is especially complex because of the difference in modality between source and target language and, consequently, the required video processing. At the same time, sign languages are low-resource languages, their datasets dwarfed by those available for written languages. Recent advances in written language processing and success stories of transfer learning raise the question of how pretrained written language models can be leveraged to improve sign language translation. We apply the Frozen Pretrained Transformer (FPT) technique to initialize the encoder, decoder, or both, of a sign language translation model with parts of a pretrained written language model. We observe that the attention patterns transfer in zero-shot to the different modality and, in some experiments, we obtain higher scores (from 18.85 to 21.39 BLEU-4). Especially when gloss annotations are unavailable, FPTs can increase performance on unseen data. However, current models appear to be limited primarily by data quality and only then by data quantity, limiting potential gains with FPTs. Therefore, in further research, we will focus on improving the representations used as inputs to translation models.
APA, Harvard, Vancouver, ISO, and other styles
14

Kuznetsov, A. "Geopolitics and Written Language." World Economy and International Relations, no. 5 (2010): 96–104. http://dx.doi.org/10.20542/0131-2227-2010-5-96-104.

Full text
Abstract:
The author's model of civilizations based on the phenomenon of different writing systems existence has been elaborated and compared with the classical Toynbee-Huntington’s confessional model. This new model allows to allocate smaller subcivilizations, alongside the largest civilizations already known. Subcivilizations are active and can generate geopolitical events. By means of the given model, the analysis of civilizational transformations and geopolitical space reconstruction occurring in the Euroasian continent, is carried out.
APA, Harvard, Vancouver, ISO, and other styles
15

Katusic, Slavica K., William J. Barbaresi, Robert C. Colligan, Stephanie M. Bagniewski, and Amy L. Weaver. "Written Language Learning Disorder." Journal of Developmental & Behavioral Pediatrics 27, no. 5 (October 2006): 439–40. http://dx.doi.org/10.1097/00004703-200610000-00047.

Full text
APA, Harvard, Vancouver, ISO, and other styles
16

Power, Marjorie. "Fallow, before written language." Psychological Perspectives 46, no. 1 (September 2003): 103. http://dx.doi.org/10.1080/00332920308405774.

Full text
APA, Harvard, Vancouver, ISO, and other styles
17

Beeson, Pélagie M. "Remediation of Written Language." Topics in Stroke Rehabilitation 11, no. 1 (January 2004): 37–48. http://dx.doi.org/10.1310/d4am-xy9y-qdft-yur0.

Full text
APA, Harvard, Vancouver, ISO, and other styles
18

Hasund, Ingrid Kristine, Eli-Marie Danbolt Drange, and Henrik Martin Hansen Torjusen. "Tracking Written Learner Language." Nordic Journal of Language Teaching and Learning 10, no. 2 (January 17, 2023): I—XVIII. http://dx.doi.org/10.46364/njltl.v10i2.1131.

Full text
APA, Harvard, Vancouver, ISO, and other styles
19

Jisa, Harriet, Judy Reilly, Ludo Verhoeven, Elisheva Baruch, and Elisa Rosado. "Passive voice constructions in written texts." Written Language and Literacy 5, no. 2 (June 28, 2002): 163–81. http://dx.doi.org/10.1075/wll.5.2.03jis.

Full text
Abstract:
The distribution of passive constructions is examined in written texts produced by native speakers of five Languages (Dutch, English, French, Hebrew, and Spanish), from four Age groups (aged 9–10, 12–13, 15–16 years, and adults). These languages contrast in the variety of structures available to promote a patient and to downgrade an agent in event encoding. The results show significant effects of Language and Age. When a language has productive alternative rhetorical options for the two functions, it relies less on passive constructions. Across all five languages, passives increase with Age. However, even our youngest subjects show a language-specific rhetorical bias.
APA, Harvard, Vancouver, ISO, and other styles
20

Sarli, Naser Qoli. "Spoken Standard Language versus Written Standard Language." Journal of Literary Studies 2, no. 5 (May 1, 2005): 85–98. http://dx.doi.org/10.52547/jls.2.5.85.

Full text
APA, Harvard, Vancouver, ISO, and other styles
21

Khodjaniyazova, Umida Kulmagambetovna. "SIMILARITIES AND DIFFERENCES OF SPOKEN AND WRITTEN LANGUAGE." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 08 (August 31, 2021): 20–23. http://dx.doi.org/10.37547/pedagogics-crjp-02-08-06.

Full text
Abstract:
This article deals with linguistic and pragma linguistic view of speaking and writing competence, and explores the similarities and differences between them. The definition of a “linguistic personality” as a key factor in product creation is discussed. Moreover, the article provides the examples that show the difference between written and spoken language in the field of syntax.
APA, Harvard, Vancouver, ISO, and other styles
22

Miller, Catherine. "Juba Arabic as a written language." Journal of Pidgin and Creole Languages 29, no. 2 (September 30, 2014): 352–84. http://dx.doi.org/10.1075/jpcl.29.2.06mil.

Full text
Abstract:
This paper deals with the issue of Juba Arabic (JA) as a written language and investigates various written materials produced from early 20th century up to the early 21st century. The investigated writings are presented in their socio-historical context in order to determine in which ways genres and contexts impact writing practices, particularly regarding orthographic and grammatical choices. These choices are analyzed following the notions of sameness and distance used for evaluating literacy processes in non-standard languages. The paper highlights the key moments and key agents of the codification of JA as a written language and the new developments led by the use of the internet.
APA, Harvard, Vancouver, ISO, and other styles
23

Thonhauser, Ingo. "“Written language but easily to use!”." Written Language and Literacy 6, no. 1 (December 3, 2002): 93–109. http://dx.doi.org/10.1075/wll.6.1.05tho.

Full text
Abstract:
Questions of biliteracy and multiliteracies increasingly move into the centre of literacy research. This paper focuses on the question how perceptions of spoken and written language are shaped by diglossia and multilingual language practices in Lebanon. A brief introduction to the language situation in modern Lebanon, plus a discussion of the basic concepts of literacy and diglossia, are followed by a study of excerpts of a series of qualitative case studies, conducted in Beirut. Multilingualism in Lebanon is characterised by a dominance of colloquial Lebanese Arabic in oral discourse; this contrasts with the use of a variety of languages — English, French and Modern Standard Arabic — in the written domain. The analysis of statements taken from the interviews suggests that perceptions of continuity and discontinuity between the spoken/written modes are related to and shaped by diglossia. The paper ends with an outlook on educational implications.
APA, Harvard, Vancouver, ISO, and other styles
24

Millichap, J. Gordon. "Written-Language Disorder and ADHD." Pediatric Neurology Briefs 25, no. 10 (October 1, 2011): 78. http://dx.doi.org/10.15844/pedneurbriefs-25-10-9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
25

GORBUNOVA, Elena Nikolaevna. "RESEARCH OF THE WRITTEN LANGUAGE." Historical and social-educational ideas 7, no. 3 (May 22, 2015): 194. http://dx.doi.org/10.17748/2075-9908-2015.7.3.194-197.

Full text
APA, Harvard, Vancouver, ISO, and other styles
26

GORBUNOVA, Elena Nikolaevna. "RESEARCH OF THE WRITTEN LANGUAGE." Historical and social-educational ideas 7, no. 3 (May 22, 2015): 194. http://dx.doi.org/10.17748/2075-9908.2015.7.3.194-197.

Full text
APA, Harvard, Vancouver, ISO, and other styles
27

ITO, Takane. "A Focus on Written Language." TRENDS IN THE SCIENCES 22, no. 11 (2017): 11_83–11_87. http://dx.doi.org/10.5363/tits.22.11_83.

Full text
APA, Harvard, Vancouver, ISO, and other styles
28

Abbasi, Habibollah. "The Declaration of Written Language." Journal of Literary Studies 1, no. 1 (May 1, 2004): 71–92. http://dx.doi.org/10.52547/jls.1.1.71.

Full text
APA, Harvard, Vancouver, ISO, and other styles
29

Leuckert, S., and S. Buschfeld. "Modelling Spoken and Written Language." Anglistik 32, no. 2 (2021): 7–14. http://dx.doi.org/10.33675/angl/2021/2/4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
30

GORBUNOVA, Elena Nikolaevna. "RESEARCH OF THE WRITTEN LANGUAGE." Historical and social-educational ideas 7, no. 3 (May 22, 2015): 194. http://dx.doi.org/10.17748/2075-9908-2015-7-3-194-197.

Full text
APA, Harvard, Vancouver, ISO, and other styles
31

Joseph, John Earl, and Leonard F. M. Scinto. "Written Language and Psychological Development." Language 62, no. 4 (December 1986): 954. http://dx.doi.org/10.2307/415203.

Full text
APA, Harvard, Vancouver, ISO, and other styles
32

Vagle, Wenche. "Radio language - spoken or written?" International Journal of Applied Linguistics 1, no. 1 (June 1991): 118–31. http://dx.doi.org/10.1111/j.1473-4192.1991.tb00009.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
33

Palmer, Sue. "Familiarising children with written language." 5 to 7 Educator 2005, no. 6 (April 2005): 12–13. http://dx.doi.org/10.12968/ftse.2005.4.6.17787.

Full text
APA, Harvard, Vancouver, ISO, and other styles
34

Waller, Robert. "Two books on written language." Information Design Journal 6, no. 3 (January 1, 1991): 241–42. http://dx.doi.org/10.1075/idj.6.3.10wal.

Full text
APA, Harvard, Vancouver, ISO, and other styles
35

Singer, Bonnie D. "Written language development and disorders." Topics in Language Disorders 16, no. 1 (November 1995): 83. http://dx.doi.org/10.1097/00011363-199511000-00007.

Full text
APA, Harvard, Vancouver, ISO, and other styles
36

Sgall, Petr. "Josef Vachek. Written language revisited." Studies in Language 14, no. 2 (January 1, 1990): 513–14. http://dx.doi.org/10.1075/sl.14.2.18sga.

Full text
APA, Harvard, Vancouver, ISO, and other styles
37

Phelps-Terasaki, Diana, and Trisha Phelps-Gunn. "Teaching Competence in Written Language." Intervention in School and Clinic 26, no. 4 (March 1991): 246–49. http://dx.doi.org/10.1177/105345129102600411.

Full text
APA, Harvard, Vancouver, ISO, and other styles
38

Chiung, Wi-Vun Taiffalo. "Language Attitudes Towards Written Taiwanese." Journal of Multilingual and Multicultural Development 22, no. 6 (December 2001): 502–23. http://dx.doi.org/10.1080/01434630108666448.

Full text
APA, Harvard, Vancouver, ISO, and other styles
39

Plamondon, Roger. "Oral and Written Language Scales." Psychology in the Schools 35, no. 1 (January 1998): 96–100. http://dx.doi.org/10.1002/(sici)1520-6807(199801)35:1<96::aid-pits11>3.0.co;2-7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
40

Bourgerie, Dana Scott. "Cantonese as a Written Language: The Growth of a Written Language. by Don Snow." Journal of Asian Pacific Communication 16, no. 2 (October 12, 2006): 351–53. http://dx.doi.org/10.1075/japc.16.2.13bou.

Full text
APA, Harvard, Vancouver, ISO, and other styles
41

Snow, Don. "Cantonese as written standard?" Journal of Asian Pacific Communication 18, no. 2 (July 31, 2008): 190–208. http://dx.doi.org/10.1075/japc.18.2.05sno.

Full text
Abstract:
“Standard language” status is a relative construct defined by a variety of attributes rather than by any single criteria. This paper uses the taxonomy of standard language attributes presented in Downes 1998 as a framework for examining the degree to which written Cantonese, particularly in Hong Kong, has developed attributes of a standard language. In particular, it is argued that written Cantonese has gained a degree of autonomy from Standard Written Chinese, that the Cantonese speech community has clear usage norms regarding how spoken Cantonese words should be represented in writing, that written Cantonese is functionally elaborated in the sense that users have little difficulty with lack of vocabulary for technical or academic concepts, that written Cantonese plays a growing social role in Hong Kong, and that its level of prestige is increasing. The paper concludes that while written Cantonese does not have all the attributes associated with standard languages, it has developed a significant number of these attributes to a significant degree, and that the growing role of written Cantonese is an important indicator of the degree to which Cantonese is taking on a regional standard role in China.
APA, Harvard, Vancouver, ISO, and other styles
42

Boștină-Bratu, Simona, Alina-Gabriela Negoescu, and Lucia Morar. "Giving Voice to Written Words." International conference KNOWLEDGE-BASED ORGANIZATION 26, no. 2 (June 1, 2020): 268–71. http://dx.doi.org/10.2478/kbo-2020-0088.

Full text
Abstract:
AbstractThe article aims to present the role of reading aloud in a foreign language class. Why is this ability to read important in student learning? What is its place and function in learning? How? ‘or’ What to do so that reading aloud can serve expression not only oral but also written? We assume that learning foreign languages is very useful for those who need to acquire basic communication skills in a short period of time. Nevertheless, it must also be appropriate for those who learn the foreign language with a professional purpose, and who will have to communicate correctly and to pronounce well in specialized contexts. We consider reading aloudto bea good technique for memorizing certain information over the long term. In addition, it opens up a cultural, social and emotional dimension of the language. Unfortunately, this activity has been wrongly overlooked. Therefore, in the first section of the paper, we will try to rehabilitate the reading aloud activity in the foreign language class. The next section discusses the implications and benefits of reading aloud for advanced students. The final section presents activities and objectives of reading aloud, as well as certain strategies used to facilitate the initiation of spontaneous speech and communication.
APA, Harvard, Vancouver, ISO, and other styles
43

Haugan, Jens. "Emotions in Norwegian language debate." Educational Role of Language Journal 2023-1, no. 9 (September 7, 2023): 33–56. http://dx.doi.org/10.36534/erlj.2023.01.03.

Full text
Abstract:
Norway has two official Norwegian languages, Bokmål and Nynorsk. The majority of Norwegians use Bokmål as their written language (ca. 80%) which makes Nynorsk a minority language or lesser used language. Ever since the legal decision to have two official written languages (1885) there has been a public debate in Norway which may be fierce and emotional at times. After having investigated emotional expressions regarding the two written languages in the newspaper corpus of the Norwegian National Library we found that emotions are associated with Nynorsk to a much larger extent than with Bokmål. While Nynorsk may be associated with both love and hate, Bokmål can be said to be more default and neutral when it comes to opinions or emotions. /Keywords: language attitudes, language debate, emotions, affective filter
APA, Harvard, Vancouver, ISO, and other styles
44

Alaudinova, Dilnoza. "Written translation of texts related to different spheres." Зарубежная лингвистика и лингводидактика 2, no. 1 (February 1, 2024): 13–18. http://dx.doi.org/10.47689/2181-3701-vol2-iss1-pp13-18.

Full text
Abstract:
Translation is the transfer of the meaning of a text from a source language through an equivalent text in a target language. In English, there is a terminological distinction (not common to all languages) between the translation of written text and oral translation (oral or signed communication between users of different languages). According to this distinction, translation can only begin after the advent of writing in a linguistic community.
APA, Harvard, Vancouver, ISO, and other styles
45

Pérez-Sabater, Carmen, and Ginette Maguelouk-Moffo. "Online Multilingualism in African Written Conversations." Studies in African Linguistics 49, no. 1 (May 31, 2020): 141–59. http://dx.doi.org/10.32473/sal.v49i1.122272.

Full text
Abstract:
The objective of this research is to analyse current written practices within the global South. Specifically, we examine language mixing phenomena in written online texts publicly displayed on the official Facebook page of one of the two most important football players in the history of Cameroon, Samuel Eto’o. By means of a quantitative and languaging analysis proposed by Androutsopoulos (2014), we see that indigenous Cameroonian languages are now being written in public spaces. Instances of lexical items in these languages are sometimes inserted in Facebook comments to establish local/national identity, to emphasise the fact that the player is a Cameroonian. However, Cameroonian national identity still is usually constructed through the exclusive use of English and French. Interestingly, the study shows that code-switching (CS) to a particular language may function as a distancing technique, an impoliteness strategy towards the player.
APA, Harvard, Vancouver, ISO, and other styles
46

Usher, Jonathan, and Guido Bonsaver. "Elio Vittorini. The Writer and the Written." Modern Language Review 97, no. 1 (January 2002): 203. http://dx.doi.org/10.2307/3735662.

Full text
APA, Harvard, Vancouver, ISO, and other styles
47

Sluys, Katie, and Tasha Tropp Laman. "Learning About Language: Written Conversations and Elementary Language Learners." Reading Teacher 60, no. 3 (November 2006): 222–33. http://dx.doi.org/10.1598/rt.60.3.2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
48

Williams, Gareth J., Rebecca F. Larkin, and Samarita Blaggan. "Written language skills in children with specific language impairment." International Journal of Language & Communication Disorders 48, no. 2 (January 28, 2013): 160–71. http://dx.doi.org/10.1111/1460-6984.12010.

Full text
APA, Harvard, Vancouver, ISO, and other styles
49

Zhylkybay, G., and E. Abdukamalova. "THE USE OF THE POSTPOSTIONS ON ARMENIAN WRITTEN MONUMENTS." BULLETIN Series of Philological Sciences 73, no. 3 (July 15, 2020): 58–65. http://dx.doi.org/10.51889/2020-3.1728-7804.10.

Full text
Abstract:
Possessing stable theories developed in connection with the problems of other parts of speech, postpositions are one of the most important and urgent problems for Kazakh linguistics, and in Turkology. To study the history of Turkic languages, especially such languages as Kazakh, which belongs to the group of Kipchak languages, it is important to conduct research based on the materials of historical and comparative grammar, written monuments of outdated Kipchak languages in writing a specific historical grammar of each language. Currently, the conjunctions are little studied in the Kazakh language. Written monuments of the middle ages, including written heritage in the Kipchak language that came down with the Armenian script, occupy a special place in the study of the history of the formation and development of word combinations. The relevance of the topic of the article lies in the determination of the features of conjunctions on the materials of such historical records.
APA, Harvard, Vancouver, ISO, and other styles
50

Wulandari, Dwi. "Language Socialization of Written Academic Discourse." Culturalistics: Journal of Cultural, Literary, and Linguistic Studies 2, no. 1 (February 1, 2018): 42–49. http://dx.doi.org/10.14710/culturalistics.v2i1.1976.

Full text
Abstract:
This paper will look at the studies conducted to see how written academic discourse is socialized. Written academic discourse socialization is a dynamic process, mostly socially situated and comtemporarily involves multimodal, multilingual, and intertextual context. This paper will see what influences the process of language socialization within this context, focusing on how the novice learners learn to participate themselves into the academic written discourse. In different setting of culture, there are various values that learners bring into educational context. The same thing also happens in the socialization of written discourse. Learners bring their previous experiences, shaped identity, and other values that might be different, or even in contrast with what is being socialized. In this way, it is interesting to see how learners cope with such things and take the step to participate in the academic world. Equally important, it is necessary to examine the impact of language socialization forms, either in the form of feed back, remodelling, or criticism on the learners resistance or conformity
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the bibliographies on the topic 'Written language' for other source types:
Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography