Gotowe bibliografie tematyczne / From English

Gotowa bibliografia na temat „From English”

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Data publikacji: 26 lipca 2024

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Artykuły w czasopismach na temat "From English"

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Christie, Pauline. "From English for Dominicans to Dominican English". Caribbean Quarterly 56, nr 3 (wrzesień 2010): 55–69. http://dx.doi.org/10.1080/00086495.2010.11672373.

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Aybek, Bakbergenov. "Exploring the Evolution of English: From Old English to Modern English". European Journal of Higher Education and Academic Advancement 1, nr 2 (26.07.2023): 287–89. http://dx.doi.org/10.61796/ejheaa.v1i2.234.

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This article explores the fascinating evolution of the English language from its origins as Old English to its present form as Modern English. It delves into the historical, social, and cultural factors that have shaped the language at each stage, highlighting significant milestones and influences along the way. The article also discusses the impact of globalization, technology, and regional variations on the development of English, offering insights into its future trajectory.
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Flajšarová, Pavlína. "The View from Here - Bohemian English". English: Journal of the English Association 68, nr 263 (2019): 319–24. http://dx.doi.org/10.1093/english/efz036.

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Des Power, Merv Hyde i Greg Leigh. "Learning English From Signed English: An Impossible Task?" American Annals of the Deaf 153, nr 1 (2008): 37–47. http://dx.doi.org/10.1353/aad.0.0008.

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Graham, D. "Abstracts from Shakesphere". English 39, nr 163 (1.03.1990): 12–14. http://dx.doi.org/10.1093/english/39.163.12.

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Monk, G. "from Forgiving Mirrors". English 61, nr 233 (24.04.2012): 176–77. http://dx.doi.org/10.1093/english/efs019.

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Agnafors, Marcus. "From the Editors (English)". De Ethica 1, nr 3 (16.12.2014): 1–2. http://dx.doi.org/10.3384/de-ethica.2001-8819.14131.

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Behrensen, Maren. "From the Editors (English)". De Ethica 2, nr 1 (5.05.2015): 1–2. http://dx.doi.org/10.3384/de-ethica.2001-8819.15211.

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Namli, Elena. "From the Editors (English)". De Ethica 2, nr 3 (28.01.2016): 1–2. http://dx.doi.org/10.3384/de-ethica.2001-8819.15231.

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Namli, Elena. "From the Editors (English)". De Ethica 3, nr 1 (9.05.2016): 1. http://dx.doi.org/10.3384/de-ethica.2001-8819.16311.

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Rozprawy doktorskie na temat "From English"

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Sinar, Rebecca. "A history of English reflexives : from Old English into Early Modern English". Thesis, University of York, 2006. http://etheses.whiterose.ac.uk/11018/.

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Trippe, Julia. "Aviation English Is Distinct From Conversational English: Evidence From Prosodic Analyses And Listening Performance". Thesis, University of Oregon, 2018. http://hdl.handle.net/1794/23925.

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International aviation professionals converse in a register of English derived from postwar radiotelephony. Decades of use and regulatory pressure established Aviation English (AE) as the lingua franca for pilots and air traffic controllers. Recently, the International Civil Aviation Organization (ICAO) required aviation professionals prove AE proficiency, resulting in development of a variety of AE programs and tests derived from English language pedagogy, without accounting for unique aviation language requirements. This dissertation explores linguistic characteristics that must be accounted for in international AE programs. Historically, issues of English language dominance were sidestepped by letting speakers of regional languages use their own aviation jargon, allowing native English speakers (NESs) to claim AE proficiency without learning a language comprehensible to international AE users. By allowing limited “plain language” use, this practice paved the way for colloquial jargon that is often opaque to non-native English speakers (NNESs). This led to an ICAO requirement that international pilots and controllers have conversational English (CE) proficiency. A phonological examination of AE must begin by defining a baseline in comparison with other language forms. Regarding AE, it is critical to determine if there are differences with CE, because of the assumption of compatibility inherent in ICAO proficiency requirements. This dissertation compared AE with CE by examining the prosody and intelligibility of each language variety. Prosodic differences in AE and CE were examined in two radio corpora: air traffic controllers and radio newscasters. From these data I examined rhythm, intonation and speech rate differences that could affect intelligibility across registers. Using laboratory studies of pilot and non-pilot NESs and NNESs, I examined AE intelligibility differences based on language background. NNES pilots scored worse on CE tasks and better on AE tasks than NES non-pilots, indicating CE proficiency is not a predictor of AE proficiency. Dissertation findings suggest AE language training should focus on AE and not on CE, as is current practice. Given phonological and other differences between AE and CE, enlisting all AE users to learn and adhere to AE phraseology will save time and money in training and alleviate miscommunication and confusion in flight, potentially saving lives.
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Meziane, F. "From English to formal specifications". Thesis, University of Salford, 1994. http://usir.salford.ac.uk/1732/.

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Specifications provide the foundation upon which a system can be formally developed. If a specification is wrong, then no matter what method of design is used, or what quality assurance procedures are in place, they will not result in a system that meets the requirements. The specification of a system involves people of different profiles who favour different representations. At the beginning natural language is used because the specification document acts as a contract between the user and the developers. Most of the time, the only representation that users understand and agree on is natural language. At the other end, developers find natural language specifications ambiguous and incomplete and may therefore prefer formal specifications. The transition from informal specifications to formal ones is an error prone and time consuming process. This transition must be supported to ensure that the formal specifications are consistent with the informal ones. In this research we propose an interactive approach for producing formal specifications from English specifications. The approach uses research in the area of natural language understanding to analyse English specifications in order to detect ambiguities. The method used for analysing natural language text is based on McCord’s approach. This method consists of translating natural language sentences into a logical form language representation. This helps to identify ambiguities present in natural language specifications and to identify the entities and relationships. These entities and relationships are used as a basis for producing VDM data types. We also investigate the production of data type invariants for restricted sentences and the production of some common specifications. We test our approach by implementing it in Prolog-2 and apply it to an independent case study.
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Pauluk, Ivete. "Quite from english into portuguese". Florianópolis, SC, 2005. http://repositorio.ufsc.br/handle/123456789/102545.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente
Made available in DSpace on 2013-07-16T01:14:45Z (GMT). No. of bitstreams: 1 234147.pdf: 679183 bytes, checksum: acdb4bf8df090b2b0ef0ee71de41b0b5 (MD5)
This thesis reports findings about translations into Portuguese of 278 quite occurrences. The present research was carried out in a Corpus-Based Translation Studies perspective thus, the study also provides some concepts of Corpus Linguistics and Translation Studies. Every quite occurrence was annotated into three distinct variables, namely: Morphosyntactic, Translation Forms and Translational Correspondences for the purpose of investigating how the occurrences of quite are rendered into Portuguese in COMPARA parallel corpus. The referred corpus is composed of original and translated literary texts and it was selected in English-Portuguese translation direction. In short, this work achieved useful findings and it could come up with some suggestions to meet this patterns, like observing collocations and their translations. Moreover, it could also point out the contraints in finding translation patterns from analyzing the source language morphosyntactic structures.
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Alsulami, Iftikar Saeed, i Danyah Abdulaziz Aleisa. "BUILDING BRIDGES FROM CURRENT ENGLISH CONTENT TO AN IMAGINED ENGLISH FUTURE". CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/380.

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Learning English as a second language is a key factor to promote globalization, because the language has spread widely. Furthermore, learning English vocabulary for the fast-paced global business environment is highly dependent on the imagined future of a business major; he or she must imagine in what context the business career will take place: what sphere of activity will be involved, in which scenarios of language usage, and what lexical items will be needed. Vocabulary learning has long been characterized by the use of decontextualized vocabulary academic word lists. As an alternative, this project researches the use of an integrated language thematic mode--the theme being business communication-with a focus on incorporating various linguistics aspects of learning English. This research will emphasize the integrated linguistics approach to the acquisition of academic vocabulary. Additionally, the project explores the use of an individual’s imagined community in setting vocabulary goals and second-language-acquisition strategies. The study took place at the English Language Program and College of Business and Public Administration (CBPA) at California State University, San Bernardino in the spring of 2016. International students were asked to participate in a survey; an interview questionnaire was designed to discover the students’ preferences strategies and in learning English with respect to their future career. The results varied based on students’ backgrounds, their specific majors, and their personalities and preferred ways of learning.
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Swan, A. "Learning from multilingual teachers of English". Thesis, Canterbury Christ Church University, 2012. http://create.canterbury.ac.uk/11891/.

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The changing nature of English Language teaching in today’s world, driven by the forces of Globalisation, prompts a number of questions about the roles and identities of English language teachers. Previously acceptable dichotomies, notably ‘native/non-native speaker’ and ‘Centre/Periphery’ are consequently being challenged in studies of who teaches English, where they teach it and what they teach. I embarked on the current study because I felt that the ‘native/non-native’ dichotomy did not adequately describe the knowledge and skills of English teachers I had worked with worldwide. I developed a qualitative interpretative approach, as befitted the interpersonal nature of the study, and gathered data by recording conversations with fifteen participants from seven countries about their experiences of learning, using and teaching English in their contexts. The rich content they provided enabled me to delve below the oft-quoted dichotomies and uncover qualities rarely acknowledged in multilingual teachers. The most important features identified in the study concern the diminished importance of the ‘native speaker’ and the concomitant growth in the confidence of the multilingual teacher. My data reveals that this confidence has been acquired through depth of linguistic knowledge, through observance of other cultures, and through resistance to the encroachment of English by finding a place for the language which satisfies the needs of multilingual users without requiring subservience. In discovering these strengths of multilingual teachers, my exploration of their contexts demonstrates the importance of stepping outside the boundaries of one’s own limited environment and appreciating the range and depth of knowledge which individual English teachers are able to draw on to take ownership of their professionalism.
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Dorohokuplya, A. O. "Lacunas translation from English into Ukrainian". Thesis, Сумський державний університет, 2018. http://essuir.sumdu.edu.ua/handle/123456789/72813.

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Способи перекладу лакун на українську мову включають: (1) транскрипцію і транслітерацію (тобто відтворення мовою перекладу форми слова вихідної мови); (2) трейсинг (відтворення морфемного складу слова або складових ідіом); (3) описовий переклад (використання слів і словосполучень, що описують поняття при відсутності еквівалентної одиниці в мові перекладу); (4) створення слів-аналогів (знаходження схожих або приблизно подібних одиниць у мові перекладу); (5) уточнення або узагальнення (переклад за допомогою більш вузьких / більш широких лексичних одиниць); (6) пошук синонімів.
Способы перевода лакун на украинский язык включают: (1) транскрипцию и транслитерацию (то есть воспроизведение на языке перевода формы слова исходного языка); (2) трейсинг (воспроизведение морфемного состава слова или составных идиом); (3) описательный перевод (использование слов и словосочетаний, описывающих понятие при отсутствии эквивалентной единицы в языке перевода); (4) создание слов-аналогов (нахождение сходных или приблизительно сходных единиц в языке перевода); (5) уточнение или обобщение (перевод с помощью более узких / более широких лексических единиц); (6) поиск синонимов.
There are other methods of translation of such lexical units into Ukrainian. They include: (1) transcription and transliteration (that is, reproduction in the language of the translation of the form of the word of the original language); (2) tracing (reproduction of the morphemic composition of the word or constituent idioms); (3) descriptive translation (the use of words and phrases that describe the concept when there is no equivalent unit in the language of translation); (4) creation of word-analogues (finding similar or approximately similar units in the language of translation); (5) specification or generalisation (translation with the help of a narrower / broader lexical units); (6) finding the synonyms.
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Dorohokuplya, A. O. "Lacunas Translation from English into Ukrainian". Thesis, Sumy State University, 2018. http://essuir.sumdu.edu.ua/handle/123456789/67147.

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Numerous linguistic studies made it clear that some concepts that exist in a certain language do not have their verbal equivalents in another languages. Canadian linguists Zh.P. Vina and J. Darbelne were the first to introduce the term “lacuna” and define it as a phenomenon when the word of one language has no direct equivalent in the other language.
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Padrin, Rita <1993&gt. "English language in globalising Japan - 'Attitude transfer' from Japanese to English language". Master's Degree Thesis, Università Ca' Foscari Venezia, 2018. http://hdl.handle.net/10579/12573.

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The purpose of this thesis is to understand the role of language ideology in Japan in the rivalry between Japanese language and English language. Japan versus the West has been a mainstream theme in twenty-century literature about Japan, and beliefs bounding national identity to the language remain widespread. From the entry of English language in Japan, and due to the fact that English is said to be the global language, many scholars investigated the role it assumed in the country. The present work is articulated as follows. Chapter one includes the theoretical premises about language planning, language ideology and Japanese context, while chapter two explores the globalization of English language. In Chapter three, reflecting on the connection between beliefs about one’s own language and those about other languages, the value of native-speakersism is traced back to the idea that the monolithic conceptualization of languages, affecting either Japanese and English language, sustains the vested interests hided in a monolingual social structure. Finally, in chapter four, the attainability of this idea will be verified through reasoning about the ideas behind English language teaching for 2020 Tokyo Olympics, to conclude with some answer about what needs to be improved and what remains to be studied.
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Lopez, Jaramillo Maria Gabriela. "ARE TEACHERS READY FOR ELF? EVIDENCE FROM NON-NATIVE ENGLISH SPEAKING MA TESOL STUDENTS". OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1527.

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This study aimed to explore whether non-native English-language teachers were aware of the existence of the English as a Lingua Franca paradigm and to examine their aspirations and preferences for themselves and their students as learners of English. Five research questions guided the study: 1) What variety of English do non-native teachers aspire to for themselves? 2) What variety of English do non-native teachers aspire to for their students? 3) What environments (native vs. non-native) do they consider to be most conducive for the acquisition of English? 4) Do they emphasize accuracy vs. intelligibility? 5) Is there a relationship between their aspirations and their preferences for accuracy and/or acceptability? The findings provided empirical evidence that non-native English teachers are aware of the different English varieties. The participating teachers seemed to put higher emphasis on intelligibility than on grammatical accuracy if they thought that certain utterances would not impede international communication. The results also revealed a dual orientation in participants' aspirations, where their awareness of the diversity of English varieties and their emphasis on intelligibility was paradoxically contradicted by their own strong preferences for native-like models of pronunciation and lexical knowledge.
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Książki na temat "From English"

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Wheatley, Viv. English from rhymes. [London]: The Questions Publishing Company, 1995.

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Thomson, Jean-Max. From & into English: An introduction to translating from & into English. Paris: Dunod, 1993.

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Freeborn, Dennis. From Old English to Standard English. London: Macmillan Education UK, 1992. http://dx.doi.org/10.1007/978-1-349-21925-4.

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Freeborn, Dennis. From Old English to Standard English. London: Macmillan Education UK, 1998. http://dx.doi.org/10.1007/978-1-349-26665-4.

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Freeborn, Dennis. From Old English to Standard English. London: Macmillan Education UK, 2006. http://dx.doi.org/10.1007/978-0-230-20768-4.

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Niaz, Zaman, red. From the delta: English fiction from Bangladesh. Dhaka: The University Press, 2005.

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McCoy, Kathleen. English literature from 1785. New York: HarperPerennial, 1992.

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Karen, Alkalay-Gut, Frankel Zygmunt, Ungar Lois i Israel Association of Writers in English., red. English poetry from Israel. Tel Aviv: IAWE, 1997.

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McCoy, Kathleen. English literature from 1785. New York: HarperPerennial, 1992.

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Meziane, Farid. From English to formal specifications. Salford: University of Salford, 1994.

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Części książek na temat "From English"

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Rubin, Aaron D., i Lily Kahn. "English". W Jewish Languages from A to Z, 33–39. New York : Routledge, [2021]: Routledge, 2020. http://dx.doi.org/10.4324/9781351043441-9.

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Cogo, Alessia. "From global English to Global Englishes". W The Routledge Handbook of Materials Development for Language Teaching, 93–108. London: Routledge, 2022. http://dx.doi.org/10.4324/b22783-9.

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Freeborn, Dennis. "From Old English to Middle English". W From Old English to Standard English, 43–58. London: Macmillan Education UK, 1992. http://dx.doi.org/10.1007/978-1-349-21925-4_3.

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Freeborn, Dennis. "From Old English to Middle English". W From Old English to Standard English, 76–97. London: Macmillan Education UK, 1998. http://dx.doi.org/10.1007/978-1-349-26665-4_5.

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Freeborn, Dennis. "From Old English to Middle English". W From Old English to Standard English, 83–107. London: Macmillan Education UK, 2006. http://dx.doi.org/10.1007/978-0-230-20768-4_5.

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Freeborn, Dennis. "Old English". W From Old English to Standard English, 15–42. London: Macmillan Education UK, 1992. http://dx.doi.org/10.1007/978-1-349-21925-4_2.

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Lerer, Seth. "From Middle English to Modern English". W Introducing the History of the English Language, 122–42. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003227083-6.

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Hill, Deborah. "From Expensive English to Minimal English". W Studies in Ethnopragmatics, Cultural Semantics, and Intercultural Communication, 33–51. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-32-9979-5_3.

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Hill, Christopher. "English Language Use". W Supporting and Learning from Academics, 59–68. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-9040-3_6.

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Neal, Katherine. "Early Modern English Algebra". W From Discrete to Continuous, 46–79. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-017-0077-1_4.

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Streszczenia konferencji na temat "From English"

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"Message from Chairs - English". W 2018 XIII Latin American Conference on Learning Technologies (LACLO). IEEE, 2018. http://dx.doi.org/10.1109/laclo.2018.00006.

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E, Cuilian. "Comprehensive English Teaching from the Angle of English Linguistics". W 2016 International Conference on Education, Management and Computer Science. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemc-16.2016.54.

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"Message from the Chairs - English". W 2018 XLIV Latin American Computer Conference (CLEI). IEEE, 2018. http://dx.doi.org/10.1109/clei.2018.00006.

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Cyre, W. "Toward synthesis from English descriptions". W the 1989 26th ACM/IEEE conference. New York, New York, USA: ACM Press, 1989. http://dx.doi.org/10.1145/74382.74519.

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Dubinina, Galina A. "Transfer From Learning English To Teaching Academic Subjects In English". W Joint Conferences: 20th Professional Culture of the Specialist of the Future & 12th Communicative Strategies of Information Society. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.12.03.39.

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Goto, Isao, Naoto Kato, Terumasa Ehara i Hideki Tanaka. "Back transliteration from Japanese to English using target English context". W the 20th international conference. Morristown, NJ, USA: Association for Computational Linguistics, 2004. http://dx.doi.org/10.3115/1220355.1220474.

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Darapaneni, Narayana, Reibhu Sant, Hema Allarapu, Anwesh Reddy Paduri, Punam Yadav i Ankush Patil. "Machine Translation from German to English and English to German". W International Conference on Recent Trends in Data Science and its Applications (ICRTDA 2023). Denmark: River Publishers, 2023. http://dx.doi.org/10.13052/rp-9788770040723.087.

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Wein, Shira. "Human Raters Cannot Distinguish English Translations from Original English Texts". W Proceedings of the 2023 Conference on Empirical Methods in Natural Language Processing. Stroudsburg, PA, USA: Association for Computational Linguistics, 2023. http://dx.doi.org/10.18653/v1/2023.emnlp-main.754.

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Nasrudin, Dindin, Aan Hasanah, Yayu Nurhayati Rahayu i Chaerul Rochman. "What Do Mathematics and Physics Students Need from Learning English?" W 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008216202280235.

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Wijerathna, L., W. L. S. L. Somaweera, S. L. Kaduruwana, Y. V. Wijesinghe, D. I. De Silva, K. Pulasinghe i S. Thellijjagoda. "A Translator from Sinhala to English and English to Sinhala (SEES)". W 2012 International Conference on Advances in ICT for Emerging Regions (ICTer). IEEE, 2012. http://dx.doi.org/10.1109/icter.2012.6421408.

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Raporty organizacyjne na temat "From English"

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Kaminski, Linda, Magaly Lavadenz, Elvira Armas i Grecya López. No. 11, November 2022: Insights from Co-Designed English Learner Improvement Networks. Center for Equity for English Learners, listopad 2022. http://dx.doi.org/10.15365/ceel.policy.12.

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This research brief presents a case study of an English Learner Improvement Network (ELIN), a group of educators focused on a shared problem of practice in English Learner education and supported through extensive collaboration between researchers and practitioners in English Learner education and Improvement Science. The case study involves an urban school district and a charter organization each serving between 50-80% of students who have ever been English Learners. The research brief identifies five key themes that contribute to knowledge of the English Learner Improvement Networks’ ability to support English Learner improvement: (1) Expert Partnerships Support Improvement; (2) Context Impacts Improvement; (3) Smaller Steps Lead to Larger Changes; (4) Collaborative Coaching Counts; and (5) Teacher Leaders Support Implementation. This ELIN is highlighted as a model of a systemic and coherent approach to educational improvement for ELs through the extensive collaboration provided in English Learner content and Improvement Science process.
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Crawford, Rowena, Richard Disney i David Innes. Funding the English & Welsh police service: from boom to bust? Institute for Fiscal Studies, listopad 2015. http://dx.doi.org/10.1920/bn.ifs.2015.00179.

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Kathol, Andreas, i Jing Zheng. Strategies for Building a Farsi-English SMT System from Limited Resources. Fort Belvoir, VA: Defense Technical Information Center, wrzesień 2008. http://dx.doi.org/10.21236/ada635746.

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Adhikari, P. Folk Gods, Stories from Kailash, Tise, and Kang Rinpoche (English-Hindi). Kathmandu, Nepal: International Centre for Integrated Mountain Development (ICIMOD), 2017. http://dx.doi.org/10.53055/icimod.664.

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Adhikari, P. Folk Gods, Stories from Kailash, Tise, and Kang Rinpoche (English-Nepali). Kathmandu, Nepal: International Centre for Integrated Mountain Development (ICIMOD), 2017. http://dx.doi.org/10.53055/icimod.665.

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Adhikari, P. Folk Gods, Stories from Kailash, Tise, and Kang Rinpoche (English-Tibetan). Kathmandu, Nepal: International Centre for Integrated Mountain Development (ICIMOD), 2017. http://dx.doi.org/10.53055/icimod.666.

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Adhikari, P. Folk Gods, Stories from Kailash, Tise, and Kang Rinpoche (English-Chinese). Kathmandu, Nepal: International Centre for Integrated Mountain Development (ICIMOD), 2017. http://dx.doi.org/10.53055/icimod.663.

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Adhikari, P. Folk Gods, Stories from Kailash, Tise, and Kang Rinpoche (English-Hindi). Kathmandu, Nepal: International Centre for Integrated Mountain Development (ICIMOD), 2017. http://dx.doi.org/10.53055/icimod.664.

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Adhikari, P. Folk Gods, Stories from Kailash, Tise, and Kang Rinpoche (English-Nepali). Kathmandu, Nepal: International Centre for Integrated Mountain Development (ICIMOD), 2017. http://dx.doi.org/10.53055/icimod.665.

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Adhikari, P. Folk Gods, Stories from Kailash, Tise, and Kang Rinpoche (English-Tibetan). Kathmandu, Nepal: International Centre for Integrated Mountain Development (ICIMOD), 2017. http://dx.doi.org/10.53055/icimod.666.

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