Gotowe bibliografie tematyczne / Khün language

Gotowa bibliografia na temat „Khün language”

Autor: Grafiati
Data publikacji: 25 lipca 2024
Data aktualizacji: 26 lipca 2024

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Artykuły w czasopismach na temat "Khün language"

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Akharawatthanakun, Phinnarat. "Contact-Induced Vowel Variation: A Case Study of the Short High Vowels /i/ and /u/ in CVN Syllables in Lue and Khün". MANUSYA 14, nr 2 (2011): 53–87. http://dx.doi.org/10.1163/26659077-01402004.

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This paper presents the variation in the two short high vowels /i/ and /u/ occurring in live syllables ending with final nasal consonants (CVN) in two Southwestern Tai (SWT) dialects: Lue and Khün, respectively spoken in the villages of Nong Bua and Nong Muang in Pa Kha Subdistrict, Tha Wang Pha District, in Nan Province. The data were collected from Lue and Khün language resource persons (LRPs) in three age groups, an elderly group (60 years old and above), a middle-aged group (35–50 years old), and a young group (15–25 years old), with five LRPs in each age group. The data analyzed for this paper come from a total of 30 LRPs (5 LRPs × 3 age groups × 2 SWT dialects).
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Namsaraeva, Sayana B. "О новом источнике «устной истории» бурят о паломничестве по Внутренней Азии в начале XX в." Oriental Studies 13, nr 6 (30.12.2020): 1558–67. http://dx.doi.org/10.22162/2619-0990-2020-52-6-1558-1567.

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Introduction. Research on Buryat and Kalmyk pilgrimage to Buddhist worshiping sites in Tibet and wider in Inner Asia at the late imperial period mostly focuses on biographies and travel writings of Buddhist clergy, while experience of ordinary pilgrims ― especially of the lay people (Mong. khara khün) who were actors of this social phenomena ― received limited attention. However, some of the Buryat ‘oral histories’ about long distance travels to Tibet were recorded later by Buryat intellectuals (e. g., B. B. Baradiin) to name but a few. Goals. The article aims to introduce one such record made in 1968 by a rural community school teacher and amateur historian B. B. Namsaraev. Results. The latter wrote down a life story (Mong. namtar) of Bato Badmaev, an elder from the village of Suduntui, about his pilgrimage to Tibet between 1901 and 1904. This travelogue by a lay person presents unique first-hand observations about hardships of the long distance foot pilgrimage to worshiping places in Urga, Amdo and Tibet ― a wide social phenomenon among Buryats at the beginning of the 20th century. This ‘oral history’ together with extensive information about infrastructure along the pilgrim routes (Mongolian and Tibetan families hosting pilgrims and providing meals to them, travel tips they shared of how to pass the most dangerous hostile deserts and mountain passes, encountering a yeti snowman (Mong. almaz), etc.) contain emotional remarks about things experienced and bodily hardships pilgrims faced (thirst, physical exhaustion, extreme temperatures, and so on) ― aspects which are not covered in travelogues of Buddhist clergy and professional explorers (e. g., merchants, military specialists) who were in much more privileged travel conditions hiring horses and camels to carry their goods and belongings. Therefore, the recent publication (2012) of this unique travelogue made it more accessible and available to a wider audience.
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Dr. Tahmina Abbas. "The revival of Urdu language and Sir Syed Ahmad Khan". Noor e Tahqeeq 6, nr 04 (13.11.2022): 41–46. http://dx.doi.org/10.54692/nooretahqeeq.2022.06041830.

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Sir Syed Ahmad Khan had verstyle personality. At the time when Sir Syed's literary period began, there was no notable prose creation in the Urdu language except the story. During this period, Urdu was the spoken language, but Persian was given priority for writing and compilation. Sir Syed's far-sighted eyes examined all these reasons and found ways for the development of Urdu language. With his efforts, Sir Syed made Urdu one of the top languages ​​of the world. He wrote articles in Urdu with fluency and with his influence. His articles published in "Tehbihul-ul-Akhlaq" have priority among Urdu articles. His works written in Urdu language, ‘‘Tarikh Sarkshi Bijnoor’’, ‘‘Risala Asaab Baghawat e Hind’’, “Khutbat-e- Ahmadiyya”, “Aasaar e sanadeed”, are counted among the important works of this period. Sir Syed is the founder of modern Urdu prose. The language has been given an important place among the important languages ​​of the world. In this paper, the efforts made by Sir Syed Ahmed Khan regarding the revival of Urdu language and literature have been studied.
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Riaz, Muhammad, Aneela Gill i Sara Shahbaz. "Language Attrition and its Impact on Culture – A Case of Saraiki in Dera Ghazi Khan Region". Global Language Review VI, nr III (30.09.2021): 56–64. http://dx.doi.org/10.31703/glr.2021(vi-iii).06.

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Language attrition is primarily the loss of language and subsequently the loss of culture and identity. A number of languages have become extinct, and many languages of the world are near extinction. This study analyzes the impact of language attrition on Saraiki and its culture in the D. G. Khan region. This research takes into consideration two domains of language use: home and university. Paradis's (2004) Activated Threshold Hypothesis (ATH) supplemented with Bot, Lowie & Verspoor's (2007) Dynamic Systems Theory (DST) has been adopted as a theoretical framework. The mixed-method approach has been used, and a sample of 100 respondents was selected from the target population. The respondents were instructed to define certain Saraiki vocabulary items, and their responses were recorded. The findings show that socio-economic, socio-cultural, socio-political and socio-demographic factors are responsible for the language attrition of Saraiki and the subsequent impact on the culture of the speakers in the selected locale.
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Kurd, Shehla Anwer, i Saima Hassan. "ATTITUDE OF BALOCHISTAN’S YOUTH TOWARDS INDIGENOUS LANGUAGE BRAHUI AS COMPARED TO URDU AND ENGLISH: A CASE STUDY OF (SBK) SARDAR BAHADUR KHAN WOMEN UNIVERSITY, QUETTA". Pakistan Journal of Social Research 04, nr 01 (31.03.2022): 785–92. http://dx.doi.org/10.52567/pjsr.v4i1.943.

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This research aims to compare the attitudes of Balochistan’s youth towards indigenous language i.e. Brahui in comparison to Urdu and English. It explores instrumental and integrative motivations of participants towards these languages. The study adopted quantitative paradigm, a questionnaire as a research instrument. The data was collected from 90 participants of Brahui speakers. The data was analyzed by the SPSS program through frequency and mean analysis. The study concludes that participants’ attitudes were positive towards English language, neutral to Urdu language and negative towards Brahui language. The participants showed highly positive (instrumental and integrative) motivation towards Brahui vs Urdu languages. This study also determines other dominant languages spoken in Balochistan that are Balochi and Pashto. Keywords: Language attitude, Indigenous language, instrumental motivation, integrative motivation.
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Sabir, Abdul Razzaq. "Learning of Brahui Language in Balochistan." Al-Burz 1, nr 1 (15.12.2009): 1–10. http://dx.doi.org/10.54781/abz.v1i1.233.

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Brahui a North Proto Dravidian (NPD) language spoken about 2000 km far from other Sourth Dravidian languages (SPD) in South India i.e. Tamil, Talgu, Malyalam, Kanada, Gondi etc and Central Proto Dravidian (CPD) languages in the Central India i.e. Karukh and Malto by about two million people. It is spoken in the central parts of Balochistan, interior Sindh province in Pakistan and in the Sistan o Balochistan province of Iran, Helmund and Nimroz provinces of Afghanistan, Gulf States, and also there are few families have still preserved. Brahui in Mari province of Turkmenistan. In compare with the other nonliterary tribal dialects of Dravidian languages Brahui is enjoying a worth mentioning literary status in Balochistan-Pakistan. The past history of Brahui language is witnessed that it has been used only as an oral language till post-colonial period in Balochistan. There was no tradition of using Brahui as medium of instruction or in writing, although some works in Brahui had appeared before then, the Brahui literary movement started in the reign of Khan Naseer Khan in the 18th century but a standard literary movement started only after the 1950 when some newspapers including “Muhalim Quetta”, “Balochi Karachi” started publishing in Brahui besides Balochi in Pakistan. While weekly “Elum” Mastung a Brahui-Urdu newspaper was a revolutionary addition in the history of Brahui journalism and learning.
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Kausar, Hamida, Hafiz Muhammad Faiz i Ayaz Ahmad Rind. "11-Analytical Study of the Saraiki Language and Literature in Pakistan since Through Ages". International Research Journal of Education and Innovation 2, nr 2 (20.09.2021): 109–15. http://dx.doi.org/10.53575/irjei.11-v2.2(21)109-115.

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Historically, Saraiki is recognized one of the ancient regional language of central Pakistan at present. In the past it was spoken with different names in Indus civilization since two thousands BC. It’s not spoken in south Punjab but it is one of the common domestic languages of Sindh, eastern Balochistan and southern KPK. Saraiki travelled a journey of evolution from centuries as Riasti, Jataki, Jatki, Multani, Jagdali, Jhangi and Shahpuri etc. The scholars especially the orientalists are agreed to accept it as a different language in Punjab than Punjab. Therefore, it is not correct that it is called to be a dialect of Punjabi or any other well-known languages. The three main divisions of south Punjab Dera Ghazi Khan, Multan and Bahawalpur are its hub where the Saraiki language nourished and its evolution recorded. This paper primarily explores and highlights the evolution of Saraiki language as the major language of southern Punjab and its surrounding provinces through ages.
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Mitruev, Bembya. "Ayuka’s Title of Daichin Khan: Examining Tibetan-Language Sources". Oriental Studies 17, nr 1 (15.05.2024): 158–89. http://dx.doi.org/10.22162/2619-0990-2024-71-1-158-189.

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Introduction. Data from Tibetan-language sources on Ayuka’s full title ― Daichin Khan Ayuka ― have never been introduced into scientific circulation, nor have those been subject to any essential analysis. Goals. So, the article introduces a variety of messages dealing with the ruling era of Khan Ayuka and narrating how the latter received the title of Daichin Khan from the then Dalai Lama. Materials. The paper investigates Tibetan-language biographies of the Fifth Dalai Lama Lobsang Gyatso, Sixth Dalai Lama Tsangyang Gyatso, and Fifth Panchen Lama Lobsang Yeshe. Results. The study figures out the date when the mentioned ruler did receive the title of Daichin Khan, and specifies the dates of embassies that delivered the Kalachakra seal and that of Khan from the Sixth Dalai Lama. Conclusions. The article examines materials contained in various Tibetan-language texts, such as the autobiography of the Great Fifth Dalai Lama and that composed by Desi Sangye Gyatso, biography of Fifth Panchen Lama, etc. The work ascertains the ruler of the Kalmyk Khanate received the title of Daichin Khan Ayuka from the Sixth Dalai Lama Tsangyang Gyatso in 1697. The paper also reveals some data on Khan Ayuka’s embassy to Tibet led by Arabjur and on the latter’s mother Tsojal. Another newly identified and important historical fact is that the Dalai Lama did send an embassy to Khan Ayuka to deliver a secret message about the Great Fifth’s death.
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Ghulam Mujtaba Yasir i Prof. Dr. Mamuna Ghani. "Interplay between Socio-Economic Factors and Language Shift: A Study of Saraiki Language in D.G. Khan". Research Journal of Social Sciences and Economics Review (RJSSER) 1, nr 4 (26.12.2020): 411–17. http://dx.doi.org/10.36902/rjsser-vol1-iss4-2020(411-417).

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Pakistan is among those very few multicultural and multilingual countries which are celebrated for their ethnic as well as linguistic diversity. From the coastal areas of Karachi to the mountainous terrain of Gilgit Baltistan six major and more than 70 minor languages are spoken in various parts of Pakistan. Urdu relishes the position of National Language whereas the official language of the country is English and is mostly used by the power-wielding strata of the country namely the government functionaries, corporate sector, and education sector. The purpose of the study was to find out the interplay between socioeconomic factors and the phenomenon of language shift. The present research is descriptive in which 300 Urdu speaking children of Saraiki families of D.G. Khan District were selected for data collection. A multiple-choice questionnaire was devised and administered to collect the required data. The results insinuated a strong interplay between socio-economic factors and the language shift.
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Burusphat, Somsonge, Sumittra Suraratdecha, Patama Patpong i Amon Saengmanee. "Language Vitality and Langauge Attitude of the Karen Ethnic Group in the Western Region of Thailand: A Preliminary Report". MANUSYA 13, nr 2 (2010): 88–110. http://dx.doi.org/10.1163/26659077-01302005.

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This paper presents preliminary findings of the research project entitled “Ethnicity, Language, Culture and Ethnic Tourism Development.” It has three goals. First, it aims to identify the Karen language spoken in six provinces in the western region of Thailand, namely, Kanchanaburi, Ratchaburi, Phetchaburi, Prachuap Khiri Khan, Suphan Buri, and Nakhon Pathom. The next goal is to explore Karen language use and attitudes towards languages of the wider community. The final goal is to evaluate the development of sustainable ethnic tourism in the region. A preliminary survey of language use and attitude of Karen people towards the Karen language and Ethnic Tourism Development (ETD) in these six provinces was carried out using a qualitative approach. Thirty subjects made up of local administrators and community leaders were interviewed using two kinds of guided questionnaires, community and personal questionnaires.
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Rozprawy doktorskie na temat "Khün language"

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Khan, Tafseer Ahmed [Verfasser]. "Spatial Expressions and Case in South Asian Languages / Tafseer Ahmed Khan". Konstanz : Bibliothek der Universität Konstanz, 2009. http://d-nb.info/1017235945/34.

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Pongboriboon, Yachai, i mikewood@deakin edu au. "Variables influencing the mathematics performance of first-year tertiary students: A case study". Deakin University, 1993. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050902.093515.

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The need to understand which factors most strongly affect performance in first-year mathematics programs at Khon Kaen University (KKU), in North Eastern Thailand, provided the main focus of the study which is described. First-year mathematics students in the 1990-1991 academic year, from four KKU faculty groups (Medicine and Nursing, Agriculture, Science and Education, and Engineering) were involved in this study. Research literatures addressing variables which were likely to influence performance in early tertiary mathematical study, and variables associated with difficulties in learning mathematics at the transition from upper secondary school to tertiary studies, were reviewed. The first major aim of the study was to identify the variables which were good predictors of first-year mathematics performance at KKU. Results from stepwise multiple regression analyses indicated that the following predictor variables were statistically significant and entered the regression equations for most Faculty groups: School Mathematics Achievement, Self-Esteem, Study Habits in Mathematics, and Faculty of Study. Other predictor variables that sometimes entered regression equations (depending on the Faculty group) were Socio-Economic-Status, Mathematics Language Competence, Mathematics Confidence, Attitude Towards Mathematics, and Gender. Depending on Faculty group, the statistically significant variables accounted for between 11% and 74% of scores on fist-year KKU mathematics examinations. The predictor variables contributed much more to the variance of scores on first-semester mathematics examinations than to the variance of scores on second-semester mathematics examinations. It was also found that scores on the Direct Entry Examination Mathematics test (administered by KKU) and the School Mathematics Achievement test (developed and administered by the author) had stronger correlations with first-year KKU mathematics performance than did scores on the National Entry Examination Mathematics tests (administered by the Thai Ministry of University Affairs). Scores on the three pre-university mathematics achievement test instruments were better predictors of first-semester mathematics performance than of second-semester mathematics performance. It was found that the mean Mathematics Confidence of male students was statistically significantly higher than that of female students, but there were no statistically significant gender differences in Mathematics Misplaced Confidence. Only about 30% of the main sample ( 30% of the male and 30% of the female sample groups) had appropriate confidence in mathematics, that is, they thought their answers were correct when they were, in fact, correct, and they thought they were wrong when they were, in fact, incorrect. So far as Faculty performance differences were concerned, Engineering students had the highest Mathematics Confidence scores, followed by the Medicine and Nursing group of students and the Science and Education group students. Agriculture students had the lowest mean Mathematics Confidence score. No statistically significant differences occurred in Mathematics Misplaced Confidence between different Faculty groups. The second main aim of the study was to investigate why many first-year students experienced difficulties in coping with their mathematics units. A small group of senior secondary mathematics teachers, university mathematics lecturers, and first-year mathematics students were interviewed during the first semester of the 1990-1991 academic year. Interviews were conducted by the author according to a questionnaire format, and were aimed at identifying factors causing difficulty in the transition from senior secondary to university mathematical study. The analysis of the quantitative data together with the interview data indicated that the major sources of difficulty were associated with: (a) students' mathematical abilities; (b) curriculum content; (c) course organisation; (d) students' study habits; (e) instructional styles; and (f) assessment procedures. The results of the investigation are discussed in the light of the relevant literature and related research. The study concludes with recommendations which are addressed to mathematics teachers and education administrators in senior secondary schools in Thailand, to the Thai Ministry of Education, and to the KKU Department of Mathematics.
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Kellett, Lucy. ""Enough! or too much" : forms of textual excess in Blake, Wordsworth, Coleridge and De Quincey". Thesis, University of Oxford, 2016. http://ora.ox.ac.uk/objects/uuid:641b0fe2-3b07-46cf-94b6-7d27a2878686.

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My thesis explores the potential and the peril of Romantic literature's increasingly complex forms through a close comparative study of the works of William Blake, William Wordsworth, Samuel Taylor Coleridge and Thomas De Quincey. These writers exemplify the Romantic predicament of how to make vision manifest – how to communicate one's imaginative and intellectual expansiveness without diminishing it. They sought different strategies for increasing the capacity of literary form, ostensibly in the hope of communicating more: clarifying meaning, increasing accessibility and intensifying original experience. But textual expansion – materially, stylistically and intellectually – often threatens more opportunities for confused and partial meanings to proliferate, overwhelming the reader by dividing texts and undermining attempts at coherent thought. Expansion thus becomes excess, with all its worrying associations of superfluity. To further complicate matters, Burke's influential tenet of the Sublime makes a virtue out of excess and obscurity, raising the problematic spectre of deliberately confused/confusing texts that embody an aesthetic of incomprehension. I explore these paradoxes through four types of 'textual excess' demonstrated by the writers under discussion: firstly, the tension between poetry and prose adjuncts, such as prefaces and notes, in Wordsworth and Coleridge; secondly, De Quincey's indulgent verbosity and struggle to control the freeing shapelessness of prose; thirdly, Wordsworth's and De Quincey's parallel experiences of revision as both uncontrollably diffusive and statically concentrated; and lastly, Blake's more deliberate, systematic attempt to enact a literary Sublime in which the reader is forced out of passivity by the competing demands of verbal and visual media. All are motivated and thwarted in varying degrees by their anxious preoccupation with saying "Enough", and the difficulty of determining when this becomes “Too much”. These authorial dilemmas also incorporate larger concerns with man's (over)ambition at a time of rapid and unprecedented economic, social and intellectual acceleration from the Enlightenment to industrialism. The fear that the concept and process of 'progress', or 'improvement', marks deficiency rather than fulfilment haunts Romantic writers.
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Ren, Jia-Yi, i 任家儀. "Content-based Language Learning in EFL Classrooms: A Khan Academy Approach". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/39926239285075610605.

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碩士
國立交通大學
英語教學研究所
103
Content-based instruction has been popular in the field of SLA because the advocacy of meaningful input since 1980’s. The previous research of second language learning has often suggested that content-based learning would have positive effect on both language acquisition and academic contents. Khan Academy, a self-learning website, which was originally received attention due to Salman Khan’s private tutoring math videos, is well-known for its mini video lectures and abundant online exercises with instant response, and it now includes many subjects such as science, computer programming, history, art and economics. With international popularity of Khan Academy, the current study integrated the learning of math on Khan Academy into second language acquisition, and aimed to create a content-based course using Khan Academy as a median. The research questions are as follows: 1. How do students with different achievement levels in all academic subjects (high, mid, low groups) learn academic, technical, high frequency vocabulary, and vocabulary which cannot be categorized in any of the three types through the video lectures of Khan Academy? 2. Do different types of words (academic, technical, high frequency words, or other words which cannot be categorized in any of the three types), the occurrence of words, and the elaboration of words influence vocabulary learning? 3. How do students with different achievement levels in all academic subjects (high, mid, low groups) learn math skills through the video lectures of Khan Academy? 4. What are students’ perceptions of learning on Khan Academy? 5. What are students' experiences and challenges in using Khan Academy? The participants of the research were 78 9th grade students. A pre- and posttest experiment and a questionnaire were conducted to collect the data, and the findings of classroom observation were as the supplementary of the quantitative results with its action research nature. As for the findings of the study, firstly, learners can acquire not only vocabularies but also math in the video lectures of Khan Academy. High achievers’ progress of English and math knowledge is more significant than that of mid and low achievers. Secondly, learners’ growth rate of academic words is higher than technical, high frequency and other words not within the three word types. Nonverbal elaborations in the videos are more beneficial than verbal elaborations. Thirdly, generally, participants’ were satisfied with the learning experience on Khan Academy. Previewing math contents and improving English ability were two main reasons which motivated learners’ use of Khan Academy. Fourthly, high achievers’ learned more autonomously; low achievers can learn better with teacher support. Also, pedagogies should be adjusted according to learners’ different learning types. Finally, in the process of learning on Khan Academy, learners faced with the challenges of language barrier, math questions, selecting learning contents, the distraction from the Internet, and technical problems. The implications of the study are the integration of Khan Academy into second language learning course, the practice of a flipped classroom, and the development of English learning resources with similar features in Kham Academy. To conclude, this study may be of importance in providing English teachers with a better understanding of how to apply Khan Academy and content-based learning into a second language learning context.
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Kongpetch, Saowadee. "The implications of the genre-based approach on the teaching of English writing at the Department of Foreign Languages, Khon Kaen University in north-eastern Thailand". 2003. http://hdl.handle.net/2100/627.

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University of Technology, Sydney. Faculty of Education.
The Thai government has proposed education reform programs to be competitive with its neighbours and globally. One major policy is to improve competency in English. Thailand has a long history of importing approaches for teaching English from western countries. For a complex variety of reasons the structural-based approaches have been the most influential ones on both teachers and bureaucrats. While these approaches enable Thais to communicate at the basic level, emphasising spoken language, they do not provide systematic guidance to write extended texts effectively. Thai educators have tended to import approaches literally without adequately researching the practicality and suitability of them. This thesis is an attempt to explore whether it is possible to adapt a recently evolved, western 'genre-based' approach to the teaching of English in Thailand. The research focuses on factual English writing because it is highly valued in government, commerce and industry. English and Thai rhetorical patterns differ significantly so students need to write their texts to meet English readers' expectations. To achieve this, students need to be taught to write explicitly. Soundly based in Systemic Functional Linguistic theory, the genre-based approach teaches writing at whole text, paragraph and clause levels. It is concerned with realising appropriate generic structure for the different social communication tasks. This approach has the potential to improve Thai students' writing ability. The research project was primarily an ethnographic-case study that was carried out with the co-operation of 45 third year English major students for 14 weeks (from October, 1997 to February, 1998) at the Department of Foreign Languages, Khon Kaen University in northeast Thailand. It is centred on the Exposition genre because some Thai educators had noted that it was one of the most neglected in the Thai educational system, but one of the most valuable genres in western culture. The research outcomes showed that the genre-based approach had a significant positive impact on students' factual writing, showing gains in the control of generic structure and language features of the Exposition. Nevertheless, the research suggests that for the genre-based approach to be successfully implemented in a foreign language context such as Thai, a number of modifications are necessary. The genre-based approach provides students with insights into cultural expectations of writing in English and has the potential to contribute to the policy goals of the Thai government for the upgrading of English teaching and also contribute to its wish of achieving the education refonn agenda.
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Růžička, Jakub. "Jak vytvořit samostatně motivované vzdělávání: Případová studie Coursera & Khan Academy 2014". Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-332572.

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This diploma thesis is concerned with the possibilities of the social web data employment in social sciences. Its theoretical part describes the changes in education in the context of the dynamics of contemporary society within three fundamental (interrelated) dimensions of technology (the cause and/or the tool for the change), work (new models of collaboration), and economics (sustainability of free & open-source business models). The main methodological part of the thesis is focused on the issues of sampling, sample representativeness, validity & reliability assessment, ethics, and data collection of the emerging social web research in social sciences. The research part includes illustrative social web analyses and conclusions of the author's 2014 Coursera & Khan Academy on the Social Web research and provides the full research report in its attachement to compare its results to the theoretical part in order to provide a "naive" (as derived from the social web mentions and networks) answer to the fundamental question: "How to Create Self-Driven Education?" Powered by TCPDF (www.tcpdf.org)
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Książki na temat "Khün language"

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Wongmonthā, Sērī. ʻAksō̜n khan khan. Kō̜thō̜mō̜. [i.e. Krung Thēp Mahā Nakhō̜n]: Samnakphim Sāmsī, 1992.

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Barmankulov, M. K. Khan-- Ivan. Almaty: "Vifanii︠a︡", 1995.

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Sayām, Wō̜ Na, i Wō̜ Na Sayām. Wiphāk khon thīwī. Krung Thēp Mahā Nakhō̜n: Samnakphim Krityādā, 2007.

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Phengkǣo, Lō̜m. Sanan sanām samnūan Thai: Rūam samnūan sǣp sǣp khan khan thansamai dōi khrū Phāsā Thai chan ʻēk. [Bangkok]: Phim Kham Samnakphim, 2006.

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Thīrakun, Čhakkrarat. Kham Khō̜n-khon Khō̜n /Čhakkrarat Thīrakun. [Nakhon Si Thammarat]: Samnak Sinlapa læ Watthanatham, Sathāban Rātchaphat Nakhō̜n Sī Thammarāt, 1997.

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Brumfit, Ann. Language improvement programme of the Aga Khan Education Service, Pakistan: Evaluation report. [s.l.]: [s..], 1993.

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Jalbani, Ghulam Husain. Sindhī - ʻArabī lug̲h̲āta: Alaf khan ī = Sindhi- Arabic dictionary. Jāmshoro: Insṭīṭiyūṭ āf Sindhālājī, Yūnīvarsiṭī āf Sindhu, 1995.

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Watcharasāt, Bunkhit. Khon mư̄ang ʻū khammư̄ang: Khūmư̄ hatphūt phāsā khammư̄ang nư̄a. Chīang Mai: Thārāthō̜ng Kānphim, 1995.

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Athāriṭī, Sindhī Laʼngvīj, red. Prāʼimarī darsī kitāban jo taḥqīqī jāʼizo: 1843 khān 1960 tāʼīn. Ḥaidarābādu, Sindhu: Sindhī Laʼngvīj Athāriṭī, 2012.

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Wongmongkhon, Čhīranan. Sō̜n (chapho̜) khon Thai hat phūt Phāsā Khamǣ satai Čhīranan. [Bangkok]: Čhīranan Wongmongkhon, 2009.

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Części książek na temat "Khün language"

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Yakubovych, Mykhaylo. "3. The Hilālī-Khān Translation". W The Kingdom and the Qur’an, 55–88. Cambridge, UK: Open Book Publishers, 2024. http://dx.doi.org/10.11647/obp.0381.03.

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Chapter Three, ‘The Hilali-Khan Translation: The First Interpretation of the Qur’an in a Foreign Language by Saudi Scholars’, provides the first comprehensive study of the textual history of this influential Qur’an translation into English―one which was first published in the USA in 1977 and prepared by scholars affiliated with the Islamic University of Madinah at the time. The Hilali-Khan translation provides a good illustration of how the original text of Qur’an translations can be subject to significant change in later editions, sometimes to the extent of completely changing the original and introducing new meanings that bear the hallmarks of a Salafi interpretation of the Qur’an. The Hilali-Khan translation (particularly the later editions published by Darussalam and the King Fahd Complex Glorious Qur’an Printing Complex) has also paved the way for a growing trend of ‘tafsīrisation’ of translation, the idea that the core meanings of the Qur’an will not be understood ‘properly’ by the reader if it is not supplemented by the ‘correct’ (in its Salafi or mainstream-Sunni sense) classical interpretation. This approach demonstrates the way that, in general, the Muslim tradition tends to view translation as a kind of commentary, seeing the translator (and also editor and publisher) as interpreters with the religious authority to undertake exegesis.
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Cools, Guy. "Dwelling in Multiple Languages: The Impossible Journeys Home in the Work of Sidi Larbi Cherkaoui and Akram Khan". W The Palgrave Handbook of Theatre and Migration, 389–99. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-20196-7_31.

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"Bibliography of Works in Western Languages". W Khubilai Khan, 281–306. University of California Press, 2019. http://dx.doi.org/10.1525/9780520909496-014.

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"Bibliography of Works in Oriental Languages". W Khubilai Khan, 311–18. University of California Press, 2019. http://dx.doi.org/10.1525/9780520909496-016.

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"Bibliography of Works in Western Languages". W Khubilai Khan, 281–306. University of California Press, 2019. http://dx.doi.org/10.1525/9780520945364-015.

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"Bibliography of Works in Oriental Languages". W Khubilai Khan, 311–18. University of California Press, 2019. http://dx.doi.org/10.1525/9780520945364-017.

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"Addenda to Bibliography of Works in Western Languages". W Khubilai Khan, 306–10. University of California Press, 2019. http://dx.doi.org/10.1525/9780520909496-015.

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"Addenda to Bibliography of Works in Western Languages (As of August, 1994)". W Khubilai Khan, 306–10. University of California Press, 2019. http://dx.doi.org/10.1525/9780520945364-016.

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"“Kubla Khan,” Proto-Surrealist Poem". W Language As Symbolic Action, 201–22. University of California Press, 2023. http://dx.doi.org/10.2307/jj.2711556.15.

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Khan, Geoffrey. "Some Features of the Imperfect Oral Performance of the Tiberian Reading Tradition of Biblical Hebrew in the Middle Agess". W Semitic Languages and Cultures, 549–92. Open Book Publishers, 2020. http://dx.doi.org/10.11647/obp.0207.13.

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Geoffrey Khan looks at imperfect performances of the prestigious Tiberian pronunciation tradition that are reflected in medieval Bible manuscripts. He proposes explanatory models for the development of such imperfect performances. Three factors are identified: interference of a less prestigious substrate, which he identifies as the Hebrew component of Jewish vernacular Arabic; hypercorrections; and varying degrees of acquisition of the Tiberian tradition. Khan describes these various phenomena and concludes that the imperfect performances must be datable to a period when the Tiberian pronunciation tradition was still alive and was familiar, though not perfectly, to the scribes.
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Streszczenia konferencji na temat "Khün language"

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Duan, Zhaoyang. "Dreams in “Khun Chang Khun Paen” and Their Cultural Significance". W 2020 International Conference on Language, Communication and Culture Studies (ICLCCS 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210313.054.

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El-Queseny, Rasha E., Soliman A. Mahmoud i Magdy M. Ibrahim. "Modeling of active compensated KHN band pass filter using standard hardware description language". W 2009 International Conference on Microelectronics - ICM. IEEE, 2009. http://dx.doi.org/10.1109/icm.2009.5418583.

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Vladimír, Liščák. "Marco Polo a jeho znalost asijských jazyků". W Orientalia antiqua nova XXI. Západočeská univerzita v Plzni, 2021. http://dx.doi.org/10.24132/zcu.2021.10392-52-59.

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Marco Polo and his knowledge of Asian languages Marco Polo (1254–1324) claimed (or rather his editors) that he could speak (and read) in other languages in ad dition to his own, at least five. Although he spoke little Chinese or rather not, he spoke a number of languages used in East Asia at the time – most likely Turkic (in the Kuman dialect: (lingua) tartara; tartaresce; tartaresche), which was also spoken among Mongols, Arabized Per sians, Uighurs and perhaps even he knew Mongolian. While communicating with the Great Khan, Marco Polo was almost certainly able to speak and write Mongolian. Marco Polo usually referred to Chinese local names in Persian, so it is very likely that he spoke Persian and was able to read the Arabic script. In addition, Persian was the lingua franca used throughout the region at the time even at Kublai Khan’s court. The paper brings some particular examples from Marco’s Mss.
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Masiaikina, E. V. "IMAGOLOGICAL SPACE OF THE STEPPE IN «KHAN BATYR-BEK» BY GEORGE GREBENSHCHIKOV AND ITS ENGLISH-LANGUAGE SELF-TRANSLATIONS". W ACTUAL PROBLEMS OF LINGUISTICS AND LITERARY STUDIES. Publishing House of Tomsk State University, 2020. http://dx.doi.org/10.17223/978-5-94621-901-3-2020-113.

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Ha Thi Mai, Thanh. "Polysemy of Words Expressing Human Body Parts of The Four Limb Area in Thai Language in Vietnam". W GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.11-2.

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The nomenclature and polysemiosis of body parts has constituted a central part of linguistics, and of Linguistic Anthropology. The ramifications of such work make inroads into our understandings of many fields, including language contact, semiotics, and so forth, This current paper identifies the structures and emerging denotations of expressions of human body parts (HBPs) in Thai language, and ways in which these dimensions reflect polysemy. The study thus applies the following methods: Field research methods of linguistics, description, comparison, and collation. As sources of data, this study surveys Thai rhymes, fairy tales, riddles and riddle songs, rhyming stories, children’s songs and linguistic data of daily speeches in the northwest of Vietnam. The paper uses theories on word meaning and the transformation of word meaning. To aid analysis, this paper applies methods of analyzing meaning components so to construct significative meaning structures of words expressing HBPs in Thai language, thus identifying the semantemes chosen to be the basis for the transformation. In the polysemy of words expressing HBPs of the four limbs, the polysemy of words expressing the following parts were studied: khèn - tay, cánh tay (arm); mễ – tay, bàn tay (hand); khà - đùi (thigh); tìn - chân, bàn chân (leg, foot). Directions of semantic transformation of words expressing HBPs in Thai language are as diversified and as multi-leveled as Vietnamese. Furthermore, in Thai language, there occur differences in the four scopes of semantic transformation, as compared with Vietnamese, including “people’s characteristics,” “human activities,” “nomination of things with activities like HBPs’ activities,” and “unit of measurement.” This study contributes to Linguistic Anthropology by suggesting that the polysemy of words expressing HBPs of the four limb area in Thai language will outline a list of linguistic phenomena which serve as the basis to understand cultural and national features, in the light of perception and categorization of the reality of the Thai minority with reference to Vietnamese.
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Rahimi, Farhad. "ON WİTNESSES OF BABUR SHAH İN CHAGATAİ DİCTİONARİES". W The Impact of Zahir Ad-Din Muhammad Bobur’s Literary Legacy on the Advancement of Eastern Statehood and Culture. Alisher Navoi' Tashkent state university of Uzbek language and literature, 2023. http://dx.doi.org/10.52773/bobur.conf.2023.25.09/kasx5498.

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Chagatai Turkish is a written language that continued to be used from the beginning of the 13thcentury to the beginning of the 20th century. After Navoi’s death, various dictionaries began to be written in every corner of the Islamic world to make his works easier to read. These dictionaries, which were generally written in the Ottoman Empire, Iran, Azerbaijan, India and Turkistan and have a greatvalue for the history of the development of the Turkish language, formed a school of lexicography. In the field of Iran, Chagatai Turkish dictionaries have been arranged in order to understand the works of Ali Sher Navoi. After the death of Navoi, many Chagatai Turkish dictionaries were written during the three successive Turkish dynasties, Safavids (1501-1736), Afshars (1736-1747) and Qajars (1795-1925). Nezrali’s dictionary, Feraghi’s Miftâhu'l-Lugatdictionary, Bedâyiü’l-Lugatand Abdulcemil Nasîri’s Kitab-i Türkiare among the dictionaries written during the Safavid period. A giant work like Senglah, written by Mirza Mehdi Khan, who was the author and historian of Nadir Shah during the Afshar dynasty, is extremely important in terms of showing the importance of Chagatai Turkish in this period. The interest in Chagatai Turkish continued during the period of Qajar rule, which is a continuation of the Turkish states in Iran; Dictionaries such as Hulasa-yi Abbasi, Et-Tamga-yı Nâsiriand Fethali Kachardictionary were written. In this study, information about the Chagatai Turkish Dictionary of Fethali Kachar, Feraghiand Nezrali, which we have previously published in Turkey, is given, and then the examples of Babur Shah, who are referenced as witnesses in these works and emphasized.
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