Artykuły w czasopismach: „Language exploration”

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Baniassad, Elisa, i Clayton Myers. "An exploration of program as language". ACM SIGPLAN Notices 44, nr 10 (25.10.2009): 547–56. http://dx.doi.org/10.1145/1639949.1640132.

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Jongore, Magret, Pinkie Phaahla i Rose Masubelele. "A Linguistic Exploration of Indigenous Languages Adverts". International Journal of Translation, Interpretation, and Applied Linguistics 1, nr 2 (lipiec 2019): 54–64. http://dx.doi.org/10.4018/ijtial.2019070104.

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This article analyses the language of two SABC 1 isiNdebele TV Adverts with English translations. The indigenous languages adverts are analysed using a critical discourse approach (hereafter CDA). Adverts the world over, it has been observed, are best understood in the major languages of commerce, usually English. This article proffers an analysis of the advert as any text that has permeated unequal power relations, ideological inclinations and manipulative aspects. Thus, the analysis of the target adverts looks at how the structure and substance of adverts have been translated and transmuted to be understood in the language of the advert but achieving the major drive of adverts in general. This article argues that text can be realised linguistically as well as visually and analysis is instituted to bring to the fore the form, structure, and effect of the text.

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Clarke, Jenni. "Helicopter Stories – more than language". Early Years Educator 23, nr 11 (2.06.2022): 34–35. http://dx.doi.org/10.12968/eyed.2022.23.11.34.

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An exploration into Helicopter Stories where Jenni Clarke delves into the origins of this approach and the wider implications for learning, not limited to logical thinking, empathy, expression and understanding of self, exploration of others' thoughts and acceptance of differences.

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Stock, Oliviero, Carlo Strapparava i Massimo Zancanaro. "Multimodal Information Exploration". Journal of Educational Computing Research 17, nr 3 (październik 1997): 277–95. http://dx.doi.org/10.2190/9g6k-ca95-uheb-3m4d.

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Exploration is a fundamental aspect of learning. In computer-based systems, advanced interfaces to a rich information space can become a key element in this connection. Tools adaptable to different modes of exploring information and to the characteristics of different users are needed. In this article, the integration of hypermedia and natural language dialogue are discussed and reference is made to ALFRESCO, a natural language-centered multimodal system developed at IRST. The discussion is mainly focused on the role and the structure of the communicative context.

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Liu, Meihua, i Wenhong Huang. "An Exploration of Foreign Language Anxiety and English Learning Motivation". Education Research International 2011 (2011): 1–8. http://dx.doi.org/10.1155/2011/493167.

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Perceived to be two important affective variables, anxiety and motivation have been found to be highly correlated to second/foreign language acquisition. In order to examine the relationship between foreign language anxiety, English learning motivation, and performance in English, the present study investigated 980 undergraduate students from three universities in China who answered a 76-item survey. Analyses of the data revealed that (1) the respondents generally did not feel anxious in English and were moderately motivated to learn English, (2) foreign language anxiety and English learning motivation were significantly negatively correlated with each other, and (3) both foreign language anxiety and English learning motivation were significantly correlated with students' performance in English. Among the scales, foreign language classroom anxiety (FLCAS), intrinsic motivation (IntrinM), instrumental motivation (InstruM), fear of being negatively evaluated (FLCAS1), and interest in foreign languages and cultures (IFLC) proved to be powerful predictors for the latter.

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Moore, Terence. "Locke, language and Newspeak". Think 4, nr 12 (2006): 95–106. http://dx.doi.org/10.1017/s1477175600001779.

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Sanyal, Shankha, Archi Banerjee, Samir Karmakar i Dipak Ghosh. "Speech, emotion and language: A neuroscientific exploration". Journal of the Acoustical Society of America 146, nr 4 (październik 2019): 2846. http://dx.doi.org/10.1121/1.5136872.

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Haser, Verena. "Cognitive Exploration of Language and Linguistics (review)". Language 77, nr 1 (2001): 174. http://dx.doi.org/10.1353/lan.2001.0015.

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Burke, Mary, i Oksana Zavalina. "Exploration of information organization in language archives". Proceedings of the Association for Information Science and Technology 56, nr 1 (styczeń 2019): 364–67. http://dx.doi.org/10.1002/pra2.30.

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Zhang, Weiwei. "Language, Culture, and Ecology: An Exploration of Language Ecology in Pragmatics". English Language Teaching 15, nr 6 (19.05.2022): 80. http://dx.doi.org/10.5539/elt.v15n6p80.

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This paper discussed the relationship between language, ecology, and culture, and claimed that the study of linguistic communication as pragmatics should not be confined to the traditional context, but should focus on a broader ecological environment. It analyzed the context of practical communication from the perspective of language ecology beginning with the discussion of the ecological crisis in communication and found that language, like plants and animals in nature, needed the support of the external environment with certain “soil fertility”. This paper classified ecological context into two types: internal ecological context (psychological-cognitive context) and external ecological context (natural environment and social environment). Based on this classification, the ecological context of pragmatics was further divided into environment-friendly context, addressee-friendly context, and speaker-friendly ecological context. This paper was an exploratory analysis of language ecology in pragmatics, aiming at helping communicative participants find their ecological niche and adopt appropriate strategies to maintain the ecological balance in pragmatic communication.

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Lipski, John M. "Reconstructing the life-cycle of a mixed language: An exploration of Ecuadoran Media Lengua". International Journal of Bilingualism 24, nr 2 (26.04.2019): 410–36. http://dx.doi.org/10.1177/1367006919842668.

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Aims and objectives: This study explores the assertion that bilingual mixed languages are only diachronically stable if they are not spoken together with both of the contributing source languages. Ecuadoran Media Lengua, which combines all-Quichua morphosyntax with nearly all lexical roots replaced by Spanish-derived forms, coexists in three communities with both Spanish and Quichua, having arrived in each community in successive generations. Methodology and design: Trilingual speakers (Quichua, Media Lengua, Spanish) participated in four interactive tasks: speeded translation, speeded acceptability judgments, language classification, and lexical decision. Data and analysis: For each task, the calculated rate of separation of Quichua and Media Lengua was the response variable for a series of linear mixed-effects models, with community (and when appropriate, age group) as a fixed effect. Findings/conclusions: The results suggest that a mixed language spoken together with the languages that supplied both the lexical roots and the morphosyntax can maintain its integrity for a generation or two, but the perceptual boundaries circumscribing the mixed language eventually become more permeable. They point to a significant correlation between the chronology of language contacts and the perceptual stability of Media Lengua, which is greatest when the only competing language is Quichua, somewhat less when Spanish is acquired later as the second language, and lowest when Spanish is one of the early acquired or native languages alongside Quichua. Originality: This is the first attempt to test the putative diachronic stability of a mixed language by means of synchronic experimental data.

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Jongore, Magret. "An Exploration of Multilingualism and Zimbabwean Language Policy as an Impact to Child's Holistic Development". International Journal of Curriculum Development and Learning Measurement 1, nr 1 (styczeń 2020): 19–34. http://dx.doi.org/10.4018/ijcdlm.2020010103.

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The language policy of Zimbabwe observes all 16 languages as official. However, it is a contradiction of what the Zimbabwean market dictates. The job market dictates that the English language should be passed to either access the higher institution of learning, the higher secondary education and the job market. The move by the Ministry of Higher and Tertiary Education to promote the learning of science, technology, mathematics and engineering (STEM) as paradigm shift is also elevating the English language as the only language to explicate reality in science and the business fraternity. The learning of indigenous languages currently is of no benefit to an individual yet language competence in the second language is guaranteed by a proper bilingualism initiation at the proper linguistic level of the child. This article analyses English language performance at “0” and the University level to uncover if multilingualism is a resource or problem in Zimbabwe. The study observes both the “0” level and first year university student competence through essay writing.

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Ringwood, G. A. "A Comparative Exploration of Concurrent Logic Languages". Knowledge Engineering Review 4, nr 4 (grudzień 1989): 305–32. http://dx.doi.org/10.1017/s0269888900005130.

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AbstractThe execution model of Prolog, the first popular language based on Horn Clauses, was designed for efficient evaluation on von Neumann architectures. An alternative process model of execution, better suited for parallel evaluation and reactive programming, has given rise to a new class of languages based on Horn Clause logic, concurrent logic languages. There appears to be a profusion of languages which claim to fall into this class and it is difficult for an initiate to appreciate why each is the way it is. One notable member of this class, FGHC, forms the cornerstone of the Japanese 5th Generation Initiative. Fortunately, the seemingly exponential growth in these languages is only an illusion. A finite number of synchronization mechanisms arise from attempting (or sometimes not attempting) to control two principle synchronization difficulties: the premature binding problem and the binding conflict problem. Suitable combinations of these synchronization mechanisms reproduce the languages of this family. A background knowledge of Prolog is assumed and some familiarity with the difficulties encountered in concurrency would be advantageous.

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Mehmood, Nasir, i Azhar Habib. "Language and Cognition: The Exploration of Spatial Description in English and Pashto Languages". Journal of English Language, Literature and Education 3, nr 02 (20.12.2021): 53–68. http://dx.doi.org/10.54692/jelle.2021.030292.

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This article explores the relation between language and cognition by examining the spatial description in English and Pashto. The study is descriptive and exploratory in nature. It identifies how Pashto and English speakers respond when they are asked to guide a stranger to some location, and which systems of reference they use to indicate directions and locations. For this purpose, firstly, the conversation of four speakers was recorded in Pashto and English and then transcribed and analysed by applying the rules of conversational analysis. After analysing the data, it has been found that all four speakers predominantly used the egocentric and intrinsic codes of spatial reference whereas absolute system of reference was rarely used. These findings strengthen the view that speakers are inclined to use objects in the environment as well as egocentric system associated with the speakers’ point of view. Moreover, the speakers’ responses are depended on the physical and situational context and independent of the languages they use. The study concludes with the understanding that there may be universal features demonstrable in the spatial domain.

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Leeman, Jennifer. "Racializing language". Communicating/Doing Politics 3, nr 3 (31.12.2004): 507–34. http://dx.doi.org/10.1075/jlp.3.3.08lee.

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This article builds on research on institutional language policies and practices, and on studies of the legitimization of racial categories in census data collection, in an exploration of language ideologies in the US Census. It traces the changes in language-related questions in the two centuries of decennial surveys, contextualizing them within a discussion of changing policies and patterns of immigration and nativism, as well as evolving hegemonic notions of race. It is argued that the US Census has historically used language as an index of race and as a means to racialize speakers of languages other than English, constructing them as essentially different and threatening to US cultural and national identity.

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Spafford, Kyle L., i Jeffrey S. Vetter. "Automated Design Space Exploration with Aspen". Scientific Programming 2015 (2015): 1–10. http://dx.doi.org/10.1155/2015/157305.

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Architects and applications scientists often use performance models to explore a multidimensional design space of architectural characteristics, algorithm designs, and application parameters. With traditional performance modeling tools, these explorations forced users to first develop a performance model and then repeatedly evaluate and analyze the model manually. These manual investigations proved laborious and error prone. More importantly, the complexity of this traditional process often forced users to simplify their investigations. To address this challenge of design space exploration, we extend our Aspen (Abstract Scalable Performance Engineering Notation) language with three new language constructs: user-defined resources, parameter ranges, and a collection of costs in the abstract machine model. Then, we use these constructs to enable automated design space exploration via a nonlinear optimization solver. We show how four interesting classes of design space exploration scenarios can be derived from Aspen models and formulated as pure nonlinear programs. The analysis tools are demonstrated using examples based on Aspen models for a three-dimensional Fast Fourier Transform, the CoMD molecular dynamics proxy application, and the DARPA Streaming Sensor Challenge Problem. Our results show that this approach can compose and solve arbitrary performance modeling questions quickly and rigorously when compared to the traditional manual approach.

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Olivelle, Patrick. "Abhaksya and abhojya: An Exploration in Dietary Language". Journal of the American Oriental Society 122, nr 2 (kwiecień 2002): 345. http://dx.doi.org/10.2307/3087629.

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Gatchev, Vladimir A., Christo A. Pirinsky i Buvaneshwaran Venugopal. "A language-based approach to measuring creative exploration". Research Policy 51, nr 1 (styczeń 2022): 104426. http://dx.doi.org/10.1016/j.respol.2021.104426.

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Ikegwuonu, Christiana Ngozi. "An Exploration of Gender System in Igbo Language". Open Journal of Modern Linguistics 09, nr 04 (2019): 245–53. http://dx.doi.org/10.4236/ojml.2019.94023.

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Weisel, Amatzia, Esther Dromi i Sara Dor. "Exploration of Factors Affecting Attitudes Towards Sign Language". Sign Language Studies 1068, nr 1 (1990): 257–76. http://dx.doi.org/10.1353/sls.1990.0021.

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Holtgraves, Thomas, i Korey Paul. "Texting versus talking: An exploration in telecommunication language". Telematics and Informatics 30, nr 4 (listopad 2013): 289–95. http://dx.doi.org/10.1016/j.tele.2013.01.002.

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Guo, Junfei, Qi Han, Guangzhi Ma, Hong Liu i Seth van Hooland. "Tunable discounting and visual exploration for language models". Neurocomputing 269 (grudzień 2017): 73–81. http://dx.doi.org/10.1016/j.neucom.2016.08.145.

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顾, 永翔. "The Change of Language Stance—A Possible Exploration". Advances in Philosophy 11, nr 06 (2022): 1860–67. http://dx.doi.org/10.12677/acpp.2022.116318.

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Chukwu, Mathias O., Kingsley O. Ugwuanyi i Anenechukwu K. Amoke. "Texture in Okigbo’s poetry: An exploration of cohesion". IKENGA International Journal of Institute of African Studies 22, nr 3 (1.09.2021): 1–19. http://dx.doi.org/10.53836/ijia/2021/22/3/001.

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Even among system texts, poetic language is unique. On the surface, the words appear disparate, resulting in the perceived difficulty associated with its study/analysis. Okigbo’s works have been criticised for their esotericism. Insights from the linguistic approach of cohesion, however, reveal that Okigbo’s poetic language is neither disparate nor deny access to the poetic text. Indeed, the words cohere, quite uniquely, sustaining ancient kinships and entering into new relationships, helping them to achieve texture. A(re)reading of Okigbo in light of this approach addresses the perceived opacity associated with his works and raises fresh questions on the traditional criticism of Okigbo, particularly the motif of the prodigal son. This study, therefore, explores the interpretive affordances of the notion of cohesion in selected poems by Okigbo. The overarching aim is to re-examine Okigbo’s works with the lens of cohesion, underpinned by the cohesion theory of Halliday and Hasan (1976/2013) in order to offer new insights into the interpretation and criticism of his poetry.

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Stratil, M., G. Weston i D. Burkhardt. "Exploration of Foreign Languages Speech Synthesis". Literary and Linguistic Computing 2, nr 2 (1.01.1987): 116–19. http://dx.doi.org/10.1093/llc/2.2.116.

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Apte, Mahadev L., i Walter Redfern. "Apt Exploration of Wordplay". American Speech 64, nr 2 (1989): 181. http://dx.doi.org/10.2307/455049.

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Schwegler, Armin. "John H. McWhorter, The missing Spanish creoles: Recovering the birth of plantation contact languages. Berkeley, Los Angeles, & London: University of California Press, 2000. Pp. ix + 281. Hb $45.00." Language in Society 31, nr 1 (styczeń 2002): 113–21. http://dx.doi.org/10.1017/s0047404502211057.

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Meant to be challenging, controversial, and even radical, McWhorter's (McW) latest work on creole genesis may well be the most revisionist book on contact languages to appear since Bickerton's Roots of Language (1981) and Thomason and Kaufman's Language contact, creolization, and genetic linguistics (1988). It will therefore be required reading for anyone interested in the ongoing exploration of the origins of plantation creoles and of contact languages in general.

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Cobo, Cristobal. "Exploration of open educational resources in non-English speaking communities". International Review of Research in Open and Distributed Learning 14, nr 2 (3.06.2013): 106. http://dx.doi.org/10.19173/irrodl.v14i2.1493.

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<p>Over the last decade, open educational resources (OER) initiatives have created new possibilities for knowledge-sharing practices. This research examines how, where, and when OER are attracting attention in the higher education sector and explores to what extent the OER discussion has moved beyond the English-speaking world. This study analysed English, Spanish, and Portuguese OER queries over a long-term period (2007-2011). The data retrieval was conducted using four online platforms: two academic journal databases (Web of Knowledge and Scopus), one video-sharing Web site (YouTube), and one document-sharing Web site (Scribd). The number (more than 32,860) of search results collected indicate an increasing interest in online OER discussion across languages, particularly outside academic journal databases. Additionally, a widening ‘language gap’ between OER discussions in English and other languages was identified in several platforms. This research reports some of the cultural and language challenges caused by the expansion of the OER discussion and highlights relevant findings in this field.</p>

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White, Rebecca M. B., Adriana J. Umaña-Taylor, George P. Knight i Katharine H. Zeiders. "Language Measurement Equivalence of the Ethnic Identity Scale With Mexican American Early Adolescents". Journal of Early Adolescence 31, nr 6 (2.09.2010): 817–52. http://dx.doi.org/10.1177/0272431610376246.

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The current study considers methodological challenges in developmental research with linguistically diverse samples of young adolescents. By empirically examining the cross-language measurement equivalence of a measure assessing three components of ethnic identity development (i.e., exploration, resolution, and affirmation) among Mexican American adolescents, the study both assesses the cross-language measurement equivalence of a common measure of ethnic identity and provides an appropriate conceptual and analytical model for researchers needing to evaluate measurement scales translated into multiple languages. Participants are 678 Mexican-origin early adolescents and their mothers. Measures of exploration and resolution achieve the highest levels of equivalence across language versions. The measure of affirmation achieves high levels of equivalence. Results highlight potential ways to correct for any problems of nonequivalence across language versions of the affirmation measure. Suggestions are made for how researchers working with linguistically diverse samples can use the highlighted techniques to evaluate their own translated measures.

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Chen, Helen Kai-Yun, i Chiu-yu Tseng. "From speech to language". Concentric. Studies in Linguistics 47, nr 2 (17.11.2021): 184–224. http://dx.doi.org/10.1075/consl.00027.che.

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Abstract This study proposes a novel exploration of perceived prosodic highlights in continuous speech, focusing on the alternative function of indexing and projecting information content deployment in the speech context. Given the assumption that prosodic highlight allocation directly reflects the interlocutors’ information content deployment, this study foregrounds perception-based prominences for indexing both the key information (KEY) and the projector (PJR) that projects the deployment of key/focal information. Two information content planning units (PJR plus its respective projection PJN, and KEY) prompted by prosodic highlights were established, based on quantitative analyses and discriminative acoustic features. Additional analyses confirm a general heavy-to-light information distribution across both units, showcasing that the relative projection trajectory size in the PJR-PJN unit is positively correlated to its position within discourse-prosodic units. Current results, therefore, directly substantiate the cognitive explanation of prosodic projection in speech, as evidence beyond syntactic relationships are drawn and prosodic projection is shown to involve perceived prosodic highlight allocation and information deployment in a fixed pattern. Explorations of prosody-prompted projection shed light on a more comprehensive account of the mechanism behind information planning, hence facilitating a deeper understanding of the composition of context prosody and the derivation of linguistic invariants from speech.

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Crisostomo, C. Jay. "Language, Translation, and Commentary in Cuneiform Scribal Practice". Journal of Ancient Near Eastern History 5, nr 1-2 (25.10.2018): 41–56. http://dx.doi.org/10.1515/janeh-2018-0005.

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AbstractCuneiform scholarly practices systematized an exploration of meaning potential. In cuneiform scholarship, knowledge making emerged from multiple scribal practices, most notably list-making, analogical reasoning, and translation. The present paper demonstrates how multilingualism stands at the core of cuneiform scholarly inquiry, enabling hermeneutical exploration of possibility and potential. Cuneiform scholarly practices of translation and analogical hermeneutics coupled with an understanding of the cuneiform writing system constituted a system analogous to the medieval artes grammaticae.

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Kanellopoulou, Catherine, i Andreas Giannakoulopoulos. "Internet-Assisted Language Teaching: The Internet as a Tool for Personalised Language Exploration". Creative Education 12, nr 03 (2021): 625–46. http://dx.doi.org/10.4236/ce.2021.123043.

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Walker, Elizabeth. "An exploration of planning for English-as-foreign-language (EFL) academic language development". Journal of English for Academic Purposes 11, nr 4 (grudzień 2012): 304–18. http://dx.doi.org/10.1016/j.jeap.2012.06.001.

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Markub, Markub. "FUNGSI BAHASA PADA KAOS DI KALANGAN REMAJA". HUMANIS: Jurnal Ilmu-Ilmu Sosial dan Humaniora 11, nr 1 (31.01.2019): 15–22. http://dx.doi.org/10.52166/humanis.v11i1.1417.

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Language as a communication tool plays a very important role in human life because human language can interact and talk about anything. Language as a tool to convey thoughts, ideas, concepts, or feelings. An intellectual must think and the process of thinking definitely requires language. Language also functions as a means for social interaction and the media conveys ideas, the purpose of this study is to describe the function of language in counsels among adolescents. The method used in this study is a qualitative descriptive method. The data in this study are various languages including the form of language, language functions, and the meaning of expressions. The form of language in the form of words, phrases, clauses, and sentences. Language functions in the form of expression functions, information functions, exploration functions, persuasion functions, entertainment functions, Data sources in this study are the function of language on shirts among teenagers. The technique used in this data collection is documentation, see, and note. The results of research on the function of shirts on teenagers that the function of language is a tool of social interaction, as a medium for conveying ideas, concepts, thoughts, and expressions of feelings including expression functions, information functions, exploration functions, persuasion functions, and entertainment functions on shirts. among teenagers.

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Wallmach, Kim. "Feminist Translation: A First Exploration". Language Matters 27, nr 1 (styczeń 1996): 284–311. http://dx.doi.org/10.1080/10228199608566115.

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Gautam, Pitamber. "Integrated and Segregated Teaching of Language Skills: An Exploration". Journal of NELTA Gandaki 1 (14.06.2019): 100–107. http://dx.doi.org/10.3126/jong.v1i0.24464.

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This article attempts to explore some existing dimensions of integrated and segregated approaches to teaching language skills along with their psychological and methodological foundations. The body of language is built out of various components of skills and aspects fitted together in a natural harmony. They are substantial elements for teaching and learning endeavour. But, nowadays there are serious arguments about whether to choose segregated or integrated approach for teaching language skills in an ESL/EFL classroom. Although the behavioural psychology and structural linguistics pleaded for segregated approach of teaching through Grammar Translation Method and Audio-lingual Method, the communicative movement supported by cognitive psychology and functional linguistics has a strong adherence to integrated approach in teaching language skills with a sole aim of attaining communicative competence. This article is entirely based on document analysis method, a major component of qualitative research design. The study arrived to conclude that the current communicative movement in foreign language teaching significantly stresses on integrated teaching of language skills. This approach of teaching was proposed in different language teaching methods and models. Among them, Content Based Instruction and Task Based Instruction are the two major methods introduced for integrated language teaching. Now, it has been inferred that integrated approach of language teaching is sure to pursue its hegemony at least for some decades unless a new powerful approach appears to challenge it.

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Rowan Olive, Rachel, i Jean-Marc Dewaele. "An Exploration of Multilinguals’ Voice-Hearing Experiences". Language and Psychoanalysis 11, nr 1 (15.05.2022): 16–39. http://dx.doi.org/10.7565/landp.v11i1.6611.

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Research on multilinguals’ voice-hearing, sometimes termed auditory-verbal hallucinations, is dominated by psychiatrists’ reports, skewing toward etic over emic approaches. Most also pre-dates developments in both voice-hearing and multilingualism research which highlight the complexity and dynamic nature of both phenomena and shows little cross-fertilisation between the two fields. This paper sits within this gap, presenting results from an in-depth interview study with ten UK-resident multilingual voice-hearers analysed via constructionist reflexive thematic analysis. A high proportion of participants described hearing voices they did not (fully) understand, challenging the dominance of the hypothesis that voice-hearing originates from misattributed inner speech. This set of experiences is presented along a spectrum with a complex array of associated emotions and subtle experiential distinctions. The relationship between language experiences, voices’ languages, and associated emotions was similarly complex and individual: participants described voices both reflecting and distorting or shifting the contexts, domains, interlocutors and feelings associated with their various languages. This has implications for therapeutic and peer support for those who are distressed by their voices, as well as opening up new avenues in voice-hearing phenomenology and aetiology.

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Chowdhury, S., P. K. Gayen, U. Sarkar, A. Banerjee, S. Sanyal, S. Karmakar i D. Ghosh. "An acoustic exploration of event construals in Bengali language". Journal of Physics: Conference Series 1896, nr 1 (1.04.2021): 012012. http://dx.doi.org/10.1088/1742-6596/1896/1/012012.

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Tiemann, Johanna. "An Exploration of Language-Based Multiplicity in Fluent Bilinguals". Language and Psychoanalysis 1, nr 1 (1.12.2012): 42–67. http://dx.doi.org/10.7565/2012.0004.

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Tiemann, Johanna. "An Exploration of Language-Based Multiplicity in Fluent Bilinguals". Language and Psychoanalysis 1, nr 1 (1.12.2012): 42–67. http://dx.doi.org/10.7565/landp.2012.0004.

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Metrôlho, J., C. A. Silva, C. Couto i A. Tavares. "MiADL: AN ARCHITECTURE DESCRIPTION LANGUAGE FOR DESIGN SPACE EXPLORATION". IFAC Proceedings Volumes 39, nr 17 (2006): 239–44. http://dx.doi.org/10.3182/20060926-3-pl-4904.00040.

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Fox-Muraton, Mélissa. "Aphantasia and the Language of Imagination: A Wittgensteinian Exploration". Analiza i Egzystencja 55 (2021): 5–24. http://dx.doi.org/10.18276/aie.2021.55-01.

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Dreyzis, Yu A. "Probing the Boundaries: Language Exploration in Contemporary Chinese Poetry". Vestnik NSU. Series: History and Philology 21, nr 4 (17.04.2022): 104–13. http://dx.doi.org/10.25205/1818-7919-2022-21-4-104-113.

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Hu, Pi-Chan, i Jian Li. "An exploration of the semantic domain of legal language". Semiotica 2016, nr 209 (1.03.2016): 187–208. http://dx.doi.org/10.1515/sem-2016-0001.

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AbstractWhenever necessary, legal professionals expand or restrict the semantic domain of legal terms to justify their reasoning or ruling. The semantic domain expands or contracts in size depending on the different approaches towards interpretations adopted by legal professionals. This research illustrates the interpretations of judges and prosecutors of legal terms with empirical cases and court opinions. In the field of Criminal Law, the semantic domain often leads to the domain of criminal culpability and punishment. The shift in the semantic domain of legal terms matters a great deal to all of the stakeholders in a case. When the domain grows too broad, it will criminalize citizens beyond the intention of the Legislature. When the domain shrinks too much, the victims will not receive justice. Therefore, legal professionals have to be exceedingly modest and cautious when playing their roles as law interpreters.

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Mahna, Homa. "An Exploration in the language of Humor in English". International Journal of Applied Linguistics & English Literature 1, nr 6 (1.11.2012): 44–58. http://dx.doi.org/10.7575/ijalel.v.1n.6p.44.

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Piotrowska-Skrzypek, Małgorzata. "ANGIELSKI SZANSĄ DLA FRANCUSKIEGO, CZYLI REFLEKSJA O ZINTEGROWANYM NAUCZANIU JĘZYKOWYM Z PERSPEKTYWY DYDAKTYKI WIELOJĘZYCZNOŚCI". Neofilolog, nr 46/2 (24.09.2018): 173–83. http://dx.doi.org/10.14746/n.2016.46.2.03.

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The supporters of the concept of multilingualism and interculturalism emphasize that learning new languages is more effective when one consciously refers to the past and current experiences in the exploration and use of languages. A person who, in addition to the mother tongue, learned a foreign language and knows how to use it, not only possesses a skill set needed in the process of learning but also has the information about a language system. Referring to the available research on multilingualism, this article outlines the methods of utilizing this potential during foreign language classes and of preparing the ground for a complex program of teaching additional languages.

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KARRASS, JAN, JULIA M. BRAUNGART-RIEKER, JENNIFER MULLINS i JENNIFER BURKE LEFEVER. "Processes in language acquisition: the roles of gender, attention, and maternal encouragement of attention over time". Journal of Child Language 29, nr 3 (22.07.2002): 519–43. http://dx.doi.org/10.1017/s0305000902005196.

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This longitudinal study including 87 infant–mother dyads examined the relation between infant temperamental attention, maternal encouragement of attention, language, and the effects of gender. At ages 0;4, 0;8, and 1;0, global attention was assessed from Rothbart's (1981) IBQ; manipulative exploration was assessed with the Bayley (1969) IBR; and maternal verbal, visual and physical encouragement of attention were coded from 5 minutes of mother–infant free-play. At 1;0, language was measured using language items from the Bayley Mental Scale and parent-report items from Hendrick, Prather & Tobin's (1984) SICD-Revised. Multiple regressions indicated that gender, infants’ manipulative exploration and maternal physical encouragement of attention at 0;4, and maternal verbal encouragement of attention at 1;0, were all positively related to language at 1;0. Interactions indicated that girls high in 0;8 or 1;0 manipulative exploration had more advanced language skills than girls low in manipulative exploration or than boys, regardless of their attention level. Additionally, maternal verbal encouragement of attention appears to be particularly salient in the development of language for boys.

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Vermeerbergen, Myriam, Mieke Van Herreweghe, Philemon Akach i Emily Matabane. "Constituent order in Flemish Sign Language (VGT) and South African Sign Language (SASL)". Sign Language and Linguistics 10, nr 1 (16.10.2007): 23–54. http://dx.doi.org/10.1075/sll.10.1.04ver.

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This paper reports on a comparison of word order issues, and more specifically on the order of the verb and its arguments, in two unrelated sign languages: South African Sign Language and Flemish Sign Language. The study comprises the first part of a larger project in which a number of grammatical mechanisms and structures are compared across the two sign languages, using a corpus consisting of similar VGT and SASL-data of a various nature. The overall goal of the project is to contribute to a further understanding of the issue of the degree of similarity across unrelated sign languages. However, the different studies also mean a further exploration of the grammars of the two languages involved. In this paper the focus is on the analysis of isolated declarative sentences elicited by means of pictures. The results yield some interesting similarities across all signers but also indicate that — especially with regard to constituent order — there are important differences between the two languages.

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Singer, Murray, i Walter Kintsch. "Text Retrieval: A Theoretical Exploration". Discourse Processes 31, nr 1 (styczeń 2001): 27–59. http://dx.doi.org/10.1207/s15326950dp3101_2.

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Hanna, Louise, David Barr, Helen Hou i Shauna McGill. "An Exploration of the Relationship between Modern Foreign Language (MFL) Teachers and Computer Assisted Language Learning (Call)". International Journal on Integrating Technology in Education 9, nr 4 (30.12.2020): 1–9. http://dx.doi.org/10.5121/ijite.2020.9401.

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A study was carried out with 33 teachers of Modern Foreign Languages (MFL) to obtain information on the interaction of classroom professionals with Computer Assisted Language Learning (CALL) and digital technologies in Second Language (L2) education. MFL teachers were recruited through Facebook groups in the UK. Research subjects were asked to fill out a questionnaire with CALL-specific statements. Significantly, participants recognised a gap in practice versus the expectation of CALL in the MFL classroom. Overall, participants were shown to be interested adopted and daily users of CALL who appreciated its ease and importance for teaching and learning in L2 pedagogy.

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