Gotowe bibliografie tematyczne / Oral language

Gotowa bibliografia na temat „Oral language”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 10 marca 2023

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Artykuły w czasopismach na temat "Oral language"

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PARISSE, CHRISTOPHE. "Oral language, written language and language awareness". Journal of Child Language 29, nr 2 (maj 2002): 449–88. http://dx.doi.org/10.1017/s0305000902285347.

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Ravid & Tolchinsky's paper draws a comprehensive picture of the fact that literacy is a lengthy developing process involving many linguistic factors which sometimes begins even before school age and lasts until adulthood. I very much appreciated the breadth and thoroughness of Ravid & Tolchinsky's paper and, in particular, the fact that they have taken the relationship between oral language and literacy into account. It seems to me that this is rarely the case in current linguistic theories and I would like to offer a few comments on some of the consequences that a serious approach to literacy development would have on the studies of both oral language and literacy, and on linguistic theories themselves as well.
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Honig, Alice Sterling. "Oral language development". Early Child Development and Care 177, nr 6-7 (sierpień 2007): 581–613. http://dx.doi.org/10.1080/03004430701377482.

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Alchazidu, Athena. "Globalization and Oral traditions". Obra digital, nr 18 (28.02.2020): 25–31. http://dx.doi.org/10.25029/od.2020.265.18.

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Indigenous orality represents an important part in the everyday life of the Ameriandian communities from the Ecuadorian Amazon region. It is important to see a symptom of serious threats in this phenomenon that can lead to the extinction of these indigenous languages. According to recent research, several languages spoken in the communities of Ecuador are considered to be in danger of extinction. Effective prevention can be promoted by academic projects focused on encouraging indigenous speakers of all generations to use the language regularly in ordinary situations. In this way, indigenous languages can become the language of instruction used in official educational institutions.
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Liu, Meihua. "Language Anxiety in Efl Testing Situations". ITL - International Journal of Applied Linguistics 153 (2007): 53–75. http://dx.doi.org/10.2143/itl.153.0.2022821.

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Abstract This paper reports on a study on orai English test anxiety in Chinese undergraduate EFL students at different proficiency levels. Data collected from a 34-item survey observations, and interviews revealed that (1) the majority of the students felt at least somewhat anxious about oral English tests, (2) the more proficient students tended to be less anxious, (3) oral English test anxiety negatively affected students' test performance, (4) a multitude of variables contributed to oral English test anxiety, and (5) most students felt helpless about being anxious about oral English tests. Based on these findings, some suggestions and implications are discussed.
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Hinton, Leanne. "3. LANGUAGE REVITALIZATION". Annual Review of Applied Linguistics 23 (marzec 2003): 44–57. http://dx.doi.org/10.1017/s0267190503000187.

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This chapter surveys developments in language revitalization, a movement that dates approximately from the 1990s and builds on prior work on language maintenance (see Fishman, 1991; 2001) and language death (Dorian, 1981; 1989). Focusing on indigenous languages, it discusses the role and nature of appropriate linguistic documentation, possibilities for bilingual education, and methods of promoting oral fluency and intergenerational transmission in affected languages. Various avenues for language revitalization, a proactive approach to the continued use of a particular language, are then described (see Hinton & Hale, 2001). In contrast to the smaller minority languages of Europe that have long literary traditions, many indigenous languages in the Americas and elsewhere are solely or primarily oral languages; thus, revitalization efforts aim to promote conversational fluency among speakers in a community. Related literature falls into four main categories: (a) theoretical and empirical works on language revitalization; (b) applied works on revitalization in practice; (c) pedagogical and reference publications; and (d) legal documents that support or impede revitalization of languages. Recent examples of current literature in each category are reviewed.
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Pallaud, Berthille. "De la fécondité de certaines transgressions dans le domaine linguistique". Voix Plurielles 12, nr 1 (6.05.2015): 167–85. http://dx.doi.org/10.26522/vp.v12i1.1183.

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La notion de transgression mais aussi sa présence dans le domaine linguistique sont décrites du point de vue de l’évolution des langues en France et leurs usages, de l’établissement de corpus de français parlé et des spécificités du langage oral (les disfluences). La politique linguistique française, en imposant durant deux siècles un modèle monolingue (la langue française), eut des effets sur les langues régionales que le contexte actuel conduit à regretter : or, la transgression de ce modèle ne put avoir lieu. L’histoire de la langue des signes montre que des débats nombreux finirent par imposer un bilinguisme (langue oral-langes des signes) réclamé par les sourds eux-mêmes. L’évolution de la politique d’archivage de ressources langagières porte elle aussi les traces du purisme monolingue français et ce ne fut pas sans résistances que la variation de la langue orale fut reconnue comme enregistrable. Cette évolution a conduit, entre autres, à l‘étude d’une spécificité du langage oral : les disfluences. When transgressions are beneficial: Evidence from the linguistic domain Abstract: The concept of transgression and its presence in the linguistic field are described from the point of view of the evolution in regional and sign languages in France, the establishment of spoken French corpus and some characteristics in the spontaneous oral language. The language policy in France imposed a monolingual model (the French language) which had effects on the regional languages in the current context: the transgression of this model could not take place. The debates concerning the teaching policy including or not the signs language ended up imposing a bilingualism (oral French-signs language) which was wanted for a long time by the deaf persons themselves. The linguistic resources evolution in spoken French shows that it was not without any resistance that the oral language variations were considered as recordable. This evolution allowed the study of specific phenomena in the oral language: the disfluencies.
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Marcum, Jared, i Yanghee Kim. "Oral Language Proficiency in Distance English-Language Learning". CALICO Journal 37, nr 2 (2.04.2020): 148–68. http://dx.doi.org/10.1558/cj.37788.

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Fonseca Ayala, Misael. "Mise en oeuvre de la pédagogie de projet afin d’améliorer la production orale des apprenants de français de la Licence en Langues Étrangères à l’ Universidad Pedagógica y Tecnológica de Colombia". Cuadernos de Lingüística Hispánica, nr 21 (17.06.2013): 119. http://dx.doi.org/10.19053/0121053x.1953.

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RésuméCet article présente une analyse de l’enseignement du français, spécifiquement dans l’enseignement de la production orale à travers la méthodologie de travail par projets avec des élèves de quatrièmesemestre du programme des Langues Étrangères de la Universidad Pedagógica y Tecnológica de Colombia. Mots clés: Pédagogie de projet, français langue étrangère, production orale, compétence linguistique.AbstractThis article presents an analysis of French language teaching, more precisely aimed at oral production through project work methodology, with fourth semester students of the Foreign Languages program at Universidad Pedagógica y Tecnológica de Colombia.Key words: Project pedagogy, French as a foreign language, oral production, linguistic competence.ResumenEste artículo presenta un análisis de la enseñanza del francés, más específicamente en la enseñanza de la producción oral a través de la metodología de trabajo por proyectos, con estudiantes decuarto semestre del programa de Lenguas Extranjeras de la Universidad Pedagógica y Tecnológica de Colombia.Palabras clave: pedagogía por proyectos, francés como lengua extranjera, producción oral, competencia lingüística.
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Kuderinova, Kuralai Bimoldakyzy, Nazira Serikovna Amirkhanova, Maralbek Ermukhamet i Marzhan Serikovna Sadykova. "KAZAKH ORAL LANGUAGE: PAST, PRESENT". Austrian Journal of Humanities and Social Sciences, nr 1-2 (2021): 37–43. http://dx.doi.org/10.29013/ajh-21-1.2-37-43.

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Swanson, Peter B., i Patricia R. Nolde. "Assessing Student Oral Language Proficiency". IALLT Journal of Language Learning Technologies 41, nr 2 (15.10.2011): 72–88. http://dx.doi.org/10.17161/iallt.v41i2.8495.

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Second language teachers have an ever increasing abundance oftechnology choices for assessment of student oral proficiency through theadaption of consumer electronics and multimedia devices. The purpose ofthis article is two-fold: (1) to address the benefits and ease of usingdifferent multimedia tools to assess students' oral language proficiencyregardless of grade level and (2) to report the findings of an orallanguage assessment study. Results from the empirical study (N = 128)show that there are manifold benefits of using technology for oralproficiency assessment for both students and instructors. Additionally, thisresearch emphasizes the importance of maximum use of the targetlanguage in the classroom and the importance of aligning assessmentrubrics to the American Council on the Teaching of Foreign Language'sspeaking proficiency guidelines.
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Rozprawy doktorskie na temat "Oral language"

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Mooneyham, John C. "Oral Language Development Workshops". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/5923.

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Adkins, Sarah Mae. "Investigating Oral Language within Reading Recovery". Otterbein University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1469021776.

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George, May. "Teacher Scaffolding of Oral Language Production". Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/145738.

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This research involved two observational studies. It explored the scaffolding processes as part of classroom pedagogy. The research shed light on the way a teacher's instructional methodology took shape in the classroom. The target event for this study was the time in which a novice learner was engaged publically in uttering a sentence in Arabic in response to a task posed by the teacher. The central question was: What does the teacher do to assist and support this interactive sentence production process? It was decided to label this assistance and support as "scaffolding," i.e., temporary support to help a learner accomplish a challenging task slightly beyond his or her current level of proficiency. The research involved detailed descriptions and analysis of videotaped classroom episodes conducted in first-year Arabic language classrooms at a private liberal arts college during a three-month period. A central finding in this study was that oral Arabic sentence production was achieved through several related steps. These steps involved providing the students a pattern to follow, subsequently removing the pattern, and asking the students to produce sentences after explaining the grammatical rules. The teachers differed in the extent to which they launched models and patterns for students to follow.
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Ballinger, Susan. "Oral language use in dual immersion classrooms". Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=19390.

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This cross-sectional inquiry examines first-, third-, and eighth-grade dual immersion students' use of Spanish and English when interacting with their teachers and peers in a U.S. school. Findings are based on classroom interactions, student and teacher interviews, and student questionnaires intended to determine when students diverged from using the language of instruction and whether their age or language background affected their language use. In addition, teachers' impact on student language use is examined, and other factors affecting language use—such as the length of a students' stay in the United States—are discussed. An overall preference for English was found among first and third graders, while eighth graders spoke more Spanish to their peers and teachers. Findings indicate that this language behavior may have been more than a function of the students' age. It appeared to be linked to students' language background, teaching activities that promoted students' positive identification with Spanish language and Hispanic culture, the absence of native English speakers, and the presence of Spanish-dominant newcomers.
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Maciel, Carla Maria Ataíde Hawkins Bruce Wayne Kalter Susan. "Bantu oral narratives in the training of EFL teachers in Mozambique". Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1390280981&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1202917314&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2007.
Title from title page screen, viewed on February 13, 2008. Dissertation Committee: Bruce Hawkins, Susan Kalter (co-chairs), Kristin Dykstra. Includes bibliographical references (leaves 258-275) and abstract. Also available in print.
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Amodeo, Gloria. "Scoring oral communicative competence in second-language classrooms". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0019/MQ52872.pdf.

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Church, Kristine. "Effective oral communication in the foreign language classroom". Diss., Connect to online resource, 2005. http://wwwlib.umi.com/cr/colorado/fullcit?p1425787.

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Hale, Kimberly D. "Oral Language and Literacy Development: The Pediatrician’s Platform". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/7031.

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Chang, Yuh-Fang. "Topic familiarity and second language learners' oral performance". Connect to resource, 1997. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1241177927.

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Cipriani, Fabiana de Fátima. "Oral participation strategies in the foreign language classroom". Florianópolis, SC, 2001. http://repositorio.ufsc.br/xmlui/handle/123456789/79579.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão.
Made available in DSpace on 2012-10-18T05:31:55Z (GMT). No. of bitstreams: 0Bitstream added on 2014-09-25T21:49:50Z : No. of bitstreams: 1 177687.pdf: 2909881 bytes, checksum: ff977b7b03bc8be5e2207a2c8295e16c (MD5)
Este estudo ilustra e analisa alguns padrões de estratégias de participação oral identificados no discurso da professora e dos alunos em uma classe de iniciantes em língua estrangeira. Os padrões de estratégias de participação oral foram observados a ajudar os alunos e o professor a iniciar e ampliar a conversação em Inglês na sala de aula. O presente estudo seguiu o método etnográfico de pesquisa. Sendo assim, dados foram coletados tomando-se em consideração o contexto onde os dados foram coletados e o ponto de vista dos participantes da pesquisa em observação. No total, dezesseis aulas foram observadas, gravadas, filmadas e analisadas. No capítulo 1, eu revisei um número de estudos na área de interação. No capítulo 2, eu descrevi como eu realizei a pesquisa passo a passo, explicando também a perspectiva metodológica etnográfica usada neste estudo. No capítulo 3, eu descrevi e analisei os padrões de estratégias de participação oral identificados e finalizei a dissertação fazendo um resumo dos achados, oferecendo algumas implicações pedagógicas e fazendo sugestões para futuras pesquisas na área.
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Książki na temat "Oral language"

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Oral language developmental continuum. Salem, MA: STEPS Professional Development, 2004.

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Oral language resource book. Portsmouth, NH: Heinemann, 1994.

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Oral language developmental continuum. Portsmouth, NH: Heinemann, 1994.

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Leanne, Allen, Dewsbury Alison i Western Australia. Education Department., red. Oral language resource book. Melbourne: Longman Australia on behalf of the Education Department of Western Australia, 1994.

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Evans, Jenny. Oral language developmental continuum. Wyd. 2. Port Melbourne: Rigby Heinemann on behalf of the Education Department of Western Australia, 1997.

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Leanne, Allen, i Western Australia. Education Department., red. Oral language: Resource book. Port Melbourne: Rigby Heinemann on behalf of the Education Department of Western Australia, 1997.

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Australia, Western, red. Oral language: 30 copies of the indicators for the oral language developmental continuum. Melbourne: Longman Australia on behalf of the Education Department of Western Australia, 1994.

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Avila, Edward A. De. LAS: Language assessment scales : oral. Wyd. 2. Monterey, Calif: CTB/McGraw-Hill, 2004.

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Avila, Edward A. De. LAS: Language assessment scales : oral. Monterey, Calif: CTB/McGraw-Hill, 1990.

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Prior, Jennifer Overend. Activities for oral language development. Westminister, CA: Teacher Created Resources, 2005.

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Części książek na temat "Oral language"

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Macari, Suzanne, Ruth Eren, Louise Spear-Swerling, John T. Danial, Lawrence David Scahill, Fred R. Volkmar, Kevin A. Pelphrey i in. "Oral Language". W Encyclopedia of Autism Spectrum Disorders, 2089. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_100975.

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Jones, Malinda E., i Ann E. Christensen. "Oral Language". W Constructing Strong Foundations of Early Literacy, 96–118. New York: Routledge, 2022. http://dx.doi.org/10.4324/9780429284021-8.

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Gura, Timothy, Benjamin Powell i Charlotte I. Lee. "Language of Poetry". W Oral Interpretation, 251–80. 13th edition. | New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315108865-9.

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Unruh, Susan, i Nancy A. McKellar. "Oral Language Issues and Assessment of Oral Language". W Assessment and Intervention for English Language Learners, 49–62. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52645-4_4.

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Seamer, Jocelyn. "Oral Language and Vocabulary". W Reading Success in the Early Primary Years, 106–20. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003244189-13.

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Muñoz-Basols, Javier, i Elisa Gironzetti. "Expresión oral". W The Routledge Handbook of Spanish Language Teaching, 198–212. New York : Routledge, 2018. | Series: Routledge language handbooks: Routledge, 2018. http://dx.doi.org/10.4324/9781315646169-15.

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Sutton-Spence, Rachel, i Michiko Kaneko. "Oral Literature and Performance". W Introducing Sign Language Literature, 23–33. London: Macmillan Education UK, 2016. http://dx.doi.org/10.1007/978-1-349-93179-8_3.

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Escure, Geneviève. "Serialization in Creole Oral Discourse". W Creole Language Library, 179. Amsterdam: John Benjamins Publishing Company, 1991. http://dx.doi.org/10.1075/cll.9.20esc.

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Nguyen, Huong Thi. "Oral corrective feedback". W Research Ethics in Second Language Education, 28–44. London ; New York : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003124733-3.

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Edwards, A. D. "Oral Language, Culture and Class". W Oral Discourse and Education, 65–73. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4417-9_7.

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Streszczenia konferencji na temat "Oral language"

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Cucu, Horia. "Session details: Oral Session 1: Vision and Language (Oral Presentations)". W ICMR '17: International Conference on Multimedia Retrieval. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3254615.

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Mostow, Jack, Joseph Beck, S. Vanessa Winter, Shaojun Wang i Brian Tobin. "Predicting oral reading miscues". W 7th International Conference on Spoken Language Processing (ICSLP 2002). ISCA: ISCA, 2002. http://dx.doi.org/10.21437/icslp.2002-249.

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Song, Yongyan. "Research on Correlation between Foreign Language Oral Anxiety, Oral Performance and Gender". W 2016 6th International Conference on Mechatronics, Computer and Education Informationization (MCEI 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/mcei-16.2016.113.

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Wet, Febe de, Christa van der Walt i Thomas Niesler. "Automatic large-scale oral language proficiency assessment". W Interspeech 2007. ISCA: ISCA, 2007. http://dx.doi.org/10.21437/interspeech.2007-90.

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Rahimpour, Massoud. "Oral communicative approaches in spoken language processing". W First International Conference on Spoken Language Processing (ICSLP 1990). ISCA: ISCA, 1990. http://dx.doi.org/10.21437/icslp.1990-311.

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Cozannet, Alain. "Modeling task driven oral dialogue". W 2nd International Conference on Spoken Language Processing (ICSLP 1992). ISCA: ISCA, 1992. http://dx.doi.org/10.21437/icslp.1992-387.

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Cozannet, Alain, i Jacques Siroux. "Strategies for oral dialogue control". W 3rd International Conference on Spoken Language Processing (ICSLP 1994). ISCA: ISCA, 1994. http://dx.doi.org/10.21437/icslp.1994-255.

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Anghel, Mihaela-Roxana. "Language And Cognitive Development. General Characteristics Of Pre-School Oral Language". W EduWorld 2018 - 8th International Conference. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.08.03.79.

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Hord, Sarah, Iris Myers i Christine Stanley. "BUILDING SECOND LANGUAGE ORAL PROFICIENCY USING COMMUNICATIVE COHORTS". W 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0722.

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Holmes, William. "Wyoming Superintendent Self-Reflections on Oral Language Use". W 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1686011.

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Raporty organizacyjne na temat "Oral language"

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Bienkowski, Sarah C., Milton V. Cahoon, Reanna P. Harman, Ryan Phillips, Eric A. Surface, Stephen J. Ward, Sheila L. Wilcox i Natalie Wright. Special Operations Forces Language and Culture Needs Assessment: Oral Proficiency Interview (OPI). Fort Belvoir, VA: Defense Technical Information Center, listopad 2010. http://dx.doi.org/10.21236/ada634215.

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Yoshikawa, Sawako. Some Possible Sources of Oral Foreign Language Anxiety (FLA) among Japanese Students in the United States. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.7080.

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Shaba, Varteen Hannah. Translating North-Eastern Neo-Aramaic Idioms into English. Institute of Development Studies, styczeń 2023. http://dx.doi.org/10.19088/creid.2023.002.

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North-eastern Neo-Aramaic (also known as NENA) languages and literature are a prosperous and encouraging field of research. They abound with oral traditions and expressions that incorporate various spoken forms including everyday language, tales, songs, chants, prayers, proverbs, and more. These are used to transfer culture, knowledge, and community values. Some types of oral forms are idioms and fixed expressions. Idioms are extremely problematic to translate for a number of reasons, including: cultural and linguistic differences between languages; their specific connection to cultural practices and interpretations, and the difficulty of transferring the same meanings and connotations into another language with accuracy. This paper explores how to define and classify idioms, and suggests specific strategies and procedures to translate idioms from the NENA dialect Bartella (a local Aramaic dialect in Nineveh Plain) into English – as proposed by Baker (1992: 63–78). Data collection is based on 15 idioms in Bartella dialect taken from the heritage play Khlola d baretle teqta (Wedding in the old Bartella). The findings revealed that only three strategies are helpful to transfer particular cultural conceptualisations: using an idiom of similar meaning and form; using an idiom of similar meaning but different form, and translation by paraphrasing. Based on the findings, the author provides individuals and institutions with suggestions on how to save endangered languages and dialects, particularly with regard to the religious minorities’ heritage. Key among these recommendations is encouraging researchers and scholars to direct translation projects and activities towards preserving minority languages with their oral heritage and cultural expressions, which are susceptible to extinction.
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Dioguardi, Mario, i Diego Sovereto. Application of the Extracts of Pomegranate in Oral Cancer. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, wrzesień 2022. http://dx.doi.org/10.37766/inplasy2022.9.0027.

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Review question / Objective: In this scoping review we will focus on identifying those studies that investigated the effects of Punica granatum extracts on oral cancer and more specifically on OSCCs, summarizing the main results and the state of the research at the present time. Eligibility criteria: All studies investigating Punica granatum L. in association with oral and precancerous cancer were considered potentially admissible, no restrictions were applied in relation to the year of publication and based on the language provided that an abstract in English is available. literature reviews were excluded and were used only as sources for bibliographic research.
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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor i Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), styczeń 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.

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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practices, and virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.
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Silva, Rodrigo Ribeiro e., Mateus de Miranda Gauza, Julia Opolski Nunes da Silva Opolski i Maria Eduarda Schramm Guisso. Once-Weekly Insulin Icodec vs Once-Daily Insulin Glargine U100 for Type 2 Diabetes: A Meta-analysis of Phase 2 Randomized Controlled Trials. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, maj 2022. http://dx.doi.org/10.37766/inplasy2022.5.0102.

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Review question / Objective: To compare Once-Weekly Insulin Icodec and Once-Daily Insulin Glargine U100 in patients with Type 2 Diabetes Mellitus using oral hypoglycemic drugs in need of insulin therapy. Condition being studied: Patients with Diabetes Mellitus Type 2 using oral hypoglycemic drugs in need for basal insulin. Eligibility criteria: Inclusion in this meta-analysis was restricted to studies that met all the following criteria: (1) randomized trials; (2) comparing the use once weekly insulin icodec to once daily insulin glargine; (3) enrolling patients with type 1 or type 2 diabetes mellitus; (4) evaluating any of the desired outcomes; (4) articles in written on english language. We excluded studies with (1) no control group; (2) overlapping studies population; clinical trial register entry only; (3) non-human studies and (4) studies reported only as abstracts.
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zhixia, Zhang, Song Jiating, Pan lanlan, xiaoting Lin i jing li. The Effect of different exercise methods in the treatment of cancer-related fatigue: a network meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, listopad 2022. http://dx.doi.org/10.37766/inplasy2022.11.0004.

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Review question / Objective: To compare the clinical effects of different exercise methods for cancer fatigue by using mesh Meta-analysis, and to choose the best exercise method for cancer fatigue. Condition being studied: Cancer-related fatigue. Eligibility criteria: Inclusion criteria: (1) Study subjects: the patients is caused by fatigue.(2) Intervention: A group of patients used exercise intervention. (3) Study type: RCT. (4) Outcome index: Cancer-related fatigue score.(5) Grey literature is available.(6) Language in Chinese or English.Exclusion criteria:(1) Using oral drugs. (2) It can not provide complete data. (3) Repeatedly published literature. (4) Conference papers. (5) Literature with inconsistent data types:(1) Using oral drugs. (2) It can not provide complete data. (3) Repeatedly published literature. (4) Conference papers. (5) Literature with inconsistent data types.
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Гарлицька, Т. С. Substandard Vocabulary in the System of Urban Communication. Криворізький державний педагогічний університет, 2018. http://dx.doi.org/10.31812/123456789/3912.

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The article is devoted to substandard elements which are considered as one of the components in the system of urban forms of communication. The Object of our research is substandard vocabulary, the Subject is structural characteristics of the modern city language, the Purpose of the study is to define the main types of substandard vocabulary and their role in the system of urban communication. The theoretical base of our research includes the scientific works of native and foreign linguists, which are devoted to urban linguistics (B. Larin, M. Makovskyi, V. Labov, T. Yerofeieva, L. Pederson, R. McDavid, O. Horbach, L. Stavytska, Y. Stepanov, S. Martos). Different lexical and phraseological units, taken from the Ukrainian, Russian and American Dictionaries of slang and jargon, serve as the material of our research. The main components of the city language include literary language, territorial dialects, different intermediate transitional types, which are used in the colloquial everyday communication but do not have territorial limited character, and social dialects. The structural characteristics, proposed in the article, demonstrate the variety and correlation of different subsystems of the city language. Today peripheral elements play the main role in the city communication. They are also called substandard, non-codified, marginal, non-literary elements or the jargon styles of communication. Among substandard elements of the city language the most important are social dialects, which include such subsystems as argot, jargon and slang. The origin, functioning and characteristics of each subsystem are studied on the material of linguistic literature of different countries. It is also ascertained that argot is the oldest form of sociolects, jargon divides into corporative and professional ones, in the structure of slangy words there are common and special slang. Besides, we can speak about sociolectosentrism of the native linguistics and linguemosentrism of the English tradition of slang nomination. Except social dialects, the important structural elements of the city language are also intermediate transitional types, which include koine, colloquialisms, interdialect, surzhyk, pidgin and creole. Surzhyk can be attributed to the same type of language formations as pidgin and creole because these types of oral speech were created mostly by means of the units mixing of the obtruded language of the parent state with the elements of the native languages.
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Baker, James, i Sofya Shahab. Preserving Communities' Heritage: A Workbook for Heritage Capturers. Institute of Development Studies (IDS), listopad 2021. http://dx.doi.org/10.19088/creid.2021.006.

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This is a practical workbook to guide local communities and heritage gatherers through the process of capturing and storing their heritage for future generations. Through initiatives with the British Academy and the Coalition for Religious Equality and Inclusive Development (CREID), the Institute of Development Studies (IDS) has been working with young people in Egypt, Iraq and Syria to capture their oral heritage, so that it may be preserved for future generations. Alongside life history interviews and topic interviews - which cover particular aspects of communities’ heritage - a key component of this heritage preservation is how these records will be stored. Thinking about the language and accessibility of digital archiving practices, this workbook is a practical guide to capturing and storing “heritage harvests”, including community interviews, photographs, and short films.
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NARYKOVA, N. A., S. V. KHATAGOVA i Yu R. PEREPELITSYNA. PEJORATIVE WORDS IN GERMAN MASS-MEDIA IN NOMINATIONS OF POLITICIANS. Science and Innovation Center Publishing House, kwiecień 2022. http://dx.doi.org/10.12731/2077-1770-2021-14-1-3-57-68.

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One of the main functions of mass media is influence on public opinion. So emotionally-painted lexical means are widely used in mass media in relation to leading politicians who are the centre of political arena. They are exposed to the frequent criticism, a negative estimation. The present article is devoted to the consideration of pejorative lexicon which is applied in nominations for heads of states. An empirical material of research were electronic newspapers and editions: Der Spiegel, Die Zeit, Sueddeutsche Zeitung, Der Tagesspiegel, taz, Die Welt, Gegenblende. As the basic methods of research are the following: the componental analysis, the lexico-semantic analysis, the stylistic analysis. The result of research revealed, that in German mass media there is a significant amount of persons names pejorative colouring. They express censure, disrespect, sneer, hatred, antipathy, condemnation, mistrust and so on. There main word-formations for persons nominations are composition, a derivation with using of suffixes and subsuffixes, attributive word-combinations, metaphorically-metonymical way. The materials of the research work can be used in the course of learning German language, at the practical training in oral speech, and also in the course of lexicology, general and aspect lexicography.
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