Дисертації з теми "Polish language, dictionaries, english"
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1
Meso, Tlou Phestus. "Language dynamism in English-Northern Sotho/Northern Sotho-English bilingual dictionaries : a case of translation equivalence." Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/1511.
Повний текст джерелаАнотація:
Thesis (M. A. (Translation and Linguistics)) -- University of Limpopo, 2016This study reveals that language dynamisms affect the compilation of Northern Sotho – English bilingual dictionaries. In this regard, the study shows that the role of translation equivalence cannot be taken for granted. To fully grasp what translation equivalence entails, the study compared formal equivalence with dynamic equivalence. Although there are merits in adopting foreign terms and concepts, the study investigates the problem lexicographers and terminologists of English–Northern Sotho or Northern Sotho–English bilingual dictionaries encounter and suggests possible solutions. Different strategies and procedures for dealing with non-equivalence between the source and target languages are also discussed. Lastly, the study recommends that language dynamism is inevitable if Northern Sotho is to thrive as one of the functional languages in the world. The consequences of shunning dynamism are dire as this might lead to language death.
2
Kobayashi, Chiho. "The use of pocket electronic dictionaries as compared with printed dictionaries by Japanese learners of English." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1155615693.
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3
Chittaladakorn, Khemlada. "Unorthodox Oral Expressions in English Dictionaries, Corpora, Textbooks, and English Language Instructional Materials." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2911.
Повний текст джерелаАнотація:
The aim of this project is to provide useful data from published dictionaries, corpora, and instructional materials, as well as sample lessons, to promote the teaching of Unorthodox Oral Expressions (UOEs) to learners of English as a second/foreign language. In the first chapter, the author reviews relevant literature, explains what UOEs are, and discusses the importance of incorporating UOEs in EFL or ESL classrooms. In the second chapter, a linguistic categorization of UOEs is given. In the third chapter, the results are given of an examination of 10 different dictionaries. The purpose of this examination was to find which of 56 target UOEs are included in each dictionary and what kind of definitions are given for them. The results show that many common UOEs are not included in most, or any, dictionaries. For the UOEs that are included in most dictionaries, the definitions do not always agree, and factors such as intonation are not taken into account. Moreover, the explanations on how the UOEs can be used are not complete. In the fourth chapter, three English language corpora are examined to discover which of the target 56 UOEs are the most frequently used. The results show some differences in UOE frequency between the corpora that include both spoken and written English text and the spoken English corpora. In the fifth chapter, the teaching of UOEs in ESL textbooks is analyzed. The results show that most of these books do not teach UOEs explicitly. In chapter six, experimental instructional units are provided. Results of piloting these lessons at Brigham Young University's English Language Center are discussed. In the last chapter, the author suggests possible future research involving UOEs.
4
Rudd, Rebecca Lynn. "Electronic dictionaries in the ESL composition class." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2893.
Повний текст джерелаАнотація:
This thesis examines the use of electronic dictionaries by ESL students. In particular, it considers how, when and why students use electronic dictionaries in their writing processes. It also explores the extent to which students use words found in an electronic dictionary appropriately in their texts and whether electronic dictionary use influences their long-term acquisition of vocabulary.
5
黃奇芳 and Ki-fong Wong. "A study of Sidney Lau's 'a practical Cantonese-English dictionary'." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B30257232.
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6
Beauchamp, Hanna O. (Hanna Olga). "Languages in Contact: Polish and English." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc500811/.
Повний текст джерелаАнотація:
The purpose of this study was to examine the Polish language of immigrants who came to the United States during or after World War II and to test two related hypotheses: 1. Speakers of Polish use a number of lexical intrusions. 2. Lexical intrusions differ in scope depending on whether those speakers had immigrated with minimal education or they received at least 12 years of schooling prior to their immigration. The study was conducted in the Dallas-Fort Worth area in January and February of 1990. The sample consisted of 16 informants whose interviews were recorded and analyzed in terms of lexical borrowings, cultural branches, and parts of speech. Findings supported the two hypotheses.
7
Sulima, Krystyna. "Acquisition of Polish nasal vowel syllables by native English speakers /." View abstract, 2000. http://library.ctstateu.edu/ccsu%5Ftheses/1601.html.
Повний текст джерелаАнотація:
Thesis (M.S .)--Central Connecticut State University, 2000.Thesis advisor: Andrea G. Osburne. " ... in partial fulfillment of the requirements for the degree of Master of Science in TESOL." Includes bibliographical references (leaves 91-104).
8
Mandalios, Jane. "Pedagogic imperialism in English language teaching : the case of bilingual dictionaries." Thesis, University of Exeter, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.438364.
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9
Burlingham, Bronwyn. "Lexicographic traditions and prefatory discourse of 17 th century dictionaries: Monolingual English, monolingual French, and bilingual French-English works." Thesis, University of Ottawa (Canada), 2005. http://hdl.handle.net/10393/26861.
Повний текст джерелаАнотація:
In this study, we have explored the prefaces of monolingual English, monolingual French, and bilingual French-English dictionaries of the 17 th century. The monolingual works studied constitute the first of this kind to have been published. Over the course of this research, we have demonstrated that despite different lexicographic traditions, dictionary prefaces convey basically the same type of information, and address the same general issues.
This study is divided into two main sections. In the first, we have provided historical information on the dictionaries, so as to illustrate the historical context in which they were published.
In the second section, we have examined the prefaces themselves, first giving an overview of each text studied, and then providing a thematic analysis of the prefaces within each group as a whole, observing topics that are commonly treated among them, within the broader categories of dictionary content, lexicographic context, and linguistic context.
Over the course of the research, we have established that though each text is unique, certain features are shared not only among the prefaces within one same category, but in fact across all three types of dictionary.
10
Mothiba, Tebogo Innocent. "The application of reversibility principle in Northern Sotho-english Bilingual dictionaries : a lexicographic analysis." Thesis, University of Limpopo (Turfloop Campus), 2012. http://hdl.handle.net/10386/1140.
Повний текст джерелаАнотація:
Thesis (M.A. (Translation Studies)) --University of Limpopo, 2012This study focuses on aspects that form part of the reasons of not having complete bidirectional bilingual dictionaries and to find solutions to those problems. The following dictionaries have been evaluated in this study: Oxford Pukuntšu ya Sekolo School Dictionary (2010), Pharos Popular Northern Sotho Dictionary (2007 & 2009) and Sesotho sa Leboa/English Pukuntšu Dictionary (2006). Most African bilingual dictionaries which are supposed to be bidirectional are not because reversibility is not applied thoroughly. This study focuses on checking how Northern Sotho-English bilingual dictionaries apply the reversibility principle. When evaluating bilingual dictionaries it comes to light that there are a lot of errors that lexicographers commit and these errors negatively affect the process of compiling complete user-friendly bidirectional dictionaries. Having user-friendly bidirectional bilingual dictionaries is very important because dictionaries help different language speakers to learn each other’s language.
11
Chavalala, Bulu James. "Lemmatisation of derivative nouns in Xitsonga-English bilingual dictionaries." Thesis, University of Limpopo, 2005. http://hdl.handle.net/10386/2373.
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12
Makwela, Matlaleng Maria. "The role of usage examples in Northern Sotho-English / English-Northern Sotho bilingual dictionaries." Thesis, University of Limpopo, 2005. http://hdl.handle.net/10386/2372.
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13
Kwiatek, Ewelina. "Contrastive analysis of English and Polish surveying terminology." Thesis, Swansea University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.678421.
Повний текст джерелаАнотація:
Presents a study of surveying terminology, which may be considered as an under-researched area when compared to legal, medical or business terminologies, focusing on English and Polish. This book provides a wide picture of surveying terminology by looking at problems that diversified groups of users may identify. Kwiatek investigates how surveying terms are created and how they are named in English and Polish; she analyses the concept systems of the two languages with respect to surveying terminology; and she indicates the areas of surveying in which terminology and conceptual differences occur, the factors that trigger them and translation strategies which are used to solve them.
14
Muir, E. "The strategies of language acquisition in bilingual Polish/English children." Thesis, University of Reading, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.372666.
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15
Kanazashi, Takashi. "User's guides in English-Japanese dictionaries for learners, with particular reference to grammatical information." Thesis, University of Exeter, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368369.
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16
張美玲 and Mei-ling Lisa Cheung. "An evaluation framework for internet lexicography." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31944553.
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17
Diab, T. A. A. "The role of dictionaries in ESP, with particular reference to student nurses at the University of Jordan." Thesis, University of Exeter, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.234504.
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18
Benson, Philip. "The lexicography of English in the world : the treatment of China in four British dictionaries." Thesis, University of Exeter, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388605.
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19
Cho, Mi-ock Jeong. "A critical analysis of Korean-English dictionaries for productive use by Korean EFL learners." Thesis, University of Exeter, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368408.
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20
Wang, Mei. "A critical evaluation of bilingual Chinese/English dictionaries for elementary and intermediate Mandarin learners at Stellenbosch University." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/19925.
Повний текст джерелаАнотація:
Thesis (MPhil)--Stellenbosch University, 2012.ENGLISH ABSTRACT: The number of Chinese-learners in South Africa has increased rapidly in recent years, but the quality of the dictionaries that are available for their use has not improved much. The more students study Chinese, the more it becomes necessary to create suitable dictionaries to facilitate their studies. In the hope of meeting this need, this study selects two written dictionaries commonly used by students at Stellenbosch University in South Africa, namely the Oxford Beginner's Chinese Dictionary and the Concise English-Chinese Chinese-English Dictionary, to analyze, comment on and compare in terms of structure and equivalence. Using the results of this analysis, this study offers suggestions for improving the quality of future Mandarin learner’s dictionaries. This study takes into consideration the situation faced by students when learning Chinese abroad, especially in South Africa, the development of pedagogical lexicography in Chinese-learner’s dictionaries in China and abroad, the relationship between online dictionaries and written dictionaries, and some special characteristics of the Chinese language, all of which factors greatly influence the making of a dictionary. Theoretically and methodically, this study is based on Function Theory as presented by Sven Tarp. According to Function Theory, before writing a dictionary, lexicographers must analyze specific types of users in specific types of situations. This study attempts to follow Tarp’s suggestion by analyzing a small group of dictionary users with the help of a survey conducted by the author in an attempt to get a general idea of how Mandarin learners at Stellenbosch University use dictionaries. The main focus of this study is the frame structure, microstructure, macrostructure and dictionary equivalence in two dictionaries--Concise and Beginner’s. After carefully analyzing these aspects of the dictionaries, the author identifies the sections of these dictionaries which successfully present information in a way that will be most beneficial for their intended audiences. The study goes on to pinpoint less-successful sections of the two dictionaries and provides suggestions for improvement. In sum, this study focuses on using the principle of Function Theory to determine what features should be included in Mandarin learner’s dictionaries to make them more suitable for elementary and intermediate learners of Mandarin at Stellenbosch University, in South Africa, and, by extension, in other parts of the world.
AFRIKAANSE OPSOMMING: Die afgelope paar jaar het die aantal studente van Sjinees in Suid-Afrika aansienlik toegeneem, maar die standaard van beskikbare woordeboeke het nie veel verbeter nie. Hoe meer studente Sjinees bestudeer hoe noodsaakliker is dit om gepaste woordeboeke te ontwikkel om hulle in hulle studie te help. Om aan hierdie behoefte te voldoen, kies hierdie studie twee woordeboeke wat gereeld deur studente aan die Universiteit van Stellenbosch benut word, naamlik die Oxford Beginner’s Chinese Dictionary en die Concise English-Chinese Chinese-English Dictionary, om hulle te ontleed, kommentaar te lewer en hulle met mekaar in terme van struktuur en ekwivalensie te vergelyk. Met behulp van gevolgtrekkings uit hierdie ontleding word voorstelle gemaak oor hoe om die standaard van toekomstige woordeboeke te verbeter. Die studie neem die situasie in ag waarmee studente wat in die buiteland Sjinees studeer, veral in Suid Afrika, te doen kry, die ontwikkeling van pedagogiese leksikografie in woordeboeke in Sjina sowel as die buiteland, die verhouding tussen aanlynwoordeboeke en gedrukte woordeboeke en sekere spesiale eienskappe van die Sjinese taal - alles faktore wat die opstel van woordeboeke beïnvloed. Teoreties en metodologies is hierdie studie op die funksieteorie, soos aangebied deur Sven Tarp, gebaseer. Volgens die funksieteorie moet leksikograwe voor die opstel van 'n woordeboek spesifieke tipes gebruikers in spesifieke situasies analiseer. Hierdie studie poog om Tarp se voorstelle te volg deur 'n klein groep woordeboekgebruikers, met behulp van 'n ondersoek, uitgevoer deur die outeur, te analiseer om sodoende 'n algemene idee te formuleer van hoe Mandarynse studente aan die Universiteit van Stellenbosch woordeboeke benut. Die hooffokus van hierdie studie is die raamwerk, mikrostruktuur, makrostruktuur en ekwivalensie in die twee gekose woordeboeke – Concise en Beginner’s. Nadat hierdie aspekte van die woordeboeke noukeurig ontleed is, identifiseer die outeur die dele wat inligting op die voordeligste manier vir die bestemde gebruiker aanbied. Ook identifiseer hierdie studie die minder suksesvolle dele en stel moontlike verbeteringe voor. Samevattend fokus hierdie studie daarop om die beginsel van die funksieteorie te benut deur vas te stel watter eienskappe in woordeboeke ingesluit moet word om hulle meer geskik te maak vir elementêre en intermediêre Mandarynse studente aan die Universiteit van Stellenbosch in Suid-Afrika, sowel as in ander dele van die wêreld.
21
Ella, Edgard Maillard. "A theoretical model for a Fang-French-English Specialized multi-volume school dictionary." Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/423.
Повний текст джерела
22
Lombardero, Caparrós Alberto. "The Historiography of English Language Teaching in Spain: A Corpus of Grammars and Dictionaries (1769-1900)." Doctoral thesis, Universitat Rovira i Virgili, 2015. http://hdl.handle.net/10803/318808.
Повний текст джерелаАнотація:
Aquesta tesi doctoral estudia la historiografia de l'ensenyament de la llengua anglesa a nivell nacional. En concret, ho fa des d'un punt de vista de la producció de gramàtiques i diccionaris publicats a Espanya entre 1769 i 1900. El primer capítol tracta sobre els diferents postulats teòrics referents a la historiografia de l'ensenyament de llengües estrangeres així com de la metodologia emprada i els objectius d'aquesta tesi. El segon capítol ofereix una visió global de l'evolució de gramàtiques i diccionaris a Europa, des de la invenció de la imprempta fins a la meitat del segle XVIII. El tema principal d'aquest capítol parla de la gramàtiques i diccionaris anglesos dirigits als espanyols. El tercer capítol es centra en el període objecte d'estudi d'aquesta tesi, entre 1769 i 1900, des de una triple perspectiva: els aspectes socio-culturals i polítics, la legislació educativa i una anàlisi dels diferents mètodes seguits a Espanya per l'aprenentatge i ensenyament de llengües estrangeres. El quart capítol ofereix, per primer cop, un corpus de totes les gramàtiques i diccionaris anglesos publicats a Espanya entre 1769 i 1900. A més a més també inclou dos repositoris per tal d'aconseguir una visió més àmplia de l'ensenyament de l'idioma anglès a Espanya: un corpus de gramàtiques i diccionaris publicats fora d'Espanya i dirigits a la població espanyola i un corpus de manuals anglesos, excepte gramàtiques i diccionaris, publicats a Espanya o a l'estranger i escrits per espanyols. El cinquè capítol s'endinsa en la història de les gramàtiques i diccionaris publicats a Espanya mitjançant un exhaustiu estudi sincrònic de dos gramàtiques i diccionaris representatius del corpus. Finalment, el sisè capítol, conté les conclusions i les futures línees de recerca derivades d'aquesta tesi.La presente tesis doctoral estudia la historiografía de la enseñanza del inglés a nivel nacional. En concreto, desde la perspectiva de la producción de gramáticas y diccionarios publicados en España entre 1769 y 1900. El primer capítulo trata sobre los diferentes postulados teóricos referentes a la historiografía de la enseñanza de lenguas extranjeras así como de la metodología y los objetivos seguidos en esta tesis. El segundo capítulo ofrece una visión general de la evolución de las gramática y diccionarios publicados en Europa, desde la invención de la imprenta hasta mediados del siglo XVIII, con especial atención a las gramáticas y diccionarios ingleses dirigidos a españoles. El tercer capítulo se centra en el período objeto de estudio en esta tesis, entre 1769 y 1900, desde una triple perspectiva: los aspectos socio-culturales y políticos, la legislación educativa y un análisis de los diferentes métodos seguidos en España para el aprendizaje de lenguas extranjeras. Dicho capítulo incluye también dos repositorios más para conseguir una visión más amplia de la enseñanza del inglés en España: un corpus de gramáticas y diccionarios publicados fuera de España dirigidos a los españoles y un corpus de manuales ingleses escritos por españoles, excepto gramáticas y diccionarios, publicados en España o en el extranjero. El quinto capítulo se sumerge en la historia de la producción de gramáticas y diccionarios publicados en España mediante un exhaustivo estudio sincrónico de dos gramáticas y diccionarios representativos. Finalmente, el sexto capítulo, trata sobre las conclusiones finales y de las futuras líneas de investigación derivadas de esta tesis.
This doctoral thesis surveys the historiography of English Language Teaching (ELT) at a national level. In particular, from the standpoint of grammar and dictionary production in Spain since its origins back in 1769 until 1900. Chapter one deals with the varied theoretical approaches to a historiography of foreign language teaching as well as the methodology and objectives of this thesis. Chapter two provides a global overview of the evolution of grammars and dictionaries from the invention of printing to the mid-eighteenth century in Europe. Special attention is paid to English grammars and dictionaries aimed at the Spanish people. Chapter three focuses on the specific periodobject of study in this thesis, between 1769 and 1900, from a threefold perspective: sociocultural and political aspects, educational legislation, and an analysis of the different foreign language teaching methods followed in Spain. Chapter four represents a novelty since it provides, for the first time, a corpus of all the English grammars and dictionaries published in Spain between 1769 and 1900. Furthermore, it also includes two further corpora in order to get a broader picture of ELT in Spain: a corpus of grammars and dictionaries published outside Spain and aimed at the Spanish peolple and a corpus of English manuals other than grammars and dictionaries published in Spain or abroad and written by Spaniards. Chapter five delves into the the history of grammar and dictionary production in Spain by carrying out a thorough synchronic study of two representative grammars and dictionaries respectively. Eventually, chapter six deals with the final conclusions as well as the future lines of research derived from this thesis.
23
Vagianou, Maria. "Cartoon humour in children's dictionaries and its effect on English language learning in Greek primary education." Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323988.
Повний текст джерела
24
Jaworska, Ewa. "Aspects of the syntax of prepositions and prepositional phrases in English and Polish." Thesis, University of Oxford, 1987. http://ora.ox.ac.uk/objects/uuid:f5aaca25-2abc-412c-aa1e-a97f743d885b.
Повний текст джерелаАнотація:
The present thesis focusses on the structure of PP's in English and Polish, and the occurrence of PP's in subject and object positions. The main theoretical references are the X-bar Theory of syntactic categories and the Government Binding framework (GB). A consideration of English data corroborates Jackendoff's and Emonds' claim that apart from an NP, prepositions can take a PP and an S′ complement or no complement at all, though details of Jackendoff's analysis are revised. Polish prepositions allow the same range of complements, including no complement, although,with a greater variety of complex prepositions and with intransitive prepositions modified by relative and appositive clauses, the P-PP and the P-S′ structures are less common in Polish than in English. Subject and object PP's have so far received little attention. Like PP objects of prepositions, they are used if the intended meaning cannot be expressed by a suitable NP. The appearance of subject PP's in raising and passive sentences poses a problem for classical Transformational Grammar, though not for a slightly revised version of GB – another category-based framework. The analysis proposed here involves a particular view of the representation of Case, and a revised Case Filter. The Case Filter rules out not merely any lexical NP with no Case but any lexical XP which requires Case but has not been assigned Case. Thus, the properties of being an NP and requiring Case are independent of each other. It emerges from the investigation (i) that prepositions in English and Polish are more alike than one might expect, given the obvious differences between the two languages; (ii) that prepositions and PP's are like verbs and VP's – as Jackendoff emphasizes – but in some respects they show greater resemblance to other categories; and (iii) that syntactic categories are less important for the distribution of phrases than is commonly assumed, and that the meaning of phrases is of central importance for their distribution.
25
Brand, J. E. (Johanna Elizabeth). "Lexicographic inconsistency in the central list of major dictionary/groot woordeboek." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51817.
Повний текст джерелаАнотація:
Thesis (MPhil)--Stellenbosch University, 2000.ENGLISH ABSTRACT: Bilingual dictionaries should have a decoding as well as an encoding function. Decoding dictionaries want to assist the user in interpreting the language, while encoding dictionaries want to help the user with the usage of the language. The present role of a bilingual or translation dictionary has to change from that of supplying only translation equivalents to one of supplying a more comprehensive data presentation. This should also include additional semantic and pragmatic information. The main aim of a bilingual dictionary should not only be the establishment of a relation of semantic equivalence between source and target language, but also reaching communicative equivalence in the process. This means that the user must be able to find the applicable equivalent of the source language item in the target language. One of the best ways for a lexicographer to test the communicative aptness of a given translation equivalent, is by means of the reversibility principle. It means that lexical item A, included as translation equivalent of lemma B in the X-section of a bidirectional translation dictionary, has to be included as a lemma in the Y-section ofthe dictionary with at least the lexical item B, the relevant lemma from the X-section, as one of its translation equivalents. Each lexical item included as a translation equivalent in the Y-section has to be included as the lemma in the X-section of the dictionary with at least the respective lemma from the Ysection as a translation equivalent. This thesis tries to show how, if not adhered to the above principles, an inferior product can be the result of many hours of painstaking work. The main problematic areas are inter alia those of labels, spelling inconsistencies and an absence of translation equivalents. However, some of the less obvious problematic areas are also touched upon.
AFRIKAANSE OPSOMMING: Tweetalige woordeboeke behoort 'n dekoderende sowel as 'n enkoderende funksie te hê. Dekoderende woordeboeke moet die gebruiker help om die taal te interpreteer, terwyl enkoderende woordeboeke die gebruiker moet help met die gebruik van 'n woodeboek. Die huidige rol van 'n tweetalige ofvertalende woordeboek moet verander van een wat slegs vertalingsekwivalente verskaf, na een met meer omvattende data. 'n Tweetalige woordeboek behoort nie slegs die gebruiker van vertalingsekwivalente te voorsien nie, maar behoort ook addisionele semantiese en pragmatiese inligting in te sluit. Een van die beste maniere vir 'n leksikograaf om die kommunikatiewe geskiktheid van 'n gegewe vertalingsekwivalent te toets, is deur middel van die omkeerbaarheidsbeginsel. Hiermee word bedoel dat leksikale item A, wat ingesluit is as 'n vertalingsekwivalent van lemma B in the X-seksie van 'n tweerigtingwoordeboek, ook ingesluit moet word as 'n lemma in die Y-seksie van die woordeboek met ten minste the leksikale item B, die relevante lemma van die X-seksie, as een van sy vertalingsekwivalente. Hierdie tesis gaan aandui hoe, wanneer daar nie aan hierdie vereistes voldoen word nie, 'n minderwaardige produk die resultaat is van baie ure se harde werk. Die hoofareas onder bespreking is onder meer etikette, Spellingonreëlmatighede en die afwesigheid van vertalingsekwivalente. Daar word egter ook aandag geskenk aan probleme wat nie op so 'n groot skaal voor kom nie.
26
Nthambeleni, Mashudu. "A critical analysis of the role of translation in lexicography with reference to English-Tshivenda bilingual dictionaries." Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/1765.
Повний текст джерелаАнотація:
Thesis (Ph.D.) --University of Limpopo, 2016.Lack of properly translated Tshivenḓa-English dictionaries is a great challenge to dictionary users. In an attempt to address this challenge or problem, linguistic approach has been employed in this study, which was conducted in Vhembe District in the Limpopo Province, South Africa. This study critically analyses the role of translation in lexicography with special reference to selected Tshivenḓa-/English bilingual dictionaries. The selected dictionaries are: Tshikota’s (2006) Tshivenḓa/English Ṱhalusamaipfi Dictionary and Van Warmelo’s (1989) Venḓa Dictionary. The aim of this study was to examine the role of translation in lexicography with special reference to Tshivenḓa-English dictionaries. This study utilised a qualitative technique to collect the data and interviews were conducted with lexicographers, university lecturers, language practitioners, Tshivenḓa grade 12 educators and court interpreters. Data were analysed based on different answers from different questions posed to different respondents. The study showed that people who compile dictionaries and do translation, do not have proper background in translation. In addition, some of the people are not fluent in both the source and the target languages. It is recommended that in order to produce user-friendly dictionaries, compilers and translators should get a proper training in translation. In addition, translators should be fluent in both the source and target languages. Finally, school books (including prescribed and content books), should be translated in order to provide effective teaching and learning.
27
Korybski, Tomasz. "Polish - English code-switching and other language contact phenomena in the speech of Polish migrants in the United Kingdom." Thesis, University of the West of England, Bristol, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.601208.
Повний текст джерелаАнотація:
This thesis is a presentation of the naturalistic speech of Polish migrants living in the United Kingdom and pays particular attention to the linguistic phenomena which r~sult from Polish-English language contact, with code-switching being the chief focus of this thesis. In this study I first present the phenomena in accordance . with Muysken's (2000) typology of code-switching and. then analyse them from syntactic, pragmatic and sociolinguistic perspectives. Specifically,· I explain why insertional switching is the predominant in the Polish community in the U K. I also track correlations between the occurrence and frequency of particular forms of codeswitching and (extra)1ingusitc variables such as length of stay and native/foreign language dominance and conclude that both language dominance and length of stay are important for the character of Polish-English code switching. A separate chapter of th is work is devoted to the switching of English disfluency markers on the example of the marker urn used by Polish speakers. Using pragmatic, auditory and acoustic analysis I prove that more frequent users of code-switching also tend to use English disfluency markers in their Polish and that the use of disfluency markers and other language contact phenomena occurring in the speech of Polish migrants living in the UK often overlap - particularly in the case of long-term migrants and second generation migrants.
28
Gruszczynska-Harrison, Magdalena. "LANGUAGE TRANSFER AND BEYOND: PRO-DROP, CODE SWITCHING, AND ACQUISITION MILESTONES IN BILINGUAL POLISH-ENGLISH CHILDREN." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1290453589.
Повний текст джерела
29
Cantmo, Kristoffer. "Comparison of two Learner’s Dictionaries regarding Delexical verbs." Thesis, Halmstad University, School of Humanities (HUM), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-4419.
Повний текст джерела
30
Nesi, Hilary. "The use and abuse of EFL dictionaries : how learners of English as a foreign language read and interpret dictionary entries." Thesis, Swansea University, 1994. https://cronfa.swan.ac.uk/Record/cronfa42801.
Повний текст джерелаАнотація:
This thesis begins with a review of research into dictionary use. A number of experimental design problems are discussed, in particular the unreliability of questionnaire responses, and the need for detailed accounts of individual dictionary consultations whilst sampling in numbers sufficient to represent specified populations. The experiments reported in subsequent chapters investigate issues raised in the review. The first two studies find that dictionary use during a reading comprehension test affected completion speed but not test scores. The apparent failure of dictionary use to improve comprehension is attributed to the test itself, the dictionaries, and the users' choice of look-up words. The ability of users to interpret dictionary entries is investigated in three further studies which use computers to gather data on large numbers of individual consultations. The findings indicate that there is little difference between three major EFL dictionaries in terms of speed of consultation and overall productive success. They also indicate that Malaysian ESL subjects, who have higher vocabulary scores, are slower in their reading and less successful in their interpretation of entries than Portuguese EFL subjects. Finally, the findings suggest that overall productive success is unaffected by the presence or absence of examples. The experimental findings lead to the conclusion that dictionary consultation is a process in which users match pre-existing beliefs about word meaning and behaviour against segments in the dictionary entry. Such segments are often selected because they are familiar-sounding and conceptually accessible, but may contain only incomplete or non-essential information. Where pre-existing beliefs and dictionary information conflict, dictionary information is sometimes overridden. Thus word knowledge acquired from a single consultation is often insufficient to ensure productive success. Although it is probably inevitable that word knowledge will be acquired slowly, through multiple encounters, modifications to the dictionary entry and the training of users might help to avoid serious misinterpretation of dictionary information.
31
Wesierska, Marta. "The language and literacy profile of young Polish children learning English as an additional language in the UK school system." Thesis, University of York, 2018. http://etheses.whiterose.ac.uk/22672/.
Повний текст джерелаАнотація:
Children's reading comprehension difficulties can lead to lower performance at school and limited access to the curriculum. Reading may be a particular challenge for those children who are learning English as an additional language (EAL). While a number of studies have been conducted on the development of literacy in children, this research aimed to add to a growing avenue of investigation into the population of children learning EAL. The aim of this research project was an in depth examination of the language and literacy performance of the population of Polish children learning EAL in the UK school system both in their first and second language. The three hundred and nineteen children who were assessed in this study were sampled from three language backgrounds: Polish children learning EAL and two monolingual groups of Polish and English native speakers. The children were assessed with a range of standardised and bespoke tools assessing pre-literacy abilities, oral language, decoding, reading comprehension and higher level comprehension skills. This thesis benchmarked the performance of children learning EAL against their monolingual peers in both languages spoken, along with investigating the relationships between reading comprehension, decoding and language comprehension in this language pair and in comparison to their monolingual peers. Cross-language transfer both within and between language and literacy constructs was also investigated in the EAL group. Finally, the issue of low language performance in this group and the necessity of conducting assessment in both languages spoken by the EAL child were explored. The relevance of these findings for this group of EAL learners in the school setting as well as practical implications and future directions were also discussed.
32
Chow, So-wah Amy, and 周素華. "The use of dictionaries by F.6 students in a Hong Kong secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29665206.
Повний текст джерела
33
Fronk, Amanda Kae. "Determining Dictionary and Usage Guide Agreement with Real-World Usage: A Diachronic Corpus Study of American English." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4093.
Повний текст джерелаАнотація:
Dictionaries and, to a lesser extent, usage guides provide writers, editors, and users of American English information on how to use the language appropriately. Dictionaries, in particular, hold authority over correct usage of words. However, historically, usage guides and dictionaries were created using the knowledge of a small group of people. Lexicographers like Noah Webster set out to prescribe a proper way of using American English. To make these judgments, they often relied on a combination of study and idiosyncratic intuitions. A similar process took place in creating usage guides. Though these manuals profess to explain how the language is used by American English speakers-or rather by the selected group of speakers deemed "standard" by usage guide editors and lexicographers-ultimately the manuals can only express the perspectives of the editors and lexicographers on this language. Historically, the views of these editors and lexicographers were the best tools available to assess language, but now computer-based corpora allow for studying larger swaths of language usage. This study examines how much dictionaries and usage guides agree with real-world usage found in corpus data. Using the Corpus of Historical American English, a set of dictionaries and usage guides published throughout the last two hundred years were analyzed to see how much agreement they had with corpus data in noting the addition of denominal verbs (i.e., verbs formed by the conversion of nouns as in 'They taped together the box.') in American English usage. It was found that the majority of the time dictionaries noted new denominal verbs before corpus data reflected accepted usage of these verbs. However, about a quarter of the time dictionaries noted new denominal verbs concurrently with the corpus data. These results suggest that dictionaries-and the subjective opinions of the lexicographers that created them-are more aligned with real-world usage than would be expected. Because of sparse listings, results for usage guide agreement was inconclusive.
34
Kowaluk, Agnieszka. "The development of pronouns and determiners in the second language : a study of Polish learners of English." Thesis, University of Cambridge, 2002. https://www.repository.cam.ac.uk/handle/1810/251807.
Повний текст джерела
35
Dziubalska-Kołaczyk, Katarzyna. "A theory of second language acquisition within the framework of natural phonology : a Polish-English contrastive study /." Poznań : UAM, 1990. http://catalogue.bnf.fr/ark:/12148/cb354980325.
Повний текст джерела
36
Flynn, Naomi Teresa. "New arrivals, new challenges : the experiences of primary school teachers managing the English language acquisition of Polish children." Thesis, University of Winchester, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.560597.
Повний текст джерелаАнотація:
Schools in England have recently undergone a shift in their pupil demographic which in part reflects changing patterns of trans-European migration since the accession of new member states to the EU in 2004 and 2007 (DCSF, 2008b). There is evidence that this shift is one experienced not just in inner-city schools most commonly associated with ethnic minority populations, but in a wide range of schools in rural and smaller town settings in a number of counties across the country (Vertovec, 2007b). This research explored the responses of English primary school teachers, from a county in the south of England, to Polish children arriving after 2006. Interviews were conducted with a group of teachers with differing levels of confidence and experience in supporting the language acquisition of English language learners. Using Bourdieu’s logic of practice and constructivist grounded theory (Charmaz, 2006), interview data are analysed in order to explore how teachers define their practice for teaching English to both native speakers and to children who are English language learners. The nature of teachers’ subject knowledge is studied in terms of its influence on confidence, or otherwise, to adapt pedagogy in the face of changing pupil need. Teachers’ responses to difference are considered in relation to children and families of the ‘new migration’ (Favell, 2008). Findings highlight that teachers’ subject knowledge for the teaching of English is complex and related to a blend of experience, belief and understanding. Furthermore, that teachers are more influenced by a centrally controlled curriculum for English than they may realise. Implications for policy and practice relating to the teaching of children who are English language learners in an increasingly diverse Britain are discussed.
37
Kriukow, Jaroslaw. "'I can express myself, but not my self' : investigating the English language identity of Polish migrants in Scotland." Thesis, University of Edinburgh, 2017. http://hdl.handle.net/1842/22975.
Повний текст джерелаАнотація:
Poles comprise the largest group of migrants in Scotland. The Scottish Government’s plan has been to attract and retain them to counter the issues of Scotland’s aging population and insufficient labour force, as well as to promote cultural diversity and tolerance (Scottish Government, 2013). However, research on Polish migrants’ experiences suggests that there is a discrepancy between the rhetoric of retaining migrants in a tolerant and inclusive society and the reality, in which Poles tend not to integrate with the local communities and to work below their skill-set and education level (Kobialka, 2016). This is clearly detrimental to the aforementioned government goal of ensuring their emotional and financial well-being and sense of belonging. The existing, and predominantly sociolinguistic, research attributes these issues almost exclusively to the migrants’ “little knowledge of English” (Weishaar, 2008: 1252), whilst overlooking findings from social psychology that suggest that there is more to a person’s ‘relationship’ with the language than just proficiency. These findings suggest that one’s self-concept, or the sum of beliefs about him/herself, is strongly connected to language and may influence his/her everyday decisions and behaviour (Rubio, 2014). Thus, this current study investigated the experiences of Polish migrants in Scotland from this under-researched perspective, focusing on the relationship between the migrants’ self-concept and the English language, referred to as English Language Identity (ELI), as a concept potentially playing a central part in the migrants’ experiences. Gaining an understanding of the migrants’ ELI was believed to be crucial, in order to determine ways of preparing future learners of English to face their potential migration experience with confidence and high self-esteem. In this longitudinal mixed methods study, 20 Polish migrants were interviewed twice and they each submitted electronic journals, in which they reflected on their language-related experiences. Additionally, the findings were validated through a structured questionnaire completed by 378 respondents in the final stage of the study. The data analysis revealed that the participants’ ELI was a dynamic relationship manifested during social encounters in which they made evaluations of how successfully they managed to express their ‘desired self’, or self-concept, and based these evaluations on their perceptions of the ‘ascribed selves’. The perceived communication failure or success, resulting respectively from discrepancy or match between these selves, influenced the participants’ self-esteem, which, in turn, had an impact on their future behaviour and a range of decisions, including the decision of whether or not to remain in Scotland. This dynamic interplay between the desired and ascribed selves that essentially defined the participants’ ELI was influenced by their self-assessed English competence, beliefs about other people’s perceptions of migrants and their general beliefs about the language and its speakers. The latter, based on the assumption that Native English Speakers (NESs) are linguistic experts and ‘owners’ of the language, influenced the participants’ understanding of communication success/failure and of linguistic ‘correctness’, as well as their self-assessed English competence. These findings, coupled with findings from the fields of social psychology, sociolinguistics and English Language Teaching (ELT), were used to make suggestions for English language classrooms and for general pedagogy in Poland and Scotland to reconsider its content, in order to foster the learners’ self-growth, build their self-esteem and prepare them to recognise and address various forms of prejudice and stereotyping.
38
Dincer, Cansu. "The Limits Of Language As A Transporter/ Marker Of Identity: The Case Of Polish Eu Accession." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12615163/index.pdf.
Повний текст джерелаАнотація:
This thesis analyses the relationship between identity and language by evaluating Poland&rsquos accession to the European Union. It suggests that at the national level, language is a constructer and transporter of identity, which is created and recreated as part of a political programme. Thus, it questions the role of language as an identity transporter/ marker at the EU level. Within this framework, arguing that the European identity is created by the European elites, establishment of the European identity in Poland will be discussed and the role of language in the European identity formation process in Poland will be examined. The thesis will also evaluate the results of the language policies and multilingualism that aim to establish the European identity in Poland, and will draw attention to the results such as the dominance of Anglo-Saxon culture and English. Finally, by making use of Poland&rsquo
s EU accession, the thesis will point out the limits of language as an identity transporter/ marker at the EU level.
39
Höfling, Camila [UNESP]. "Traçando um perfil de usuários de dicionários- estudantes de letras com habilitação em língua inglesa: um novo olhar sobre dicionários para aprendizes e a formação de um usuário autônomo." Universidade Estadual Paulista (UNESP), 2006. http://hdl.handle.net/11449/103619.
Повний текст джерелаАнотація:
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Os dicionários representam hoje uma ferramenta de importância fundamental no processo de ensino/aprendizagem de Língua Inglesa no Brasil. A reflexão sobre a Lexicografia e a preocupação com a confecção de dicionários para aprendizes - falantes não-nativos de Língua Inglesa - têm crescido ultimamente. Isso nos remete principalmente à questão do papel deste usuário neste cenário. Este trabalho surgiu, então, como uma tentativa de investigar o comportamento do usuário de dicionários, tendo como objetivo descrevê-lo e analisá-lo, por meio de instrumentos que permitissem à pesquisadora observar o usuário em ação, ou seja, utilizando o dicionário. O objetivo central deste estudo foi traçar um perfil de usuários de dicionários em contexto específico de ensino de Língua Inglesa em Nível Superior, ou seja, consideramos para este estudo estudantes universitários que estivessem freqüentando o curso de Licenciatura em Letras e que tivessem escolhido a Língua Inglesa como Habilitação. Isso nos permitiu, portanto, propor diretrizes para a elaboração de dicionários para aprendizes neste contexto específico. Os resultados apontam que os usuários, em geral, não possuem educação lexicográfica, o que faz com que sua consulta aos dicionários seja muitas vezes falha e incompleta. Entretanto, o estudo permite afirmar que tais usuários têm clareza quanto ao que precisam procurar e o que esperam encontrar em um dicionário para aprendizes. Exatamente por isso, a análise desse conjunto de opiniões dos diferentes usuários permite compor um quadro de informações essenciais para se repensar a elaboração de dicionários para aprendizes.
Dictionaries represent a tool of fundamental importance in the English learning-teaching process in Brazil today. The reflection on Lexicography and the concern with the making of dictionaries for non-native speakers of English have grown lately. This sends us mainly to the dictionary user's role in this scenery. This work appeared, then, as an attempt to investigate the behavior of the dictionary user, having as objective to describe and analyze this user with instruments that could allow the researcher to observe the user in action, that is to say, using the dictionary. The main objective of this study was to trace a profile of users of dictionaries in the specific context of English teaching in college, that is, for this study we considered college students who were attending the course of Letters with habilitation in English language. We were allowed, therefore, to propose guidelines for the elaboration of dictionaries for learners in this specific context. The results show that users, in general, do not have lexicographical education, which makes that their consulting to the dictionary be a lot of times ineffective and incomplete. However, the study allows us to affirm that such users know exactly what to look up and what they expect to find in a learner's dictionary. For this reason, the analysis of the opinions of different users allows the composition of essential information to rethink the elaboration of learner's dictionary.
40
Höfling, Camila. "Traçando um perfil de usuários de dicionários- estudantes de letras com habilitação em língua inglesa : um novo olhar sobre dicionários para aprendizes e a formação de um usuário autônomo /." Araraquara : [s.n.], 2006. http://hdl.handle.net/11449/103619.
Повний текст джерелаАнотація:
Orientador: Beatriz Nunes de Oliveira LongoBanca: Ângela Cecília de Souza Rodrigues
Banca: Ademar da Silva
Banca: Dirce Charara Monteiro
Banca: Bento Carlos Dias da Silva
Resumo: Os dicionários representam hoje uma ferramenta de importância fundamental no processo de ensino/aprendizagem de Língua Inglesa no Brasil. A reflexão sobre a Lexicografia e a preocupação com a confecção de dicionários para aprendizes - falantes não-nativos de Língua Inglesa - têm crescido ultimamente. Isso nos remete principalmente à questão do papel deste usuário neste cenário. Este trabalho surgiu, então, como uma tentativa de investigar o comportamento do usuário de dicionários, tendo como objetivo descrevê-lo e analisá-lo, por meio de instrumentos que permitissem à pesquisadora observar o usuário em ação, ou seja, utilizando o dicionário. O objetivo central deste estudo foi traçar um perfil de usuários de dicionários em contexto específico de ensino de Língua Inglesa em Nível Superior, ou seja, consideramos para este estudo estudantes universitários que estivessem freqüentando o curso de Licenciatura em Letras e que tivessem escolhido a Língua Inglesa como Habilitação. Isso nos permitiu, portanto, propor diretrizes para a elaboração de dicionários para aprendizes neste contexto específico. Os resultados apontam que os usuários, em geral, não possuem educação lexicográfica, o que faz com que sua consulta aos dicionários seja muitas vezes falha e incompleta. Entretanto, o estudo permite afirmar que tais usuários têm clareza quanto ao que precisam procurar e o que esperam encontrar em um dicionário para aprendizes. Exatamente por isso, a análise desse conjunto de opiniões dos diferentes usuários permite compor um quadro de informações essenciais para se repensar a elaboração de dicionários para aprendizes.
Abstract: Dictionaries represent a tool of fundamental importance in the English learning-teaching process in Brazil today. The reflection on Lexicography and the concern with the making of dictionaries for non-native speakers of English have grown lately. This sends us mainly to the dictionary user's role in this scenery. This work appeared, then, as an attempt to investigate the behavior of the dictionary user, having as objective to describe and analyze this user with instruments that could allow the researcher to observe the user in action, that is to say, using the dictionary. The main objective of this study was to trace a profile of users of dictionaries in the specific context of English teaching in college, that is, for this study we considered college students who were attending the course of Letters with habilitation in English language. We were allowed, therefore, to propose guidelines for the elaboration of dictionaries for learners in this specific context. The results show that users, in general, do not have lexicographical education, which makes that their consulting to the dictionary be a lot of times ineffective and incomplete. However, the study allows us to affirm that such users know exactly what to look up and what they expect to find in a learner's dictionary. For this reason, the analysis of the opinions of different users allows the composition of essential information to rethink the elaboration of learner's dictionary.
Doutor
41
Gaudern, Mia Rose. "The etymological poetry of W.H. Auden, J.H. Prynne, and Paul Muldoon." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:3402e823-5179-4f72-97f9-cb428afe6784.
Повний текст джерелаАнотація:
This thesis investigates the roles played by etymology in the work of three late modernist poet-critics: W. H. Auden, J. H. Prynne, and Paul Muldoon. The relationship between poetry and etymology has a long history, but the advent of modern linguistics at the beginning of the twentieth century brought about a change in this relationship. Structuralism developed a more comprehensive condemnation of the etymological fallacy – the view that historical forms and meanings are relevant to current ones - that both isolated etymology as an abstract field of study and undermined its scientific validity. One reaction to this state of affairs has been to re-evaluate etymological discourse itself as poetic or rhetorical. But it is the tension created by what Paula Blank has called 'the quasi-disciplinarity of etymological desire' that motivates Auden, Prynne, and Muldoon's concerns with linguistic historicity. Etymological poetry encourages, even necessitates, very close reading. While this thesis accepts the challenge to read arguably too closely, it also examines the limits of such an approach and its implications for the relationship between poetry and criticism. The first three chapters consider how Auden, Prynne, and Muldoon invoke etymologies in their own criticism, and how etymology affects the ways their poetry may be said to communicate. The second three develop these analyses into new interpretations of commonly debated aspects of their work: Auden's landscape poetry, Prynne's lyricism, and Muldoon's onomastics. It is argued that the fact of obsolescence is key to the etymological poetic; obsolete forms and meanings make poetry difficult, but in the process they intimate that a truer way of representing the world may be (re)discovered. All three poet-critics confront and absorb the consequences of etymological obscurity. Their preoccupation with the history of words is self-consciously and unavoidably pedantic, and it is this pedantry that plays the most significant role in the poetic power they accord to etymology.
42
Sowa, Elżbieta. "Being a young learner English language teacher in a Polish primary school : professional self-construction in a climate of a reform." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/29916.
Повний текст джерелаАнотація:
The study reported in the thesis sought to explore how semi-specialists TEYL teachers who have not received specialized TEYL training and did not graduate from public 3- years teachers’ training colleges construct their professional sense of self or professional identity) within the context of educational reform in Poland which has led to the lowering of the start age of English instruction the last to the first grade of primary school, as well as to the introduction of new child-friendly pedagogic practices. The study aimed to explore the following research questions: 1) What factors contribute to semi- specialists TEYL teachers’ feelings of em-powerment/ disempowerment in a context of educational reform in young learners’ classroom 2) What strategies do semi-specialist TEYL teachers use to feel empowered? 3) In what ways does participation in the online platform for teachers profes-sional development help teachers to feel empowered? The data were obtained through face to face semi- structured interviews with 5 semi- specialists TEYL teachers who are currently employed in public primary schools. The research conveyed the significance of macro (the politics of the Ministry of Education), meso (teachers’ autonomy in a classroom and collaboration in a school community), micro factors (teachers’ life histories). The teachers listed the following factors that shape their professional self in the context of the re-form: teachers’ initial experiences with TEYL, the status of TEYL as a profes-sion, the politics of the Ministry of Education, capacity for autonomy in a class-room, collaboration with others, supportive relationships with others, the role of platform. Some of these factors like the initial experiences with TEYL, the status of TEYL as a profession and the politics of the Ministry of Education are disem-powering for teachers’ professional self, while others like supportive relationships and the role of platform are more empowering.
43
Draniewicz, Anna B. "Cut off by the 'Iron Curtain'." Thesis, University of Bradford, 2010. http://hdl.handle.net/10454/4927.
Повний текст джерелаАнотація:
Poland - like other Eastern and Central European countries - was for many years politically, socially and culturally cut off from the Western Europe. Did this have an impact on the representation of Polish cinema in English-language film criticism?
Judging by the number of books about Polish cinema as a whole or about Polish directors and their films it would seem that the answer must be negative. However, a closer look at other books about world cinema and especially French cinematography proves that in spite of limited contacts Polish films were widely discussed in English-language literature. Another question is whether this representation was an exact and true one. The answer is again a positive one in spite of the political, social and cultural isolation. A comparison to Polish film criticism shows that Polish films were not generally misunderstood or rejected. Furthermore, English-language authors sometimes found different interesting plots missing in film literature in Poland. Therefore, surprisingly, the political partition did not obstruct cultural exchange and the most important Polish films were still available and discussed in the English-speaking world.
However, there was still a gap in the knowledge about some aspects of Polish Cinema such as, for example, Polish cult comedies phenomenon. Therefore there is still a need for the popularisation of some important for the Polish nationality films outside of Poland and for deeper critical thought about Polish cinematography - which is an reflection of the society itself.
44
Iu, Kam-man Violet, and 姚錦雯. "The impact of dictionary use in four different conditions on incidental vocabulary learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27056946.
Повний текст джерела
45
Drummond, Rob John. "Sociolinguistic variation in a second language : the influence of local accent on the pronunciation of non-native English speakers living in Manchester." Thesis, University of Manchester, 2010. https://www.research.manchester.ac.uk/portal/en/theses/sociolinguistic-variation-in-a-second-language-the-influence-of-local-accent-on-the-pronunciation-of-nonnative-english-speakers-living-in-manchester(614f2f75-4705-4cc0-a93a-4b1914a88e04).html.
Повний текст джерелаАнотація:
This study is an investigation into sociolinguistic variation in a second language. More specifically, it is an investigation into the extent to which speakers of English as a second language acquire particular features of the variety of English they are exposed to. The speakers in question are Polish migrants, and the variety of English is that found in Manchester, a city in the North West of England.The research uses data gathered from 41 participants who have been in Manchester for various lengths of time and who came to the UK for a wide range of reasons. The aim was to explore the extent to which local accent features are acquired by second language English speakers, and the linguistic and social factors which influence this acquisition. Methodologically, the research draws on practices from variationist sociolinguistics, but by using them in a second language context, the study has the additional aim of developing the link between these two areas of study. Four linguistic features were identified, on the basis of them each exhibiting local variants that differ from any pedagogical model of English the speakers will have been exposed to in Poland. All four demonstrated some degree of change towards the local variants in the speech of many of the participants, but to greatly differing degrees. Multiple regression analyses helped to determine which factors might be influencing the patterns of variation, with the social constraints of length of residence, level of English, gender, attitude, and identity among those believed to be playing a part. The thesis ends with a discussion exploring the implications of the findings in terms of existing and future research, and looks at how they might usefully be applied to situations outside that of academic linguistics.
46
Wells, Stephanie Alice. "Vocabulary development in a grade 7 class using dictionary skills: an action research project." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003708.
Повний текст джерелаАнотація:
As I was involved as a voluntary, part-time teacher in a local, semi-rural school in the Eastern Cape, South Africa, I became increasingly aware of the learners' lack of English literacy. I therefore decided to do a practical research on vocabulary development, focusing on dictionary skills. In this thesis I describe how I implemented a vocabulary development programme as an Action Research project. My research group was a grade 7 class of English First Additional Language learners who had minimal exposure to English at school and in their communities. The class was a mixture of Afrikaans and isiXhosa home language speakers and the medium of instruction was Afrikaans. The school served a low-income community and was poorly resourced. As dictionary skills is a requirement of the national curriculum, I used 10 time-tabled lessons over a 5 week period to introduce the learners to dictionaries. My data sources were a journal detailing my reflections on each lesson; a video-recording of the lessons; small group interviews after each lesson which were audio-recorded; tasksheets on the work covered in class and questionnaires asking the learners for written responses to the lessons. The class teacher who filmed the lessons was also asked for feedback during and after the programme. My goals were to assess my teaching approach in these circumstances and to what extent the outcomes were positive for the learners. As I had come from a background of English Home Language teaching in good, well-resourced schools I found I had to question many of my assumptions. Although I was an experienced, qualified and confident teacher, I was continually having to reassess my teaching methods which were being challenged by very different classroom conditions. The outcomes of the research show why I was not able to achieve what I had thought I could in the time given.
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Sochacka, Anna Justyna. "Lost in Translation : Voice-over Translated TV as a Source for Incidental Language Acquisition." Thesis, Stockholms universitet, Engelska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-182707.
Повний текст джерелаАнотація:
Voice-over translation (or “audio subtitles”) is the only audio-visual translation (AVT) used for feature-length films on Polish television. Since the reader (lektor) only partially overrides original dialogues and some parts of the actors’ speech are clearly audible, it can be considered as marginal L2 exposure. The aim of this study is to investigate the attitudes of Polish speakers of English towards voice-over translated television and to determine if TV shows and films with a lektor can be a source of incidental language acquisition. The study consists of two parts, a survey and an experiment. The survey investigated the attitudes of Polish speakers of English to different types of AVT, especially their opinions about the influence of voice-over translated TV shows on their English proficiency. The data reveals that Polish speakers of English have rather negative opinions about this AVT and numerous instances of unfaithful translation are easily spotted by them, which creates an image of unprofessional and inaccurate AVT. They seem not to consider films with a lektor as L2 exposure and tend to think that introducing subtitles to television would improve the L2 competence in Poland. However, the informants admitted being able to spot unfaithful translation, meaning that they pay attention to the foreign language in the background. The experiment was conducted to examine the possibility of incidental language acquisition from voice-over translated TV shows. 26 high school students, Polish learners of English watched 4 clips with voice-over translation with instances of unfaithful translation. The study has empirically proven that Polish learners of English are able to spot the differences between the original dialogue and its translation. Thus, watching voice-over television programming can be considered L2 exposure.
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North, Naomi. "Fall Like a Man." Bowling Green State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1460115929.
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Castelo, Isabel Maria Velosa. "An annotated Afrikaans/English list of accounting terms as used in annual reports." Thesis, 2015. http://hdl.handle.net/10539/16493.
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Mabasa, Patricia Tinyiko. "An evaluation of translation procedures with special reference to Xitsonga and English : the case of natural science and technology dictionary." Thesis, 2009. http://hdl.handle.net/10386/2299.
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