Wyniki wyszukiwania - Biblioteka Nauki

1

Guck (1.) mal (.) ich (.) mache (3.). Frühe Nebensatzkonstruktionen bei deutschsprachigen Kindern

100%

Elsner D.

|

2011

|

tom 134

103-116

EN

This article shows that data from the acquisition of subordinated clauses supports a cognitive-functional approach to language development. The idea that children acquire subordinated clauses via the fixation of the head parameter of the IP cannot be reconstructed with the help of the data at hand. Early subordinated clauses appear with certain matrix verbs in certain syntactic confi gurations, which are quite formulaic.

2

O potrzebie sięgnięcia do tradycji polonistycznej w zakresie kształcenia językowego

100%

Fiszbak J.

|

tom 14 (24)

19-34

EN

The article relates to decreasing language proficiency among the graduates of high schools. The author points out the reasons of this tendency and discusses the newest suggestions for working over language in schools. As efforts of creating new strategy of language-development are not satisfactory, she proposes going back to ways worked out by the Polish didacticians, or even taking into consideration the autonomous aims of teaching the scientific knowledge of language. She reminds of neglected in practice scholastic forms of exercises which effectively affect the development of students’ language.

3

Understanding CLIL as an innovation

100%

Kelly R.

|

nr 1

153-171

EN

This article explores the potential offered by complexity theories for understanding language learners’ sense of self and attempts to show how the self might usefully be conceived of as a complex dynamic system. Rather than presenting empirical findings, the article discusses existent research on the self and aims at outlining a conceptual perspective that may inform future studies into the self and possibly other individual learner differences. The article concludes by critically considering the merits of a complexity perspective but also reflecting on the challenges it poses for research.

4

Gesty jako predyktor rozwoju komunikowania się u dzieci prawidłowo się rozwijających oraz z zaburzeniami rozwojowymi

100%

Dłużniewska A.

|

nr 14

73-88

PL

Gestures and facial expressions appear in child communication before she/he is able to say the first word, and their qualitative and quantitative growth is considered an indicator of future language development. The aims of this article is review of the research available in literature on the use of gestures in the communication process of children whose development is typically and children with developmental disorders. There is an evidence that the differences in the development of gestures communication in children with typical and atypical development allow to predict potential language delays.

5

The World without Sight. A Comparative Study of Concept Understanding in Polish Congenitally Totally Blind and Sighted Children

100%

Jaworska-Biskup K.

|

tom 15

|

nr 1

27-48

EN

The paper presents the outcome of an experiment on concept understanding in Polish congenitally totally blind and sighted children. A test of free associations was administered to a group of 40 sighted and 24 congenitally totally blind children between the ages of 7 and 9. The research instrument included 25 sample concepts grouped into four categories such as colors, nature phenomena, features of living organisms and physical processes. The collected responses lend support to the fact that there exist many impediments to proper concept understanding due to limited hands-on experience arising out of blindness, visible in the research by the presence of gaps in knowledge or egocentrism-based responses. The data exhibits a blind child's high dependence on contextual clues and a delay in the process of decontextualization, especially if it is not accompanied by sufficient stimulation from the child's environment.

6

Looking for structure: Is the two-word stage of language development in apes and human children the same or different?

88%

Patkowski M.

|

tom 4

|

nr 3

507-528

EN

Previously published corpora of two-word utterances by three chimpanzees and three human children were compared to determine whether, as has been claimed, apes possess the same basic syntactic and semantic capacities as 2-year old children. Some similarities were observed in the type of semantic relations expressed by the two groups; however, marked contrasts were also uncovered. With respect to the major syntactic mechanism displayed in two-word child language, namely word order, statistically significant differences were found in all three comparisons that were tested. These results indicate that chimpanzees do not exhibit the linguistic capacities of 2-year old children.

7

The role of a teacher in a CLIL classroom

75%

Papaja K.

|

nr 1

147-153

PL

CLIL classrooms are not typical language classrooms due to the fact that language is the medium through which content is “transported”. Non-linguistic content is used to teach a language and learners acquire new knowledge but in a foreign language. The following paper provides an outline of research on the role of a teacher in a CLIL classroom. Starting with a brief insight into the phenomenon of CLIL, and a general overview of the qualitative studies based on observations, questionnaires and interviews, the article focuses particularly on the main features of a CLIL teacher.

8

Ján Dekan K Vývoji Jazyků

75%

Boček V.

|

nr 1

5-16

EN

In 1951, in the period after Stalin’s intervention against Marrism, young Slovak archaeologist and historian Ján Dekan published a study Za stalinské riešenie otázok etnogenezy [For the Stalinist Solution of the Questions of Ethno-genesis]. The present paper shows that hidden behind the Marxist terminology, a worth reading and worth considering work on the topic of the rise and development of languages can be found. With the help of the concept of four paradigms of historical (historical-comparative) linguistics, Dekan’s study is evaluated as a text fitting into the revisionist paradigm, characteristic by the assumption of a balanced role of divergence and convergence in language development. Further relationships of the Dekan’s work to other theories and principles of language development are discussed

9

Gmina żydowska albo kile lub kehilá. Rozwój żydowskiego etnolektu czeszczyzny oraz proces jego zapominania w XX i XXI wieku

51%

Balík Š.

|

tom XVIII

317-328

EN

In his article, the author first characterises the basic differences between Czech Ashkenazic and Modern Hebrew pronunciation in the context of Jewish Czech, its development and the process of its vanishing in the 20th and 21st centuries. Next, in the case study on Jewish ethnolectal lexical features of a particular respondent, Petr Brod (born 1951), on whom a linguistic study was conducted, the author presents a specific Jewish idiolectal portrait.

PL

Autor w swoim tekście charakteryzuje podstawowe różnice pomiędzy czeską aszkenazyjską a nowohebrajską wymową w żydowskim etnolekcie czeszczyzny, w kontekście jego rozwoju oraz procesu zapominania w XX i XXI wieku. Następnie, w oparciu o studium przypadku, opisując żydowskie etnolektalne elementy leksykalne respondenta Petra Broda (ur. 1951), autor prezentuje konkretny żydowski portret idiolektalny.

10

Rola nagrań wideo w badaniu ontogenezy mowy w środowisku mono- i bilingwalnym

51%

Nallur A.

|

nr 9(2) "Film w działaniu"

151-161

PL

Artykuł przedstawia techniki nagrań audio-wideo, które stają się współcześnie jednym z podstawowych narzędzi w badaniu rozwoju systemu językowego dziecka w środowisku monolingwalnym i bilingwalnym. Autorka opisuje biografię językową, jako metodę badania nabywania kompetencji językowych. Jak twierdzi W. Miodunka (2016) – w trakcie procesu badawczego należy stosować zasady otwartości, dobrej komunikacji i naturalności. Cechy te, zdaniem autorki artykułu, można osiągnąć poprzez użycie kamery w procesie obserwacji dziecka. Omówiono również zasady, których należy przestrzegać podczas korzystania z nagrań wideo, co może być niezwykle cenną informacją dla kolejnych badaczy tego zagadnienia. Następnie autorka skupiła się na technice zapisu powstałego materiału badawczego na przy kładzie analizy rozwoju języka dwojga dzieci dwujęzycznych i dwojga dzieci jednojęzycznych.

EN

The article presents the audio – video techniques that nowadays are the basic tools for the study of the child’s language development. These techniques could be used for mono and bilingual children. The author describes a “language biography” as one of the methods for the acquisition of language competence. According to W. Miodunka (2016), the “language biography” as a research method should include the following characteristics: openness, natural, and excellent communication. These features could be accomplished by using a camera during everyday activities. Additionally, the article presents the principles of recording videos for research purposes that could be valuable information for other studies. Thereafter, the author shows the technique to transcribe recordings based on the language development study of two bilingual and two monolingual children.

11

Různost jazyků a její interpretace v díle Vladimíra Skaličky: studie z moderních dějin české lingvistiky

44%

Vasiljev I.

|

nr 1-2

99-109

EN

Vladimír Skalička’s contributions to linguistic typology have been widely recognized. This paper tries to capture the significance of the problem of language diversity in its broadest sense for the development of Skalička’s scholarship and for his scientific legacy. The author argues that in a 1947 Czech-language article titled “The problem of language diversity” published in Slovo a slovesnost, Skalička gave in fact a sketch of a blueprint for modern linguistics in which he advocated a holistic approach to the study of language through a balanced texture of the triple aspect of language: its semiotic nature, its diversity and its structure. The least one can say is that Skalička seems to have followed these self-imposed, yet highly stimulating guidelines for the rest of his life. The final part of the paper is an attempt at summarizing Skalička’s contribution to the understanding of the semiotic connection of linguistic typology and the mutual relations between language and mind or language and society. The author concludes that although Skalička did not directly answer or even explicitly ask the question of why languages differ from each other, he nevertheless cleared the way for future attempts at a structural explanation of the origins of language diversity.