Wyniki wyszukiwania - Biblioteka Nauki

1

The use of lexical cohesion elements in the writing of ESL learners

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Kadiri G. C. , Igbokwe U. L. , Okebalama U. N. , Egbe C. I.

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nr 3

221-234

EN

This study investigated the use of lexical elements of cohesion in the essay writing of students of English as a Second Language. Two hundred essays of final year students of the University of Nigeria, Nsukka were collated and analyzed by the researchers in order to identify the lexical elements used to achieve cohesion in writing. The result showed that students used three lexical elements as postulated by Gutwinski in varying degrees in their writings. These include: repetition, synonyms, and lexical sets (collocations). Students tended to use more of repetitions and made minimal use of synonyms and lexical sets to achieve cohesion in writing. This has led to poorly written essays by students. It also implies that lexical cohesion elements should be taught in schools to enable students use them appropriately in writing.

2

MOTIVATIONAL ATTITUDES OF ELT STUDENTS TOWARDS USING COMPUTERS FOR WRITING AND COMMUNICATION

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KARAKAŞ A.

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2011

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tom 11

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nr 3

37-53

EN

This article will provide an overview of whether students have positive motivational attitudes towards the use of computers for writing and communication. Firstly, it summarizes the basic theories of motivation and then explains the relationship between language and motivation, and the use of computers and motivation. Then, it aims to explore the aspects of computer use that students find motivating and investigates the differences among these aspects for students having different backgrounds in terms of computer skills. 45 first grade ELT students of Mehmet Akif Ersoy University participated in the study. The data was collected through a questionnaire adapted from Warschauer (1996). The obtained data were analyzed by descriptive statistics, t-tests, Manova and Anova on SPSS. The findings indicated that participants mainly made use of computers for communication, learning, achievement and empowerment. Plus, their personal aspects, except for computer knowledge, related to computers, did not significantly affect the participants’ motivational attitudes towards the use of computers. There were not even significant differences between male and female participants in terms of being motivated to use computers and computer facilities for communication and writing. Finally, having or not having a computer at home was not a decisive factor influencing motivational attitudes of participants.

3

Граматичната категория лице във форумното общуване на bg-mamma

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Тодорова [Todorova] Б. B.

Studia z Filologii Polskiej i Słowiańskiej

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2017

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tom 52

EN

The grammatical category of the person in bg-mamma forum communicationThe main purpose of the paper is to present some grammatical features of computer-mediated communication (CMC), in particular the verb category of the person. The specifics of grammar use in CMC texts are not preferred by researchers as they are more difficult to investigate. The grammatical system is more stable and conservative and the differences in grammar use are less discernable. A lot of investigators claim that CMC occupies the middle position between speech and writing. Hewing and Coffin (2004) consider that in speech the first and the second person use is preferred; in writing the third person has more frequent use. This research thus aims to investigate the use of personal forms of verbs in some discussions in the largest Bulgarian forum platform – bg‑mamma. The results show that in the corpus the third person appears more often than others. The second person has lowest use. Gramatyczna kategoria osoby w komunikacji na forum internetowym bg-mammaPodstawowym celem artykułu jest przedstawienie pewnych gramatycznych właściwości komunikacji zapośredniczonej komputerowo (computer-mediated communication, CMC), tyczących się zwłaszcza czasownikowej kategorii osoby. Specyfika gramatyki tekstów CMC nie należy do tematów często podejmowanych przez badaczy, teksty te należą bowiem do trudniej poddających się analizie. System gramatyczny jest tu bardziej stabilny i charakteryzuje się większym konserwatyzmem, co utrudnia notowanie różnic gramatycznych. Wielu badaczy postuluje, że CMC plasuje się w połowie drogi między mową a pismem. Hewing i Coffin uważają, że w mowie częściej używa się pierwszej i drugiej osoby, w piśmie zaś – trzeciej. Wychodząc z tego założenia, podjęto analizę użycia form osobowych czasowników w niektórych wątkach dyskusyjnych największego bułgarskiego forum internetowego bg-mamma. Jej wyniki wskazują, że w korpusie najczęściej występują czasowniki w trzeciej osobie, najrzadziej zaś – czasowniki w drugiej osobie.

4

Writing – necessary educators’ activity. Example of a nursery

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Telka L.

Problemy Opiekuńczo-Wychowawcze

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2020

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tom 589(4)

25-32

EN

The subject of interest in the article is the educators’ activity in the nursery in the area of writing about events in the field of practice, especially about the relations of a young child and the educator, and taking a reflection on what has been written. Writing is conducive to reflecting on what is observed, reading what is written, conversation of educators with each other, in order to analyze the relationship of an adult and a child.

5

Kształtowanie umiejętności redagowania tekstów na zajęciach języka polskiego jako obcego

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Orłowska-Popek Z.

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nr 2

153-162

EN

The author of the article, based on her own clinical experience of working with the deaf, presents the ways adults can learn to write texts in Polish as a foreign language. She proposes exercises to improve their text editing ability. She draws attention to the words of W. T. Miodunka „Editing written texts is in fact a work on the basics of language as a developed code” [2003: 221].

6

Deutschsprachige Pressepolonica des 16. und 17. Jahrhunderts

100%

Just A.

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nr 3

21-36

EN

This article is dedicated to German publications and fl yer newspapers regarding Poland and Polish affairs. The names of this specifi c medium of social communication, its defi ned audience and a brief characterization of their content is explained. The main theme of the article is devoted to a few, however, specifi c groups of these early Polish press releases, which are undoubtedly the fl yer newspapers and publications, which appeared in both Polish and German. The author reminds us that sometimes the publications were not always in a two language style. Very often only one version survived: the original or the translation.

PL

Niniejszy artykuł poświęcony jest szesnasto- i siedemnastowiecznym niemieckojęzycznym drukom i gazetom ulotnym dotyczącym Polski i spraw polskich. Wyjaśniono tu nazwę tego swoistego medium komunikacji społecznej, określono odbiorców oraz scharakteryzowano pokrótce przekazywane treści. Zasadnicza część artykułu poświęcona została wprawdzie nielicznej, ale szczególnej grupie tych wczesnych poloników prasowych, jaką stanowią niewątpliwie druki i gazety ulotne, które ukazały się w parze językowej: polski i niemiecki. Wspomniane polonika prasowe nie w każdym przypadku zachowały się jako druki polsko- i niemieckojęzyczne. Niejednokrotnie przetrwała tylko jedna wersja: oryginał bądź tłumaczenie.

7

A comparative study of morphosyntactic and discourse errors of intermediate and advanced EFL learners’ writing

100%

Hayati A. M. , Jalilifar A. , Bardideh A.

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2011

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tom 47

361

EN

The main purpose of the present paper is to identify the morphosyntactic and discourse errors of language learners at sentence and essay levels. To achieve this end, a total number of 50 Iranian university students were selected to participate in the study. Two types of test were administrated to the participants: a recognition test and a production test. In the former, the participants were asked to read 42 English sentences and identify the erroneous morphosyntactic forms; and in the latter, they were required to translate 14 Persian sentences into English and also write a two paragraph essay. Using Ferris’ (2002) model, the results indicated that there was a direct relationship between the number of errors and the participants’ level of proficiency. The results also revealed statistically significant differences between error identification and error production of both freshmen and seniors Iranian English language learners.

8

ELECTRONIC FEEDBACK: IS IT BENEFICIAL FOR SECOND LANGUAGE WRITERS?

100%

Allah L. F.

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nr 3

EN

Feedback is one of the essential elements in the writing classroom. With its two forms, teacher and peer, feedback can help students modify their essays to produce better later drafts. However, the practice of feedback in class does not go without some drawbacks on both the teacher and students’ side. This paper tries to demonstrate by reference to recent studies how the use of electronic feedback can aid in providing a better environment for feedback that can, consequently, result in better essays by the students. The paper presents some classroom practices regarding the use of electronic feedback.

9

Elementy wspólnego pisania na zajęciach pisania akademickiego – badanie pilotażowe

89%

Marzec-Stawiarska M.

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nr 39/1

41-54

EN

The article discusses the issue of collaborative writing during classes of academic writing for advanced students of English as a foreign language. It describes a research project in which the influence of collaborative planning on the quality of written discourse was analysed. The research found that essays based on the plan constructed by students in pairs were better in terms of organisation, linguistic variety, content and accuracy than essays written by these participants individually. Moreover, the questionnaires written by the participants revealed their positive attitude to collaborative essay planning.

10

Gombrowicz od tyłu Projekt krytyki analnej na przykładzie powieści Ferdydurke

89%

Kaliściak T.

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tom 8

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nr 1-2

59-97

EN

The article proposes an “anal” reading of Witold Gombrowicz’s Ferdydurke from the perspective of the so‑called “anal turn” in the research on masculinities within the field of queer theories. The author presents an overview of theoretical perspectives, in which anality has been recognized as a suppressed component of male identity (e.g. Freud, Bataille, Kristeva, Deleuze and Guattari, Hocquenghem, Laporte). Masculinity seen from this angle is based on a radical shift of the foundation from a phallogocentric position to a more dispersed, non‑centralist, and thus more difficult to grasp, “anal” approach. In Gombrowicz’s work this change is best illustrated in the reflections on the subject of privacy. The subjectivity of the main character of Ferdydurke organises himself not around phallus but anus, and this new, radically shifted and dispersed subjectivity is called by Gombrowicz the private (or “upupiona”, “pampered”)masculinity, which reactivates the suppressed anality. The author analyses Ferdydurke also in the context of a peculiarly understood theory of “anal work,” in the light of which a literary work appears as an excrement and writing as excretion.

11

Développements en linguistique intégrale: L'étude du processus de textualisation

88%

Cislaru G.

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2021

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tom 16 (Semanticity, Alterity, Creativity: Building on Eugenio Coseriu’s Legacy (II))

157-171

EN

Text is the most complex object in linguistics. Coseriu's integral linguistics is a key to text analysis. The transversality of the approach, also integrating the reality of the world, echoes several 20th century theories such as enunciation (E. Benveniste), functionalism (M.A.K. Halliday), convention philosophy of language (L. Wittgenstein). We propose to add process philosophy (A. Whitehead) - indeed, our research in text linguistics focuses on the study of textualization processes which are real-time recorded by key-stroke logging software. The nature of the data segmented by pauses during the writing process, the temporal linearity oriented towards the final product, the hypothesis of a preexisting textual design can be satisfactorily examined in the frame of integral linguistics, and also contribute new developments.

12

Use of Corpus-Based Classroom Activities in Developing Academic Awareness in Doctoral Students

88%

Levchenko V.

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tom 48

28-40

EN

The corpus-based approach in language education has driven an array of studies over the past few decades, including its application in developing academic awareness in second-language learners of English for academic purposes. Most publications that show ways of incorporating corpus-based classroom activities (C-BCA) concern concordance lines and lexico-grammatical studies with reference to teacher feedback. The present study examines postgraduates’ perception of C-BCA in English for academic purposes classes. A class of 10 postgraduate students from Samara University, Russia, participated in the research. Questionnaire results showed a positive perception of using C-BCA as a tool for writing assignments. The study also concerns an analysis of the students’ results in the writing assignments as a part of their academic awareness. Specifically, this sample study shows interdependence between the positive dynamics of postgraduates’ perceptions of C-BCA and good results of a writing examination.

13

Wpływ struktur wsparcia na efektywność nauczania języka pisanego w środowisku e-learningowym

88%

Mokwa-Tarnowska I.

Linguodidactica

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2014

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tom 18

EN

The process of knowledge and language skills development during an online course can be very effective if student engagement in learning is achieved. This can be attained by introducing general and specific support mechanisms prior to the commencement of the course and during it. The former relates to the technological aspect, that is to familiarizing students with the functionalities of the virtual learning environment they will use and affordances of its tools. The latter comes from the structure of the course, the educational material designed to involve the participants in learning, the tools available on the course pages, as well as the tutor and fellow students. An effective course in genuine technical writing should aim to provide good opportunities for learning how to produce a report, manual, memo, abstract, graph analysis and a paragraph with mathematical, physical and chemical formulae, that is texts with cognitive appeal not only for the writer but also for the reader. With strong pre-emptive and responsive tutor support, such a course in technical writing results in an enhanced learning experience, which is shown by the analysis of students’ responses to different survey questions.

RU

Статья посвящается эффективным навыкам писания технических текстов на курсах online. Студенты во время курса эффективно развивают свои навыки писания, если принимают активное участие в нем. Чтобы студент эффективно освоил информацию, можно перед началом курса и в его ходе ввести специальные и технические нормативы. Первый норматив, технический, обозначает, что студент должен знать функции программы, на которой будет работать. Второй норматив основан на структуре образовательной программы и дидактических материалах, доступных на страницах курса, у учителя и у учащихся. Во время курса писания технического текста, студент должен научиться писать рапорты, служебные заметки, рефераты, делать анализ графиков и таблиц, а так же применять формулы и равенства математические, физичес-кие и химические. Это обозначает, что студенты должны упражняться в писании текстов, которые интересны и познавательны как для автора, так и для читателя. Научный аспект курса, который основан на писании технических текстов, может быть эффективным, если имеет сильную поддержку со стороны учителя, как ведущую так и реактивную. Показывает это анализ, анкет заполненных участниками.

14

Poznání a vizualizace aneb jak myslet očima a rukama

88%

Latour B.

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nr 2

33-90

EN

Bruno Latour’s article challenges the preconceived notions with which the scholars have approached the Great Divide between prescientific and scientific cultures. In order to account for the immense effects of science and technology without assuming a single grand cause for them, he suggests to focus on many, small unexpected and practical sets of skills to produce images, and to read and write about them. However, only those changes that intervene favorably in the agonistic situation in science should be considered. Crucial in this respect is the emergence of numerous “immutable mobiles” – easily transported, accumulated, combined, yet lasting objects – which made possible the mobilization of new scientific inscriptions and of new ways of looking at and presenting them. They help to constitute an optically consistent visual culture with such technologies as printing press. Their combination on the surface of paper and subsequent mobilization of allies can usher in bureaucratic mode of domination over the world and people in the scientific field. The effects of science and technology thus become a question of a shift in power relations enabled by the manipulation of inscriptions.

15

НАВЧАННЯ СТУДЕНТІВ-МАГІСТРІВ ТЕХНІЧНИХ СПЕЦІАЛЬНОСТЕЙ АКАДЕМІЧНОГО ПИСЬМА АНГЛІЙСЬКОЮ МОВОЮ

88%

Дзіман Г.

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nr 5(39)

105-112

EN

The article is devoted to consideration of teaching English writing to Master’s students of technical departments. Main stages of teaching English writing at an advanced level are regarded as well as characteristics and examples of the exercises for teaching English writing at these stages. The article states that teaching at an advanced level deals with development and improvement of learning skills obtained during previous teaching stages. The basis of the system for teaching English writing to Master’s students are the exercises aimed at the development of such skills as: 1) ability to structure written texts correctly; 2) stylistic skills; 3) ability to suggest an idea in the written form; 4) ability to achieve cohesion. During teaching English writing to Master’s students, special focus needs to be placed on availability principle which implies gradual presentation of the material. Special attention in the process of teaching should be also paid to text structure and organization along with its verbal peculiarities. This refers to both short and long written scientific forms. In its turn, components of writing activities may be divided into pre-writing, during-writing and post-writing stages. Pre-writing stage involves analysis of the text structural elements. The second stage is aimed at teaching English writing to Master’s students as a specific kind of speech activity. Individual work with the elements of team work will dominate at this stage of the teaching process. At this stage all students who work in a team are responsible for writing of some particular structural element of the scientific text. The post-writing stage focuses on proofreading and editing final result as well as achieving text cohesion. An important role in teaching is devoted to control. The forms of control include: delayed individual control, peer-check, front control and self-control. It should be noted that evaluation criteria should guide teacher in his/ her control. To summarize it, it should be noted that all the exercises used for teaching English writing to Master’s students should be productive, communicative and relatively communicative. Consideration of all these factors will promote creation of scientifically grounded exercises for teaching English writing to Master’s students.

16

Narrative gerontology: introducing the field

88%

Medeiros K.

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nr 1 (13) /2017 Active and Healthy Ageing

13-24

EN

Narrative gerontology is a growing approach to understanding the experiences of later life. Narratives provide a type of raw material to gain an “insider’s perspective” on older age. The term “narrative” (coined in 1994) describes various types of stories that can range from a few sentences to a grand that covers a person’s lifetime. Depending on discipline (e.g, anthropology, medicine), narratives can be used in different ways (e.g., understanding perspectives within culture, understanding a patient’s perspective on an experience or condition). Key considerations regarding narrative gerontology include how best to elicit a story, the difference between big and small stories, analytical strategies, and issues of power, perspective and language. Overall, narrative gerontology isn’t limited to one single approach but instead encompasses many perspectives linked to putting experiences into words.

17

CEREBRAL LATERALITY FOR THE GENERATION OF SILENT AND WRITTEN LANGUAGE IN MALE AND FEMALE RIGHT- AND LEFT- HANDERS: A FUNCTIONAL TRANSCRANIAL DOPPLER ULTRASOUND STUDY

88%

Kondyli D. , Stathopoulou D. , A. Badcock N. , Papadatou-Pastou M.

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2017

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tom 15(4)

407-432

EN

The cerebral lateralization of language has attracted great research interest. Nevertheless, the bulk of the work focuses on language production and comprehension; research on cerebral lateralization during writing is limited. The present study assessed cerebral lateralization in 60 participants (mean age = 26.65 years, SD = 6.05, range = 20-44), 30 right-handers (14 men) and 30 left-handers (16 men), during written language production by means of functional transcranial Doppler ultrasonography (fTCD) for the first time. Findings show that left-hemispheric lateralization is observed during silent word production, for both left- and right-handers. However, during written word production, the degree of typical (left) hemispheric lateralization was significantly increased for right-handers, while left-handers presented atypical (right) hemispheric lateralization. Importantly, the difference between silent and written word generation was significantly higher in left- compared to right-handers. No main effect of sex or interactions with sex were observed. Findings suggest that a wider network of right-hemispheric areas is used during writing in left-handers. Thus, the known differences in cerebral lateralization between right- and left-handers are stronger during written language production. However, the relative contribution of language and motor areas needs to be further elucidated.

18

Pismo jako sztuka

88%

Cimała A.

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tom 6

55-64

EN

Art, being a part of culture and civilization, is difficult to define. It is most often analyzed in terms of aesthetics. The art is most often associated with paintings, sculptures, architecture, music or literature. At the same time, it is hardly ever associated with writing. This article discusses and compares ways of perceiving different types of writing as art that originates from different cultures. Egyptian hieroglyphs were characterized as religious and utilitarian, while their artistic aspect was rather secondary. This approach has changed due to globalization and commercialization. Chinese calligraphy is characterized by duality – a combination of spirituality with pragmatic approach. Arabic calligraphy is primarily religious, but the visual effect seems to be as important as the element of its usage. Calligraffiti that is derived from Arabic calligraphy is, against the tradition, secular and serves as a tool of expression that can be seen both on the streets and in museums. Concrete poetry ignores conventions and gives a new dimension to both poems and typography. Despite time and cultural differences, in all these cases – to a greater or lesser degree – the visual value seems to be just as important (or even more important) as the substantive value of the texts. The visual effect and the functional element cooperate with each other and complement each other creating multidimensional works of art.

19

Leer cine: Alatriste como estrategia didáctica para la escritura

88%

Ventura P. Ú.

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2017

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tom 16

303-318

EN

This study attempts to review and analyze a number of grammatical issues related to activities after the reading of Alatriste’s film script, in the Spanish classroom for students of Translation and International Relations, and, in that way, to develop their writing abilities. We propose a descriptive methodology whereby a selection of scenes from the script in question is used in order deepen the textual properties through cognitive and creative participation on the part of the receiver.

20

Hybridité et altérité dans Magnus de Sylvie Germain

88%

Jauer A.

Quêtes littéraires

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2016

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nr 6

138-146

EN

Magnus, a novel from Sylvie Germain published in 2005, is a narration made up of several marks of hybridity – structural, generic and discursive hybridity. Those marks are not simply formal but emphasize the necessity of a true presence towards the world and others. The itinerary of the character is a spiritual one, and the novel reveals the part played by reading and writing in the reconsideration of our relationship towards the world and the other people.