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This paper discusses the dialectical words that appear in Skender Kulenovic's literary works. Contextually, dialectisms in the literary expression of Skender Kulenovic show the place where the work is performed. Also, dialectism contributes to the discovery of the character of people who appear in literary world. With regard to the function, all Kulenovic's dialectical words produce an expressive effect, thus enhancing the expressive value of the literary work. Phonemes are also analyzed in this paper as important elements that contribute to expressiveness. In this sense, local-speaking feelings of the book's characters are very important. This paper also discusses expressive and affective characteristics in local dialects (lexical and phonological dimensions). We conclude that the words in the works of Skender Kulenović appear as effective expressions, acoustic and visual images of the mentality or speech environment in which the literary characters exist.
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The Venetian Miscellany is one of the preserved collections of Bosnian medieval literature. The manuscript of the the Venetian Miscellany is not preserved in its entirety. Given the linguistic traits of the Venetian Miscellany, his date should be sought at the end of the 14th or the beginning of the 15th century. This paper will try to illuminate some lexical characteristics that have not been scientifically explained so far. Namely, the paper will attempt to illustrate the relationship of the lexicon of the Venetian Miscellany to the other manuscripts of the Bosnian medieval literacy, as well as to the manuscripts of other Slavic traditions.
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Ahmet Cevdet Pasha, who was appointed as the Inspector of Bosnia in 1863, performed important tasks. Ahmet Cevdet Pasha put the things he saw, his observations and recommendations into a report form in Bosnia. These reports were published later. In our paper, Ahmet Cevdet Pasha's works titled as Tezâkir will be taken as the basic reference. According to the reports of Ahmet Cevdet Pasha, the titles such as marriage, military customs, and weddings will be brought into forefront and the cultural life of that period will be revealed.
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The need for performing some actions can be expressed by various lexical-syntactic constructions in Turkish language, and there is no single opinion on the syntactic analysis of such examples in Turkish literature. The primary aim of the paper is to try to resolve the dilemma of how to syntactically analyze Turkish sentences with a necessitous meaning. By analyzing specific examples, it will be attempted to point out the fact of how the functional-semantic equivalents of Turkish sentences with necessitous meaning are expressed in Bosnian language.
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The character of the relations between linguistic and not strictly linguistic elements of awareness is discussed basing upon the example of the existing notions of the zoological garden. The vocabulary material reflecting both historical and contemporary interpretations is quoted. These interpretations include the etymology of the words. Their analysis is aimed at finding out the motives that change in time, features and semantic analogies. These three elements are then consolidated in the notions of the mental and linguistic culture. Later on, the character of the relations between the state of an animal and a human is established (by placing the characters in an artificially created space). The human resembles the animal and the latter is a representative of a community in captivity, and the human observing the animals becomes an element of the collective display. The gathered information and interpretations (compared to the data from the dictionary of dreams via their semantic and mental features) make it possible to ask a question on the semantics of the mental and semantic features of the vivid experiences that exist in perceptual and mental planes. These experiences shape the notions for the representatives of a specific mental culture. The notions in question are of regulating, approximate and not always realized character. As the result, these notions, and especially the ones that condition the organisation of the world in linguistic and non-linguistic awareness, influence the semantic evolution of a language as well as its users’ mentality.
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The belief that only humans use language has dominated in science for years. Linguists are especially sensitive to the notion that animals can use or create language. They argue that all species other than human can communicate but they do not use language, as it is reserved for people only. It is important to notice that animal psychology is a new and still far underdeveloped scientific field. More and more studies are revealing that animals can and do think, feel and communicate in a meaningful way. Recently, new studies have supported the hypothesis that some animals do use language. The communication systems that they use have all or most of the characteristics of a language. Con Slobodchikoff has shown that prairie dogs have grammar, can create language and use dialects in their communication with one another. Their pups learn their language in a similar way as human babies do. This article is meant to question the notion that animals do not use and create language.
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Educational aspirations are defined as “educational goals students set for themselves” (Trebbels, 2015, p. 37). They are widely studied in psychological and sociological research, in which it was found that, firstly, aspirations form in late adolescence and early adulthood, and secondly, their goal and level (i.e., high vs. low) are determined by the social environment they come from, that is, their family background, peer and school influence. The paper presents the results of the qualitative study, in which 56 students of English philology in one of the vocational schools in the south of Poland expressed their aspirations in reference to their future foreign attainment and associated vocational goals. The results showed that in the majority of cases the aspirations are not so high and fully-formed, which, it is hypothesized, is rooted in the social background the students come from.
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Action research is one of the tools that a reflective teacher may use in order to solve specific problems they encounter in their daily teaching practice. The article describes action research carried out in a high school to investigate some of the reasons behind the poor performance of some first-year students. It has been observed that students’ lack of success during the first semester corresponds directly to their low results in the end-of-middle school exam, despite the fact that they were allocated to groups on the basis of a placement test. In a questionnaire survey, students reflected upon their motivation, attitude, classroom anxiety, and assessed their performance against other group members. This article offers an analysis of the questionnaire results and attempts at presenting certain ways in which teachers could help students who did not manage to wipe the slate clean avoid some learning barriers.
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Numerous studies (e.g., Lipińska, 2014; Majer, 2002; Nowacka, 2003; Sobkowiak, 2002; Szpyra-Kozłowska et al., 2002; Szpyra-Kozłowska, 2008; Waniek-Klimczak, 2002; Wrembel, 2002) have shown that although teaching L2 pronunciation is included in university curricula, it is at the same time virtually absent at lower stages of education. Moreover, it has been noticed that teaching phonetics to younger learners is advisable and may be really effective (e.g., Lipińska, 2017c; Nixon & Tomlinson, 2005). Undoubtedly, there are a lot of books and courses written by and for Polish learners of English, but they are dedicated to adults (e.g., Porzuczek et al., 2013; Sawala et al., 2011) or dedicated to international users (e.g., Baker, 2006; Hancock, 2008; Hewings, 2010). But the materials and methods used while working with adult learners and university students are no longer applicable if one wants to teach phonetics in a different environment and create an attractive and efficient course for children or young teenagers, since, as for example Komorowska (2011) notices, each foreign language course has to be characterized by realistic goals and appropriate methods and components. The aim of this paper is to present various methods and materials which can be successfully applied while teaching English pronunciation to 11–13-year-olds. They have been implemented in three groups consisting of such L2 learners, and their usefulness and effectiveness have been proven by studies on both speech production and perception (e.g., Lipińska, 2017d).
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The way a foreign language (L2) learner perceives his or her educational environment may affect their processes of L2 acquisition. The aim of the study presented in this paper is to explore English as a foreign language (EFL) students’ perceptions of their teachers’ pronunciation, in-class and outside-class factors regarding pronunciation acquisition, such as pronunciation activities, recordings, focus on form, peer pronunciation, listening to music, to mention a few. A group of 89 participants responded to a survey, via which the data necessary to respond to the following three research questions was collected. How do EFL learners perceive their teachers’ pronunciation? What is the relationship between EFL learners’ perceived level of their L2 teachers’ pronunciation and perceived L2 teachers’ classroom language use? What factors, in the view of L2 learners, contribute to their pronunciation acquisition? The results indicate that there are significant differences in the perception of teachers’ pronunciation at different educational levels. Also, in L2 pronunciation learning the EFL students report the following factors as moderately important: L2 teachers’ pronunciation, in-class L2 use, pronunciation error correction, and in-class and out-of-class exposure to multimedia that provide access to a broad range of L2 pronunciation varieties.
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The authors propose a comparative analysis of the Italo-Albanian tale "Jugalla and orku" recorded at San Benedetto Ullano in 1967 (original version), with a new variant of the same tale recorded in San Basile in 2017 using the same text. This article aims to emphasize the differences between the two tales and the two linguistic variations by different points of view (phonetic, morphology, syntax and lexicon).
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Review of: Поетика українських перекладів Вергарна [Рецензія на книгу: Кравець Я. Український Еміль Вергарн (критика, перегуки, переклади)]. – Львів : Тріада плюс, 2016. – 344 с.]
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The topic of this paper are salutation formulas used by Croatian and Italian students in e-mail messages to their professors. The objectives were to determine (1) salutation formulas used by Croatian students in formal e-mail messages, (2) salutation formulas used by Italian students in formal e-mail messages, and (3) does students’ cultural background in any way affect the salutation formulas they use in formal e-mail messages. We found that the choice of salutation formulas is still not settled and that a hybridisation process exists which combines language features characteristic of both speech and writing. The results indicate that it is not possible to generalise salutation formulas in electronic communication but rather the conditions governing their selection and other factors.
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The article proposes visiting Sicily in the footsteps of Zbigniew Herbert and Murilo Mendes. It is a comparative study of the creativities of the two authors. In the first part of the article Sicilian motifs in Herbert’s essays are discussed. In the second part interpretation of „Elegia de Taormina” by Mendes (one of the poems from „Siciliana” volume) can be found.
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The article author takes up again the issue of Polish-Portuguese bilingualism and recalls his research conducted in Brazil in the mid-nineties of the 20th century. He begins with a presentation of the research methodology and its territorial conditioning. He presents bilingualism as a group phenomenon, characteristic for most Brazilians of Polish descent (the author of the article highlights the differences between big cities, small towns and colonies). Next, he recalls the ways of becoming bilingual, which enables him to analyse individual cases of bilingualism and its variability over time. The article concludes with the three case studies described in the monograph published in 2003. The author presents successes achieved by the described people due to their knowledge of Polish language.
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The article describes the level of knowledge of the Polish language among people of Polish origin living in Brazil. Analysing the material gathered during her research in Brazil in the years 2013–2016, the author of the article identifies the factors that cause the disappearance of the Polish language, as well as the ones responsible for its revival.
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In this paper, I analyse the standpoint according to which alleged subsentential speech acts are in fact ellipses. I argue that extralinguistic context usually does not determine unique linguistic expression which could be regarded as the elided fragment. Next, I critically examine the view which regards subsentential utterances as unenriched situated illocutions and claim that it is not adequate, since it does not satisfactorily explain why such acts are successful. Finally, I propose a pragmatics-oriented view based on Recanati’s moderate relativism. Contrary to Recanati, I postulate unarticulated constituents in the content of subsentential utterances. I argue that this view can disarm the objection from case-matching which is one of the most powerful objections against all pragmatics-oriented views.
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