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Regionalne zróżnicowanie ilościowe imiennictwa w Polsce

100%
Swoboda P.
Socjolingwistyka
|
2015
|
issue 29
21-37
PL
Artykuł dotyczy różnic ilościowych w imiennictwie poszczególnych regionów Polski w latach 1951–2010. Celem było sprawdzenie, czy dane ilościowe dla regionów są zróżnicowane, czy układają się w zwarte obszary geograficzne oraz czy zróżnicowanie międzyregionalne ulegało zmianom w badanym okresie. Do oceny tych różnic użyte zostały wybrane wskaźniki bogactwa leksykalnego stosowane w pracach z zakresu statystyki leksykalnej. Impulsem do podjęcia tego zagadnienia były zaobserwowane wcześniej wyraźne różnice w dystrybucji przestrzennej imion ze względu na ich cechy jakościowe. Badanie wykazało, że także w świetle danych ilościowych występuje czasowe i geograficzne zróżnicowanie w nadawaniu imion w Polsce.
EN
The article examines the quantitative differentiation in naming in the various Polish regions during the period of 1951–1960. The aim was to check whether the quantitative data for names are regionally differentiated, and has the interregional differences changed during the period considered. Selected measures of lexical richness (originally applied in the field of lexical statistics) were used to evaluate these differences. The direct reason for considering this case were the previously observed clear spatial patterns of first names with regard to its qualitative features. Present study has shown that also in the case of quantitative data there are some temporal and spatial differentiation in naming practices in Poland.
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Trudność zadania komunikacyjnego a bogactwo leksykalne wypowiedzi uczniów

80%
Róg T.
Neofilolog
|
2021
|
issue 56/2
337-356
EN
Task-based language teaching has recently become a mainstream research area in second language acquisition studies. One of the underexplored areas is task design and its influence on the measures of complexity, accuracy, and fluency. While most previous research into task design focused on manipulating planning time, note-taking, or task familiarity, one of the promising lines of investigation is how task difficulty may also be conducive to L2 acquisition. Task difficulty is understood as the cognitive burden placed on a learner performing a task. In the current study learners of English as a foreign language (n=28) performed three differently designed oral communicative tasks of increasing difficulty: (1) a brainstorming task, (2) a sorting and ordering task, and (3) a problemsolving argumentative task. Task difficulty, i.e. having to employ higherorder thinking skills improved learners’ L2 lexical complexity as measured by lexical diversity, lexical density, and word-frequency counts.
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