Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 3

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  written speech
help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1

In-Between Discourse and Genre: Doctor-Patient Interaction in Online Communication.

100%
Zummo M. L.
Romanian Journal of English Studies
|
2012
|
vol. 9
|
issue 1
78-90
EN
This paper presents the results of a corpus-based study which investigates the genre of medical eexchanges between doctors and medical website users. Three conversational routines (greetings, politeness, formal and informal linguistic features) are analyzed. The framework of the study is what some researchers refer to as net linguistics (Posteguillo 2003), consisting of the linguistic study of Computer Mediated Communication (CMC). The findings indicate that health posts are a relatively informal type of d/p interaction which is largely influenced by e-mails and chat conventions.
2

Wiek rozpoczęcia nauki w szkole podstawowej a poziom rozwoju mowy pisanej u uczniów klas 1–3: analiza porównawcza

75%
Jabłoński S., Kleka P.
Edukacja
|
2015
|
issue 1(132)
7–19
PL
W artykule podjęto problem gotowości szkolnej dzieci z klas 1–3, różniących się wiekiem rozpoczęcia edukacji w szkole. Skupiono się na analizie poziomu umiejętności posługiwania się pismem w porównywanych grupach. Czytanie i pisanie zostały przedstawione z perspektywy kulturowo-historycznej psychologii Lwa Wygotskiego jako dwie formy wyższej funkcji psychicznej – mowy pisanej i jednocześnie jako główne wskaźniki interakcyjnie ujętej gotowości szkolnej w pierwszych latach edukacji wczesnoszkolnej. W celu identyfikacji różnic pomiędzy dziećmi, które rozpoczęły naukę w szkole w wieku 6 i 7 lat, poddano analizie wyniki badania grupy 314 uczniów klas 1–3. Badanie przeprowadzono z wykorzystaniem Baterii do oceny czytania i pisania oraz Testu matryc Ravena w wersji kolorowej. Uzyskane wyniki wskazują na brak różnic w zakresie poziomu mowy pisanej w badanych grupach. Najbardziej prawdopodobnym tego powodem jest elitarność grupy dzieci posłanych do szkoły w wieku 6 lat. Cechuje je bowiem wyższy poziom inteligencji płynnej oraz wyższy poziom wykształcenia ich rodziców.
XX
The paper describes school readiness in grades 1–3, according to initial entry age to school. Authors approach contemporary understanding of literacy development from the angle of Vygotsky’s view on cultural-historical psychology. From this perspective reading and writing are seen as two manifestations of a single higher mental function – written speech. During the initial stages of school these skills can be regarded as main indicators for the interactional aspect of school readiness. 314 pupils from grades 1–3 were tested to identify differences between those starting school aged 6- and as 7-year-olds. The Literacy Assessment Battery and Coloured Raven’s Progressive Matrices were the instruments chosen. Results showed no differences in level of written speech between any of these groups. A plausible explanation for this similarity may be found in higher levels of fluid intelligence and from parents’ education. This suggests that Polish children starting school at 6 years of age before 2015 were recruited from an elite group.
3
Content available remote

Антропоніми в писемному мовленні молодших школярів-білінгвів

45%
Braha I. I.
Acta onomastica
|
2024
|
vol. 65
|
issue 1
27-59
EN
The present study seeks to investigate the use of anthroponyms in bilingual primary schoolers’ written speech and analyze the effect that the Ukrainian-Russian bilingualism produces on the process of mastering proper names and their specific case forms. The study materials include 1,505 letters to St. Nicholas written by pupils of 2–4 forms from schools in Sumy. The pupils’ language socialisation involves continued exposure to the mass Ukrainian-Russian bilingualism, with Surzhyk (mixed Ukrainian-Russian speech) commonly used for family communication. The nucleus of the anthroponymic field is determined by the children’s age characteristics and the text genre – it includes proper names of the children who wrote the texts. The peripheral position is occupied by the names of children from the authors’ immediate surroundings, as well as by those of their parents and teachers. Based on the analysis of text localisation of the anthroponyms under study, the use of proper names depends on the compositional element of the text and rules of etiquette. The pupils display a tendency to combine both full and short variants of proper names. As a result of bilingualism, the pupils frequently use hybrid anthroponyms – with interference detected in both formal and informal proper names. Another tendency is inconsistent use of the vocative case: in the vocative position, it is often substituted by the substandard form of the nominative case. Further research may lie in comparing the use of anthroponyms in bilingual children’s oral and written speech.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.