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1

Wielopostaciowość administracji Unii Europejskiej

100%

Kowalczyk B.

Opolskie Studia Administracyjno-Prawne

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2018

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vol. 16

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issue 1 (3)

7-17

PL

The article deals with institutional and procedural differentiation of the EU administration. The initial model of the European administration as a non-executive one has changed over time due to a number of factors. It is indicated that the European administration has developed in several phases and each stage added a distinctive layer to the existing reality. It is not easy today to create a complete and plain picture of the administration in the EU, nor coordination and communication. Diversity and pluralism are considered to be valuable features of the EU governance. Pointing to trends of development, it seems that the EU will continue to focus mainly on processes and procedures that connect the various elements of this structure.

2

Acquisition of German pluralization rules in monolingual and multilingual children

83%

Zaretsky E., Lange B. P., Euler H. A., Neumann K.

Studies in Second Language Learning and Teaching

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2013

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vol. 3

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issue 4

551-580

EN

Existing studies on plural acquisition in German have relied on small samples and thus hardly deliver generalizable and differentiated results. Here, overgeneralizations of certain plural allomorphs and other tendencies in the acquisition of German plural markers are described on the basis of test data from 7,394 3- to 5-yearold monolingual German and bi/multilingual immigrant children tested with a modified, validated version of the Marburger Sprachscreening (MSS) language test and 476 children tested with the SETK 3-5 language test. Classified correct and wrong answers to MSS and SETK 3-5 plural items were compared. The acquisition patterns of immigrants corresponded to those of younger German children. Both monolingual German and immigrant children demonstrated generally the same universal frequency and phonetically/phonologically based error patterns, irrespective of their linguistic background, but with different tendencies such as overgeneralization of -s by German children only.

3

Acquisition of German pluralization rules in monolingual and multilingual children

83%

Zaretsky E., Lange B. P., Euler H. A., Neumann K.

Studies in Second Language Learning and Teaching

|

2013

|

vol. 3

|

issue 4

551-580

XX

Existing studies on plural acquisition in German have relied on small samples and thus hardly deliver generalizable and differentiated results. Here, overgeneralizations of certain plural allomorphs and other tendencies in the acquisition of German plural markers are described on the basis of test data from 7,394 3- to 5-yearold monolingual German and bi/multilingual immigrant children tested with a modified, validated version of the Marburger Sprachscreening (MSS) language test and 476 children tested with the SETK 3-5 language test. Classified correct and wrong answers to MSS and SETK 3-5 plural items were compared. The acquisition patterns of immigrants corresponded to those of younger German children. Both monolingual German and immigrant children demonstrated generally the same universal frequency and phonetically/phonologically based error patterns, irrespective of their linguistic background, but with different tendencies such as overgeneralization of -s by German children only.

4

On the effect of pluralization on the numeralization of nouns in English and Polish: a contrastive corpus-based study

71%

Herda D., Herda D.

Linguistica Silesiana

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2019

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vol. 40

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2 Studies in Second Language Learning and Teaching

1 Linguistica Silesiana

1 Opolskie Studia Administracyjno-Prawne

2 Euler H. A.

2 Lange B. P.

2 Neumann K.

2 Zaretsky E.

1 Herda D.

1 Kowalczyk B.

1 2019

1 2018

2 2013

Wielopostaciowość administracji Unii Europejskiej

Acquisition of German pluralization rules in monolingual and multilingual children

Acquisition of German pluralization rules in monolingual and multilingual children

On the effect of pluralization on the numeralization of nouns in English and Polish: a contrastive corpus-based study