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

Results found: 8

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  perfect
help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1
Publication available in full text mode
Content available

Особенности употребления вспомагательного глагола в формах перфекта в 1-м лице единственного числа в древнерусских грамотах XIV–XVI вв.

100%
Waraczewski M.
Studia Rossica Posnaniensia
|
2019
|
vol. 44
|
issue 1
381-389
RU
This paper analyzes the use of perfect tense forms in a collection of Old-Russian charters: Testaments and Contractural Letters of the Russian Great and Appanage Princes of the XIV–XVI centuries. A special attention has been paid to the connection between the presence of an explicit subject and an auxiliary verb and their strict mutual dependence has been proved.
2
Publication available in full text mode
Content available

The use of the auxiliary verb in 2nd person singular perfect verbal forms in Old Russian documents of the 14–16th centuries

87%
Waraczewski M.
Studia Rossica Posnaniensia
|
2020
|
vol. 45
|
issue 2
EN
The article analyses 2nd person singular perfect forms in a collection of Old Russian documents of the 14–16th centuries. The main focus is placed on their formal aspects and the transition from an analytic to synthetic form. The process itself is well-known, yet it still lacks a detailed description and fully explained reasons for its occurrence. The author, providing statistical data on the use of the auxiliary verb byti and explicitly expressed subject, proves its great regularity. There is a strong dependence between the two items and usually only one of them is applied with perfect constructions. This shows that the function of the auxiliary verb has been completely changed and in the period described it played only the role of a person indicator. Thus, it became redundant when the use of personal pronouns was increased. All the exceptions to this rule are scarce and can be explained with factors of a syntactical or extra-linguistic character. The author’s assumptions are confirmed with statistical data and examples taken from spiritual and contractual charters of grand princes and appanage princes in the XIV–XVI centuries.
3
Publication available in full text mode
Content available

The Past Perfect in Corpora and EFL/ESL Materials

75%
Vandenhoek T., University A., timv@asia-u.ac.jp
Research in Language
|
2018
|
vol. 16
|
issue 1
EN
Corpora provide teachers and materials developers with the ability to ensure that the instructions they use in class and in teaching materials correctly reflect natural use. This paper examines the ways in which grammar reference books and two types of EFL/ESL materials present the past perfect aspect and whether they do so accurately. It will be argued that there are several issues concerning how these books present the grammar point. Many of the books surveyed provide incomplete explanations of when and how the form is used and several contain usage guidelines that are not supported by available corpus data. The paper ends with several recommendations to improve how the form is presented to teachers and learners.
4
Publication available in full text mode
Content available

The Past Perfect in Corpora and EFL/ESL Materials

75%
Vandenhoek T.
Research in Language
|
2018
|
vol. 16
|
issue 1
113-133
EN
Corpora provide teachers and materials developers with the ability to ensure that the instructions they use in class and in teaching materials correctly reflect natural use. This paper examines the ways in which grammar reference books and two types of EFL/ESL materials present the past perfect aspect and whether they do so accurately. It will be argued that there are several issues concerning how these books present the grammar point. Many of the books surveyed provide incomplete explanations of when and how the form is used and several contain usage guidelines that are not supported by available corpus data. The paper ends with several recommendations to improve how the form is presented to teachers and learners.
5
Publication available in full text mode
Content available

Note sur l’adverbe temporel już et ses correspondants français

75%
Nowakowska M., Apothéloz D.
Cognitive Studies
|
2011
|
issue 11
EN
A remark concerning the temporal adverb już and its French equivalentsGenerally speaking, this contrastive study of the Polish temporal adverb już and the French déjà is based around the idea that już and déjà have an invariant meaning but it is also true that they follow different idiosyncratic usages. This article has two parts. First, the authors show the usages of już which are equivalent to those of déjà. These usages appear when już and déjà are put in a specific verbal context. The authors describe the four cases in which już and déjà are equivalent: “precocity of event”, existential usage, iterative-continuative usage, experiential perfect usage. Secondly, the authors analyze four cases in which the Polish adverb już can’t be translated by the French déjà. These incompatibilities can be explained by either morphological idiosyncrasy or the conventionalization of deictic meaning of już, which is absent of déjà.
6
Publication available in full text mode
Content available

A perspectiva comparativa do pretérito perfeito composto, pretérito perfecto compuesto e present perfect

65%
Mikołajczak S.
Studia Romanica Posnaniensia
|
2013
|
vol. 40
|
issue 1
81-93
EN
The aim of this paper is to highlight a problematic use of the Portuguese tense Pretérito Perfeito Composto in comparison to the use of English Present Perfect and Spanish Pretérito Perfecto Compuesto. A great number of mistakes in use of this tense is observed in the students’ production in their L3 Portuguese as a result of apparent similarity between the Portuguese and the Spanish tense. The article is expected to present differences in temporal and aspectual approaches of these tenses. The use of Portuguese construction is much more restricted, limited in fact to the imperfect, repeated or prolonged actions that continue in the present. However, the apparent similarities in form provoke the students to transfer the tense constructions from the other languages. We observe the mechanisms of transfer and try to underline the essential differences in usage of these tenses.
7
Content available remote

Результатив як об’єкт логічної семантики та функційної граматики (на матеріалі української мови)

63%
Golotsukova Y.
Przegląd Wschodnioeuropejski
|
2016
|
vol. 1
153-162
EN
: The article deals with the research of the resultatives of the Ukrainian language: of the formal-grammatical types, of the peculiarities of functioning. The paper presents an interpretation of the notion “resultative” in the modern linguistic literature, it distinguishes types of the forms of the resultatives. Further, a definition of the term “resultative” is offered. Resultative constructions are described in connection with the extralinguistic phenomena by means of reception of external interpretation. The reception of interlevel interpretation allowed to trace connections of resultatives with other language units. Resultative constructions are investigated on the basis of other units in their proximity in a context: influence of context on resultative / stative / passive / perfect value of lexeme on the basis of the methodology of a distributive analysis of a structural method. The reception of substitution is applied for authentication of language units.
8
Publication available in full text mode
Content available

Nauczyciel doskonały w opinii młodzieży

63%
Skop M.
Rozprawy Społeczne
|
2015
|
vol. 9
|
issue 3
68-76
PL
Autorka w swym artykule poszukuje odpowiedzi na pytanie: „Jaka powinna być osobowość doskonałego nauczyciela?”. Akcentując, jak ważne znaczenie ma osobowość nauczyciela w jego pracy i efektywności tej pracy jak również to, że współczesny nauczyciel powinien dążyć do tego, aby stać się wychowawcą na miarę XXI w., posiadającym europejską tożsamość, profesjonalizm i umiejętnie wspomagającym rozwój swoich podopiecznych. W artykule zwrócono uwagę na fakt, iż idealny nauczyciel powinien się odznaczać dojrzałością swojej osobowości, wysokim poziomem moralnym oraz etycznym i kroczyć według zasad moralności chrześcijańskiej. Tylko nauczyciel, który stoi na wysokim poziomie moralnym będzie mógł skutecznie oddziaływać wychowawczo na uczniów. Przedstawiono także wyniki badań przeprowadzonych wśród uczniów z Trzcinicy, które były pomocne w udzieleniu odpowiedzi na postawione pytanie.
EN
he author of the article searches for the answer to the question “What should be the personality of an ideal teacher?”. She highlights the importance of the teacher’s character into his work and into its effects. She also emphasizes the fact that a modern teacher is obliged to become a form-tutor of the XXI st century, which means that he or she should posses an European identity, professionalism and ability to support the developments of students. The article pays attention to the fact that a perfect teacher should have a mature personality and high moral and ethical standards as well as he or she should follow all the Christian rules. Only such teacher can influence in a pedagogical way his students. The article also consists the results of a research which was conducted among students from Trzcinica, which became very helpful in finding answers to the given questions.
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.