Search results

1

Self-reported vs. self-rated pronunciation in a non-native language

100%

Cieślicka E. G., Rojczyk A.

Theory and Practice of Second Language Acquisition

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2017

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vol. 3

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issue 2

EN

The study investigates how their own accent in English is self-perceived by Polish learners. More specifically, we compare how, and to what extent, self-reported pronunciation differs from self-rated pronunciation prior to and after the exposure to one’s recorded speech. Previous research on non-native accent rating has concentrated on scores obtained from native speakers or other proficient speakers of English. In the current study, we concentrate on how learners evaluate their own accent in English for parameters such as pronunciation, articulation and fluency. We also introduce an independent variable of proficiency. Both quantitative and qualitative analyses were conducted and the result showed that there are no major differences between how learners report their accent in English and how they rate it from the recording of their own speech. It indicates that the general self-image of one’s accent is fairly stable and exposure to the sample of one’s speech does not change the overall self-perception.

2

Book review: Kurt Braunmuller

100%

Aronin L.

Theory and Practice of Second Language Acquisition

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2017

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vol. 3

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issue 2

3

Inferring Pragmatic Messages from Metaphor

100%

Gibbs R., Tendahl M., Okonski L.

Lodz Papers in Pragmatics

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2011

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vol. 7

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issue 1

3-28

EN

When speakers utter metaphors, such as "Lawyers are also sharks," they often intend to communicate messages beyond those expressed by the metaphorical meaning of these expressions. For instance, in some circumstances, a speaker may state "Lawyers are also sharks" to strengthen a previous speaker's negative beliefs about lawyers, to add new information about lawyers to listeners to some context, or even to contradict a previous speaker's positive assertions about lawyers. In each case, speaking metaphorically communicates one of these three social messages that are relevant to the ongoing discourse. At the same time, speaking metaphorically may express other social and affective information that is more difficult to convey using non-metaphorical speech, such as "Lawyers are also aggressive." We report the results of three experiments demonstrating that people infer different pragmatic messages from metaphors in varying social situations and that many metaphors can express additional pragmatic and rhetorical meanings beyond those conveyed by non-metaphorical language. These findings demonstrate the importance of trade-offs between cognitive effort and cognitive effects in pragmatic theories of metaphor use and understanding.

4

Parser gramatyczny i jego strategie poznawcze. Kilka uwag na temat syntaksy i percepcji

100%

Nowak T.

Logopedia Silesiana

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2019

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issue 8

94-123

PL

The author of the article focuses on the problem of the grammar parser from the point of view of psycholinguistics. Perceptual-syntactic strategies are the subject of this work. The author tries to prove that the theory of perceptual speech comprehension strategies does not describe the processing of more difficult sentences. This theory is insufficient as a model of a grammar parser.

5

Parser gramatyczny i jego strategie poznawcze. Kilka uwag na temat syntaksy i percepcji

100%

Nowak T.

Logopedia Silesiana

|

2019

|

issue 8

94-123

PL

The author of the article focuses on the problem of the grammar parser from the point of view of psycholinguistics. Perceptual-syntactic strategies are the subject of this work. The author tries to prove that the theory of perceptual speech comprehension strategies does not describe the processing of more difficult sentences. This theory is insufficient as a model of a grammar parser.

6

Testing the Lexical Competence of German in Slovak-German and German(Austrian)-Czech/Slovak Adolescent Bilinguals

100%

Pallay J.

Jazykovedný Casopis

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2014

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vol. 65

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issue 1

51-75

EN

The paper builds on our previous work in the field of bilingual education and/ or the process of natural bilingualisation of Slovak-German bilinguals in Slovak educational diasporas (educational islands) in Austria. Starting point of psycholinguistic testing based on classic American Peabody Picture Vocabulary Test ( PPVT -III in its revised and German version) presented in this paper is the thesis of initial lagging behind of linguistic (lexical, grammatical) competence level of language L2 of bilingual children from preschool age in relation to various sociolinguistic variables, which, however, with age may, under certain favourable conditions nearly equal competence of monolinguals and in the area of reception of language even exceed it. For testing the reception levels of German mental lexicon we used two approximately equally large groups of respondents in a bilingual secondary grammar school in Bratislava and Vienna. The hypothesis of our research was that bilingual Austrian-Czech/Slovak bilinguals from Austria would achieve significantly better results than the Slovak-German bilinguals from Slovakia. The test results, however, surprisingly disproved our hypothesis and want to contribute to the debate on setting minimum standards of language competence of bilinguals as well as on optimisation of conditions of bilingual or monolingual education of not only Slovaks abroad.

7

Terciární vzdělávání ekonomicky orientované a neverbální komunikace

88%

Růžena B.

Littera Scripta

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2008

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vol. 1

1-8

EN

The knowledge of the field, verbal and nonverbal skills create professionalism. That is the case even for economically related jobs. This text focuses on nonverbal communication related to professional communication within the framework of tertiary economically-related education. We describe and analyze the basic insufficiencies in the professional nonverbal behavior of students of economically related disciplines. Professional communication competence can be gained only on the basis of having harmony between verbal and nonverbal component and detecting causes of any disharmony. This can be achieved by using the newest psycholinguistic research.

8

Relaciones significativas en el léxico disponible de un colectivo

88%

López González A. M.

Studia Iberystyczne

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2017

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vol. 16

73-93

EN

This article analyzes the lexical associations within the available lexicon produced by a sample of 120 Polish students of Spanish as a Foreign Language. In the studied corpus we observe certain categorical groupings or associative sets that show that the available words are organized in the form of semantic networks (typical of a connectionist paradigm).These associations of different types (phonetic, orthographic, semantic, categorical, etc.) show that the units of semantic memory are organized into associative networks, as stated by the theory of semantic networks (Collins, Quiliam, 1969; Collins, Loftus, 1975).

9

The dative alternation in Danish and Polish – A learners perspective

88%

Kizach J., Mathiasen T.

Poznań Studies in Contemporary Linguistics

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2013

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vol. 49

487-507

EN

Three experiments investigating how two groups of adult Polish learners of Danish as a foreign language acquire the Danish dative alternation are reported. Experiment 1 is a speeded acceptability judgment task, which shows that Group 1 has the same pattern as native speakers i.e. slower responses to the dispreffered new-given NP-constructions, but no givenness effect with the PP-constructions. Experiment 2 shows that Group 2 also have acquired this pattern, even though earlier research suggests that the givenness asymmetry in the dative alternation is hard to learn. Experiment 3 shows that even in Polish there is a givenness asymmetry, such that the given–new order is clearly preferred in the NP-construction, but less so in the PP-construction. The rapid acquisition of the Danish pattern could thus be explained by Polish having the same pattern. In short: Both Polish and Danish have a givenness asymmetry in the dative alternation, which could explain why Polish learners of Danish in both groups behave almost like native Danish speakers.

10

Education of Foreign Languages Examined Using the Semantic Differential

88%

Tokárová B., Simon L., Páleniková K., Maryanovich D., Jenisová Z.

Journal of Education Culture and Society

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2023

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vol. 14

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issue 2

227-241

EN

Aim. The main aim of our project is to find out the opinions of selected groups of respondents about the teaching of foreign languages. Methods. For verification, we chose to apply the research method of semantic differential and matched it in relation to psycholinguistics. Semantic differential is a research method aimed at verifying how respondents perceive concepts. We focused on verifying what the term language teaching evokes in three different groups of respondents (pupils/students, parents, and teachers). 16 bipolar terms were chosen, which the respondents had to evaluate on a scale of 1 to 7. The given term was evaluated more positively, the smaller the value of the number was. Didactic research was attended by 231 respondents who were divided into three basic groups: teacher, parent, and pupil/student. Then, the experimentally obtained data was statistically analysed and compared using post-hoc tests to determine which of the groups showed any results of significance. Results. Of the used terms, only 3 were statistically significant: contemporary - outdated, valuable - worthless and cheerful- sad. The statistically significant difference was manifested in the two groups of pupils/students and parents. Pupils/students evaluated the teaching of foreign languages as contemporary, valuable, and fun. By contrast, parents are inclined to answer that teaching foreign languages is outdated, less valuable and sad. Conclusion. The results evoke the implementation of new innovative based methods, for example, on integrated teaching (CLIL method) or new activating teaching methods.

11

Multilingual Processing Phenomena in Learners of Portuguese as a Third or Additional Language

88%

Włosowicz T. M.

Theory and Practice of Second Language Acquisition

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2016

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vol. 2

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issue 1

EN

The purpose of the study has been an analysis of Polish students’ cued translation of Polish (L1) and English or French (L2) sentences into Portuguese (third or additional language in De Angelis’s (2007) terminology). In particular, the study investigates cross-linguistic interaction (Herdina and Jessner’s (2002) term) in multilingual processing involved in L3 production. In fact, translation constitutes a special case of production because, on the one hand, the content is already contained in the L1 or L2 source sentences, but at the same time, this is not necessarily a facilitation, as the cues may require the use of words or structures the participants might not use in free production.The article is based on two studies carried out with thirty and forty-two students of Portuguese philology respectively. As the results show, cross-linguistic interaction in various directions was observed, not only from L2 (English or French), L3 (in those participants for whom Portuguese was an L4 and their L3 was Spanish or Italian), L4, etc. or, intralingually, from Portuguese, but also from L1, despite the distance between Polish and Portuguese and the special status of the native language. However, the amount of interference and/or negative transfer often depended on the sentence rather than on the language combination. The diversity of the observed interactions also supports Herdina and Jessner’s (2002) claim of the dynamic and unpredictable nature of cross-linguistic interaction.

12

Linguistische und psychodidaktische Grundlagen des Fremdsprachenlernens im Seniorenalter

87%

Kic-Drgas J.

Glottodidactica

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2010

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vol. 36

189-199

EN

The article is an introduction to the discussion about the linguistic and psychodidactic concepts justifying the thesis that the senior language learners are able to learn foreign languages and that they can achieve educational success in the process of foreign language learning.

13

The psycholinguistic world of “zdziwienie” - “astonishment” and “zaskoczenie” - “surprise”

75%

Jasielska A.

Polish Psychological Bulletin

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2015

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vol. 46

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issue 3

384-392

EN

The aim of the study was to answer the question whether the words “zaskoczenie” [phon. zaskɔˈʧ̑ɛ̃ɲɛ]- “surprise” and “zdziwienie” [phon. ʑʥ̑iˈvjɛ̇̃ɲɛ]- “astonishment”, which are treated in the Polish language as synonyms, possess a fixed pattern of application, and whether the colloquial context of using these words differs in terms of its emotional valence. The theoretical background for this investigation was the triadic approach to language cognition that includes perception, conceptualization and symbolization, and corresponding to this approach concept of mental representation of emotions. The obtained results have shown that people tend to use the word “zaskoczenie” to describe emotions that occur in positive situations, whereas the word “zdziwienie” is more frequently applied in negative situations. The observed emotive connotation of the investigated words has been explained by the rules of phonetic symbolism and implicative meaning of the words preserved in the popular/colloquial understanding.

14

The Place of Universal Grammar in the Study of Language and Mind: A Response to Dabrowska (2015)

75%

Boxell O.

Open Linguistics

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2016

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vol. 2

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issue 1

EN

Generative Linguistics proposes that the human ability to produce and comprehend language is fundamentally underwritten by a uniquely linguistic innate system called Universal Grammar (UG). In her recent paper What is Universal Grammar, and has anyone seen it? Ewa Dabrowska reviews a range of evidence and argues against the idea of UG from a Cognitive Linguistics perspective. In the current paper, I take each of Dabrowska’s arguments in turn and attempt to show why they are not well founded, either because of flaws in her argumentation or because of a careful consideration of the available empirical evidence. I also attempt to demonstrate how evidence from the fields Dabrowska reviews actually supports the notion of UG. However, arguments are additionally presented in favor of integrating an understanding of domain-specific UG with an understanding of domain-general cognitive capacities in order to understand the language faculty completely.

15

Значение слова в индивидуальном лексиконе

75%

Залевская А.

Przegląd Wschodnioeuropejski

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2012

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vol. 3

479-493

EN

Dictionary definitions reflect products of word meaning scientific analyses based on texts. Application of different experimental procedures reveals some specific features of word meaning in internal lexicon and helps to explain peculiarities of word meaning as common knowledge and its ability to ensure sufficient semiosis through mediating assess to personal world image as complex integration of perceptual, cognitive and emotional information processing in various situations.

16

The Problems of Idiom Preservation and Development as Spread within the Multilingual Area between the Dniester and the Danube Rivers

75%

Папіш В., Papish V.

Slavia Orientalis

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2022

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vol. LXXI

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issue 4

17

Teoria klaryfikacyjna wykładni prawa jako teoria uzasadnienia. Perspektywa psycholingwistyczna a pozytywistyczna koncepcja wykładni prawa

75%

Romanowicz M.

Archiwum Filozofii Prawa i Filozofii Społecznej

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2011

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vol. 1(2)

55-74

PL

W ramach paradygmatu pozytywizmu prawniczego w polskiej teorii prawa sformułowano J. Wróblewskiego klaryfikacyjną koncepcję wykładni prawa. Przyjęcie perspektywy psycholingwistycznej dla analizy tejże teorii umożliwia wzięcie pod uwagę wiedzy o ludzkiej percepcji językowej i porównanie jej z przyjmowanym przez J. Wróblewskiego ujęciem uzyskiwania rozumienia tekstu prawnego. Tak przeprowadzony eksperyment myślowy – przejścia z poziomu teorii prawa na poziom psycholingwistyki – ujawnia „ukryte” cechy J. Wróblewskiego teorii wykładni prawa. W zakresie pytania o status tej teorii, prowadzi to do wniosku, że nie jest to ani deskryptywna, ani normatywna teoria interpretacji prawa. Jest ona możliwa do zaakceptowania jedynie jako normatywna teoria uzasadnienia decyzji interpretacyjnych w procesie stosowania prawa.

EN

Within the framework of legal positivism on the ground of Polish legal theory there was founded, in the scope of the issue of legal interpretation, the ‘clarification’ theory, formulated by J. Wróblewski. Adopting psycholinguistic perspective for the analysis of above mentioned theory allows to take the knowledge about human linguistic cognition into consideration and compare it with the vision of achieving understanding of legal text as understood by J. Wróblewski. Thus conducted “mental experiment” – moving from the level of the legal theory to the level of psycholinguistics – reveals “hidden” properties of J. Wróblewski theory of legal interpretation. First of all, as far as the question about the status of his theory is concerned, it allows to formulate a conclusion that it is neither a descriptive nor a normative theory of legal interpretation. It is possible to accept only as a normative theory of justification of interpretation decisions in the process of law application.

18

Języki w kontakcie. Fenomen słowiańskiej komunikatywności

75%

Hofmański W.

Slavia Occidentalis

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2012

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issue 69

91-107

PL

This article discusses the results of an analysis of the functioning of the psycholinguistic phenomenon of inter-language communication within Slavonic languages. A particular emphasis is put to one of the key elements of this phenomenon, i.e., the dysfunction in and disturbance to the perception of delimitation of distinctive and delimitative functions of phonological features that in the initial stage of the language contact result in an obstruction to the functioning of cognitive mechanisms (responsible for processing the meaning of common or analogous morphemes and lexemes occurring in a linguistic system closely related to the Polish language). The experiments described in the article provided reliable data to determine and document not only the reasons behind the occurrence of these problems in understanding utterances (communiques) in some other Slavonic languages, relatively easy to overcome, but also to indicate the disproportion, commonly perceived, between the productive and receptive competence – with the example of the experiment participants involved in thus embedded glottodidactical process.

19

Associative Fields of the Lexemes Divchyna, Divchynka, Divcha, Diva, Divulya, Divaha as a Representation of Ukrainian Linguocultural Consciousness

75%

Бутко С., Гурова О., Butko S., Hurova O.

Slavia Orientalis

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2022

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vol. LXXI

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issue 1

20

Computational psycholinguistic analysis and its application in psychological assessment of college students

75%

Kučera D., Havigerová J. M.

Journal of Pedagogy

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2015

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vol. 6

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issue 1

61-72

EN

The paper deals with the issue of computational psycholinguistic analysis (CPA) and its experimental application in basic psychological and pedagogical assessment. CPA is a new method which may potentially provide interesting, psychologically relevant information about the author of a particular text, regardless of the text’s factual (semantic) content and without the need to obtain additional materials. As part of our QPA-FPT research we studied the link between the linguistic form of a text by Czech college students and their personality characteristics obtained from a psychodiagnostic test battery. The article also discusses the basis of the method, opportunities for practical application and potential use within psychological and pedagogical disciplines

Refine search results

Self-reported vs. self-rated pronunciation in a non-native language

Book review: Kurt Braunmuller

Inferring Pragmatic Messages from Metaphor

Parser gramatyczny i jego strategie poznawcze. Kilka uwag na temat syntaksy i percepcji

Parser gramatyczny i jego strategie poznawcze. Kilka uwag na temat syntaksy i percepcji

Testing the Lexical Competence of German in Slovak-German and German(Austrian)-Czech/Slovak Adolescent Bilinguals

Terciární vzdělávání ekonomicky orientované a neverbální komunikace

Relaciones significativas en el léxico disponible de un colectivo

The dative alternation in Danish and Polish – A learners perspective

Education of Foreign Languages Examined Using the Semantic Differential

Multilingual Processing Phenomena in Learners of Portuguese as a Third or Additional Language

Linguistische und psychodidaktische Grundlagen des Fremdsprachenlernens im Seniorenalter

The psycholinguistic world of “zdziwienie” - “astonishment” and “zaskoczenie” - “surprise”

The Place of Universal Grammar in the Study of Language and Mind: A Response to Dabrowska (2015)

Значение слова в индивидуальном лексиконе

The Problems of Idiom Preservation and Development as Spread within the Multilingual Area between the Dniester and the Danube Rivers

Teoria klaryfikacyjna wykładni prawa jako teoria uzasadnienia. Perspektywa psycholingwistyczna a pozytywistyczna koncepcja wykładni prawa

Języki w kontakcie. Fenomen słowiańskiej komunikatywności

Associative Fields of the Lexemes Divchyna, Divchynka, Divcha, Diva, Divulya, Divaha as a Representation of Ukrainian Linguocultural Consciousness

Computational psycholinguistic analysis and its application in psychological assessment of college students