http://hdl.handle.net/11089/20868 2026-04-10T13:43:05Z 2026-04-10T13:43:05Z Kul, Małgorzata http://hdl.handle.net/11089/20880 2019-03-20T09:20:06Z 2017-02-23T00:00:00Z

Effects of two teaching methods of connected speech in a Polish EFL classroom Kul, Małgorzata The results demonstrate that in general, NF proved more effective than NNF. With regard to individual processes of connected speech, NF was more effective in production, whereas no such effect was found for perception.

2017-02-23T00:00:00Z Wiślicki, Jan http://hdl.handle.net/11089/20879 2019-03-20T09:19:43Z 2017-02-23T00:00:00Z

Typing after syntax. An argument from quotation and ellipsis Wiślicki, Jan The paper, assuming the general framework of Chomsky’s (2013a, 2015b) current version of the Minimalist syntax, investigates the syntax of quotation in light of ellipsis. I show that certain unexpected effects arising for quotational ellipsis are problematic for the standard feature valuation system and, especially, for the theory of phases. I discuss some effects of two possible interpretations of such ellipsis, as well as a constraint following from deviant antecedents, to show that the standard view on the internal syntax of quotational expressions should be reconsidered. The paper offers a new view on feature valuation, as well as the connection between the Narrow Syntax and the C-I interface, defined in terms of recursive typing taking place at the interface.

2017-02-23T00:00:00Z Kanik, Mehmet http://hdl.handle.net/11089/20878 2019-03-20T09:20:30Z 2017-02-23T00:00:00Z

A real interlocutor in elicitation techniques: does it matter? Kanik, Mehmet This study investigates whether adding a real interlocutor to elicitation techniques would result in requests that are different from those gathered through versions with a hypothetical interlocutor. For this purpose, a written method is chosen. One group of 40 students receive a written discourse completion task (DCT) with two situations that ask respondents to write emails on paper to an imaginary professor. This data is compared to earlier data collected from 27 students, where a group of students composed emails for the same situations and sent them electronically to their professor. Thus, while one group write emails to a hypothetical professor, the other group is provided with a real interlocutor. The data is analyzed for the inclusion of opening and closing moves, density, the level of directness and the choices of moves in the opening and closing sequences, as well as the choices of supportive moves. Results indicate significant differences in (the) level of directness, and the choices of moves in the opening and closing sequences. The other analyses do not show significant differences. The findings reveal that the addition of a real interlocutor does make a difference, albeit not a drastic one. The results have implications for the design of elicitation techniques that aim to simulate real life.

2017-02-23T00:00:00Z Permyakova, Tatiana Utkina, Tatiana http://hdl.handle.net/11089/20877 2019-03-20T09:20:42Z 2017-02-23T00:00:00Z

The study of conceptual metaphors in ESAP L2 writing: range and variability Permyakova, Tatiana; Utkina, Tatiana The article presents the study of the influence of professional competence of EFL learners on their academic writing. The task was approached through analyzing learners’ competence in specific knowledge domains - knowledge of terms and specific concepts, represented as conceptual metaphors. Conceptual metaphor models were analyzed in the English written texts produced by Russian students with different competences in economics – at both non-professional and professional levels of academic discourse (NPAD and PAD respectively). Metaphor Identification Procedure VU University Amsterdam (MIPVU) was applied to metaphor identification, and alternative metaphor and preferential conceptualization analysis was performed to compare the scope of source and the range of target in NPAD and PAD. Findings highlight the areas of commonality as well as divergence in terms of students’ professional competence represented in conceptual metaphors in L2 writing. The main differences in the scope of the source analysis are quantitative rather than qualitative. The range of target comparison between NPAD and PAD indicates a significantly larger range of targets for the professional level students, a lower level of metaphorization for the non-professional level, and inclusive strategies across the two levels. Practical recommendations suggest an improved research methodology for studying metaphor production in EAP and ESP as well as a deeper understanding of ESP content and its structure.

2017-02-23T00:00:00Z