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  • O (nie)istnieniu efektywnych metod statystycznych w badaniach językoznawczych nad tekstem konstytucji

    Author: Justyna Jedlikowska
    E-mail: jujedlikowska@gmail.com
    Institution: Uniwersytetu Jana Kochanowskiego w Kielcach
    Year of publication: 2018
    Source: Show
    Pages: 193-207
    DOI Address: https://doi.org/10.15804/tpom2018213
    PDF: tpom/28/tpom2813.pdf

    About (non)-existance of effective statistical method in linguistic research on the constitution text

    This article discusses the issue of the existence or non-existence of effective statistical methods in linguistic research on the text of the constitution. Article is a review. Text summarizes preliminary acquaintance with literature of subject matter which is focused on usage statistical methods in stylistic-syntactical research. In this paper issue of usage statistical methods of research of style in constitution as a legal act had been raised. Among others, it was also highlighted a principle of usage statistical methods in linguistic and there were discussed these aspects of constitution language which precised knowledge about the style of texts in this genre could be obtained with usage of this techniques of research.

  • Priorities for the evaluation function of teacher education university students’ competency-based training

    Author: Natal’ya D. Koletvinova
    Author: Ruben D. Flores
    Year of publication: 2015
    Source: Show
    Pages: 183-193
    DOI Address: https://doi.org/10.15804/tner.2015.41.3.15
    PDF: tner/201503/tner20150315.pdf

    The relevance of this problem is related to an insufficient degree of the development of the issue of identifying the evaluation function of the competence-based training of students. The research objective: to identify and systematize, on the basis of the functional analysis of the knowledge-resource capacity of the teacher’s professional polyfunctional activity, the priority components that can be considered as indicators of quality and effectiveness of the competency-based training. The leading technologies to the study of this problem are the technologies of mastering the types of speech activity with adequate speech design, aspect-integrated learning, self-activation, personality-oriented communication, etc. In the article there are reflected the results of this work, during which students mastered the characteristics of the professional communication as important indicators of the quality level of the professional communicative competency. The article contents can be useful for practical professional activity of teachers of higher education institutions and high school teachers.

  • Reader-Response Theory and Literature Discussions: a Springboard for Exploring Literary Texts

    Author: Cagri Tugrul Mart
    Year of publication: 2019
    Source: Show
    Pages: 78-87
    DOI Address: https://doi.org/10.15804/tner.19.56.2.06
    PDF: tner/201902/tner5606.pdf

    Reader-response theory is based on the assumption that a literary work takes place in the mutual relationship between the reader and the text. According to this theory, the meaning is constructed through a transaction between the reader and the text within a particular context. Readers assume multiple roles when responding to a variety of forms of literature. The process of developing responses facilitates active and meaningful reading and increases emotional and intellectual participation in the text, which ultimately provides learners with better comprehension and awareness of the text. The potential value of classroom discussions helps learners to express their emotional reactions, to elicit their responses, to nourish their perspectives for furthering depth of their interpretation, to corroborate their opinions and share their responses for building a social relationship. It is crucial that learners are directed to perform more adequately in response to texts and actively engage in dialogues to pose literal and inferential questions, to explore a range of possible meanings and to foster cognitive development and comprehension.

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