Towards a theory of denominals in English and Romanian

Stefania Chiapello, BA/MA in Modern Languages and Literatures at the University of Genova, MA in Japanese Studies at the Sophia University of Tokyo and Diploma of Advanced Studies in Translation Studies at the University of Alicante. She collaborates at the University of Alicante (Dept. Translation and Interpretation), and she teaches Italian as a Foreign Language at the University of Dhaka in Bangladesh. Her working languages are Spanish, English and Italian. Her research mainly focuses on contrastive analysis, TICs as an innovation on didactics, politeness in the political discourse and humanism. She participates in the following research groups: ORSA (actionresearch and new technologies in the collaborative teaching-learning at the

2006

Building Bridges: Integrating Language, Linguistics, Literature, and Translation in English Studies, 2012

Anuario Del Seminario De Filologia Vasca Julio De Urquijo International Journal of Basque Linguistics and Philology, 2005

The papers included in this volume were presented at the first Bilbao-Deusto Student Conference in Linguistics (BIDE'04), held at the University of Deusto on July 8-10, 2004. BIDE'04 is set within the broader context of other efforts in Europe like the Student Organization of Linguistics in Europe (ConSOLE) and in the Basque Country like the Workshop on Syntax and Semantics (WoSS), that offer students a forum to share their work in progress. BIDE'04, like the above-mentioned student conferences, aims to be an annual event and serve as a rendezvous, in a permanent location (Bilbao), for new generations of researchers from all areas of linguistics. BIDE provides students a welcoming atmosphere where they can present their own work and get feedback from peers as well as senior researchers. The goal of this collection is to make available to the linguistic community new, promising studies, which contribute to a deeper understanding of the nature of linguistic processes. The diverse linguistic phenomena covered in the articles are analyzed from different perspectives presenting evidence from a variety of languages. The common denominator of all these studies is their contribution to our understanding of the language faculty. BIDE is the result of the conjoined effort of a group of former Deusto students now working in different international universities (Stony Brook University, University of the Basque Country, University of Deusto-Bilbao, University of Southern California), under the direction of two Deusto professors, Jon Franco and Jon Ortiz de Urbina. These professors are part of the long tradition of students from the Basque Country pursuing their graduate degree in overseas universities. The university of Deusto-Bilbao plays an important role in encouraging Basque students to develop their professional careers in the field of Linguistics. Deusto students were fırst introduced to the field of Generative Linguistics in the 70's by professor Peter Lavery and professor Manuel Breva and many of today's outstanding linguists took their first steps at the University of Deusto, including some of the most well known linguists such as Karlos Arregi,

American Anthropologist, 1966

(Karcevskij); homonymy (Trnka); emphasis (Mathesius); taboo (Trost). Genetic comparison recedes into the background, etymology is inconspicuous to the vanishing point, and syntax plays second fiddle, unless its shaken status is redeemed by collateral reference to phonemics, as in Karcevskij's lengthy paper "Sur la phonologie de la phrase"-all this as expected from one's earlier exposure to Prague School preferences. Rut the rigorous exclusion of metrics and metaphorics runs counter to legitimate anticipations and seems to involve a bit of private editorial caprice. Vachek has succeeded in fitting into a book of reasonable length-though one far too costly for its less than attractive physical appearance-a wealth of materizl hitherto available, on this side of the Atlantic, only in a few research libraries, part of it, a t that, couched in languages familiar solely to a minority of potential readers; for this service we owe him gratitude. But, in delimiting the scope of the Prague School, he has interpreted his assignment in a distressingly unimaginative way. This parochial narrowness and arbitrary confinement to the original locale and its nearest affiliates-for the sake of authenticity?-have hindered him from disclosing the powerful impact of the Prague School on such versatile, mentally elastic, and influential Indo-Europeanists as Kurylowicz, Benveniste, and Martinet, whose writings one is shocked to see excluded. The increasingly important connection with Romance scholarship (T. Navarro, A. Alonso, E. Alarcos Llorach, D. Catalkn on the side of Spain; G. Contini, C. Segre, V. Belardi, on the Italian flank; G. Gougenheim in France; H. Lausberg and H. Weinrich in Germany; B. Malmberg in Sweden, to mention just a few names, plus their numerous disciples in two hemispheres) has been unwarrantedly swept under the rug; and the stature of the School has been commensurately diminished. What we need now without further delay, and preferably from an impartial, uncommitted anthologist, is a companion reader embodying the currently relevant worldwide repercussions of the practically defunct Prague School.

We are looking for an assistant or assistant professor with a focus on Italian linguistics in the Department of Romance Languages and Literatures, Faculty of Arts. For the position of assistant professor, the requirement is a completed PhD (obtained within 5 years) in Italian linguistics or Romance linguistics or General linguistics (the Board will examine the suitability for the position of other areas of linguistic studies); for the position of assistant, the requirement is an ongoing doctoral study in one of the above-mentioned fields at an advanced stage or just before completion of the thesis. Link alla pagina del bando: https://www.muni.cz/en/about-us/careers/vacancies/78975

1966

Advice for teachers often includes advice on the quality and quantity of the praise they give students. The present article reviews and perhaps adds to that advice, as well as cautioning that the influence of culture needs to be borne in mind when praise is considered. The two theories discussed in the introductory part of this article, Behaviorism and Social Constructionism, provide different but not necessarily incompatible advice on praise. The article's twelve specific suggestions on praise may be a useful review or new ideas. Included among those suggestions are ideas for involving people other than teachers in praising students, to praise not just the result but also the process used towards that result and those who helped in the process, and in giving praise, to highlight the class's long-term goals. Certainly, the suggestions are relevant not only for teachers but also for other stakeholders in Education and beyond.

2006

A kötet megjelenése az Európai Unió támogatásával, a Nemzeti Fejlesztési terv keretében valósult meg: A fels oktatás szerkezeti és tartalmi fejlesztése

Journal of South Asian Languages and Linguistics

Mapping professional development programmes to support academic teaching staff delivering content through English in an Italian higher education institution – a case study. Reflections on course evolution, participant reaction and the professional identity of the new role of teacher trainer. This article maps the evolution of lecturer training courses at the University of Modena and Reggio Emilia since 2011 to the present to meet the growth of English taught degree programmes being offered. It illustrates a three-pronged approach developed to deliver methodological and language instruction to Italian lecturers through three distinct “Lecturing in English” modules, outlining the rationale behind each element. It also considers the new role of the teacher trainer in training university teachers.

2012

In much the same way as I despise the inevitability of sending off the final version of any document only to reopen the file minutes later and realize that there is an offending typo in it, I have spent some months worrying about who I will fail to mention in my dissertation acknowledgments. For this reason, I would like to apologize in advance to those who I may forget to thank in the following lines. In my defense, though, I will blame it on the desideratum that the acknowledgments section not be (way) too long. There is certainly one person whose guidance, encouragement, generosity, supportiveness, advice, and help I wouldn't be able to forget to acknowledge even if my memory betrayed me: Zeljko Boskovic. I would like to sound original and write something that not every former advisee of Zeljko's has said in the past, but I am afraid I will have to sound repetitive. Zeljko is, without a doubt, the best advisor that I could have even dreamed of having. And he certainly deserves the title of advisor, since his advice goes well beyond theoretical syntax: from buying a car, finding a house, thinking syntactically, and writing a proposal, to finding a dream job. I think that the person I have become since I arrived in Storrs in August 2007 owes much to Zeljko. I will never be able to thank him enough or describe his genius in words properly, and I will certainly not be able to express my gratitude accurately in print, so I will stop here. I am also thankful to the members of my committee: Jonathan Bobaljik and Jairo Nunes. Jonathan is a role model, and I very much respect his diligence V and professionalism. I really like his transparency and values, and I know he will excel as a Linguistics Department Head. His knowledge, comments, and criticisms have always impressed me. He's also one of the best teachers and linguists I have ever met. Jairo has been a constant source of support. Without his encouragement, I wouldn't have been able to muster the strength to publish much of my work to date. I would also like to thank him for his friendship and sense of humor.

Université de Lyon, 2020

First of all, I would like to express my sincere gratitude and my special thanks to my supervisor, Heather Hilton, who supported me and my research project and accepted me as her doctoral student. She patiently guided me through the writing of this thesis with her expertise, support and creativity. Without her sincerity, inspiration, guidance and intellectual input, this thesis could not have been possible. Heather, thank you so much. You have inspired me so much and it was a great pleasure for me to work with you. These words are not enough to express my thanks and gratitude to you. I hope to be able to continue working with you on scientific contributions to EFL learning and writing in the future. Second, I would like to thank all the students who participated in my data collection. I especially want to thank my Turkish students in Mâcon, who persevered to finish all the writing activities. Without the participation and effort of all the participants, I could have never realized my project. Third, my special thanks go to the directors of the two middle-schools in Macon, France; Mr Vincent Lorius and Mr Jean-Paul Blanchet, who gave me permission to collect data from groups of their students. Without their permission, this research project would not have been possible. I also would like to thank the vice-principals; Mme Isabelle Maréchal-Lassard, Mme Catherine Mourral and Mme Florence Cottet, who helped organize the participants and the distribution of our language profile questionnaires to the parents. I especially want to thank the two technicians, Clement Gallet and Vincent Noppe, who installed Inputlog and the necessary software on the computers in the ICT rooms and prepared the technical settings for my data collection. Without their technical support, this data collection would have really been impossible! I would also like to thank to my colleagues in France who evaluated the students' texts, implementing my evaluation procedure in spite of their heavy workloads in their schools. My English colleagues, Agnes Pont and Claire Verger; the French teachers, Damien Harnay, Laetitia Scalisi and Imane El Arrassi, and my Turkish colleagues, Esin Altunel, Fatma Çiftçi, Duygu Korkmaz and Çapan Doğan. I also thank all of my friends and colleagues in France and in Turkey who have taken care of me both in happiness and frustration! Thank you very much for sharing your opinions and for your discussions on learning and teaching a foreign language. I thank the Ecole Doctorale 3LA de l'Université de Lyon, and particularly the head of our research laboratory, the CRTT, Mr Vincent Renner, who has always supported my research missions and my participation in conferences and summer schools in different countries to develop my expertise in writing research. I want to thank Luuk Van Waes, the Inputlog developer from the University of Antwerp, Belgium, who helped me learn how to use keystroke loggings for my data collection and analysis. Thank you so much for your support and advice in using Inputlog. I also express my gratitude to the jury members of my PhD defence. Thank you very much for the time you have spent reading and evaluating my thesis. My special thanks go to my family-my husband and my daughterwhose encouragement and love have supported me during my doctoral study. My mother and my father had always supported and inspired me throughout my education. My father had always wanted to see me as a doctor. I have had talks with my dear brother, Veli, and my lovely daughter, Cansu, on learning languages and development of EFL, education and philosophy, which is inspiring for my teaching. My dear husband, Harun; you have always supported and encouraged me to complete my PhD. And my dearest daughter, Cansu; you have always encouraged me to advance in my research project and helped me with data analysis and Microsoft Office when I needed help. Thank you so much, my dearests, for always being near me.

Revista Internacional de Educación para la Justicia Social, 2015

Este trabajo trae un conjunto de ideas, experiencias y propuestas sobre las posibles directivas a ser tomadas en la formacion de maestros indigenas con el proposito de revitalizar las lenguas indigenas en general, y el uso de estas lenguas en la ensenanza de matematica en particular. El proyecto fue desarrollado en una comunidade Terena tomando como punto de partida la vision de los maestros Terena a respecto de sus necesidades, deseos y condiciones sobre el uso fluente de la lengua nativa. Junto a estos maestros fueron elaborados materiales para el aprendizaje de lengua y matematica (calculos mentales, medidas, orientacion espacial). El area de concentracion fue la influencia del uso del lenguaje nativo por parte de los miembros mayores de la comunidad en la educacion infantil, en especial, las clases de lengua nativa, la educacion bilingue, y actividades de imersion de los alumnos en practicas culturales de la comunidad.