PERFECTIVE AND IMPERFECTIVE ASPECT: A CASE STYDY OF L2 SERBIAN STUDENTS OF MODERN GREEK

This paper attempts to highlight common errors made by Serbian learners of L2 Modern Greek in relation to verbal aspect. It begins by exploring terms such as aspect and perfectivity in the Modern Greek language and then presents an analysis based on the written performance of our sample group. This analysis is crucial since it examines the way in which the written production of the participants evolved over the four years of their academic studies, something that deepens our understanding of the way this grammatical area is acquired by Serbian learners.

Incoherence in L2 writing

Current knowledge of the functional dimensions (e.g., coherence) of L2 written performance is mainly based on expert readers’ views. Non-expert native readers’ perspectives of L2 written productions are not often examined, which prevents a comprehensive and objective understanding of how an L2 writer’s performance may be perceived and evaluated by the target discourse community. Studies to date also lack clear findings of both the types of incoherence phenomena that may exist in L2 texts and the factors that may contribute to such incoherencies. The current study investigates how expert and non-expert native readers evaluate incoherence in L2 Chinese argumentative essays, as well as how their evaluations may differ quantitatively or qualitatively. The findings reveal that although expert readers marked incoherence in L2 writing significantly more frequently than non-expert readers did, expert and non-expert readers displayed similar patterns and tendencies in their judgments pertaining to the frequency with which incoherence instances appeared in the essays and in the severity of the incoherence.

History of the Egyptian language

The history of the Egyptian language is both a linguistic and a cultural one. Considerable synchronic variation can be observed in the record, reflecting the various high-cultural and social settings and determinations of written performance in ancient Egypt at various times. Over the longue durée, Egyptian underwent a series of major typological changes, which, however, are only the overall results of a series of more minute changes following regular principles, paths, and mechanisms of linguistic change, such as grammaticalization. Current research is diverse: it strives for a more detailed description of linguistic change, concerns linguistic contacts with other languages, emphasizes the importance of synchronic variation of all sorts, and problematizes the partly discontinuous nature of the written record by which Egyptian, as a corpus language, presents itself.

The Arrival of the Zarzuela in Budapest El rey que rabió by Ruperto Chapí

The appearance of zarzuela in Hungary is entirely unknown in musicology. In the present study, I discuss the currently unchartered reception of the zarzuela El rey que rabió (first performed in Spain in 1891) by Ruperto Chapí (1851-1909), a Spanish composer of over one hundred stage pieces and four string quartets. Premièred as Az unatkozó király in Budapest seven years later in 1898, Chapí’s zarzuela met with resounding success in the Hungarian press, a fervour which reverberated into the early decades of the twentieth century. Emil Szalai and Sándor Hevesi’s skilful Hungarian translation, together with Izsó Barna’s appropriate adjustments and reorchestration, accordingly catered the work to Budapest audiences. Through analysis of hand-written performance materials of Az unatkozó király (preserved in the National Széchényi Library), alongside a detailed study of the Hungarian reception, the profound interest in Spanish music–particularly in relation to musical theatre–amongst the turn-of-the-century Hungarian theatre-going public is revealed. This paper explores how Az unatkozó király became a success in Hungary.

Promoting Equity in Teachers’ Use of Behavior-Specific Praise With Self-Monitoring and Performance Feedback

This study examined the impact of teacher training interventions on establishing equity in teacher implementation of a common positive behavior classroom support strategy, behavior-specific praise (BSP), in four elementary classrooms. Teacher self-monitoring and written performance feedback were used to support teachers in improving classroom practices by establishing proportionate praise and discipline practices across racially diverse students. A multiple-baseline across participants design was used to evaluate the impact of self-monitoring and written performance feedback with and without equity-focused procedures on teacher delivery of BSP and reprimands and their perception of student classroom behavior. Results indicated that the typical self-monitoring and written performance feedback were effective in increasing the participating teachers’ overall rates of delivering BSP and reducing reprimands; however, substantial disparities in praise delivery were observed among student racial groups across teachers. Additional feedback regarding equity was necessary for reducing disparities in teacher behavior. The results also indicated that teacher perception of student classroom behavior improved, as a result of the teacher training intervention.

Egyptian Epigraphic Genres and Their Relation with Nonepigraphic Ones

Given fundamental differences between the inscriptional and noninscriptional realms of written performance in ancient Egypt, several major textual genres are specifically inscriptional in origins and functions (e.g., the nonroyal autobiography and the royal wḏ, “decree” or authoritative pronouncement). This did not preclude productive interactions between the two realms, manifest in secondary epigraphic genres (e.g., “funerary literature,” hymns and prayers, administrative and judicial texts); relations between epigraphic genres and Middle Egyptian literature are productive in both directions. Lapidary inscriptions are defined by their out-of-the-ordinary register, authoritative nature, resultative aspect, and sacralizing force. Characteristic of various epigraphic genres are their relation to the place of inscription, their focus on the (royal or nonroyal) name, and their integration with pictorial representations.