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Titlebook: Strategies for Knowledge Elicitation; The Experience of th Tatiana B. Agranat,Leyli R. Dodykhudoeva Book 2021 Springer Nature Switzerland A

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發(fā)表于 2025-3-25 06:12:07 | 只看該作者
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發(fā)表于 2025-3-25 07:46:56 | 只看該作者
978-3-030-79343-2Springer Nature Switzerland AG 2021
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發(fā)表于 2025-3-25 13:10:34 | 只看該作者
http://image.papertrans.cn/s/image/878987.jpg
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發(fā)表于 2025-3-25 17:44:30 | 只看該作者
https://doi.org/10.1007/978-3-030-79341-8Endangered Languages; Field Linguistics; Indigenous Languages; Language and Ethnolinguistics; sociolingu
25#
發(fā)表于 2025-3-25 22:27:19 | 只看該作者
Introduction,sent volume. We discuss the issues raised by Russian field linguists in recent decades; we consider the objectives and tasks they have applied to resolve these challenges, and reveal the methods and approaches they adopt to address them.
26#
發(fā)表于 2025-3-26 00:53:54 | 只看該作者
Dialogue-Focused Experiments in the Field: Advantages and Disadvantages (A Permic Experience)This chapter summarizes the practice of carrying out dialogue-focused experiments during linguistic fieldwork with endangered Permic idioms. The aim of the chapter is to discuss the methodological aspects of designing and carrying out experiments in the field using different methods.
27#
發(fā)表于 2025-3-26 07:17:31 | 只看該作者
Tatiana B. Agranat,Leyli R. DodykhudoevaOffers an inventive multidisciplinary approach to studying minority languages.Contains unique and innovative techniques for data elicitation.Demonstrates how gaining knowledge from speakers provides v
28#
發(fā)表于 2025-3-26 10:39:24 | 只看該作者
rse—as .. They exist within a relational, storied matrix, spoken and heard, felt and lived in words and through silences, sung, prayed, and envisioned within their own cycles, and remembered in the . of their Lands. This piece reflects on embodied Indigenous intergenerational knowledge relations as
29#
發(fā)表于 2025-3-26 12:38:51 | 只看該作者
30#
發(fā)表于 2025-3-26 16:55:16 | 只看該作者
rosity and, building on Freire’s work, aim to differentiate between false and true generosities as inspiration for theorizing a critical imaginary in science education. Drawing from the Freirean constructs of ., what we are doing and for whom, ., the power to (re)define ourselves and our praxis, and
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