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Dopune modalnim i faznim glagolima u književnoumjetničkom stilu bosanskog jezika

Dopune modalnim i faznim glagolima u književnoumjetničkom stilu bosanskog jezika

Author(s): Hurija Imamović / Language(s): Bosnian Issue: 14/2017

This paper presents distribution of infinitive and present tense form with „da“ as modal and phase verbs complements in belles-lettres style of Bosnian language. As corpora it was used one hundred pages from each of fifteen belles-lettres works, with novel Zeleno busenje completely analysed. Particular attention is given to the usage of verbs htjeti and trebati expressing modal meaning. It was founded usage of verbs in modal meaning which were not listed in reference sources. The paper proposes the conclusion that complements of modal and phase verbs occur in belles-lettres style in both infinitive and present tense with „da“ forms, more frequently in infinitive form, but complements in present tense form should not been neglected.

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Na marginama jednog skandala ili šta je kome bosanski jezik

Na marginama jednog skandala ili šta je kome bosanski jezik

Author(s): Refik Bulić / Language(s): Bosnian Issue: 14/2017

Tekst „Na marginama jednog skandala: ʻStavʼ nastavlja raditi po ʻPravopisuʼ iz 1996. godine“ doživio sam kao vrijeđanje Pravopisne komisije i autora. Ne mogu da vjerujem da se redakcija jednog časopisa potpisala ispod teksta u kojemu piše: „Bošnjački stid, mimikrija i autošovinizam porazili su karakterističnu leksiku bosanskog jezika...“ Čiji je bošnjački stid – je li to kolektivna krivica? Autora Pravopisa ne branim, on se umije braniti i sam. Pitam se kakva bi bila reakcija „Stava“ da Senahid Halilović nije potpisao tzv. Deklaraciju o zajedničkom jeziku.

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La perte de l’infinitif dans les langues Balkaniques

La perte de l’infinitif dans les langues Balkaniques

Author(s): Henrik Barić / Language(s): French Issue: 2/1961

Les langues parlées da la péninsule balkanique montrent ou bien la disparition intégrale de l’infinitif (grec, bulg., macéd.), ou son remplacement partiel (roumain, serbe) et tous ces langues emploient, à cet effet, le même moyen, la proposition finale. Quant à l’albanais, on ne peut pas dire qu’il possède ou ait possédé un infinitif au sens indoeuropéen, analogue à l’infinitif grec, latin ou slave. [...]

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Valacho—Serbica

Valacho—Serbica

Author(s): Ivan Popović / Language(s): French Issue: 2/1961

Comme toujours, je prends d’abord en considération le vocabulaire. Les dialectes serbocroates ne remplacèrent ceux de la langue roumaine que dans une relativement petite partie de la Yougoslavie actuelle, à savoir, à l’extrême Est de la Serbie proprement dite, de sorte que «les reliquats de mots» roumains selon l’avis de J u d doivent être moins nombreux qu’en bulgare. Cependant on en trouve partout où on parle le serbocroate, c’est à dire en Serbie, en Vojvodina, au Monténégro, en Bosnie, en Croatie et sur la côte de l’Adriatique. [...]

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Scr. Lujpa, Alb. Lojbë. Contributions Adriatiques à l’identification de Alopex des Anciens

Scr. Lujpa, Alb. Lojbë. Contributions Adriatiques à l’identification de Alopex des Anciens

Author(s): Vojmir Vinja / Language(s): French Issue: 2/1961

De quel poisson s’agit-il en réalité? Quelle est l’espèce qu’Aristote entendait décrire avec son, et Pline, à sa suite, par alopex? Rien de plus téméraire que d’accepter aveuglément l’identification à laquelle nous pourrions aboutir en nous fiant aux noms scientifiques modernes. Dans ce cas nous devrions nous contenter de l’identification avec l’Alopias vulpes de Bonaparte (1835) ou avec celle d’Alopias vulpinus de Bonnaterrc (1788). Les deux noms systématiques désignent le même sélacien dont le nom générique remonte à Rafinesque. Mais nous savons malheureusement que l’on doit “se méfier par principe des noms scientifiques modernes. [...]

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Les Groupes Consonantiques Dans L’istroroman De Dignano (Scr. Vodnjan)

Les Groupes Consonantiques Dans L’istroroman De Dignano (Scr. Vodnjan)

Author(s): Pavao Tekavčić / Language(s): French Issue: 2/1961

Ces dialectes sont aujourd’hui réduits à l’état de patois, pour la plus grande partie inconnus aux générations nouvelles, voire même ridicules, et prêts de s’éteindre. D’une part ceci est dû à la superposition plusieurs fois centenaire du dialecte vénitien, dialecte de même souche qui, doué d’un prestige infiniment plus grand que l’istroroman autochtone, s’est imposé aux sujets parlants et a recouvert, presque absorbé, l’istroroman local; d’autre part, l’influence des dialectes serbocroates environnants s’est fait sentir sans doute très tôt, non seulement dans le lexique, mais certainement aussi dans le système phonologique; après la IL guerre mondiale cette influence devient encore plus forte. En effet, l’incohérence et l’inconséquence dans la réalisation des phonèmes, que j’ai notées moimême au cours de mon séjour à Digitano, ne peuvent à mon avis s’expliquer que par la rencontre, sur ces territoires, de différents courants linguistiques, de différents systèmes, qui ont entamé et en grande partie disloqué le système primitif de l’istroroman, aujourd’hui presque méconnaissable. [...]

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O uzajamnim odnosima između albanskog i drugih balkanskih jezika

O uzajamnim odnosima između albanskog i drugih balkanskih jezika

Author(s): Idriz Ajeti / Language(s): Serbian Issue: 24/1986

Au début de cette contribution l’auteur parle de l’extension du groupe des peuples dans les Balkans antiques — Illyriens, Macédoniens, Thraces, Mésés et d’autres et il souligne que leurs migrations avaient provoqué les mélanges ayant comme conséquence la diminution des différences nationales et la simplification de leurs diversités linguistiques. Les conséquences de la domination romaine dans les Balkans ont été difficiles — la disparition des langues qui ne sont pas grecques : vieux-macédonienne, illyrienne, thrace, et les autres, et seulement, selon l’opinion de l’auteur, la branche méridionale des Illyriens a réussi à protéger son identité avec la langue, dont les descendants sont les Albanais d’aujourd’hui, La domination byzantine au Moyen âge avec la culture grecque, l’apparition des Slaves, la conquête de la Péninsule balkanique entière par les Turcs, ont changé essentiellement la forme ethnique des Balkans, ainsi que chez les peuples balkaniques et dans leurs langues a été augmenté le nombre des traits communs. La conséquence de ce mélange intensif est la formation du type balkanique de culture et de langue. La plupart des langues des peuples balkaniques a obtenu la flexion analythique au lieu de celle synthétique et nombreuses nouvelles catégories linguistiques du type analythique. Un trait caractéristique balkanique est le phénomène de forme de l’admiratif en albanais, en macédonien et en bulgare, mais l’albanais a des formes particulières. L’auteur mentionne que le système numérique entre 11 et 19 est un trait caractéristique pour la plupart des langues balkaniques, mais il souligne qu’on a conservé dans les parlers albanais le système numérique vicésimal, ce que devrait être le reliquat du substrat linguistique préindoeuropéen, et le système décimal est la qualité du inonde indoeuropéen. Aucun membre de l’unité linguistique balkanique — bulgare, macédonien, roumain, albanais et grec, ne fait la différence entre les expression de tranquillité et de mouvement. Ce phénomène s’est déplacé aussi sur certains parlers serbes sur Kosovo, en Serbie orientale, ainsi que sur certains dialectes monténégrins. L’auteur mentionne un trait linguistique intéressant albano serbe, qu’on trouve dans le système des parlers serbes sur Kosovo: tavaj, tava, tavo; tanaj, tana, tano, que Giiša Elezović, dans son dictionnaire du dialecte de Kosovo et de Metohija, tient qu’il a passé des parlers albanais. L ’auteur de cette étude écrit qu’ont été formées dans certains parlers monténégrins et albanais plusieurs expressions linguistiques indépendantes, se manifestant par la spirantisation des médiopalatales: ć-j: stići-stij; pronaći-pronaj; noć-noj ; dj-j: svuda-svudj-svuj, kud, tudj-kuj; la même chose dans certains parlers albanais: gj-j: sogj-zoj ; ograda-ograj; kongj, kinj-kij; meka- -mejë; ć-j: pleq-plej, miq-rmj-mijt; Peć-Pejc. L ’auteur a démontré l’importance de l’influence des langues sud-slaves sur la langue albanaise, comme par ex. la conservation dans cette langue des voyelles nasales slaves: orïndi (oroditi), pnedar, (podar, pudar), sundoj (saditi, suditi), rëndrend (rqd). Il y a ajouté la duplicité dans la substitution du groupe consonantique préslave tj, kt, dj dans les dialectes de la langue albanaise: megjë-mezhdë. L’auteur tient que le nombre des mots d’emprunt d’origine albanaise dans certains parlers serbes et macédiniens est assez grand et il donne quelques exemples. Il y est nécessaire analyser au moins la stratification chronologique relative des mots d’emprunt albanais dans les parlers mentionnés. L ’attention particulière mérite l’effort de l’auteur de constater entre le typa dialectale des parlers albanais d’un côté et des parlers serbes de Kosovo de l’autre côté, un grand nombre de concordances dans le domaine de phonétique, de syntaxe et de lexique, que c’est par ex, la réduction des affriquées: c-q, xh-gj, dans les parlers serbes: č-ć, dž-dj — à une paire: é-dj, avec la tendance de mollissement, A la fin l’auteur constate que le trouble de prononciation correcte de deux paires des affriquées n’est pas provoquée par l’influence étrangère, mais c’est le résultat du développement intérieur des parlers albanais au temps que les médiopalatales q, gj dans les parlers albanais de Kosovo avaient perdu leur valeur phonologique sous certaines conditions socio-historiques. Les conditions extralinguistiques ont considérablement soutenu, sans doute, le processus déjà commencé dans ces parlers. Le développement des processus analogiques dans les parlers serbes dans la région de Kosovo est, selon l’opinion de l’auteur, la conséquence des agitations intérieures avec l’appui dans les grands changements sociaux, dans les migrations à l’intérieur de demeure, dans les immigrations des présentants des autres dialectes et des langues dans ces stations venant des régions méridionales et orientales.

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Etnička imena albanskog naroda u Vukovom rječniku

Etnička imena albanskog naroda u Vukovom rječniku

Author(s): Ljatif Muljaku / Language(s): Serbian Issue: 24/1986

Vuk Karadžić avait enregistré dans son Dictionnaire, publié en 1818, les suivants noms ethniques du peuple albanais: Arnautin („Albanais”), Arnautka („Albanaise”); ensaite le toponyme Arnautluk („Albanie”); l’adjectif arnautski, -ka, -ko („albanais, e”); le verbe arnautiti; le substantif arnauienje et les autres. Tout cela est enregistré dans la partie lexicale de la langue serbe. Dans la partie allemande du Dictionnaire il a cité les exemples suivantes : Albanese et Arnaut, Amautinn; Albanien, albanesisch; Arnauten machen; das Albanisieren; et en latin: Albanus, Albana; le toponyme Albania; l’adjectif albanus, -a, -um et les expressions : facto esse Albanum; more albani. Vuk a emprunté de la langue turque l’ethnique Arnaut (in) et ses dérivés, en les adaptant à la langue serbe par les suffixes généralement. Le terme ethnique ottoman pour les Albanais Arnaut est dérivé du grec moyen Arvanitis (Arbanitis, Albanites) par l’omission de la terminaison -is (-es), par la métathèse v-n > n-v, ensuite par le changement i-u après v. Le terme ethnique Albanese et le dérivé albanesisch (au lieu de Albaner et albanisch), que Vuk avait enregistré dans son Dictionnaire, a été employé alors dans cette forme sous l’influence de la langue italienne. Les noms ethniques dont on parle dans la partie latine de ce Dictionnaire, ont la forme usitée dans cette langue: Albanus, Albana; Albania. Ces formes se sont élargies tout d’abord dans les langues romanes et plus tard dans les autres langues, ainsi qu’elles sont devenues aujourd’hui les noms nationaux communs, c’est-à-dire le nom du pays des Albanais.

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Uwagi o emocjonalności i definiowaniu perswazyjnym słowa

Uwagi o emocjonalności i definiowaniu perswazyjnym słowa

Author(s): Jacek Warchala / Language(s): Polish Issue: 30/2018

The paper discusses the issue of the word’s persuasiveness and its emotionaldimension. The opening thesis states that words play a key role in the contemporarypublic discourse (examples discussed are marketing and political discourses);words of unclear and ambiguous references organize and structure our publicdiscourses. The principal persuasive device is to re-define literal meanings and totransplant words across discourses; it is accompanied by the process which makesbroadcasts more emotional by revealing the word’s emotional dimension.

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Rytuał zwyczajnej codzienności.
O poetycko-religijnych olśnieniach Leszka Aleksandra
Moczulskiego

Rytuał zwyczajnej codzienności. O poetycko-religijnych olśnieniach Leszka Aleksandra Moczulskiego

Author(s): Marek Bernacki / Language(s): Polish Issue: 30/2018

The main subject of the article is discussion of Leszek Aleksander Moczulski’s poetry presented in two of his poetic collections entitled: 70 widoków w drodze do Wenecji (“70 views on the road to Venice”) [1992] and Lśnienia (“Gleams”) [2018]. L.A. Moczulski (died on 17th December 2017) was one of the most famous contemporary Polish poets and author of popular stunners, which were sung by Polish beat groups like Skaldowie and Dżamble as well as by the famous Cracow singer Marek Grechuta. The author of this article shows an evolution of L.A. Moczulski’s poetry –from his „usual” poems to „charitable” ones; he also emphasizes that the main aim of the poet is to clarify his poetic words in order to affirm all aspects of reality created by God.

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Kilka uwag o transegzystencjalnej metodzie
czytania tekstów literackich

Kilka uwag o transegzystencjalnej metodzie czytania tekstów literackich

Author(s): Mirosław Dzień / Language(s): Polish Issue: 30/2018

The article is an attempt to draft a method of studying sacrological texts. Hermeneutics H.G. Gadamer and P. Richer have been used as a method of reaching the so-called “deep” meaning of texts. The author presents his own creative compilation of reading sacrological texts, which he defines as “trans-existential”. This method assumes 12 steps, and allows sacrological texts to be studied in a possibly multi-directional way.

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Editorial

Editorial

Author(s): Kata Csizér,Csaba Kálmán / Language(s): English Issue: 1/2019

Due to the emergence of the self in foreign/second language (L2) motivation theory and research following the introduction of the L2 Motivational Self System (L2MSS) (Dörnyei, 2005, 2009), the past decade has witnessed a surge of attention devoted to the two self dimensions: the Ideal L2 Self, and the Ought-to L2 self of the model (Boo, Dörnyei, & Ryan, 2015). The third core component, however, the L2 Learning Experience has become undeservedly marginalized. We think that such relative neglect has been brought about by two phenomena. On the one hand, the L2 Learning Experience, has so far been underconceptualized, and, as such, its intangible, amorphous nature has undermined its applicability in research on a similar scale that a more elaborate theorization of the other two future self-guides has enabled. On the other hand, by incorporating Markus and Nurius’ (1986) possible selves theory into L2 motivation research, Dörnyei was able to import adaptable and novel concepts to the field, which set the course of the research agenda for years to come.

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Towards a better understanding of the L2 Learning Experience, the Cinderella of the L2 Motivational Self System

Towards a better understanding of the L2 Learning Experience, the Cinderella of the L2 Motivational Self System

Author(s): Zoltan Dornyei / Language(s): English Issue: 1/2019

The theoretical emphasis within the L2 Motivational Self System has typically been on the two future self-guides representing possible (ideal and ought-to) selves, leaving the third main dimension of the construct, the L2 Learning Experience, somewhat undertheorized. Yet, this third component is not secondary in importance, as evidenced by empirical studies that consistently indicate that the L2 Learning Experience is not only a strong predictor of various criterion measures but is often the most powerful predictor of motivated behavior. This paper begins with an analysis of possible reasons for this neglect and then draws on the notion of student engagement in educational psychology to offer a theoretical framework for the concept. It is proposed that the L2 Learning Experience may be defined as the perceived quality of the learners’ engagement with various aspects of the language learning process.

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Weaving webs of connection: Empathy, perspective taking, and students’ motivation

Weaving webs of connection: Empathy, perspective taking, and students’ motivation

Author(s): Henry Alastair,Cecilia Thorsen / Language(s): English Issue: 1/2019

L2 motivation is a relational phenomenon, shaped by teacher responsiveness (Lamb, 2017; Ushioda, 2009). Little, however, is known about the practices in which responsiveness is manifested. Drawing on research from the culturally responsive teaching paradigm (Petrone, 2013), and highlighting the role of empathy and perspective taking (Warren, 2018), the aim of this ethnographic case study of two lessons with a focus on poetry is to develop a relational understanding of the evolution of motivation. Analyses reveal how perspective taking has instructional and interactional dimensions, and how connections between lesson content and funds of knowledge with origins in students’ interactions with popular culture bring additional layers of meaning to learning. It is suggested that while connections that arise through perspective taking practices shape students’ in-the-moment motivational responses, they also accumulate in ways that lead to enduring motivational dispositions.

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Motivation and emotion in the EFL learning experience of Romanian adolescent students: Two contrasting cases

Motivation and emotion in the EFL learning experience of Romanian adolescent students: Two contrasting cases

Author(s): Liana Maria Pavelescu / Language(s): English Issue: 1/2019

The aim of this study was to investigate the language learning motivation of two EFL teenage students in Romania and the link between motivation and the emotional dimensions of these adolescents’ learning experiences. While language learning motivation has been widely researched, its relationship with emotion in the learning experience has not been examined in depth thus far. To gain deep insight into this relationship, the present study used various qualitative methods: a written task, multiple semi-structured interviews with the students and their teachers, and prolonged lesson observation. The findings showed that the learners’ motivation and emotions were closely intertwined in their learning experiences in idiosyncratic ways. Mika (pseudonym) experienced the prevalent emotion of love of English and was a highly motivated learner. In her out-of-class learning experience, her motivation was linked to her emotions towards her favorite singer. In her classroom learning experience, her motivation was shaped by her teacher’s encouragement and support. Kate (pseudonym) did not reportedly experience a dominant emotion towards English and had a rather weak motivation. The absence of an expressed dominant emotion towards English was linked to her classroom learning experience before high school, namely to her teacher’s lack of encouragement, which hindered her motivation. By focusing on two contrasting cases of learners, this study has foregrounded the role of the emotional aspects of the language learning experience in shaping motivation, showing how strong positive emotions enhance and sustain motivation and how the lack of such emotions hinders motivation.

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Reframing the L2 learning experience as narrative reconstructions of classroom learning

Reframing the L2 learning experience as narrative reconstructions of classroom learning

Author(s): Phil Hiver,Gabriel Obando,Yuan Sang,Somayeh Tahmouresi,Ashlee Zhou,Yang Zhou / Language(s): English Issue: 1/2019

In this study we investigate the situated and dynamic nature of the L2 learning experience through a newly-purposed instrument called the Language Learning Story Interview, adapted from McAdams’ life story interview (2007). Using critical case sampling, data were collected from an equal number of learners of various L2s (e.g., Arabic, English, Mandarin, Spanish) and analyzed using qualitative comparative analysis (Rihoux & Ragin, 2009). Through our data analysis, we demonstrate how language learners construct overarching narratives of the L2 learning experience and what the characteristic features and components that make up these narratives are. Our results provide evidence for prototypical nuclear scenes (McAdams et al., 2004) as well as core specifications and parameters of learners’ narrative accounts of the L2 learning experience. We discuss how these shape motivation and language learning behavior.

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The impact of semester-abroad experiences on post-sojourn L2 motivation

The impact of semester-abroad experiences on post-sojourn L2 motivation

Author(s): Du Xujia / Language(s): English Issue: 1/2019

Numerous studies have examined sojourners’ L2 motivation during their stay abroad. Much remains unknown about the impact of study abroad (SA) experiences on their L2 motivation after they return to the home environment. This study tracked the English learning motivation of three Chinese university students from immediately after their semester-long exchange program in an English-speaking country until six months after the sojourn. The participants were requested to complete a questionnaire and took part in an interview immediately following their re-entry and another interview six months later. The participants’ post-sojourn English learning motivation was influenced by their L2 selves and the context they were situated in. The motivational capacity of SA experiences was manifested in its profound impact on the participants’ ideal L2 self-images. Satisfactory SA experiences contributed to an ideal L2 self with higher L2 proficiency and international posture, whereas unsatisfactory experiences led to a lessening role of L2 in the participants’ future work and life. The findings also reveal that the participants’ understandings of both their positive and negative SA experiences became fossilized after the sojourn. Some practical implications were discussed for higher education institutions to optimize the post-sojourn motivational impact of SA programs.

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Anagnorisis and narrative incorporation: How significant incidents affect language-learning behavior

Anagnorisis and narrative incorporation: How significant incidents affect language-learning behavior

Author(s): Julian Pigott / Language(s): English Issue: 1/2019

This paper examines how fleeting experiences exert a disproportionately powerful effect on the language learning motivation and behavior of university students. A thematic analysis of interview data is used to show how significant incidents have two principal consequences. The first, anagnorisis, is an immediate, revelatory change in beliefs about language learning. The second, narrative incorporation, is a process through which the memory of the incident and/or its anagnorisis becomes a constituent of self-narratives. It is argued that the significant incident is best understood not as an external influence on motivation, but as a component of the learner’s worldview.

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Korean language learning demotivation among EFL instructors in South Korea

Korean language learning demotivation among EFL instructors in South Korea

Author(s): Nigel Gearing / Language(s): English Issue: 1/2019

Studies investigating the motivation of L1 speakers of English to learn the national language of the host society they currently reside in remain rare, despite the exponential growth of such individuals residing in these nations this century. Previous such studies in South Korea have concluded that learning Korean as a second language (L2) is largely perceived as difficult, unnecessary and is therefore accompanied by experiences of demotivation and amotivation (see Gearing & Roger, 2018). However, these studies did not explicitly address demotivation and amotivation when examining experiences that affect the motivation to learn Korean of 14 English as a Foreign Language (EFL) instructors working in South Korean university language education centers (LECs). Therefore, this study investigates which learning experiences resulted in the amotivation of participants and how two participants who experienced demotivation employed strategies to remotivate themselves. Coding of semi-structured interviews and optional diaries found that despite intent, most participants displayed symptoms of both amotivation and demotivation. The main implication of this study is that in the absence of perceived necessity, affected individuals with insufficient internal motivation or vision to acquire Korean consequently attribute externally related demotivating experiences to pre-existing or resulting amotivation.

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A study of retrospective and concurrent foreign language learning experiences: A comparative interview study in Hungary

A study of retrospective and concurrent foreign language learning experiences: A comparative interview study in Hungary

Author(s): Kata Csizér,Csaba Kálmán / Language(s): English Issue: 1/2019

Despite the fact that the influence of learning experiences on foreign language learning motivation has been widely acknowledged and emphasised, there are hardly any studies concentrating on these learning experiences. Hence, the aim of this study is to map the language learning experiences of former and current language learners in order to provide a detailed account of the possible components of the foreign language learning experience. Data were collected with the help of a qualitative interview schedule involving 22 language learners in two subsamples. Ten participants are English language teachers as former foreign language learners, while 12 students, current learners of English, have also been recruited. The most important result of our study is that foreign language learning experience seems to be a complex construct including immediate and present aspects as well as self-related components and attributions. Language learning success, the teacher’s personality, contact experiences, as well as attitudes towards the L2 seem to stand out as important components for both groups of learners. Apart from discussing the differences and similarities between retrospective and concurrent experiences, we will provide pedagogical and research-related implications as well.

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