Papers reviewed and determined not to be word norm studies. Use the flag icon to report errors or suggest re-inclusion.
16504 papers
The system of French accentuation is a relevant case of a language change, observable in a relatively short period of time in a stable synchrony. Since the mid-twentieth century, the formation of linguistic norms has largely depended on a specific type of utterance, media discourse, continually available in spoken audio-visual media. The impact of spoken media on the development of linguistic expression in the last few decades is unprecedented in language history. It is based on a communicational model in which speech is produced by a single speaker and instantly perceived by a multitude of receivers who have no possibility of intervening in the communicational process. Thus the receivers are passively exposed to an exclusive speaker and to language strategies conceived by the media and its linguistic authority. The analysis of two professional spoken interventions, uttered on French television, shows an important modification of the traditional accentual system: conserving the final accent (FA), the speakers systematically introduce an initial accent (IA), a landmark in the evolution of the French language and its normative features. The IA affects the first syllable of a stressed lexeme or the first syllable of an extended accentual unit, regardless of the syntactic function of the stressed morpheme. The FA is operated by the intonational action, while the IA seems to be realized by an accentual augmentation of vocal intensity. The automatism of lexical stressing is generating a systematic accentuation of the first syllable of the accentual unit. The IA mostly affects lexemes that speakers insist on because of their informative value (numerals, adverbs, proper names), but an important part of IA concerns different proclytics, such as deictic elements, articles and determinants. Accentual limitation of the unit on both sides is a specific feature of the speech in French audio-visual media. In recent decades it has found its echo in the normative speech of French linguistic communities.
Changes in language are largely a process of loosening the old norm and gradually creating a new one. It is believed that the media contribute to the preservation of the norm and the maximum slowdown of changes. Newspapers and magazines fix the graphic appearance of the word, and radio and television — sound. Together they set grammatical, syntactic and other patterns, which guides the people who read and listen to them. The author of the article studied the speech features of the interview genre in modern Tatar journalism. Namely 3012 fragments were analysed and the following conclusions were made: due to the interview genre, phonetic, morphological, lexical, syntactic, orthoepic enrichment of the language occurs; many modern elements borrowed from the Internet are used in print magazines in the Tatar language; there is a tendency to reduce words, use abbreviations, typed language constructions, phraseological units, borrowings, terms, professionalisms, dialectisms, slang expressions, and it is also observed that in different printed publications in the Tatar language, different variants of using common terms are offered in interviews.
This article explores how the death of the elderly is represented by examining the death notices of 3,160 people aged 65 and over that were published in two daily newspapers in French-speaking Switzerland. Notices no longer merely announce death, but have become more extensive since the 1950s, providing information about the death and the dead person. The words chosen by the family to announce that an elderly relative has passed away reveal several social norms. Using textual statistics, our analyses show that representations of death differ according to age, sex, religion, and place of death. Thus, a plural vision of death in old age emerges, one that goes beyond a simple opposition between good and bad death. The age criterion is important, reiterating the distinction found in old age between the young-old and the oldest-old. We identify what is perceived as an “unfair” age and a “normal” age to die. The death notices document the use of a vocabulary that associates death in the third age with the fight against disease, justifying an early departure. On the other hand, when the deceased leaves us at the age of 85 or older, the vocabulary borrows figures and metaphors from the lexical field of sleep, such as “fell asleep,” or “fell asleep peacefully.”
The purpose of this study is to investigate German native speakers' use of exclamation marks in L2 Danish texts by comparing their use to that of Danish and German native speakers respectively. The comparison thus aims to identify points of attention in L2 Danish writing. Writing skills in a foreign language include not only lexical, grammatical and textual knowledge, but also knowledge of the sociopragmatics in the foreign language. The norm-adequate use of the exclamation mark appears to embody such knowledge in several respects. As part of the exclamation as a rhetorical device, the exclamation mark serves to increase intensity in the text and accentuate the writer's emotional involvement in his text. At the same time, the exclamation mark also influences and affects the recipient. It thus has the function of an interactive sign. Based on a comparison of the standards in the two language systems and on speech act theory, the use of the sign is examined in e-mails and commentaries. The study shows that the use of the sign is genre dependent and that the L2 writers overuse the sign in the expressive and evaluative acts of expressing thanks and approval in the e-mails. In terms of didactic implications, the study draws attention to the formulaic language used in the co-text of the exclamation mark.
The article considers the system of principles for creating a modern textbook for adults as a basic linguodidactic tool in teaching Russian to foreigners at an advanced stage of training, with the focus of the educational process on the formation of intercultural competence. Russian language textbook for foreigners contains topics and situations of reality that are relevant to Russian linguoculture in their verbal embodiment in texts of different genres and styles of the modern Russian language. The author demonstrates that with a cognitive-communicative approach, the discursive base of the textbook on the Russian language for foreigners contains relevant topics and situations of reality in their verbal embodiment in texts of different genres and styles of the modern Russian language.; the linguistic concept of the textbook is based on the achievements of theoretical Russian studies; the methodological interpretation of the educational material reflects the understanding of the experience of teaching Russian to foreigners. The textbook serves as a basis for creative use both by the teacher in the educational process and by the students in their independent work, which plays a crucial role in learning. The author emphasizes the importance of the modern textbook as a means of improving the professional competence of the teacher. The author notes that the textbook takes into account the specifics of the forms and norms of modern communication, including the use of information and communication technologies. The textbook is based on clearly defined goals based on the internal motivation of students, focuses on the development and improvement of their communication skills with the active cooperation of the teacher and the student.
Introduction. Along with such important issues of speech culture as mastering the rules of spelling and punctuation, lexicology, it is important to study and use the means of expression depending on the purpose and content of expression, governed by grammatical norms of language, deviations from which are morphological and syntactic levels. Violations of morphological norms indicate insufficient attention of media workers to the culture of professional broadcasting, as well as unprofessional editorial processing of materials presented to readers. The purpose of the article is to describe morphological abnormalities in online media, identify the most typical of them and indicate the main erroneous places within the lexical and grammatical class of nouns, numerals, verbs, adverbs formed from numerals. The source base of the study was journalistic texts of online publications of national and regional significance ("Ukrainian Truth", "Doba"). Results. Analysis of morphological deviations within the lexical and grammatical class of nouns showed violations in its formation. Significant difficulties in the inflection of nouns is the genitive singular of the second declension of the masculine gender, namely the correct choice of the ending a (-я) or -у (-ю). In journalistic texts, these endings are interchangeable. he grammatical design of the dative singular of masculine nouns is normative in the analyzed texts. Although most normative sources indicate that the parallel endings овіi (-івi, -євi) / -у (-ю) can be used to denote them, it is stated that the inflections - ові (-eвi, -євi) should predominate in the names of creatures), and in the names of non-beings mostly use -у (-ю). Improper formation of compound numerals also leads to morphological errors. Within the lexical-grammatical class of verbs, the frequency associated with the formation of the imperative mood with the help of the verb tracing paper from the Russian davay / davayte. A powerful source of language pollution of the analyzed online publications is the use of active verbs not peculiar to the Ukrainian language. Forms of active verbs of the present tense in -uch (-yuch), -ach (-yach) are not typical for the Ukrainian language. Conclusion. Thus, the highest frequency in the media texts of the analyzed online publications at the level of morphology are errors associated with the use of uncharacteristic of the Ukrainian language active verbs of the present tense on -уч (-юч), -aч (-яч), with the formation of nouns.
The identification of norms, i.e. of recurrent patterns of behaviour, is a common concern for Linguistics, Translation Studies, and Television Studies. This paper offers a critical methodological review after applying Corpus Pattern Analysis (CPA), a technique proposed from the field of lexical analysis, to the study of audiovisual translation. The paper illustrates the application of this research technique by presenting a case study pursuing the identification of anomalous collocations in the English spoken dialogue and in the Spanish subtitles of three television series by means of CPA. After illustration, emphasis of the methodological assessment is placed on the discussion of advantages and limitations entailed in the use of CPA for the study of audiovisual translation.
The COVID-19 pandemic has changed behavioural norms and how people conceptualise everyday life. It has led to prolific use of specific terminology that is new or was previously outside the lexical boundaries of common use. Terms like ‘social distancing’, ‘lockdown’ and ‘new normal' were previously jargon limited to specialist fields. The COVID-19 pandemic which spread globally in 2020 has led to great social change and an associated lexical influence. To study this phenomenon, we examine the lexical effects of COVID-19 on the Indonesian language, through analysis of two well-known Indonesian national newspapers – Kompas and Suara Pembaruan, for the month of May 2020. This was at a time of growing awareness of COVID-19 in Indonesia, that included a partial lockdown in Jakarta. As such, there was a great deal of attention to COVID-19 in the mass media. To study this, we apply quantitative content analysis to the sample data to identify the range and frequency of words borrowed from English. We examine this use of code-switching to also undertake qualitative analysis, exploring the various socio-linguistic dimensions of those borrowed terms. Some usage was found to address lexical gaps in Indonesian language, where other usage appeared more for stylistic, emphatic purposes, drawing on the semiotic power of English in the Indonesian context. Code-switching reiteration was particularly prominent in the sample data. We argue that through code-switching reiteration, the print media can introduce new foreign vocabulary to Indonesian readers, which subsequently generates opportunities for language change. COVID-19 has expedited this process, meaning that there has been an increased likelihood of Indonesian language change during 2020.
The goal of this paper is to make a suggestion to include Spanish conjunction variants e and u in the basic vocabulary list of National Curriculum. RAE-ASALE(2010) describes that the simple coordinate conjunctions can be copulative (y, its variant e, ni), disjunctive (o, its variant u, ni) and adversative (pero, sino, mas). However, all these conjunctions, without exception, are listed as independent lexical items in RAE(2014), where the variants normally are exposed as the sub-content of lexical entries according to the norm. This indicates that if the basic vocabulary list of National Curriculum play a role of the lexical set, it must include both types of conjunctions: unmarked form ( y, o) and marked form (i.e.: e, u, ni). Nevertheless, the actual National Curriculum(2015) does not include the two variants e and u in its basic vocabulary list. We insist that National Curriculum must apply an uniform criterion to the lexical registration and the teaching and learning of Spanish conjunction variants should be carried out based on the morpho-phonetic properties of words and the particular syntactic-pragmatic uses in various contexts.
If you talk to a man in a language he understands, that goes to his head. If you talk to him in his own language, that goes to his heart. —Nelson Mandela In this issue of Topics in Language Disorders, guest issue editors Mark Guiberson and Linda Rosa-Lugo asked authors to present work that investigates and/or supports the language and literacy development of English learners. As the aforementioned quote from the late Nelson Mandela suggests, individuals whose first language is other than English benefit from the comfort, connection, and support that communication using that language conveys. Dual language and English learners, particularly those who also have language delays or disorders, likely will have more meaningful and impactful educational experiences if those experiences incorporate their first language to the greatest extent possible because not only their minds but their hearts will be engaged. The authors of this group of articles surely would agree with this statement, and their collective work offers practitioners many practices, techniques, and strategies to support vocabulary and discourse skills in English language learners, many of which incorporate the child's first language. In the first article, Guiberson employs convergent parallel mixed-methods to identify culturally consistent early literacy support strategies for caregivers of 2- to 3-year-old dual language learners. The first portion of his article presents a descriptive study in which caregivers and their preschool-aged children (about a third of whom exhibited early language delay) engaged in a Spanish-language book reading task and the interactions among the dyads were observed and coded. Several behaviors were found to occur occasionally (two to three times) or frequently (four or more times) during the book reading episode in at least 70% of the dyads in the categories of enhancing attention to text and promoting interactive reading and supporting comprehension, whereas behaviors in the category using literacy strategies were infrequently observed in a majority of the dyads. The caregivers of the oldest preschoolers used literacy strategies significantly more often than the caregivers of children with early language delay, but otherwise the dyads with preschoolers who exhibited delay and those with preschoolers who displayed typical language development were comparable. Next, he presents findings from an integrative review of the literature in which caregivers use language and/or literacy support strategies with young Spanish-speaking dual language learners and in which identified practices and strategies were rated for evidence strength. A total of 26 strategies were identified (with overlap with the behaviors noted in the descriptive study), 15 of which showed compelling strength of evidence. Next, Fiestas and her colleagues present a pilot study that evaluates the feasibility of the Language and Literacy Together intervention to address semantic and narrative skills in 13 bilingual first graders at risk for developmental language disorder. In the intervention, (a) narrative and expository texts provide the context for learning vocabulary and narrative skills, (b) there is a focus on Tier 1 (common vocabulary words used in conversation) and Tier 2 (vocabulary words that occur across subject areas but may differ in meaning depending on the academic subject) vocabulary presented in thematic units, (c) Spanish–English cognates are intentionally highlighted to promote cross-language transfer, (d) vocabulary are presented in oral and written forms, defined using contextual clues, and mapped onto functions with visual representations for word types, and (e) narrative comprehension and production are reinforced through cued retells and questioning activities. Pretest and posttest evaluations of semantics and narrative comprehension and production in Spanish and English using standardized, norm-referenced measures revealed the participants experienced significant gains over 8 weeks in both semantics and narrative skills, in both the language of the intervention (Spanish) and English, suggesting cross-language transfer effects. The largest gains were observed for Spanish narrative comprehension and English narrative production, whereas modest gains in vocabulary breadth (raw score changes only) were realized though gains in vocabulary depth were more robust. Roseberry-Mckibbin discusses in the third article research-supported means of supporting academic vocabulary learning in English learners who exhibit developmental language disorder. These include supporting a bilingual approach to intervention, teaching content-area cognates, facilitating multiple exposures and active engagement, teaching Tier 2 vocabulary words, and incorporating phonological awareness tasks to reinforce lexical storage and retrieval of vocabulary words. She presents an instructional hierarchy to guide intervention efforts, moving from simple recognition to using a target word in a written text to dissecting the sound structure of the target word. Then, Ehren and her colleagues present an adapted version of the promising Vocabulary Scenario Technique to assist English learners with Tier 2 vocabulary learning. This technique uses direct and explicit instruction with multiple encounters with words in diverse contexts to facilitate word learning and word consciousness. In addition, student-friendly explanations and connections to students' prior knowledge are employed, as are multiple opportunities for scaffolding when necessary. The major feature of instruction is the use of scenarios in which the target word is defined and used meaningfully in a relatable context. The adaptation for English learners involves presenting the scenario in the child's first language, except for the target word itself, which is presented in English. In this way, other professionals, caregivers, and community members can become involved with intervention when they have proficiency in the first language and are willing to assist in the development and even presentation of the scenarios used for instruction. Although preliminary research on the adapted version of the Vocabulary Scenario Technique did not result in greater gains than other intensive vocabulary instruction characterized by greater instructional time and word exposures (as might be expected), this work is in its infancy. Thus, the authors make the case that more research is needed to validate this technique with English learners and an increase in the number of exposures to target vocabulary is likely to yield positive findings. Finally, Peker and Rosa-Lugo present findings from a pilot study that examined speech–language pathology graduate students' self-efficacy beliefs before and after engaging with a TeachLivE simulation in which they practiced using questioning strategies and specific leveled questions they had prepared beforehand with English learner avatars with varied English proficiency levels. The simulation experience offers an alternative to typical clinical education with live clients when and where there is not enough opportunity to work with live clients who represent a specific population. Although there were no significant gains in the graduate students' self-efficacy for using questioning strategies for beginning or intermediate English learners, there was a statistically significant increase in their self-efficacy for using questioning strategies with advanced English learners (perhaps reflecting a better match between the students' language skills and those of the avatar). Moreover, there was a significant increase in self-efficacy for administering evaluation procedures following the simulation activity, and the posttest scores for self-efficacy for questioning strategies and administering evaluations were positively and significantly related. Written reflections on the simulation experience revealed the graduate students (1) felt the simulation was realistic, safe, and provided multiple practice opportunities, (2) were more confident in using questions effectively and appreciated more nuance in their communicative interactions and requisite adaptations as these intersect culture, language proficiency, and other personal attributes (e.g., engagement), and (3) desired more guidance regarding the nature of the simulation experience due to its novelty. Overall, the simulation experience led to a greater awareness of major issues in evaluating and questioning English learners for the speech–language pathology graduate students. It is our hope that readers will find this set of articles helpful in guiding their work with preschool and school-aged English learners, including those who are at risk for or who display language learning difficulties. —Gary A. Troia, PhD, CCC-SLP —Sarah E. Wallace, PhD, CCC-SLP Co-Editors
Cognitive systems face a tension between stability and plasticity. The maintenance of long-term representations that reflect the global regularities of the environment is often at odds with pressure to flexibly adjust to short-term input regularities that may deviate from the norm. This tension is abundantly clear in speech communication when talkers with accents or dialects produce input that deviates from a listener's language community norms. Prior research demonstrates that when bottom-up acoustic information or top-down word knowledge is available to disambiguate speech input, there is short-term adaptive plasticity such that subsequent speech perception is shifted even in the absence of the disambiguating information. Although such effects are well-documented, it is not yet known whether bottom-up and top-down resolution of ambiguity may operate through common processes, or how these information sources may interact in guiding the adaptive plasticity of speech perception. The present study investigates the joint contributions of bottom-up information from the acoustic signal and top-down information from lexical knowledge in the adaptive plasticity of speech categorization according to short-term input regularities. The results implicate speech category activation, whether from top-down or bottom-up sources, in driving rapid adjustment of listeners' reliance on acoustic dimensions in speech categorization. Broadly, this pattern of perception is consistent with dynamic mapping of input to category representations that is flexibly tuned according to interactive processing accommodating both lexical knowledge and idiosyncrasies of the acoustic input.
Ovaj se rad bavi člancima hrvatskoga jezikoslovnog časopisa Jezik, točnije onim člancima koji govore o leksičkoj razini hrvatskoga jezika u razdoblju od 1952. do 1990. godine. Proučavani korpus sadrži teorijske članke, ali u najvećoj mjeri one savjetodavne prirode. Široka tema leksičke norme podijeljena je u nekoliko tematskih podskupina koje su se pokazale najzastupljenijima. To su neologija, sinonimija, leksičko posuđivanje, nazivlje i onomastika. Zajedničko je svim navedenim temama što su u velikoj mjeri obilježene purističkim tendencijama, čemu su uzroci velik prodor posuđenica iz drugih jezika (prvenstveno iz ruskoga i engleskoga) i specifična politička situacija u kojoj se hrvatski jezik nalazio u Jugoslaviji. Na kraju rada nalazi se rječnik leksema koje su iz različitih razloga autori u Jeziku smatrali problematičnima te prijedlozi za njihovo zamjenjivanje, kao i rječnik sinonimnih parova koje su autori popratili dodatnim objašnjenjima.
In the modern world, with its diversity of languages and nations, the development of a linguistic personality is one of the main factors of language education.A language personality should possess the language competence that presupposes the possession of the theoretical norms of the language and their further use in the practice of speech use.The language personality must possess the phonetic and lexical grammatical norms of the language.Syntax, which gives the language a communicative and functional significance, is the highest level of the language system.It is in the syntax that the national specificity of the language manifests itself.Possession of it indicates the formation of a language personality.Complex thoughts that reflect the intellectual level of the individual are formed in the form of complex sentences.The emotionality and expressiveness of complex sentences are created due to the way they are organized and the use of syntactic figures of speech.Conversational and expressive elements in the structure of a complex sentence, due to their unintentional and informal nature, create additional shades of imagery and expressiveness in book speech.In the Mari language, the following elements of colloquial speech are introduced in the language of fiction to give a complex sentence imagery and expressiveness: conjunctions, particles, postpositions, interjections, onomatopoeic words and various types of repetitions.Complex and compound sentences are characterized by the use of all these elements of colloquial speech.Conjunctionless complex sentences, based on their structure, use the speech elements of repetition as an expressive means.
The article is devoted to the consideration of one of the aspects of the problem of the interlingual translation process: transformations. The relevance of studying the use of transformations is due to the goal of achieving equivalence and the condition of observing the norms of the target language. Based on the translation of J. Bowen's novel «A Street Cat Named Bob» by comparing the source text with the translation text, the article examines the lexical transformations used in the translation of descriptions of the urban environment static elements from English into Russian. Particular attention is paid to the issues of defining a translation transformation, the choice of a convenient classification, as well as the reasons for using certain transformations. The study confirms the opinion of the majority of linguists that the use of translation transformations is inevitable: it is due to the differences in the lexical and grammatical systems of the two languages. E. I. Kolyabina, translator of the novel “A Street Cat Named Bob”, resorts to a large number of transformations and sometimes uses them in combination. Analysis of the translation text shows that the choice of transformation can be forced, or dictated by the translator’s personal preferences.
Introduction As a literary technique, hybridization seeks to break the tradition of marriage within the family of words and the creation of new networks of companionship. It has a significant role in the beauty and structural coherence of literary texts. Since words lose their effectiveness due to constant association with each other, by deviating from the norms governing the standard language, words can be selected from one family and placed next to other families to highlight literature, open a new horizon, and affect the audience. This literary device became popular in literature via Saint-John Perse, the eminent French poet (1887-1975), in the works of other contemporary Iranian and Arab poets. Before him, however, the Russian theorist Mikhail Bakhtin had laid the foundations of hybridization by proposing polyphony and monophony theory in fiction. Among the poets who are influenced by this literary technique; Shāmloo and Adūnīs can be mentioned. The two poets have a relatively similar worldview due to their almost common social and political conditions. Methodology Conducted via a descriptive-analytical research method, the present study aims to examine the aesthetic dimension of this literary technique and its implications and effectiveness by examining the use of hybridization in Adūnīs’s and Shāmloo’s poetry, which has led to the departure of the language of their poems from the standards of natural language. This article is an attempt to comparatively study Adūnīs’ and Shāmloo’s poetry for introducing them to the reader, and to answer the following questions: 1- What is the use of hybridization in the two poets’ poetry? 2- What are the implications of this literary device in the two poets’ poetry? Discussion One of the techniques of "pretending to be familiar with familiar things" (Shafi'i Kadkani, 2013, p. 308) is hybridization via which words from a family are combined with a new language family, creating a kind of new poetic language. Among the poets who have been influenced by the Perse and who tried this literary technique are Shāmloo and Adūnīs. Part of hybridization in Shāmloo’s and Adūnīs’ poetry arises from the fusion of words from the family of music with the family of nature. Shāmloo takes the word "symphony" from the world of music and the word "night" from nature, and by combining them in “the sunset of the Siahrud River”, he creates the following combination: Symphony of the night drips / quiet / over the evening’ sadness (Shāmloo, 2004, p. 326). In this poem, Shāmloo highlights the composition (symphony of the night) by quoting the verb dripping and has also become unfamiliar with the verb dripping. The combination of the word “symphony” with “night” evokes the pleasant feeling of being in unison with the calm of the night. Since the word night alone is devoid of such a meaning, the poet gives it a new meaning by using the technique of hybridization. This has also led to lexical and semantic aberrations in the form of similes. In an atmosphere of emotional resemblance to Shāmloo, Adūnīs also combines the word “bell” from the family of music with the word “night” from the network of nature in the poem “the Divine Wolf”: The morning is burning and displaced / And I am the death of the moon / Under my face the bell (song) of the night breaks / And I am the new wolf of inspiration (Adūnīs, 1996, Vol. 1, p. 227). In the hybridization of night and bell, it is a kind of lexical aberration in the companionship axis, which creates a new combination of clichéd words in the form of simile and has led to semantic aberration, indicating signs of darkness and sorrow. The linguistic-grammatical network and the nature network are other networks that promote the poems of these two poets. Concerning this network, Shāmloo chooses the word syllable from the system of language and the wave from the network of nature in his poem “the anthem of the one who left and the one who remained” and uses hybridization as follows: In the darkness of the salty beach / We listened to the repeated syllables of the wave (Shāmloo, 2004: 550). The metaphorical hybridization of repeated syllable of the wave prepares the ground for lexical and semantic aberrations. Using repeated adjectives, the poet emphasizes the fluidity and movement of the waves, and by adding a wave to the syllable, he de-familiarizes the verb to listen. The wave alone has no meaning, but it is meaningful in terms of the poet's intention when it is put in a hybridization. In the surrealist atmosphere of the poem “limbo”, Adūnīs combines the word abjadiyyat (alphabets) with the word stars and creates a metaphorical combination of the merging of these two different linguistic families as follows: I was returned/My body is a gentle book/ The alphabet of stars and clouds wrote it/ My body moves towards the light at night and the bodies are galaxies (Adūnīs, 1996, Vol. 2, p. 370). The attribution of the word abjadiyyat (alphabet) to stars is because the body of the poet in limbo is a hybridization of the book of deeds and a galaxy of the results of those deeds. So the alphabet of the stars must be its writer. Because the poet considers his body to be a combination of books and galaxies, the hybridization of the alphabet of the stars, which are in complete harmony with these two, is necessary. This hybridization leads to the formation of such repetitive words in the form of similes, lexical, and semantic aberrations, as well as de-familiarization with the act of writing and highlighting this practice. The network of the supernatural and the network of nature are other networks that promote their poems. To express his feelings towards the beloved, Shāmloo in the poem (the sixth hymn) takes the tree from the family of nature and the miracle from the other side, and by mixing the two, the garments of the following are covered on it: I am not a miracle tree / only one of my trees (Shāmloo, 2004: 1036) Shāmloo is a tree like other ones and that tree is not the expected miracle. The hybridization of a miracle tree is a composition in the form of the past tense. Although the word tree and the concept of miracle go back to different language families, since the tree has long had a special and sacred place in mythology; therefore, the choice of these two families with obvious differences in networks is defensible in terms of communication. It has the poet’s intention of rejecting the expectation of something extraordinary from him. Adūnīs, like Shāmloo in his poem The Land of Magic, chooses the words earth and magic from different families, preparing such a capacity to express his feelings: And my land is constantly a land of magic / I confuse the air / I injure the face of the water / I go out of my house to the sea. (Adūnīs, 1996, vol. 1, p. 188). In this poem, Adūnīs wears the mask of an adventurous Sinbad and goes to war only with the unhealthy social conditions, to achieve his utopia. The poet is not disappointed; because his land, like the land of magic, announces unexpected events. The use of this eloquent combination in the noun phrase, which implies continuity, and the use of the verb (لم تزل: continuous) is a double emphasis on the expectation of being extraordinary from the poet's land. The network of religion and the network of nature is also one of the networks considered by the two poets. As Shāmloo chooses the word Sajjadeh (prayer rug) from the family of religion and soil from the words of nature in the poem "Rainy Design" and by combining them, he creates such works of art: Then / the holy silence of the sun setting on the soil prayer rug, / and the heavy hesitation of the bloody knife (Shāmloo, 2004, p. 1003). The poet believes in the sanctity of the sun and the earth; therefore, the composition of the soil prayer rug, which is a favorably compound in the form of simile, has created lexical and semantic aberrations. Despite the apparent distance of these two words in terms of lexical family and semantic infrastructure, since "in many languages, it is called the human being of the earth" (Eliade, 1996, p. 168). Accordingly, in terms of the concept of sacredness between the prayer rug and the soil is remarkable. In his poem “dream”, Adūnīs mentions the glorious past of the Arab countries with longing, remembering the past. Hybridization in this section, by combining the words of Surah and verse from religion and the words of cloud and stone from the family of nature, expresses the concepts intended by the poet. I entered the religious ceremonies of the Caliph / The womb of the waters and the sedition of the tree / I saw the trees that want me / And I saw rooms between its branches / And the boards and the windows are hostile to me / And I saw children for whom I recited / I heard, I recited for them / verses of the cloud and the verse of the stone (Adūnīs, 1996, Vol. 1, pp. 262-263). At this time, referring to the customs of the caliphate, Adonis called the seditions of that period the sedition of the tree. The trees of sedition, amid their foliage, are terrifying rooms. But inside these horrible rooms, there are clean and good children who are ready to receive the truth; Therefore, the poet recites for them verses of the cloud and verses of stone. Hybridization of verses of cloud and verse of stone indicate the sacredness of the elements of nature that the poet in the form of similes of two different language families to better convey their intended concepts, and thus he uses repetitive words for lexical and semantic aberrations. Conclusion Part of the literary value of the poetry of these two poets, from the point of view of novel verbal knowledge, depends on the use of hybridization networks. The same tendency towards hybridization-like combinations has increased the frequency of use of metaphorical arrays in their poetry. Accordingly, in addition to lexical anomalies, it has also caused semantic anomalies. Sometimes the second word
Постановка задачи. Современный этап обучение иностранному языку в техническом университете основывается на компетентностном подходе. Немаловажную роль в языковой подготовке будущих специалистов играет формирование социолингвистической компетенции обучающихся, которую в отечественной методике принято включать в состав социокультурной компетенции. Формирование социолингвистической компетенции студентов в процессе занятий по английскому языку имеет свои особенности и связано с ознакомлением обучающихся с культурой и историей стран изучаемого языка, правилами и нормами речевого поведения языковых носителей, явлениями территориально и социально обусловленной языковой вариативности. Результаты. Проведенное исследование дает основание утверждать, что типичные ошибки и трудности студентов, возникающие в процессе иноязычной коммуникации и связанные с выбором социально и территориально обусловленных фонетических и лексических вариантов, свидетельствуют о недостаточной сформированности у обучающихся социолингвистической компетенции. Выводы. Направленность внимания преподавателя на формирование данной компетенции в учебном процессе, объяснение студентам природы явления языковой вариативности, анализ причин неоднозначности номинации в каждом конкретном случае позволяют обучающимся успешно преодолевать проблемы выбора языкового варианта в процессе коммуникации, становиться более уверенными пользователями английского языка. Statement of the problem. At present, the teaching of a foreign language at a technical university rests on a competency-based approach. An important role in the linguistic education of the future specialists plays the formation of the students’ sociolinguistic competency, which is traditionally included in the structure of the sociocultural competency according to the national methodology.The formation of the sociolinguistic competency of the technical university students at the lessons of English has its distinctive features and is associated with introducing them to the culture and history of the country of the studied language, working with authentic professionally oriented materials, studying the norms of the native speakers’ communication behavior, the phenomena of territorially and socially determined linguistic variability. Results. The research that has been carried out gives reason to argue that the students’ typical mistakes and difficulties associated with the choice of the geographically determined phonetic variants and the geographically and socially determined lexical variants in the process of communication indicate that the sociolinguistic competency of the students is formed insufficiently. Conclusion. The focus of the teacher’s attention on the formation of the sociolinguistic competency in the educational process, explaining to the students the nature of the language variation phenomena, analyzing the reasons for the ambiguity of the nomination in each special case help the students to successfully overcome the problems of choosing a language variant in the communication process, and to become more confident users of English.
The paper is an in-depth study of how the principles and rules of the metrical theory of phonology have found their way to apply to Iraqi Arabic words and expressions. Iraqi lexical items have amassed evidence illustrating that both foot and stress are the hub of phonological designs of parametric prominence entailed in mapping and building up word syllables. Nevertheless, this is not a free-for-all which is far beyond restrictions or exceptions. Some constraints are not imposed to deviate from the metrical norms of Iraqi words nor some exceptions are made to distort their lexical frames, but rather they are adopted to emphasize that any theory's premises are generally the same but its applicable ends are definitely different in so far as the language or the dialect in question is concerned. The paper also digs deep certain metrical phenomena taking place in Iraqi word stress patterns like the extra metrical behavior of some word syllables and segments, and cyclic and non-cyclic parameters of some morphological operations of words.
The article presents the results of a study of modern oral television speech in terms of its conformity / non-conformity with the norms of the literary language. The aim of the study was to establish the characteristics of the cultural-speech situation of television journalistic discourse. The objectives of the study are to identify and systematize the parameters of the violation of the language norm in the speech of educated people – T.V. journalists. The main methods of the undertaken research are observation, analysis, systematization, comparison, interpretation, generalization. The material of the study are the texts of the "News" and "Political talk show" genres, daily shown on the air of central Russian channels It has been established that violations of the norm of the literary language occur at all levels of the language system: phonetic, morphological, lexical, syntactic, as well as the level of textual organization of the utterance, which leads to the logical errors. As a result of the analysis, the authors come to the following conclusions: 1) modern television language comes into conflict with the canons of normative communication; 2) an avalanche-like violation of literary norms no longer testifies the democratization of the language, but its vulgarization, often a deliberate decrease in the cultural level of speech by journalists; 3) the turbulence of the norm in modern mass communication creates the conditions for the loss of the meaning- distinctive capabilities of linguistic units, for the weakening of the meaning of the sense-organizing rules for the combination of utterance components.
The article describes issues on the communicative and pragmatic features of colloquial words in newspaper style. At present, the main source of updating the literary norm is the mass media, including periodicals. It actively responds to the events of each day and thereby reflects changes in the vocabulary of the language. As we know, the newspaper style is currently characterized by a irony, emotional intensity and expressiveness, which makes the language of journalism mobile, subtly responsive to situations in society. At the same time, the opposite phenomena are also observed - the loss of literary purity and a general decline in the style of the mass press. Consequently, while selecting lexical means, a journalist must remember that he/she is responsible for the future of the language, for developing the language taste of readers.
BACKGROUND: The use of standardized tests specifically designed for and normed on bilingual groups is crucial for the accurate diagnosis and language profiling of bilingual speakers with aphasia. Currently, there is a dearth of norms and supporting psychometric data for the few available bilingual aphasia assessments. The only available aphasia test for Korean-English (KE) bilinguals is the Korean-English Bilingual Aphasia Test (KE-BAT). The absence of bilingual normative data for the KE-BAT limits its clinical and research utility. AIMS: (1) To revise the original screening KE-BAT to clarify ambiguities in its instructions and stimuli; and (2) to examine subtest and item performance across the two languages for the revised screening KE-BAT with a local sample of highly proficient KE bilinguals. METHODS & PROCEDURES: The original screening KE-BAT was first revised to replace unrecognizable drawings, address ambiguities in the instructions and stimuli, and increase the number of items on naming subtests. This revised test is henceforth referred to as the adapted screening KE-BAT (AS KE-BAT). A total of 21 neurologically healthy, highly proficient and college-educated KE bilinguals (19-34 years old) were recruited from a large city in the United States. Participants completed three measures of language proficiency and the AS KE-BAT including the KE translation test (Part C). Total and subtest scores were compared across the two languages, and individual item accuracy was calculated. Incorrect responses of low scoring items were examined. OUTCOMES & RESULTS: Performance was comparable across Korean and English for all subtests, except for the spontaneous speech subtest. The item accuracy of 17 items (7% of total items) in the AS KE-BAT fell to < 80%, and four items (1.6% of total items) had an accuracy < 60%. Incorrect responses of low scoring items were caused by phoneme misperception, lexical substitution and morphosyntactic L2 patterns. CONCLUSIONS & IMPLICATIONS: The results of the study highlight the importance of empirically examining the performance of neurotypical bilinguals on bilingual aphasia assessments to establish their psychometric properties. Based on the small-sized local bilingual normative sample obtained in this study, appropriate cut-off criteria, recommendations for clinical interpretation and further modifications of the AS KE-BAT are proposed. WHAT THIS PAPER ADDS: What is already known on the subject The pair of English and Korean aphasia assessments (e.g., Western Aphasia Battery-Revised; WAB-R) (Kertesz 2012) and Korean Western Aphasia Battery (Kim and Na 2001) cannot be used to assess language impairments in KE bilinguals with aphasia since these tests have not been designed for and normed on the bilingual group. Clinical utility of the Korean-English Bilingual Aphasia Test (KE-BAT), which is the only resource currently available to assess KE bilinguals with aphasia, is greatly compromised by the lack of KE bilingual normative data. What this study adds to existing knowledge This study provides cut-off scores, comparability of test performance and item difficulty metrics and it identifies additional ways in which items and spontaneous speech scoring of the adapted screening KE-BAT (AS KE-BAT) could be modified. Suggested guidelines allow improved interpretations of the linguistic performance of local KE bilinguals with aphasia who have a similar demographic and linguistic background. What are the potential or actual clinical implications of this work? The AS KE-BAT with cut-off criteria of 95% for Part B and 80% for Part C is suitable for the language assessment of highly proficient and young KE bilinguals with a high level of education and it yields comparable performance across the two languages. Clinicians may decide to adjust spontaneous speech scoring criteria if the client's language history is suggestive of code-switching and use the item difficulty data to guide test item selection for this group of bilinguals.
This article discusses the problems of translating Russian-German media texts related to culture and art. In the descriptions of artistic works and their impact, we find a large amount of emotional-expressive vocabulary, adjectives, extended metaphors and comparisons, and on the level of syntax-a large number of parallelisms or emotional reversals, which cause certain difficulties in the process of translation. However, sometimes translating special terminology is no less difficult, specially when terms are new and do not have established equivalents recognized by the scholarly community or even when, rarely though, terms are used with ironic nuances. In this case translators resort to transliteration or borrowing. However, the use of calques in the translation of new terminology leads to violations of the norms of the target language and inaccuracies in the transfer of meaning.Professional jargon acquires additional contextual meaning, which is not always detected and appropriately rendered by the translator. Translation of texts containing terms in culture and art requires consult with a specialist in the field, who will be able to interpret the terminological meaning of the lexical unit and help translate it accurately.
Introduction. Researchers of media discourse, along with the positive aspects of the development of modern Ukrainian literary language in the media, point to the decline of media speech culture. The purpose of the article is to record examples of Russification and language negligence in online publications, to provide practical recommendations for improving the speech culture of journalists. Results. Interferems and Russianisms in online mass media are studied. The source base of the study was journalistic texts of online publications of national and regional significance ("Ukrainian Truth", "Doba").The analysis of the revealed deviations from lexical norm is carried out, the basic erroneously dangerous places are specified. It is proved that a common type of lexical errors in the language of the media - interferems and Russianisms. According to the classification of interference, in the analyzed online publications can be divided into two groups of such non-normative units. The first group includes single tokens-interferems. They form a small system of representatives. The second group of formations of interferomic character consists of non-normative combinations of several tokens. In the process of linguistic examination of journalistic materials, non-normative tokens-Russianisms (a word or phrase borrowed from the Russian language or built on the model of Russian words and expressions) were revealed. The inappropriateness of using nouns with the suffix -k- to denote an action in appropriate contexts is characterized, instead the analyzed materials distribute such formations. A number of extra- and intralinguistic factors have been identified, which have led to the spread of Ukrainian Russian-language interference elements in speech. The main extralinguistic reasons are the following: living in Ukraine a significant number of people who only understand the Ukrainian language, but do not speak it; knowledge of the majority of Ukrainian citizens in both languages - Ukrainian and Russian; improper knowledge of Ukrainian speakers of its norms; poor vocabulary of speakers; imperfect language policy in the state; lack of an effective mechanism for implementing the Law on Languages. The main intralinguistic factors are the typological affinity of the East Slavic languages and the formal (sound-letter) similarity of a large part of the Ukrainian and Russian lexicons. Results. Thus, online publications, both national and regional, are characterized by a low degree of language competence. In particular, activity in the use of interference tokens and Russian tokens has been demonstrated.
Oral and written traditions already existed a long time ago which are highlighted through various high value work. These works are processed as a medium to convey a words of advice, reprimand, satire and philosophy as a guide for the readers. The purpose of this study is to study the inquisitive semantics in strange conversational genre folklore. The objectives of this study are to identify utterances that display behaviors that were opposite to the norms of life and analyse the influence of culture and intelligence in folklore. This study is a qualitative study and an exploratory design by using a corpus data which is the Buku Antologi Enam Hikayat by choosing Hikayat Nakhoda Muda. The data were collected based on primary and secondary data and all the data were analysed based on three stages which is script semantics, resonans semantics and inquisitive semantics. Relevance Theory was used in this study. This study also includes the philosophy and intelligence of the previous society and the knowledge from other fields in order to get the concrete answer for every lexical that are used in the folklore. The results found that each lexical used in folklore has its own meaning and need to analyse by using inquisitive semantics analysis.
AbstractThe article examines the influence of the Arabic, Persian-Tajik, Russian languages on the structure of the dictionary of the Uzbek language, interference errors in language learning, their causes, views on interference, types of interference, elimination of speech errors associated with interference, methods are described. The development of vocabulary in the dictionary of the Uzbek language took a strong place in the dictionary arsenal of our language by two factors: through the colloquial language and the biblical language. Such non-zero factors, due to the development of Science and technology, are now entering our lexicon very rapidly, as a result of using their own language without finding an alternative to this word, lexical interperience takes place from colloquial speech. Over time, the words adopted from the Arabic, Persian-Tajik, Russian languages have lost their interperensiveness and have passed into the literary norm.
The article examines lexical-semantic, syntactic and stylistic features of a female author’s self-presentation in a Russian-language dating advertisement. At first, the essence of the strategy of self-presentation is observed briefly, as well as the compositional and semantic structure of the dating advertisement. Further, the main linguistic and stylistic tools, contributing to the implementation of the strategy of self-presentation, are analyzed. The research was carried out on the material of advertisements posted on Russian-language dating sites, as well as on the material of completed profiles on social dating networks (more than 200 ads and profiles were studied in total). As a result of the research, it was determined that the dating advertisement includes the subtext of self-presentation, or the subtext of the addresser, the subtext of the addressee and the subtext of the future. The presence of the addresser's subtext in the structure of a dating advertisement is invariant. The self-presentation of the female author is realized via the stylization of the text with the help of lexemes, describing character traits and appearance, figurative language, euphemisms, as well as low colloquial speech. The use of expressive units that are not the part of the standard language is more peculiar to authors in the age group of people 18 to 25 years. The researched material indicates the presence of a relation between the author`s age and the frequency of using low colloquial and invective speech, as well as non-verbal means (e.g. emoji). The punctuation spelling norms of the Russian language are often ignored in dating advertisements. However, no obvious link has been established between the frequency of punctuation and spelling errors in the advertisement and the author’s age group. In the analyzed advertisements, there is significant variability of syntactic structures, through which the strategy of self-presentation is implemented. Elliptical sentences with a bright author's expression are the most common.
The article deals with lexical and phraseological means as representatives of expressiveness. The importance of the study is due to the fact that the analysis of expressive lexical and phraseological means allows to interpret in detail the intentions of the author and understand the principles of thinking of the writer. The study of the communicative-pragmatic meaning of utterances is extremely important within sociolinguistics and psycholinguistics. The aim of the work is to trace the peculiarities of the realization of expressiveness at the lexical-phraseological level and to determine the dominant functions of expressive units in the book “Samovchytel hrafomana»” [“Graphoman’s self-study»] by A. Sanchenko. Expressiveness is a complex category that actively functions in linguistics and manifests its power in a large number of linguistic tools, techniques, signs. Expressiveness has the ability to activate cognitive process, show various plans of relationships, motivate to action. The text is written in a language that, of course, focuses on literary norms, but the author avoids excessive use of vocabulary that performs only a cognitive-informative function. It was found that in the analyzed text colloquial, abusive and slang vocabulary performs expressive-emotional, evaluative, character-creating functions and explicitly or implicitly reproduces the ironic-humorous effect. The choice of the expressive vocabulary depends on the micro-topic, within which specific images and situations are presented. The phraseological units in an unchanged and transformed form reproduce the leading intentions of the author: irony, informing, mostly disapproving attitude to human behavior. Phraseological units are divided into two groups according to the level of expressiveness: 1) phraseological units that function with an unchanged structure and reproduce traditional ideas about the world of things and people in the work; 2) transformed phraseological units, the semantic field of which is loaded with the subjective assessment of the writer. It is established that lexical and phraseological expressions appeal to the emotional and sensory sphere of recipients, release a powerful suggestive influence. The analyzed expressive means can be investigated in more detail on the basis of known claims about implicit and explicit expressiveness, strong and weak stance of expressiveness.
The article goal is to single out and describe verbal means of suggestive influence on the recipient of “Ofudesaki” text a translation erbatim from Japanese: “At the tip of the brush”), which is the main script of the Tenrikyo religion, one of the “oldest” among the many newest syncretic religions in Japan, founded by a simple peasant Nakayama Miki (1797-1887) in 1838. The text “Ofudesaki”, written by the founder of this religion “from the words of God the Father” in 1869-1881, consists of 17 chapters and 1711 tanka poems, which vividly reflect the Japanese language of the second half of the 19th century. This makes it possible to consider “Ofudesaki” as a valuable source of spoken and literary language of this historical era, as well as the then Kansai dialect, because, despite the poetic form, this work is saturated with colloquial vocabulary and dialectal expressions. Thus, the subject of research is the graphic, phonetic, lexical and syntactic features of “Ofudesaki” text, which reflect not only the idiolect of the author of this sacred work, but also give good reason to make assumptions about the intentional pastiche of this text by Nakayama Miki at almost all language levels. The methods of semantic, grammatical, etymological analysis, as well as historical and descriptive ones are used in the work. One of the main results and substantiated by specific examples study findings is the hypothesis put forward by the author of the article that the convergence of Japanese spoken language with literary language was bidirectional. Not only the language of fiction actively influenced the normative base of the national language through the education system, but also the spoken element had a significant impact on the then Japanese language, “eroding” the limits defined by the literary tradition: changing the pronunciation of words, lexical composition, grammar rules, stylistic norms, and so on.
The article examines the local level of national-territorial self-identification. Interest in this issue is due to extralinguistic and linguistic factors. Extralinguistic factors are associated with increased migration and globalization in the modern world, which leads to a smearing of the territorial and national identity. The relevance of the stated problem is due to its inclusion in the paradigm of modern linguistics that studies the issues of the relationship between language and thinking thus revealing the linguistic potential of the modeling of cognitive processes. The aim of the article is to determine factors on which local self-identification is based. Research materials are autobiographical short stories of people living in the villages of Tomsk Oblast. Local self-identification is understood as the awareness of one's belonging to a certain territory and its community, history and events, which manifests itself in the linguistic picture of the world, in the system of values, ideas, stereotypes and norms, and is reflected in the language. The main source of the material is the texts of the Tomsk dialect corpus, recorded during dialectological expeditions from 1946 to the present in the areas of distribution of Russian old-resident dialects of the Middle Ob region. As an additional source, recollections and oral autobiographical short stories of witnesses of dispossession and exile to the Narym region are used. Local self-identification is expressed most clearly by lexical units with the semantics of belonging to a territory, to a place of residence: mestnyy [local], zdeshniy/izdeshniy [of this place], privezennyy [brought/imported], derevenskiy [rural], korennoy [indigenous]. The analysis of autobiographical stories reveals the actualization of such criteria as birth and permanent residence in a certain area; the presence of ancestors who were born and lived in the same locus as the speaker; emotional attachment to the area, knowledge of the local language, and some others. Local self-identification is expressed in the nominations selo [village]/derevnya [country] and gorod [city], which are endowed with the attributive properties of “ours” (svoy [one's], nash [our], derevenskiy [rural], mestnyy [local], zdeshniy/izdeshniy [of this place], korennoy [indigenous]) and “theirs” (ne nash [not ours], chuzhoy [strange], priyezzhiy [newcomer]). The analysis of the autobiographical short stories of rural residents shows that local self-identification is determined not only by living in a certain territory, but also by the way of life of people, the system of norms, ideas and values. It is inseparable from self-presentation and characteristics of people living in a particular territory. The stereotypical image of a villager reflects, first of all, the specifics of rural existence, which is based on labor and closeness to nature. The local identity of the inhabitants of the Siberian village is formed through the system of oppositions “city-village”, “old-resident-migrant”, “Siberia-European part of Russia”.
This study examines language use in press releases by student representatives and authorities of selected Nigerian federal universities on students’ protests, with particular emphasis on the ideological representation of self and other. Data were sourced from online newspaper reports on students’ protests in three randomly sampled federal universities in southwestern Nigeria: University of Ibadan, Obafemi Awolowo University, and University of Ilorin. Data were analysed with insights from van Dijk’s (2004) Critical Discourse Analysis. Findings reveal the discourse is characterised by ideological strategies of positive self-representation and negative other-representation that thrive on discursive moves as lexicalization, negative description of actor’s action, polarization, evidentiality, comparison, number-game, vagueness, counterfactual, categorization, implication, norm expression, and presupposition, among others. While the student representatives depict school authorities as wicked, anti-students’ welfare and oppressive, school authorities project themselves as proactive, efficient, and competent; representing the student representatives as naive, infantile and corrupt.
В статье рассматриваются специфические черты терминологии хендмейд - творческой деятельности, связанной с созданием изделий ручной работы. В современном русском языке это динамически развивающаяся область терминообразования, которая требует лингвистического описания и словарной фиксации. Объектом исследования являются лексические единицы тематической группы «Хендмейд» в количестве около 200 слов. Целью исследования является определение состава и особенностей данной терминологии. С одной стороны, она демонстрирует основные черты отраслевой терминологии, с другой, - для терминологии хендмейд характерны образность, экспрессивность, полисемия, что показано на примерах. Данная терминология формируется преимущественно стихийно в рамках разговорной профессиональной коммуникации в интернет-дискурсе. Выделяются шесть основных тематических групп рассматриваемых терминов. Терминологию хендмейд можно рассматривать как систему систем, так как вокруг центрального понятия «техника или вид рукоделия» формируется разветвленная система номинаций, связанных с этой понятийной областью. Терминология хендмейд не имеет лексикографической фиксации в виде специального словаря, и нормы правописания многих слов еще только формируются. Очевидно, что в дефиницию подобных лексических номинаций желательно включать элементы толкования, а сам словарь считать толково-дефиниционным. The article studies the specific features of hand-made (creative activity associated with handwork) terminology. This is a dynamically developing area of the term formation in modern Russian, which requires linguistic description and dictionary fixation. The object of the research is the lexical units of the thematic group "Handmade" in the amount of about 200 words. The purpose of the research is to determine the composition and features of this terminology. On the one hand, it demonstrates the main features of industry terminology. On the other hand, handmade terminology is characterized by imagery, expressiveness, polysemy, as shown in examples. This terminology is formed mainly spontaneously in the framework of spoken professional communication in the Internet discourse. There are six main thematic vocabulary groups. Handmade terminology can be viewed as a system of systems. Around the central concept of “technique or type of handiwork” is formed a ramified system of nominations. Handmade terminology does not have a lexicographic fixation in the special dictionary, and the spelling norms of many words are still being formed. Obviously, that the definition of such lexical nominations should include elements of interpretation. And the dictionary itself should be considered explanatory and definitional.
The article deals with the study of ways and means of verbalizing the protest discourse that formed in the mass media of Latvia in the fall of 2017, after the initiative of the Ministry of Education and Science of the Republic of Latvia to amend the Law “On Education”. The aim of the study was to identify and linguistic analysis of the speech means of representing protest sentiments in the Russian-language media of Latvia, supporting the position of defenders of Russian schools. As a result of a content analysis of materials from the Russian-language newspapers 55 journalistic texts were selected reflecting the conflict situation, and 348 text units verbalizing protest sentiments. Using a discourse analysis of text units, it was found that the main strategy for the formation of a protest discourse in these media is a communicative strategy of aggressiveness, implemented through appropriate tactics: discredit of political opponents, accuse, humiliation, negative outlook and others. The main means of representing the protest sentiments in the media is speech aggression. The article defines the types of verbal aggression for a communicative purpose, the type of violation of the norm and the language form of expression; lexical, grammatical and discursive means of verbalization are identified. As a result, the hypothesis about the predominance of implicit forms of verbal aggression over explicit ones was confirmed, which is explained by the desire of journalists to comply with the country's laws and ethical codes and express a negative attitude to the displayed phenomena.
The poetic unspoken is sometimes interpreted as ‘what hides behind the spoken word’. Poets, however, may also choose silence to show the limits of language itself in front of the ineffable. This is particularly true in alpine literature: throughout its history until at least the 19th century, the recurrence of lexical and descriptive choices which many authors could have considered approximative or vague, is a powerful witness to their own intense emotional encounter with mountains. This setting, in fact, was perceived as outlandish and beyond description. The present study aims to analyze some representative examples of descriptions of mountain landscapes in order to identify their analogies and limits. Through the examination of a selection of passages drawn from alpine travel accounts, I will shed light on the value of the rarefaction of language in these descriptions, as well as in the elaboration of a specific aesthetics of the Alps. I will show that silence manifests itself within a constant dialectic between a desire to speak out and the very emptiness that challenges it. In this case, silence appears not a negative gesture, but as both a fictional and concrete impossibility. This approach is translated into more or less effective attempts to express, in various ways, a topic considered as “e-norme” (enormous but also ‘beyond’ any norm), because of its form and its content.
In human languages proverbs constitute a very important aspect of language use. Thus, they have been a subject of varying attention from different specialists: linguists and language users in general. Shakespeare is described as the most adroit user of proverbs in literature; therefore, his plays have been the subject of numerous scientific investigations, whereby from a linguistic point of view the focus has primarily been aimed at vocabulary and grammar. On the one hand, attention has been paid regularly to lexical items because Shakespeare is supposed to have been a great innovator of words due to his coinage of new lexemes and his usage of several unknown expressions. Linguistic studies have also been concerned with grammatical constructions which are typical of the English at Shakespeare’s time. Many writers employ proverbs in their works but Shakespeare is different in the way he employs proverbs which are used to serve different functions and to achieve different illocutionary acts. These proverbs are embedded in the flow of conversations and they may flout one or more than one of Grice‘s maxims. The present study aims at analyzing proverbs and explaining how far Grice’s cooperative principles (maxims) are abided by in Shakespeare’s proverbs as specified in the data. Proverbs are sometimes said to mean something else in addition to what is explicitly stated. Words may mean something beyond those intended by the speaker or the writer. These extra meanings might achieve or refer to different illocutionary acts. The study explores whether or not these illocutionary acts share certain structural features. In order to achieve the aims of the research, the following hypotheses have been proposed: Grice’s cooperative principle is frequently flouted in Shakespeare’s proverbs. The maxim of Quality seems to be flouted more than the other maxims. This maxim is mainly flouted by the use of metaphor. Shakespeare’s proverbs are also characterized by the use of the speech
Scruter la production littéraire des écrivains africains de la Migritude amène, immédiatement, à une notion-clé à savoir l’hybridité. En effet, la narration africaine contemporaine renverse toutes les normes de l’écriture traditionnelle et stipule le plurilinguisme et le pluriculturalisme. C’est dans cette perspective que la présente contribution propose de mettre en lumière les modalités et les en (jeux) de l’hybridité dans Verre Cassé d’Alain Mabanckou. Il sera question, en premier lieu, de déceler les indices de la rupture esthétique et culturelle. En deuxième lieu, nous viserons à démontrer que l’hybridité dans ce récit, considéré comme un puzzle intertextuel, véhicule une revendication identitaire grâce à l’emploi des structures lexicales, grammaticales et sémantiques hybrides.
The paper presents the features of computer interaction as a type of mediated communication. It is noted that in terms of their content and structure the texts of Internet-mediated communication represent oral speech given in writing. Faster processing of information in language terms is reflected in the use of a minimum set of lexical tools with the maximum content fullness of text messages. Non-verbal means of communication in the Internet environment are particularly importance since being used in oral communication they make it possible to establish the interaction using the body language, to promote psychological contact or to distance the communicators. The transfer of oral communication to the Internet environment imposes a requirement on communicators to comply with the rules adopted on public network resources. Content may be presented as a collage reduced to a repetition of previously produced information. The reasons for this combinatorics are seen in accelerating the pace of life, saving time, using technical means that facilitate the process of text creation. The main criteria include the speed of creating the text and its accessibility, the comprehensiveness of a wide audience. However, such a democratization of the language is fraught with the following risks. First, the human brain loses the ability to in-depth thinking and learning, detailed analysis. Second, the language itself as the cultural code of the nation will undergo significant changes in terms of simplifying syntactic constructions, word forms and norms of the literary language.
In this article, we analyse the objects of wine-drinking taken from The Zone story by Sergei Dovlatov and their translations into Spanish (the translated book was published by the Ikusager Ediciones publishing house in 2009), and propose our own translation solutions. For this purpose, we considered three types of national realities. First of all, there are concepts that appeared in the original ethnoculture and bear the semantic load which is well-known to native Russian speakers and often unknown to Spanish native speakers (samogon, braga, bormotukha, zveroboy). Secondly, there are names of alcoholic beverages borrowed from other cultural traditions. They were incorporated into the structure of the national Russian language and are either unknown to foreigners (chacha, shnaps, shartrez), or have other (additional) meanings in the original culture, which do not exist in the target language and cannot be perceived by its readers (portveyn, vermut, los’on, odekolon, spirt). To translate fiction, one needs to have not only deep background knowledge, but also knowledge of the culture of a foreign language. This will help in the process of identifying the differences between cultural traditions of the source and target languages. In particular, lexical units related to national realities can be determined as accurately as possible, and the ways to translate them into a foreign language can be found. We propose, following Lawrence Venuti (1994), two main ways of their transmission, namely: domestication (deliberate disregard of the linguistic and cultural norms of the target language and culture) and foreignization (orientation of the target text to the language system and values of the target culture), and different translation techniques depending on the characteristics of the national reality, knowledge of which is necessary for the translator and the extent to which the national reality is understandable in the target language to a reader not specialized in Russian culture. In general terms, in this article, we show that, when translating a text, it is more reasonable to choose the method of domestication or to use native words denoting close or semantically similar meaning even though it is not absolutely identical (it can range from a stylistically neutral designation of a word, its partial neutralization to absolute neutralization and descriptive translation). In some cases, one can also resort to foreignization, using such techniques as transliteration in the form of calque or borrowings, which in some cases require textual explanations or notes.
Background. In linguistics, euphemisms are the subject of much research. The scientific literature has given different descriptions of this phenomenon, which suggests that euphemisms are multifaceted, of a changing nature.A modern linguistic approach to euphemisms used in place of words that are morally and culturally inappropriate among members of society, especially medical euphemisms in doctor-patient communication, to come to new scientific and theoretical conclusions, their lexical-semantic, methodological-functional, linguopragmatic, gender and structural It is important to explain the features. This article identifies the structural groups of medical euphemisms. We expressed them in the following order. Euphemism is characterized by a high degree of mobility. It also serves to replace the tabooed(tabulashtirilgan) word. For example: to go to the place of death; like a tumor at the site of the tumor. The use of euphemisms in language has been shaped as a historical ethnographic phenomenon associated with the taboo phenomenon. Euphemisms are associated with the development of customs, cultural levels, aesthetic tastes, and ethnic norms in nations. As language develops, so does the euphemistic layer within it. On the basis of new morals, new worldviews, new forms of it emerge. A euphemism is an occasional, individual, contextual unit that replaces a certain word or phrase with a purpose, softens the word that expresses the original essence, and “wraps it in paper”Medical euphemisms have the forms of word-euphemism, compound-euphemism (free compound and fixed compound (phrase)), speech-euphemism, depending on the form of expression. Word-euphemism, phrase-euphemism, compound-euphemism serve to name diseases, body parts, some physiological processes (and others) in speech.\n\nMethods. The article uses methods of description, classification, contextual analysis.\n\nResults. The occurrence of medical-related physician speech euphemisms at the language level was revealed, and structural groups of euphemisms in physician speech were classified.\n\nConclusion: Medical euphemisms have the forms of word-euphemism, compound-euphemism (free compound and fixed compound (phrase)), speech-euphemism, depending on the form of expression. Word-euphemism, phrase-euphemism, compound-euphemism serve to name diseases, body parts, some physiological processes (and others) in speech. Speech-euphemism occurs in medical speech as a component of a compound sentence (subordinate clause), in the form of a simple sentence ([WPm] device), in the participle structure (circle) and performs its function.
This article is devoted to the study of the processes of development and dynamics, sources and ways of development of the political and social terminology of current Ukrainian language in the period of Ukraine’s independence – from 1991 to the present day. It is acknowledged that Ukrainian political and social terminology is a relatively stable and traditionally consolidated lexical and semantic system, which is in a state of uninterrupted development and progressive improvement. The development of terminology is determined by factors of a socio-political, functional and linguistic nature. Therefore, we understand a publicpolitical terminology as a system of differently named nominative units, specialised lexically (created or loan terms), semantically (generalised words that have acquired a nominological meaning) and phraseologically (newly created word-combinations of nominative character) for expressing the understanding of the sphere of public and industrial, political life of the nation. The illustrative material for the study was the textual content of the published and electronic media and the relevant lexicographic, political and legal sources. The article analyzes semantic changes of certain public and political names, in particular, changes in the semantics of terms due to the introduction of new values or replacement of semantics in lexemes with an ideological component by lexemes without an ideological component, use of obsolete terms, both new and long-standing, new and old lexical borrowings. A special place is given to jargonisms as an insignificant component of contemporary political discourse. It is noted that the assessment of new vocabulary is the main requirement for researchers to identify trends in the development or changes in the lexical and verbal norms of Ukrainian language.
Logotypes, as an independent genre, representing the country and its language, is considered as a part of the linguistic landscape. Therefore, logotypes may be chosen as a targeted, innovative way of language teaching. The use of logotypes could be understood as an example of a Game Based Learning strategy directed towards the learners as emergent readers. This kind of teaching was seen in other lessons too, for example, how logotypes were used as a teaching and learning material (cf. Colliander et al., 2018, 314) for other purposes into teaching artefacts. A logotype is defined as a specially designed original graphic image or symbol that performs the function of the emblem or trademark of the relevant company or event. Logotypes are characterised as a type of public writings aimed at informing and drawing attention. To create a suggestive logotype, actualisation tools, such as verbal and non-verbal, performing impact, educational and at the same time aesthetic functions are employed. The term ‘foregrounding’ was first used by Jan Mukarovsky and refers to the factors of deviating from linguistic and literary norms. In general, foregrounding can be realised on various linguistic levels, thus, it is possible to distinguish conceptual, functional, discourse and pragmatic devices, which can be represented by various formal means, for example, phonetic-phonological, morphological-syntactic, and lexical-pragmatic. The relation between the different kinds of foregrounding is language-specific (Gnanasekaran, 2018, 13). The multimodal use of verbal and non-verbal signs in logotypes enhances the learning capacity of a language learner at cognitive, cultural, and meta-cognitive levels. The learner is encouraged to perceive the concept expressed through image and word. In the digital age, multimodality has become central to communication, and this is especially true for language learners (Dressman, 2019).The aim of the research is to examine the multimodal expression of logotypes that can be adopted and applied to language teaching and learning. The report provides a detailed analysis of verbal and non-verbal actualised logotypes signs that perform the function of public and virtual spaces. Logotypes are studied from the point of view of the addressee. It is aimed to find out by which way the learner understands functions of the logotype, how interprets the meaning realised verbally and non-verbally.The analysis is performed according to the functional direction of the study, i.e., from function to form. It is observed which verbal and non-verbal signs are chosen to express the function. For the creation of Lithuanian company logotypes, the study reveals that the type of verbal signs (graphemes) actualisation is used most often, as the stylisation of which has been distinguished as influential, motivated and particularly suitable for game based language teaching and learning.
This paper describes the system developed by the Laboratoire d'analyse statistique des textes (LAST) for the Lexical Complexity Prediction shared task at SemEval-2021. The proposed system is made up of a LightGBM model fed with features obtained from many word frequency lists, published lexical norms and psychometric data. For tackling the specificity of the multi-word task, it uses bigram association measures. Despite that the only contextual feature used was sentence length, the system achieved an honorable performance in the multi-word task, but poorer in the single word task. The bigram association measures were found useful, but to a limited extent.
I’ve always assumed that the most useful work of this sort is likeliest to occur near the boundary of what a writer can’t figure out how to say readily, never mind prescribe to others.—Eve Kosofsky Sedgwick, Touching FeelingI initially intended to introduce this issue by adopting the stance of etymological sleuth. I imagined myself stalking the word “affect,” tracing its social, philosophical, and political lives, gesturing toward its multiple histories, asking what work it achieves—for whom and when and why. Such an approach has merit insofar as words (not just words like affect, but perhaps especially words like affect) are sly, fickle things. They sidle away when you’re not looking. They crawl up, around, and over meanings, blurring sense-making with sensation. But upon reflection, and considerable anxiety over how I might synthesize the varied neurobiological, psychoanalytic, and philosophical lineages at stake without resorting to obtuse jargon or tired cliché, I abandoned that approach: it’s far more pleasurable to luxuriate in the irony that much of what is talked about in affect theory is that which escapes, resists, or exceeds language. In a tradition stretching back to Baruch Spinoza and carried forward by Gilles Deleuze, affect “inheres in the capacity to affect and be affected.”1 It refers to processes of potentiality and becoming, to vital forces and intensities, to physiological and biological matters that lie outside discursive structures. This may be why some variants of affect theory in the humanities and social sciences today circulate in writing so abstruse, or “aloof,” as Tavia Nyong’o puts it, as to paradoxically estrange us from the sensate, material body. “In talking about affect,” he muses, “I have noticed [that] one can easily lose the thread quite suddenly, in mid-conversation, and sometimes cannot seem to pick it up again despite continuous further discussion.” Given the intellectual gains of the past two decades that affect studies has afforded queer theory in particular, Nyong’o is not willing to dismiss the matter entirely. But the situation “presents a perplexing irony: have our attempts to move closer to the shapes and textures of everyday feelings moved us further from the live wires of felt concern?”2I feel that perplexity too. Occasionally I’m baffled. But I also believe that wrestling with “the boundary of what a writer can’t figure out how to say readily” is worth the effort. It’s also worth recognizing that part of the difficulty for many theories of affect lies in the methodological implications of singling out a sensory moment that is never in the “here” and “now” but always in process, always becoming, always a vibrant somatic resonance operating somewhere in between. This is why Teresa Brennan focuses on the “transmission of affect” rather than a physiological experience or phenomenon.3 For Sara Ahmed, affect is “what sticks, or what sustains or preserves the connections between ideas, value, and objects.” She describes happiness, for instance, as “the messiness of the experiential, the unfolding of bodies into worlds,” as well as “‘the drama of contingency,’ how we are touched by what comes near.”4 “Contingency” is a good term to think with, as is “relational,” in part because theories of affect are absolutely alien to the idea of a singular, core self. Whether experienced as a somatic irruption, a vibrant flash of feeling, or a shift in the atmosphere, affects move people and things in unpredictable ways.Put another way, theories of affect deflate illusions of the sovereign self and embrace mutability, a world in constant flux. Laughter, for instance, which Maggie Hennefeld explores in this issue, is an affect often described in terms that suggest a displacement of the self—to be “beside oneself” with laughter, as the saying goes. Beyond that, laughter can be contagious, impossible to corral as it leaps from one convulsing body to the next. Of course, there are no guarantees—personally, politically, ethically, physiologically, or otherwise—that a good laugh will lead to something new or better than what exists in the here and the now, much less to a transformative, collective body politics. But then again, it just might. Drawing together sources from varied historical, political, and theoretical scales, Hennefeld’s wide-ranging study both interrogates and clarifies some of the most interesting feminist work on affect studies today. As anyone who has experienced a good laugh will know, it is difficult to “intend an affect,” as Lauren Berlant observes elsewhere. But a promise hovers: as intellectuals, as writers, as artists, as media makers, as activists, we can intentionally be attentive to “the nimbus of affects whose dynamics move along and make worlds, situations, and environments.”5This issue of Feminist Media Histories pays special attention to the world-building shifts in atmosphere generated by media. It also takes the promise of affect studies, an attachment to the propitious and the contingent, as a call for something other than academic business as usual. Rather than cling to hard-and-fast distinctions between affect and its correlatives (emotion, feeling, sensation), for instance, the authors in this issue take their sensuous, embodied, often autobiographical encounters with media, people, and things as a premise for unsettling sedimented ways of “making sense” in academic discourse and critical expression. Terminology thus differs as a matter of course—you could even say it’s personal. Ann Cvetkovich prefers the term “feeling” to “indicate material forms of touch and sensation, categories that have been given new life by affect theory,” thus repeating a premise she elaborates elsewhere and brings into conversation here with new media artists Rachael Shannon and Zoe Leonard as well as graphic novelist Alison Bechdel.6 Kathleen Woodward agrees with Cvetkovich that the vernacular use of the term feelings makes good sense. Or, that is, some of the time. But the constellation of “geo-affects” at work in Cecelia Condit’s experimental video Within a Stone’s Throw (2012) calls for a different phrase, which Woodward terms “planetary affect” and which she distinguishes from the feminist “emotion of freedom” expressed in Condit’s latest video, I’ve Been Afraid (2020). Then again, neither “feelings” nor “emotion” adequately grasp the visceral, exhilarating, sometimes terrifying corporeal extremes of female passengers in early aviation films that Paula Amad excavates as part of a gendered “sense perception” of modernity, while Sandra Soto lingers over the multiplicity of ways that José Esteban Muñoz ruminated on “brown feelings,” which he also called a “certain brown élan vital,” a “vital force of brownness,” and a “sense of brownness” among others. Such lexical distinctions aside, a consensus prevails among these and other authors gathered in this issue: that exploring how feelings metabolize as bodies encounter a mediated world offers a powerful means of moving us to action, dreaming new forms of collectivity, and imagining alternatives to the lives constrained by empire, capitalism, heteronormativity, colonialism, racism, misogyny, and precarity.When I first began dreaming of what became this issue, it felt essential to shake things up, to see what happens when scholars discussing “affect” and “media” from the often-disparate critical ecologies of queer theory, feminist cultural studies, Black feminism, queer of color critique, and historical film feminism come together. Although a global pandemic stymied our plans for a three-day experiment in “thinking-feeling-acting-being-together” at the University of Washington campus in Seattle, these seven authors for a of that on the work gathered here have we in we at I can’t but that the collective to a in an also to a collective to take with the of to from to the of academic like this from and from the this of writing In to the of lineages that I initially approach here is both and personal. is neither a of this nor an of a It the of a from to as or and to and of the whose have of that I here as one of on the of affect studies for media while a of among and as and In the of the who to from this a theory of affect is for I is more and I first to about affect because it a out of the of as especially the in the the in which I in I academic on the work of Teresa and I with and with then I in with Kosofsky of that first It a in and I a on the of a with a of our queer theory a things theory the first of and to and authors that with a and of the in its many in that what is I that the of of of that this theory also the premise for that theory as both I began to the work I been in with of to in one I in the of the something the is like a and “the of has film then no the out is to that and its other way, to and is to the premise of as a of in the first This other means with a different of the one with unpredictable somatic and a of This other in and it to in with a I never for But one of the many to is a I as an that the stance of the is as to and work on affect as are the cultural and feelings one to the two are In a on and first in to a of and a a term she from and which she with and from a a of a to be a of at what one might and a to It also means the of which I might as the of about even for is This study us that can never be because the of is and of is how it there can have been no moment to the of the of for in other writing of for an impossible could be early for for its that something no could be far in the to to be there is no and no for a in the first is its In the of is to the of for by other more or with have to be to it that that have or that are is not to be for the of or at not the the call for is a call for as a one in a on the of critical to up on for of powerful it prefers of and on the critical of affect studies in queer theory and feminist cultural studies is is a that and to Sedgwick, while the in by Lauren Kathleen Ann and takes of a rather than critical as of our most at of which she as an not a to a shift in critical no in that a of the to attention to the forces that come into as or resonance or In other she of a of which is always a is not say the in the to approach a and is as a of and feelings and forces in everyday life that course, is I will is an to and we as a a toward a world the work is of just This especially the is, a of artists like Cecelia Zoe and Rachael Shannon that people can thus new ways of feeling, and that other or In to of in the of for instance, the of Condit’s video Within a Stone’s Throw what Kathleen Woodward calls a “planetary In to this issue, Woodward experience of by the and by and the by a that may well a of or For the experience of Rachael at queer film and or with in Zoe queer of a As she in these two artists work that quite and their sensory affects from and a sensory between its body up with and and the bodies sometimes sometimes a to the not touch the of in but to experience as to grasp that of or of the world are just but quite on of to the of to us to everyday and the Cvetkovich in the of queer and other that as the for collective forms of that are and of these in this issue is by with the media she critical attachment by and as well as to use a term from and with the For some of this sort is In an that the of in affect studies, work by Cvetkovich as well as and that an approach the in and an academic in the of at a moment when in the humanities is In a there is between and insofar as both in and critical as a in an Berlant offers a more of She that the of in and in the of is of of She thus calls for a of that more “the of toward Berlant of the of and the that it always the and for which it she to as we she the we is not another of or a good we Cvetkovich in this issue by for a of the a of that is felt rather than with who the of a attention to the of to Cvetkovich to over of the to a that Berlant terms She for an in which or felt and the for imagining and new forms of is about feelings are often difficult to to But Cvetkovich us that and often from the is the for a better can sometimes be comes from who study and in terms of to the many media, and she has no to of on the ways that she “I use to the that brown This is a and there ways that this of a of one that the forms of that I are to brown But is in for critical is no to the between and theory or and or and can be the experience that in this issue the of the of She what she calls “the of that in the on two and a in of This might be what happens when the to these by the and in the and early But this this is also a of that as as by these less like and more like with and It also forms a material of the and in the of Black media as to or to As a the for this issue: that a on media has something to us about of affect, and that affect us think about of what media might or might have in I first on They as a of of and in to by a of writing that then the idea in They their about and our for of or biological to But their of is This is what it like to in with a writer the of an and then to with “what we take to be an and of and are that an for most of affect alien work to of the of a core who the of the of the so with that comes to seem the one most like to with especially like that the of the I like it because it’s a to an often when talking about so so that she to It’s the of idea to things with, different of idea to with as a might with or without it will or It’s the of idea that think about with another in the a critical shift in film feminism often the but which less like an in and more like a theory of affect when the of I so far as to suggest that of well as a she began in and in and of in Of the and of work in the cannot be from a shift in film feminism in experience of and with and in and carried in of the as a in on a and the of as well as of the as an embodied, female in and the toward especially the that these studies at the of the as a historical a in and in which the as an of for and in the while to and the of the the first of a of as a of thus a theory of that is also a theory of is interesting to intellectual in part because the two are not in But both somatic affect at the of their and so by even whose to a quite on and media. As early as in an in the she attention to the of on the of this as the in an in that the of the the one into for the and by is is this for that has over the world as the she these a insofar as the a of that and and the of the means that of have on capacity for for a collective experience to is in the of or of the in of is by a in he for is in As up, is the which to an of on a with collective an that could at the of the political of the of we also call the of the a of media, in the of that to an of is both and there is something to be by on what it means for a writing in to the that who of the of in to the the of the that became to in which and and as of a of a physiological that the from its to the In to the as the because a puts into and the boundary between and and and the most of the not that media to of But the of with the might different of the social, and and of two and first on the the first of that of the to as a of In these she offers what Paula Amad in this issue calls a for the global of everyday by to or is an to that on its capacity to of sensory and of and and its to This the that as a of and an that a of by in different of the This an of as Amad puts it, one that in with and This is to the for or what calls the of a often in of and with the of that that of this lies in the of the terms of the people, a of the and with intellectual and with a of as and Amad this an of early aviation films and in this issue how a gendered vernacular the of the of as a of a and extremes by the to the in these an experience that Amad terms with the corporeal as well as the of for female a figure who also for the the female passengers as in and the female in the film and whose an the and of over and new forms of and Amad the of and as of its in by like and which is to a and of and of the of this issue it has been difficult for to about work from a of that and in a for this I that the of and lies in its to in the of with and together into a of and that the and the between these in In like scholars will to the different but of vernacular that and in and in As from in the a of critical theory in and to and the of this of feminism, and a vernacular in as in the of and an for on vernacular which with the of in films of the and and which I from the experience with while of early films together at the of in in and it of their work to that with in with a and over the with and and like a in the of a she for another writing and and the on vernacular while and in the near by and in their the one to in when an with an at the in the of a that with us It is the to use of to that he as the of a on the of a is that which also is to in other words is that which is to the It is the to I think its lies in the of our of how impossible it is to to to grasp the and of our experience and of our to other and the of that first in and the of the queer the of the in the and of anxiety that as much as it the of queer studies at that and felt “I to the no I could to as I with the of she on an experiment in and critical writing that is also a of She also began to further in in the of and the idea that of like can be the of it can be in a to a that is and is also toward But as is to In the and the in two refers to the of good the of often by of and in particular, that the is not to or to more and more is to and thus to what the the that is also is not the and I not the to of It is perhaps to say that work of the the for a theory of affect that José Esteban Muñoz in a the of and the which Soto in for Muñoz with which this issue As Muñoz for the to to to be to on on its but on the to feelings without to an anxiety that as well as terms are worth to rather than to both good and as an part of the self rather than as for is by the capacity for for recognizing that one can both and the and not be or by thus makes that Muñoz to in to for “brown feelings,” and for as as an of the and the social, rather than given or as a of is because she is to the of and that the social, she is, at another a who the to not but to the that the has in the of the to a it he to the most of the social then the to to from the world as a of or to as elsewhere and it to that and also from by other brown or Black or queer people, as well as from It means to the of or what might be the work of for Muñoz a of for that not the that the to the most as the of life in terms of a capacity for or might this also be as a of as a of of suggest as much a of affect theory in the work of Black feminist and As in is in the of and into something This not that nor she or its She rather a to see that this is not As have Hennefeld in this issue, like into political, and In is a to embrace the and often of the self and to a that the of and that I the Black of in our I can be and for of the first as a at the on the of in offers a theory of affect that is also a theory of a of in as explores the of Black in the and Cvetkovich of a both in of the as a felt an experience of that between the and the social, the of or For the body is a body to in its body thus a stance to the as It is to the stance of a which the of the the the the and the as that an up, to our of writing and that “the of intellectual work lies in the critical of This of work takes time. I thus the to approach this issue to as a of a of a call for as as quite this issue in a experimental that Soto as a means of Muñoz while on For the of “brown feelings,” which is what Muñoz to think he and a queer to and forms of to and Although she in over two he at the of of the brown in of useful brown is not about the of the but about a a and an to move the and It is about the of and the moment of the encounter and that it can brown as I to here is an of a with and the Soto that “the of academic are that most of to come away from an with a of of not us you’re willing to the and feel around, this most to academic study to in what makes us in the lives of perhaps most when lives not to our
[EN] This article explores how the death of the elderly is represented by examining the death notices of 3,160 people aged 65 and over that were published in two daily newspapers in French-speaking Switzerland. Notices no longer merely announce death, but have become more extensive since the 1950s, providing information about the death and the dead person. The words chosen by the family to announce that an elderly relative has passed away reveal several social norms. Using textual statistics, our analyses show that representations of death differ according to age, sex, religion, and place of death. Thus, a plural vision of death in old age emerges, one that goes beyond a simple opposition between good and bad death. The age criterion is important, reiterating the distinction found in old age between the young-old and the oldest-old. We identify what is perceived as an “unfair” age and a “normal” age to die. The death notices document the use of a vocabulary that associates death in the third age with the fight against disease, justifying an early departure. On the other hand, when the deceased leaves us at the age of 85 or older, the vocabulary borrows figures and metaphors from the lexical field of sleep, such as “fell asleep,” or “fell asleep peacefully.”
The present investigative approach proposes an analysis of insults from a socio-, psycho- and pragmalinguistic perspective, aiming to reveal the complex character of this type of communication. Given that insults, as reactive acts of speech, are dependent on both the intentions of the speaker and the way the receiver decodes the statement, we suggested a classification based on the illocutionary point (motivated insults—with negative or positive illocutionary point—and unmotivated insults) and on the propositional content (direct insults—within this category, we analyzed the lexical innovations generated by the Covid-19 pandemic, especially the dysphemic use of the participle (substantivized) adjective covidat—and indirect insults). Although the oral communication provides the necessary data for the manifestation of insults, in addition to the sequences selected from TV shows, we chose messages written on various social networking sites and excerpts from online forums. Under the protection of anonymity, users are uninhibited and they violate socially imposed linguistic norms without fear of being held accountable for their actions.
The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. The most popular platform for mass information and social interaction is, first of all, network journalism, which is characterized by mobility and unlimited time and space. Authors have complete freedom to express their views in direct language, including their own word formation. Phonetic, lexical, phraseological and stylistic means of speech create expression of the text. A figurative word, a good aphorism or proverb, a paraphrased expression, etc. enhance the effectiveness of a multimedia text. This is especially important for headlines that simultaneously inform and influence the views of millions of readers. Given the wide range of issues raised by the Internet as a medium, research in this area is interdisciplinary. The science of information, combining language and social communication, is at the forefront of global interactions. The Internet is an effective source of knowledge and a forum for free thought. Nonlinear texts (hypertexts) – «branching texts or texts that perform actions on request», multimedia texts change the principles of information collection, storage and dissemination, involving billions of readers in the discussion of global issues. Mastering the word is not an easy task if the author of the publication is not well-read, is not deep in the topic, does not know the psychology of the audience for which he writes. Therefore, the study of media broadcasting is an important component of the professional training of future journalists. The functions of the language of the media require the authors to make the right statements and convincing arguments in the text. Journalism education is not only knowledge of imperative and dispositive norms, but also apodictic ones. In practice, this means that there are rules in media creativity that are based on logical necessity. Apodicticity is the first sign of impressive language on the platform of print or electronic media. Social expression is a combination of creative abilities and linguistic competencies that a journalist realizes in his activity. Creative self-expression is realized in a set of many important factors in the media: the choice of topic, convincing arguments, logical presentation of ideas and deep philological education. Linguistic art, in contrast to painting, music, sculpture, accumulates all visual, auditory, tactile and empathic sensations in a universal sign – the word. The choice of the word for the reproduction of sensory and semantic meanings, its competent use in the appropriate context distinguishes the journalist-intellectual from other participants in forums, round tables, analytical or entertainment programs. Expressive speech in the media is a product of the intellect (ability to think) of all those who write on socio-political or economic topics. In the same plane with him – intelligence (awareness, prudence), the first sign of which (according to Ivan Ogienko) is a good knowledge of the language. Intellectual language is an important means of organizing a journalistic text. It, on the one hand, logically conveys the author’s thoughts, and on the other – encourages the reader to reflect and comprehend what is read. The richness of language is accumulated through continuous self-education and interesting communication. Studies of social expression as an important factor influencing the formation of public consciousness should open up new facets of rational and emotional media broadcasting; to trace physical and psychological reactions to communicative mimicry in the media. Speech mimicry as one of the methods of disguise is increasingly becoming a dangerous factor in manipulating the media. Mimicry is an unprincipled adaptation to the surrounding social conditions; one of the most famous examples of an animal characterized by mimicry (change of protective color and shape) is a chameleon. In a figurative sense, chameleons are called adaptive journalists. Observations show that mimicry in politics is to some extent a kind of game that, like every game, is always conditional and artificial.
This study aimed to characterize factors that influence early dialect development in a language environment with multiple dialects. Children were evaluated for these dialect effects compared with normal hearing referenced measures of speech and language development that are commonly implemented in hearing-impaired children. Dialect exposure and use were assessed longitudinally in Chinese children (2-6 years old) that were raised in a community where Putonghua (PTH) and Sichuanhua (SCH) Mandarin dialects were used. Lexical tones in these dialects are different. A total of 20 boys and 20 girls (2 years old at the beginning of the study) that attended the same nursery school were included in this study. SCH was used by the majority of subjects <4 years old. The majority of subjects >4 years old used either dialect, with a few users of both dialects at this age. PTH tone perception did not differ significantly as a function of dialect use. Tone recognition and discrimination were >90% accurate by 6 years old, in contrast to previous results for children with minimal exposure and use of PTH. Children with approximately ⩾50% PTH exposure might be accurately assessed with norm-referenced speech materials spoken in PTH, regardless of their preferred dialect. However, the current norm-referenced assessments of children with minimal PTH exposure and nonusers of the dialect might be inaccurate.
Learners today arrive at school with increasingly varied home language repertoires. At the same time, the educational institutions they rely upon for success have historically been constructed around monolingual norms and practices, with the consequence that educational achievement is contingent on the degree to which multilingual and multidialectal students assimilate to the monolingual norm. But does successful learning rely only on proficiency in the language of instruction? How do multilingual and multidialectal language skills support learning in a developing school language? Prior education research on crosslinguistic influence in language and reading comprehension has largely focused on word-level vocabulary, decoding, and morphosyntax. However, understanding school discourse requires mastering not only a rich lexicon but also complex linguistic structures beyond the word level. This dissertation comprises three multimodal studies exploring how crosslinguistic resources beyond the word level support comprehension in a second language or dialect. Studies 1 and 2 examine crosslinguistic sentence integration with Spanish-English bilingual adolescents in grades 6- 8. The first study (n=38) used functional magnetic resonance imaging (fMRI) to investigate functional connectivity of the core language network and nodes associated with syntactic processing as adolescents watched an L2 English science video lesson with varying degrees of sentence complexity. Connectivity in brain regions implicated in syntactic processing was associated with L1 Spanish sentence integration skills and reflected the syntactic complexity of the video discourse. Using a sample expanded from Study 1, the second study (n=59) employed behavioral and eye-tracking measures to examine L2 English expository reading, finding that L1 Spanish sentence integration skills facilitated L2 English reading efficiency and comprehension and moderated the difficulty that syntactically complex L2 texts posed for comprehension. Study 3 (n=42) used electroencephalography (EEG) to focus more specifically on the timecourse of sentence processing in Spanish-English bilingual and Caribbean English bidialectal, young adult university students who were highly proficient speakers of English. Results from this study revealed distinct patterns of sentence processing that differed both across groups and from expected monolingual patterns reported in the literature. Taken together, findings from the three studies illustrate that diverse linguistic experience gives rise to heterogeneous behavioral and neural patterns in processing school discourse, even when controlling for lexical proficiency. Further, the ability to integrate words into longer and more complex sentence structures may be a crosslinguistic resource supporting second language comprehension, both in oral academic lessons and in reading school texts. Findings from this dissertation support a strength-based account of language diversity in schools that complements and moderates monolingual normative comparisons.
Постановка задачи. В статье рассматриваются средства выразительности в романе Дж. Джойса «Улисс», в тексте которого присутствуют практически все возможные стилистические приемы и фигуры речи. Базируясь на семантической двуплановости как отличительном признаке большинства образных средств, автор пытается проследить механизмы формирования языкового инструментария, характерного для модернистского произведения. Производится попытка понять, как происходит процесс порождения знаков в «Улиссе» и как их интерпретировать. Для этого особое внимание уделяется группе слов с большим семиотическим потенциалом. Результаты. Установлены некоторые языковые средства выразительности, характерные для романа «Улисс». Их отличительной особенностью является авторская индивидуальность, усиленная специфичностью романа «потока сознания», когда потенциал языка используется по-новому. Выводы. Образные средства способны придавать фигуральность любому художественному тексту. Однако создание модернистского романа «Улисс» потребовало от Джойса особых усилий в формировании языковых средств. Характерный признак данного произведения, поток сознания, спровоцировал использование лингвистического резерва несколько иным способом - бесконечными парадоксами, запутанными символами и ассоциациями. Нередко последнее связано с изменением семиозиса. Так, специфические средства создания образности в «Улиссе», заключающиеся в гротескности и эксцентричности, основываются на нарушении нормы языка, что приводит к многократному усилению эстетико-художественного эффекта в романе. Statement of the problem. The article examines the means of expression in J. Joyce's novel Ulysses, which contains virtually all possible stylistic devices: phonological, morphological, grammatical, syntactic and lexical. Based on the semantic duality as a distinctive feature of the majority of figurative means, the author tries to trace the mechanisms of the linguistic tools formation that could be characteristic of a modernist work. An attempt is made to understand how the process of generating signs in Ulysses takes place and thus how it can be interpreted. For this, special attention is paid to a group of words with great semiotic potential. Results. Some linguistic means of expressiveness characteristic of the novel Ulysses have been identified. Their main feature is the author's individuality reinforced by the specificity of the "stream of consciousness" novel, when the potential of the language is used in a new way. Conclusion. Different stylistic devices and expressive language means are able to make an impression and add figurativeness to any literary text. However, the creation of the modernist novel Ulysses required special efforts from Joyce in the formation of linguistic means. A distinctive feature of this work, the stream of consciousness, provoked the use of the linguistic potential in a slightly different way creating endless paradoxes, confusing symbols and associations. Often the latter is associated with the change in semiosis generation. Thus, the specific means of creating imagery in Ulysses lead to the language norm violation. In its turn, the grotesque and eccentricity bring multiple increase in the aesthetic and artistic effect in the novel.
Abstract The nature of word etymology, long a topic of interest in linguistics, has been considered to a much lesser extent in the word recognition literature. The present study created a database of overlapping words from the English Lexicon Project (ELP) and a database with the age of acquisition (AoA) norms which were categorized as either Germanic or Latin-based. Results revealed that Germanic words were learned earlier than Latin-based words. Germanic words also showed slower reaction times and higher accuracy relative to Latin-based words even when controlling for AoA, word frequency, and length. Additionally, analyses were conducted using a publicly available database that used the English Crowdsourcing Project (ECP) data with native and second language (L2) English speakers. The results with native speakers were similar to those collected with the ELP. However, nonnative speakers showed better accuracy and faster reaction times for Latin-based words compared to Germanic words. The findings support a bidialectal view of English in that Germanic words serve as the base of lexical processing during childhood, whereas Latin-based words fill in the lexical space across adolescence and into early adulthood. Furthermore, L2 speakers appear to acquire English via more advanced Latin-based vocabulary relative to native speakers. These results carry implications for theories of word recognition and the processing of lexical items in populations that come from linguistically diverse backgrounds.
Abstract Foreign language learners frequently use words from their previously acquired language(s) in the target language, especially if these languages are related (Ringbom, Håkan. 2001. Lexical transfer in L3 production. In Jasone Cenoz, Britta Hufeisen & Ulrike Jessner (eds.), Cross-linguistic influence in third language acquisition: Psycholinguistic perspectives, 59–68. Clevedon: Multilingual Matters). Such insertions are referred to as ‘lexical transfer’, commonly divided into ‘transfer of form’ and ‘transfer of meaning’ (Bardel, Camilla. 2015. Lexical cross-linguistic influence in third language development. In Hagen Peukert (ed.), Transfer effects in multilingual language development, 111–128. Amsterdam: John Benjamins; Ringbom, Håkan. 2001. Lexical transfer in L3 production. In Jasone Cenoz, Britta Hufeisen & Ulrike Jessner (eds.), Cross-linguistic influence in third language acquisition: Psycholinguistic perspectives, 59–68. Clevedon: Multilingual Matters). Lexical transfer challenges the monolingual habitus prevailing in foreign language classes which requires students to rely exclusively on the target language and inhibit other influences. Thus, in such English classes, students should avoid the use of different languages and ideally only produce monolingual English output. In this context, the current study investigates the use of lexical transfer instances in short English texts written by bilingual (Russian/Turkish-German) and monolingual (German) secondary school students (initially attending year 7) from a longitudinal perspective. It assesses i) whether the students increasingly adhere to the imposed normative rules and ii) what influence background variables such as language background (mono- vs. bilingual), type of school (higher vs. lower academic track), gender (female vs. male), or age (four measurement points over a period of 2.5 years) exert on the use of lexical transfer instances. Apart from gender, all factors impact lexical transfer in a statistically significant way, evoking different norm-based explanations.