Papers reviewed and determined not to be word norm studies. Use the flag icon to report errors or suggest re-inclusion.
16504 papers
Youth sociolect has recently become the subject of increased attention of academic linguists, however, this phenomenon has a long history. Youth sociolect is one of the spheres of emergence and the most active channel of the spread of language innovations: lexical, phraseological. The new in the vocabulary captures the dynamics of the present, the real state of the language, which cannot be ignored or bypassed only on the basis that it is not the norm. It manifests itself not only in the replenishment of the vocabulary of the language, in the appearance of new words and new meanings, but also in the change of the semantic structure of the word and its volume. Characteristic features of youth communication are a relaxed, informal, humorous tone of communication, a high degree of emotionality. This is ensured by advanced use of appropriate vocabulary. Numerous studies indicate that it is the youth sociolect that is distinguished by the active use of colloquial vocabulary and slang. Therefore, the study of the specific features of its lexical enrichment, the determination of the productivity of various means of replenishing its vocabulary, and the identification of the relationship between different ways of word formation are of great importance for the characteristics of the youth sociolect. The study of the youth sociolect is still relevant today.
<em>This study illustrates the theory of politeness and serves the importance of politeness in our life. Politeness has been practiced as etiquettes and a better way to show manners in society. It is a very important gesture in interaction and communication. A polite and well-mannered person are likely to be appreciated and chosen by others. So, in order to get ample benefit in personal as well as professional front, one has to know the norms of politeness. In this paper, different situations of politeness are shown, strategies are there to reduce face threatening effect. The study stresses on to teach politeness by using the lexical chunks. The six maxims of Leech can be learned through chunks, each maxim identified with its related lexical chunks so that learners can easily understand the maxim and after that they can form the sentences as well. Further, the study elaborates how chunking can be a beautiful combination of ELT and Pragmatic Studies. </em>
This study investigated lexical variation in livestock bargaining register in Ukambanĩ. Livestock register plays a central role in creating and sustaining the market society that encompasses social norms of Kamba people. Moreover, in Kenya, livestock production contributes about 3.3% of the total Gross Domestic Product (GDP). Despite such significant contribution to the national economy, little attention has been paid on livestock register by linguists yet it constitutes of specific social and cultural activities. This study aimed at showing different lexical variation in livestock bargaining register. The study applied variationist theory by Labov (1972). Consequently, a mixed research design was adopted. The findings of the study revealed that nouns record higher variability than the verbs and adjectives in livestock register. The findings further showed that livestock bargaining register in Ukambani is caused by the individual speaker’s age and gender.
The work is devoted to the problem of the functioning of the lexical figurative means of artistic expression – periphrase as an integral component of the semantic structure of the literary text created in the line of sentimentalism aesthetics in the genre of historical story against the background of the ongoing process of the formation of the norms of the Russian literary language in the context of linguistic polemics of the turn of the XVIII–XIX centuries. The study of the semantic structure of a literary text involves the analysis of the types of nomination techniques and their aesthetic content. However, the use of peripheral expressions has a certain specificity, which is associated with their heterogeneity in thematic marking, structure and object of nomination. The subject of the study is periphrases, the paper presents the classification of periphrases of N.M. Karamzin's story "Natalia, the boyar's Daughter" as works of the genre of sentimental historical story. Using the example of the analysis of the text of the story, the peripheral combinations in the thematic groups love and time (time/period: life, year) are considered, the models of periphrases, metonymic nomination are described, the functions of periphrases are considered. The study of the functioning of periphrases is focused on determining the place and role occupied by this technique in the semantic structure of the text. The relevance of the research is connected with the choice of the research material – N.M. Karamzin's novella "Natalia, the boyar's daughter", its consideration in order to identify the features of the semantic structure and is due to the general interest of modern linguistics in the interpretation of a literary text based on a system-functional approach to the study of the object.
The article “Translation of the website mammadaba.lv in easy language: lexical analysis” aims to evaluate the use of the easy language lexicon to determine which solutions must be applied to reduce the cognitive load on the lexical level. In the study, only texts validated in the target group were used. When creating a text in easy language, verbosity should be avoided, the use of nouns should be carefully considered, the principle “one word – one concept” should be followed, and a concrete lexicon should be used. The keyword of the synonym list should be used to reduce the reader’s cognitive load. Moreover, the most appropriate strategy for handling foreign words and terms should be selected: replacement, explanation, or leaving. It is also important to consider the grounding of using the means of expression. There are no strict borders for easy language writing style – it has official business and publicist style characteristics. The solutions that ensure text functionality for an Easy language reader do not cover all potentialities. However, each Easy language parameter on the lexical level completely corresponds to the norms of standard Latvian.
The article considers the elements of crimes of a special part of the Criminal law, containing the category "obstruction" as a constructive element of the objective or subjective side. The methodological basis of the research is the classical general scientific methods of cognition, as well as special methods of legal research, in particular, comparative legal, empirical, as well as the method of legal practice, and linguistic means of cognition of the studied category, which allows us to establish the meaning of the term in its original understanding before its implementation in criminal law. The analysis allows us to conclude that there are ambiguous approaches in understanding the content of obstruction as an independent criminal legal category. Firstly, it refers to various elements of the corpus delicti. Secondly, in some compositions, the fulfillment of the objective side of the crime committed by obstruction is possible only by action, and in others by inaction. In Chapter 22 of the Criminal Code of the Russian Federation, obstruction is the result of illegal activity, which corresponds to the lexical meaning of the term in question. However, such an understanding gives rise to a qualification question about the possibility or impossibility of qualifying acts according to the rules of the multiple offences. According to the results of the study, the author comes to the conclusion that the current criminal law regarding the use of the category "obstruction" is subject to change: it is necessary to attribute obstruction exclusively to the signs of the objective side, in its legal and lexical meaning it cannot be the purpose of committing a crime. The norm of Art. 169 of the Criminal Code of the Russian Federation is subject to exclusion, since the methods of committing a crime are excess and abuse of official powers, responsibility for which is provided for in the chapter on official crimes. When describing obstruction as a sign of the objective side of the crime, an indication of the commission of a crime in any form should be excluded, since this creates problems in law enforcement practice in terms of additional qualifications if the method of obstruction is an independent crime.
Objective. The objective of the article is the definition of the concept and specifics of artistic translation; consideration of the concepts of translation adequacy and equivalence, as well as translation transformations; identifying and clarifying the validity of the use of lexical-semantic transformations in the process of translating O. Henry's story "The Last Leaf" into Ukrainian performed by M. Dmytrenko. Methods. The main scientific results are obtained using such general scientific and special research methods as the analysis and generalization of scientific literature on the problems of artistic translation and the application of translation transformations; theoretical generalization, analysis and synthesis; an integral approach to the study of linguistic phenomena; comparative, descriptive and analytical methods. Results. The analysis of scientific literature makes it possible to reveal the meaning of artistic translation, which is always a challenge for the translator, as it requires not only a deep knowledge of the original language, the vocabulary of the translated language and thorough knowledge of literary studies, but also significant skills in translation techniques. Due to the inconsistency of individual elements in the original language and the language of translation, differences in the grammatical structures of languages, stylistic features of a specific text, full correspondence is impossible. Therefore, the terms "adequacy" and "equivalence" are used to indicate the relationship between the source text and the final text. Unfortunately, it is almost impossible to achieve complete correspondence, identity in the process of translation. In cases where there are no regular equivalents in the target language or they cannot be used in the context, the translator must resort to transformations. After considering different classifications of translation transformations and analyzing Henry's story "The Last Leaf" for the category of lexical-semantic transformations, we can come to the conclusion that contextual substitution, decompression and descriptive translation are most often used by the translator. This is caused, first of all, by the wide lexical potential of the translation language, the need to adapt the source text to the norms of the translation language, as well as reproduce non-equivalent vocabulary and words and phrases that do not have regular counterparts in the target language. Summing up the analysis, it can be noted that the problem of literary translation is complex and controversial, because it is a co-creation of the translator and the author, the success of which depends on the latter's creativity and skillful use of the tools of translation transformations
The article examines the specifics of the academic style using the examples in writing, as well as the possibility of using banks of phrases during writing or editing of scientific and technical texts written in English. Special attention is devoted to the stylistic features of writing a scientific article, its sections and the use of clichés. This work has a double purpose: firstly, it will help to recognize the grammatical manifestations of the English language better, analyze the structure of the English sentence and to determine the grammatical difficulties of translation adequately. Besides it explains how to translate sentences with such difficulties. The relevance of the topic is due to the direction of modern linguistic research to the study of terminological systems of individual knowledge, since terms play a key role in the development of the language, and eponyms fix the stages of its formation and focus on the scientist who made a certain discovery. Work tasks provide for the selection of eponyms from specialized explanatory dictionaries, a description of their lexical and semantic features and generalizations of translation norms. The novelty of the study lies in the fact that the term system of rehabilitation is not widely represented in scientific works, and the material for the work is collected from the most modern lexicographic works. The results of the analysis indicate that eponyms are widely used in the terminological system of rehabilitation, reflect the development of its methods, the discovery and the description of certain diseases or syndromes, the development of instruments and apparatus, the compilation of various scales, classifications, coefficients, indices and tests. The questions of synonymy of eponyms, the search for a translation option that would optimally convey the essence of the concept remain open. Compilation of specialized translated English-Ukrainian and Ukrainian-English dictionaries that would maximize fully reflect the needs of users, remains a top priority.
Language, as the linguistic manifestation of extralinguistic experiences, often functions as a means for the creation and expression of societal inequality. In addition to the fact that the participants of social reality are almost never socially equal, which means that someone has power over others, the linguistic reflection of those relationships always derives from the author, who has the power to control the context; his practical instrumentation comes from his own lexical and grammatical choices, as well as their conscious and targeted combination. In this paper, the focus is on noticing and distinguishing, and analyzing and interpreting the choices of V. Paterculus as an author within the framework of collective agency and the topoi with which the Roman national identity is first built, and then positioned as superior to the identities of the peoples with whom the Romans came into contact. While for authors from the 1st century A.D. the language strategies touched on in this paper were not available, since they were neither described nor defined before the 20th century, ancient writers used them completely unconsciously in their spontaneous writing; therefore, these texts, as well as modern ones, are subject to linguistic analysis, interpretation and criticism precisely according to the guidelines of modern language criteria. In this paper one of the possible methods of analysis of the construction of the national and supranational identity of a nation in the historiographical discourse will be offered; the analysis will be based on discursive strategies and macro-strategies offered by the discursive-historical approach and based on empirical data gathered in tabular reviews. An indispensable part of the analysis will be the analyst’s criticism, which derives from democratic norms, human rights and the criteria of rational argumentation from today’s temporal, cultural and political context, because the purpose of critical discourse studies is to expose and point out how domination, i.e., the abuse of social power and inequality, are realized and reproduced in text and speech, but also on how to oppose them in a social and political context (van Dijk 2001, 352).
The article describes the emergence of a handwritten monument – Kostiantynivska Kormcha as a part the framework activity of Kostiantyniv educational center in the second half of the XVI century. The essence and origin of the term “kormcha” is clarified, its language, structural and functional features are characterized. The attention is focused on the modern facsimile edition of the ancient manuscript. Manuscript Kostiantynivska Kormcha of 1599, created in the city of Kostiantyniv (now Starokostiantyniv, Khmelnytskyi region), in the castle church school of Vasyl-Kostiantyn Ostrozky. In 2021, thanks to the enthusiasm of Ukrainian and Polish researchers, the book was digitized and published in the form of a facsimile edition. These books were of great importance not only for church life, but also for secular life. Back in the days of Kyiv state and the Galicia-Volyn principality, they regulated the legal relations of representatives of the clergy, monks and laity. Some legal concepts, principles and norms have been consolidated in the legal system of Ukraine to this day. So, in the analyzed collection of religious rules and social norms, we recorded Ukrainian vernacular features in the field of phonetics and morphology, woven into the Church Slavonic linguistic basis of the manuscript. In its lexical composition, the monument reflects the beliefs, traditions, daily life of the Ukrainian community, laws and rules both for the residents of the church school and for various representatives of society in the late Middle Ages. The return of Kostiantynivska Kormcha to scientific circulation gives us a unique opportunity to join those treasures of our culture, education, and art that our state lived by in the past. In the future, the book will be interesting for linguists, historians, theologians, and local historians.
Introduction. The article examines linguistic units and stylistic devices that model the linguistic image of a fighter for Ukrainian statehood based on the material of the language of the poetic works of Oleh Olzhych, a prominent representative of the Prague School. It has been proven that in the history of Ukrainian culture, Oleh Olzhych's poetry is a self-sufficient and recognizable fragment. It is connected with the aesthetics of the heroic epic. Purpose – to analyze the lexical-semantic and tropeic means of creating the linguistic image of a fighter for Ukrainian statehood in the poetry of Oleh Olzhych. Methods. Descriptive and interpretive methods were used to achieve the goal. Results. The creative principles of Oleh Olzhych's work were formed in the difficult sociopolitical conditions of life in exile. Since the poet was active in the formation of the Ukrainian state, it is logical that in his individual linguistic and poetic picture of the world the image of Ukraine dominates and numerous subordinate macro- and micro-images ("Ukrainians", "struggle", "heroism", etc.). The creation of the linguistic image of the fighters for Ukrainian statehood is connected with the terms "unyielding", "firmness", "strength". These include images of steel, krytsia, metal, iron, copper. Also important is the function in such contexts of the images spirit, soul, heart, palms, nerve, which testify to the anthropocentrism of Oleh Olzhych's authorial thinking. The paradigm of language characteristics of the defenders of Ukrainian statehood is also complemented by the images of stone, flint, granite, block. They not only describe the image of a person, but are also used to describe the time, era, historical period when the struggle for Ukrainian statehood takes place. The components of the thematic group "weapons" are also used for the linguistic portrayal of Ukrainian soldiers - a saber, a sword, a blade, a shield, a spear, etc. The close connection of the theme of the struggle for the Ukrainian idea, Ukrainian statehood with the motive of sacrifice is important. This explains the active presence in the texts of words with the symbols "trial", "patience", "suffering", "torment", "death". Conclusion. Determinant content-creative seven that model the artistic value and appreciation of the images of fighters for Ukrainian statehood in Oleh Olzhych's poetry are 'physical endurance', 'physical tangibility', 'moral stability', 'strength', 'indomitability', 'courage', etc. With their participation, images are created that correspond to the canons of the heroic epic. The prospect of further study of this problem will make it possible to clearly define the parameters of the idiosyncratic norms of Oleh Olzhych's language creation and to describe his individual style in more detail in the context of the history of the Ukrainian poetic and literary language.
The aim of the study is to determine the cognitive mechanisms of colour terms in the advertising tourist narrative. The scientific novelty of the work is accounted for by the problem statement: it is the first time that colour terms have been considered taking into account the mechanisms of their cognitive organisation in the advertising tourist narrative using Lake Baikal as an example. The paper analyses the views of researchers describing colour terms in the Russian linguistic worldview, the advertising discourse, cognitive linguistics, historical and comparative linguistics. The study emphasises that colour as a culture code is a significant cognitive category and colour terms possess associativity and axiological value, are connected to the history of the nation, its peculiarities in relation to ethnic norms, traditions, customs and rituals. As a result of the study, it has been found that the main cognitive mechanisms of colour terms in the advertising tourist narrative include foregrounding as the informational-pragmatic core in the structure of the textual whole; metaphor as a source of figurative naming; standard comparative constructions and realised comparisons. The analysis of the material attests to the fulfillment of the potential of lexical units with secondary colour naming in such main conceptual-thematic areas as “Animate nature” and “Inanimate nature”.
This thesis comprises five translations with commentary. Excerpts from three books were translated from English into Croatian (Watching the English. The Hidden Rules of English Behaviour; Sociology Beyond Societies. Mobilities for the twenty-first century; The Age of Living Machines. How Biology Will Build the Next Technology Revolution), and two from Croatian into English (Spomenici otoka Lopuda od antike do srednjeg vijeka; Nasmijati psa i sedam novih priča). The commentary focused on lexical gaps (SL term not lexicalised in TL, culture specific SL terms, lendwords stylistically not acceptable, different norms, etc.) and possible solutions a translator might employ to best translate a term according to Skopos theory.
The present paper discusses the linguistic situation in the Czech-Polish borderland, particularly in Zaolzie, which is the Czech part of Cieszyn Silesia. This region is inhabited by an autochthonous population comprising both Czech and Polish nationalities. Before moving on to the more important topics of the cultural and linguistic identity of the local Polish community, the author introduces Zaolzie from the geographical, social, political point of view. In addition to the majority Czech language and the standard Polish used in Polish minority schools, the Cieszyn dialect plays a significant role in local communication. Due to the unique political and social conditions in this region, a spoken mixed language called "po naszymu" has emerged. This language is not associated with any particular ethnic group, and it mitigates the differences between the various language codes while easing tensions between the two ethnic groups. The analysis of the spoken mixed language "po naszymu", carried out on the basis of extensive excerpts from authentic statements by Poles from Zaolzie in the "O naszych po naszymu" podcast, allows for several important conclusions: "po naszymu" speech does not have an unambiguous norm, which does not mean that it is the result of an accidental mixing of languages; it contains a lot of lexical Bohemisms; its phonetic and inflectional base is formed by the Polish dialect of West Cieszyn, nevertheless the users of "po naszymu" are aware of the incorrectness of their utterances in the sense of their incompatibility with the standard Polish language.
The research aims to prove the validity of studying the confessional language personality (LP) by domestic written monuments and to identify the representational aspects and means of the Old Believers’ worldview. The research material is original texts of two diaries (1915–1923 and 1956–1975) and personal notes (1940–1980) written by the Old Believers’ community members living in the north of Tomsk Oblast. The total lexical volume of these sources is about 15 thousand word usages. The analysis is based on the sociolinguistic portraiture method, which involves describing linguistic facts reflected in texts of different levels (graphics, vocabulary, grammar, etc.) and the authors’ personal qualities indicating their religious attitudes. We first examine LPs recognized a priori as confessional, then texts in search for information verifying the hypothesis of analysis in them. This analysis is based on Yuri Karaulov’s idea of the three-level LP structure, as well as the experience of describing individual religious LPs presented in linguistic works by Tolstova (2007), Chikovani (2016), Plotnikova (2021). We revealed all the features identifying this confessional community: marginality, insularity, heightened selfconsciousness, self-sufficiency, traditionalism, eschatology. These features are related to each other. All of them are manifested textually by different means: special lexical items, grammatical forms, graphics, descriptions of people of one’s circle and their activities in the coordinates of natural time and reclaimed areas, or by a hidden polemic suggesting the reflection of only positive aspects of being in this description. The markers of Old Believers’ LP at the verbal(grammatical)-semantic level are lexical items with a confessional meaning (Isus, Rozhestvo, bratets, otche), a wide variation due to bookish and written linguistic means (noshch’, ezero, glagolit’, desnitsa, sil’nAGO, vtorYY), mastery of the semi-uncial writing norms. The traditional values of the Old Believer world (LP’s cognitive level) manifested in records include the affirmation of the equality of all community members; family-like closeness of like-minded people; the recognition of authorities only in terms of spirituality (otche – godfather); the high significance of labor, books, sacred texts; the realized need for strict adherence to all religious canons (for example, the admissibility of only passive hunting, voluntary assumption of functions of community chroniclers). In our opinion, the tasks of preserving the Old Believers’ sacred space that express the writers’ interests and goals reflected in the records constitute the pragmatic (motivational) level of the confessional LP. Although we revealed the three-level structure mainly on the material of two specific confessional LPs, there are reasons to correlate the identified features with the generalized Old Believer’s LP.
Background. Electronic business communication is a complex and multifaceted subject for scientific research, since it operates in a specific computer-mediated environment that is characterized by dynamic development. In this regard, there is a need to develop the study of this linguistic phenomenon at the nexus of various scientific paradigms. Human society is continuously evolving and becoming more complex, which directly affects the language that society uses as one of its codes. Due to the improvement of information technologies in modern electronic business interaction, we can register significant changes in the lexical content, clichés typical of the officialese, and features of syntactic constructions. Considering the fact that electronic business communication determines the social and cultural specifics of the modern world business community, it seems relevant to study this form of speech from the ecolinguistic perspective.
 Purpose. The article deals with the linguistic and style-forming characteristics of modern electronic official business texts from the point of view of the linguo-ecological norm, and also examines the level of language digression in the genre of business e-mails.
 Materials and methods. The empiric material for the study is represented by a corpus of 70 units of international business e-mails in English, provided by one of the commercial organizations in Belgorod. In the course of the research, a functional-dynamic approach to the object, methods of comparative, stylistic, pragmalinguistic analysis, as well as the method of free associative experiment were applied.
 Results. The results of the study proved that the computer-mediated environment has a direct impact on the linguistic, structural and style-forming characteristics of official business electronic texts that function in this environment.
 Conclusion. Business e-mails are marked by certain functional characteristics, stylistic variation and linguistic digression.
In the article, an author attempted to specify the concept of dialect words as object of learning in the high school. The course «Ukrainian Linguistic Geography» is one of the leading places in the system of higher education disciplines. Possession of the Ukrainian literary norm is a primary task for a student-philologist, but one cannot ignore the fact that it was through the dialectal language that the Ukrainian literary language was formed and exists. The course «Ukrainian Linguistic Geography» in high school should familiarize students with Ukrainian dialectology as a science. Lecturer has inform to students find out subject, tasks, meaning and system of terms, teaches students to freely orient on the dialectological map of Ukraine, analyze dialectal texts, acquaint them with phonetic, morphological, lexical peculiarities of dialects of the Ukrainian language, develop skills of writing dialectal texts in phonetic transcription. In the process of presenting the theoretical and practical material of the course «Ukrainian Linguistic Geography», a number of problem points arise from the principles of analysis and representation of dialectal material. The author analyses the different and common features between linguistic geography and dialectology and takes aims to explore the core methodological and theoretical approaches of linguistic geography. Linguistic geography and dialectology are characterized by a number of common and distinctive features. First of all, it is found in the sources, purpose, subject, object, study conditions, methods of analysis. In the article there were determinate the main purpose, methods of research, sources of linguistic geography as a separate linguistic discipline. In both branches of linguistics the spatial variations of dialect language is object of interest and the visualization of language in spatial constructions is therefore also of growing significance. Accumulation of knowledge about the spatial distribution of linguistic phenomena, about the core and periphery structure language led to the formed of linguistic geography. Ukrainian linguistic geography is a separate linguistic discipline that emerged from dialectology in the nineteenth century and achieved development in the twentieth century. The high achievement of the modern Ukrainian school of linguistic geography was the publication of the three-volume Atlas of the Ukrainian language. Since linguistic geography is not only one of the domains with a lengthy tradition, it is also one of the most progressive fields in linguistics. In general, the course «Ukrainian Linguistic Geography» arranges the students theoretical knowledge, promotes creativity in independent work of students, development of skills of scientific researches, which must be thoroughly mastered by the future teacher-verb. Key words: linguistic geography, dialectology,teaching methods of the Ukrainian language, high school, atlas, core, periphery, vibrations zone, isogloss, contact zone.
The article examines the language means marking timeand spacerelated commemorative practices and explores ways in which the urban discourse communicates national values, norms and expectations to city residents. The 102 focus is made on the textual components of commemorative plaques functioning in the urban discourse from the angle of spatialtemporal relations. The motivation was that the choice of a certain historical event and linguistic means representing it reveals what values and attitudes are communicated and which models of socially expected behavior are cultivated by social agents. The empirical data for the study were selected from the official corpus of memorial plaques texts available on the Moscow government open data portal. The content analysis was performed with the Voyanttools and AntConc software to calculate word frequencies and analyze their contexts. The obtained data on the thematic and conceptual dominants of the texts were used to identify and describe commemorative narrative strategies, specific lexical markers and syntactic models typical of urban commemorative texts. As a result, the correlation was found between commemorative narrative strategies and verbal and syntactic linguistic means that emphasize certain cultural and historical events, locations of urban space not only targetting the axiological sphere of the addressee but also promoting certain models of social behavior.
This article examines a three-way subregional distinction between Northern, Middle, and Southern Appalachia based on younger respondents’ self-reported use of traditional lexical, phonological, and syntactic features of Appalachian English (AppE). As a result of recent social changes that have led to less isolation in Appalachia, it considers subregional differences in AppE use between young urban and rural speakers as well as subregional differences between Appalachian identity and use of AppE. Understanding how young speakers across Appalachia are adapting and integrating traditional or mainstream features provides a lens for broader examination of the ways in which speakers of vernacular dialects negotiate the choice between competing dialect norms.
Abstract The current research draws on the pragmatic approach to ELF initiated by Kecskes (2019), who proposes that temporary norms and routines are created during intercultural encounters and interactions. Based on the qualitative and quantitative analysis of collocate tokens that are strongly associated with the verb phrases of see, look, hear, listen, watch, and feel, retrieved from Asian and European ELF corpora, this study demonstrates the tendency to use similar lexical associative patterns among ELF interlocutors despite their distinct linguacultural backgrounds. An analysis of the lexical associations of the verb phrases in ELF and English Native Language (ENL) corpora further confirms that ELF speakers do not conform to ENL conventions; instead, they start to develop their own norms that are characterized by specific lexical associations and formulaic expressions.
The main line of comparative analysis within this study is to identify and explain (to the highest extent possible), some of the most scholarly relevant lexical and pragmatic discrepancies between three subsequent translations of Jane Austen’s novel Pride and Prejudice into Romanian. The focal points of inquiry are systematically centered on determining the level of efficiency and accuracy of each (re)translation in relation to specific Romanian linguistic principles and norms, as well as to universal knowledge of the source text. Additionally, by means of employing the terminological frame of reference and categorizing functions of the so-called Translation Modalities Method, each translation is placed onto either end of the translating continuum, that is more onto the domesticating or the foreignizing end. Ultimately, a global conclusion is drawn as to whether the (re)translations of Pride and Prejudice can indeed contribute to a better understanding of Jane Austen’s literary complexity and artistic subtleties in this particular case.
The aim of the study is to identify deviations from literary language norms in the speech of the Crimean Tatar youth. The paper sheds light on the processes leading to the appearance of orthoepic, accentological, lexical and grammatical errors. It is noted that the main reason for most deviations is the ignorance of the native language by young people. Deviations from literary language norms can be the result of simplification or the influence of speech fashion. The author concludes that the frequency of speech errors suggests that some of them should be considered the norm of oral speech of the Crimean Tatar youth. The work is novel in that it is the first to describe in a comprehensive manner the main speech errors of the Crimean Tatar youth and analyse the language levels susceptible to changes. As a result of the analysis, the oral speech of young people is characterised as simple, poor, formulaic, with a large number of deviations from the phonetic, morphological, syntactic and lexical norms of the modern Crimean Tatar literary language.
This paper considers the fluctuation in the use of Russian converbs, active participles and the predicate verbs in the author's words in literary works from the point of view of semantic transitivity. The present form (PRF) and the past form (PAF) of Russian active participle of the imperfective aspect can be replaced without changing the meaning of a sentence. And in 18-19-th century Russian converb of the perfective aspect formed from the present-tense stem (PSPR) prevailed in parallel with the converb of the perfective aspect formed from the pasttense stem (PSPA). The verbs in the author's words are divided into two large groups according to their lexical meanings: verbs indicating speech or thought and verbs that do not denote speech or thought. We call the direct speech construction with verbs of the first group “the type of verb of speech (TVS)”, and the direct speech construction with verbs of the second group “the type of verb of non-speech (TVN)”. Previous studies have not paid sufficient attention to semantic differences between them (PRF – PAF, PSPR – PSPA, TVS – TVN). The result of research of frequency of use of the active participles, the converbs and the predicate verbs in the author's words is as follows: PRF, PSPR and TVN are marked. PAF, PSPA and TVS correlate with lexical meanings of high transitivity, while PRF, PSPR and TVN bear a close connection with lexical meanings of low transitivity. These results coincide with the fact that typologically the phenomena of lower transitivity often deviate from the linguistic norm.
This scientific article explores the methodological aspects of teaching German as a pluricentric language, with a specific focus on the role of the Austrian national variant. Pluricentrism theory suggests that the German language is characterized by equal national variants present in German-speaking countries. Researching these national variants is crucial, as it combines linguistics with ethnolinguistics and cultural studies, providing a deeper understanding of language phenomena through an anthropocentric lens. One important aspect of studying a national language and its variants is examining the national worldview and functioning of ethnically marked vocabulary. While textbooks and manuals for teaching German as a foreign language often overlook the norms and standards of Austrian German, the existing differences between national varieties encompass all linguistic levels. Several researchers have contributed to the study of German language variability, particularly the Austrian variant. They have examined grammatical, pragmatic, and phonological peculiarities, as well as the language’s functions in various styles and contexts. However, certain issues remain unresolved, such as linguistic processes in the Austrian German vocabulary, the functional capacity of Austriacisms (Austrian-specific terms) compared to Standard High German counterparts, and the impact of Austrian language policy and media on linguistic processes. The study employs a methodology that involves analysing Austriacisms found in dictionaries and verifying their usage in Austrian newspapers. The researchers explore the lexical and semantic aspects of Austriacisms, categorizing them into three groups: Austrian realia, semantic Austriacisms with different meanings in Austria, and lexical Austriacisms used in Austria instead of German counterparts. The article presents the results of this analysis, highlighting thematic groups such as gastronomy and management/administration, which are prominent in the Austrian variant. Understanding the methodological aspects of teaching German as a pluricentric language, specifically considering the Austrian national variant, is essential for language educators. By acknowledging and incorporating the linguistic peculiarities of Austrian German into language teaching materials, educators can provide a more comprehensive and accurate representation of the language, facilitating effective language learning and intercultural competence development.
The article reveals the linguistic aspect of intercultural conflict communication with the help of a specially prepared linguistic experiment on “Interlingual homonyms” (conducted with English- and Ukrainian-speaking students of Vasyl’ Stus Donetsk National University), as well as through scientific observation (interesting conflict-generating communication situations during the educational process, the subject of which was the contradictory use of certain morphological forms and phraseological units, were identified). Intercultural communication is positioned as a process of verbal and non-verbal communication between people belonging to different national and cultural communities. Conflict in intercultural communication (i.e., intercultural conflict communication) is presented as a cultural phenomenon, the content of which is determined by cultural factors, and the process of emergence and development of conflicts is regulated by cultural norms, which under certain circumstances lead to the emergence of special cultural rituals that affect the process of conflict interaction between participants. The analysis of the linguistic aspect of intercultural conflict communication is to identify verbal and non-verbal markers of cultural information in order to achieve communicative interaction between representatives of different cultures and prevent the emergence of communicative conflicts. Specific examples demonstrate that intercultural conflict communication can be realized at several linguistic levels: lexical, phraseological, morphological, and syntactic. It is proved that the most effective way to regulate intercultural conflict communication is to develop intercultural communication competence in its real and potential participants as the ability to adequately use culturally significant language tools, concepts and behavioral stereotypes.
The article is devoted to the study of the phenomenon of lexical-semantic interference of the English and French languages in the Middle Ages. The author indicates the relevance and significance of the research topic. A brief terminological analysis of the category «interference» is carried out, which results in the fact that at the lexical level and in the interlingual context, this phenomenon manifests itself as a result of a wide range of methods for formulating one concept in different languages, as a result of which a divergence in categories is noted. The author's interest in studying interference in the French and English languages in a diachronic aspect is due to the fact that the vocabulary of a language always reflects the history of its people. The emphasis on the problem of borrowing from French into English in the 10th–15th centuries was made due to the fact that significant historical and social events took place in the relationship between France and Britain, which could not but be reflected in the cultural and linguistic development of the latter. Focusing on the practice of language interference caused by historical and social factors, an analysis of historical events and prerequisites is carried out, as a result of which the results of the influence of the French language on English during the Middle Ages are clarified (using examples of professionalisms). Based on the results of the study and the independent selection of French equivalents for English words, the author concludes that lexical-semantic interference in this era manifested itself in the movement of similar lexical units into another language by modifying them according to the phonetic or graphic model of their language. As a rule, such a deviation from the language norm is the most frequent, since the transformation of words occurs according to the same principle as in the native language.
The proposed research is focused on different language means of verbalization of the concept SECURITY, namely on the comparative description of the cultural peculiarities of the notions of danger and risk as its basic constituents.Special attention is paid to the linguistic aspect of the SECURITY concept, which is accomplished due to semantic and pragmatic analysis of key lexical units, phraseological units, including special terms, related to the lexical fields of rescue actions, disasters and emergencies.The authors also highlight language means of expression of the concept of SECURITY, namely the lexical field "life safety" taking into consideration the conceptualization of natural disasters, technological disasters related to fire, water and other phenomena of everyday life in naive and scientific models of the cultural world (stereotypes, norms, evaluation, comparisons, beliefs, vernacular signs).The core of the concept SECURITY are such phrases as "to be in danger", "to expose anyone to danger or risk", "to be consciously exposed to danger", "to avoid danger" and some cognitive metaphors, that reflect naive ideas of the notions of danger, definitive, distributive, phraseological and idiom representation of danger and risk.The provided analysis showed numerous anthropomorphic signs of danger, its semantic categorization through the triad game of fate -care -protection as well as the correlation of physical, spatial, artifact and zoomorphic codes, symbolic archetypes of life and death, unbroken and damaged.
The article is devoted to the description of the work of teachers of the Russian Language Department of MGIMO on the development of professional competence of foreign students. The authors describe some methods of active learning such as business games and student conferences. Business games allows teachers to solve the following tasks: activation of the studied lexical and grammatical material, the development of new vocabulary, syntactic constructions, norms of communicative behavior; training in the construction of monological speech and dialogue; motivation of students to increase their linguistic and cultural knowledge. Participation in student conferences helps to strengthen motivation for a more in-depth study of the Russian language, increase the level of education of students, proves the need for independent work. The article analyzes the experience of holding business games, conferences and the UN Model in MGIMO.
The article is devoted to language competence study of higher education institutions’ students as the basis of professional language culture. It was emphasized that students of higher education should develop language competence, follow the literal language norms, avoid morphological, lexical and phonetic violations. Mastering the Ukrainian language perfectly is the task of every conscious citizen, who is obliged to be able to use all the lexical wealth in the professional language. The theoretical basis of language competence is substantiated, it is emphasized that it should not be confused with communicative competence. Various aspects of research by scientists regarding language culture, language norms, language and stylistic advice aimed at improving the language of professional communication are highlighted. Violations of lexical norms in the students’ professional language were revealed. The most typical lexical errors were analyzed: 1) inappropriate use of paronyms. Such words should be checked in the dictionary of paronyms; 2) the use of pleonasms, excessive or redundant words and repetitions (tautologies); 3) the use of lexical Russianisms, which violates lexical norms, litters the literary form of the Ukrainian language, leads to mistakes regarding the use of tracing foreign words, surzhyk (mixed language dialect); 4) using words in a noncharacteristic or context-inappropriate meaning; 5) literal translation of phraseological units, words with a phraseologically related meaning, which have their counterparts in the Ukrainian language, or violations of phraseological accuracy; 6) inappropriate use of borrowed vocabulary, in particular anglicisms that have their counterparts in the literary language. A foreign word can be determined by phonetic-grammatical design and lexical meaning; 7) incorrect use of prepositional structures, which arises due to insufficient knowledge of the Ukrainian prepositional patterns. When translating the conjunction with the preposition “po” from Russian, one should take into account the peculiarities of prepositions’ use in the Ukrainian language, and not translate verbatim. Work on lexical errors’ elimination will make it possible to improve the language culture of students, to form language competence, and to observe the literary language norms.
The article discusses the grammatical competence in the English language of future teachers in the undergraduate program as a component of effective foreign language teaching in the form of ability to correctly apply the morphological, syntactic and lexical norms of the English language in solving practical problems. Taking into account the teaching of English as a pedagogical specialty, it is necessary to take into account the communicative and pedagogical components of professional competence. Based on theoretical provisions in the form of an analysis of pedagogical conditions of the organization of education, the current study views the specifics of improving morphological grammatical skills in the form of teaching tense forms of English verbs on the material of authentic texts from classical literature. As part of the study, as part of a pedagogical experiment, according to the results in the experimental group, difficulties in mastering the tense forms of verbs were identified. Increasing the level of foreign language communicative competence will contribute to the improvement of theoretical and linguistic knowledge, to the formation of practical skills in the form of teaching the norms of the literary language.
With the technological benefits and challenges computer-mediated communication provides, interactants in social network service (SNS) communication are driven to use language creatively, overcoming the disadvantages and exploiting advantages. This creative language use leads to innovative language change that often extends beyond SNS environments. In this regard, the medium is not merely a restrictive but also a facilitative factor. Communicative acts are fundamentally bound by the interactants’ desire to express politeness, especially in face-threatening acts, well articulated in Brown and Levinson’s (1987) model. In recent research, however, the issues of the norms of politeness and impoliteness as well as those of appropriateness have been highlighted (Locher Watts 2005, Locher Bousfield 2008). Interactants employ not only mitigating strategies to alleviate face-threatening but also use impoliteness strategies, which are often disguised politeness. Drawing upon the data from a 26-million-word corpus of synchronous SNS communication, involving two or more participants, in 3,836 instances, developed by the National Institute of the Korean Language, this paper addresses how SNS interactants make use of diverse elements of language to show their polite and impolite stances in interpersonal negotiation. For instance, interactants use fragments, interjections, letter-based ideophones and emoticons, exaggerated punctuations for emotiveness, omission of regular punctuation marks, intentional violation of orthographic rules, prolific slang expressions, deviated spelling to create cuteness or intimacy, among numerous others. All these creative strategies lead to language change at lexical, grammatical and discourse levels.
The issue of studying the linguistic variation, caused by the stratification of society into different strata and groups, has not been solved so far, remaining one of the key issues in modern linguistics. This article deals with the concept “nonstandard dialect” in the framework of sociolinguistic research into the German-speaking tradition, which belongs to the field of studies of linguistic variability of the German language native speakers. Nonstandard dialects may differ from other forms of language existence, as well as from the literary language at all linguistic levels: phonological, grammatical, syntactical, lexical and idiomatic. We examine various forms of the vernacular existence, including urban vernaculars. The focus is on the consideration of the features characterizing language variations at phonological and phonetic levels. This is caused by the necessity of determining sources and patterns of linguistic variations at the phonetic level, one of which, in our opinion, may be the nonstandard dialect as one of the forms of language existence. The article touches upon such notions as: colloquial language, regional norms and regional peculiarities of pronunciation. The article presents some pronunciation peculiarities of Cologne inhabitants’ urban colloquial speech at the segmental level of the German language phonetic system.
The subject of this article is the most frequent linguistic units in the speech of modern embroiderers, which arise as a result of deviations from the language norm and testify to the high linguo-creative potential of the craftswomen discourse. However, the author also draws attention to the lexical unit class that are characteristic of the embroiderers speech and have a terminological character. Productive models for creating new lexical units are subjected to a detailed analysis: suffixation, addition, contraction, truncation of a phrase, abbreviation. The analysis showed that the morphological suffixal way of word formation exceeds in the modern embroiderers speech, addition and abbreviation are represented to a lesser extent. In addition, it was found that one of the active mechanisms for the transformation of lexical units is semantic derivation, which leads to the expansion of the conceptual scope of traditional lexemes. In most cases, this process occurs as a result of metaphorical transfer. The author of the article also considers cases of proverbs transformation in the embroiderers speech, reflecting the special worldview of embroiderers, and also being an opportunity for free self-expression. Most of them are transformations of traditional Russian proverbs, and new variants in speech become more common than their prototypes – canonical proverbs. Changes in the construction-sources are determined by the craftswomen intentions and affect different levels — semantics and structure. At the same time, the replacement of the proverb component becomes the most frequent creative mechanism. The language material collected and analyzed by us allows us to conclude that the speech of modern embroiderers has a high linguistic and creative potential and a wide range of language game markers, indicating the emergence of a special subculture of craftswomen at the present time.
One of the types of analysis of a literary text is linguistic poetic analysis, and in linguistics there are several conditions for this type of linguistic analysis. In other words, the following issues should be considered by the linguist researcher: to pay attention to how the author made a selection of language units in accordance with the literary genre of the fiction; to make an analysis of compliance with the norms inherent in the speech samples of the literary text; also to pay attention to the observance of the norms of person and time in the narrative form of speech in a single artistic text; to pay attention and analyze the compositional division of the analyzed artistic text; to give illustrative examples from the studied artistic text and pay attention to the fact that the elements of colloquial speech form a syntagma separated from the emerging patterns of lexical syntagmas in artistic texts, to show that they are able to exist and be in a literary language, since some elements of colloquial speech have potential; to analyze the elements of language that form the imagery of a literary text, as well as to prove that an artistic text enriches the vocabulary, since new words more often generate artistic texts, etc. And also to form an opinion about the individual style of the author.
The link between linguistic deviation and translation techniques is enshrined in the conventionality of language use and communication. Linguistic deviation occurs when a text ignores conventional norms of a language in order to communicate a certain artistic merit and draw attention to the meaning of the message. The main objective of this paper is to interrogate how translation techniques used on bilingual billboard slogans in Cameroon lead to linguistic deviation and how such deviations affect communication and sociolinguistics. The corpus of this paper is composed of fifteen bilingual billboard slogans purposively selected from different parts of Cameroon. In terms of methodology, the data was collected by taking pictures of billboards and extracting their slogans. A qualitative descriptive method of document analysis was used with the help of Leech’s linguistic deviation theory and Jakobson’s communication functions. Regarding the results, the study identified graphological, semantical, grammatical and lexical deviations on the selected billboards caused by translation techniques like literal, reduction, adaptation, borrowing, discursive creation, amplification and transposition. As a result of linguistic deviation, the messages that were finally conveyed through bilingual billboards looked absurd and sometimes nonsensical. The paper recommends that certified translators should be employed to translate billboard slogans from French to English.
Introduction. Today, in the modern Ukrainian literary language, colloquial speech is a source of active use of words, forms and syntactic constructions. This is accompanied by the destruction of standard schemes that organize the structure of the sentence. As a result, new, not similar to traditional, actualized types of expression, built on the phenomena of syntactic redistribution, separation of some components, etc., appear. Thanks to the dismemberment of a typical sentence, variations of different lexical-semantic nuances of meanings that arise as a result of figurative and aesthetic concretization and individualization of content sections become possible. It has been observed that one of the urgent problems of modern linguistic research is the specificity of functioning in the artistic text of incomplete sentences, which are traditionally interpreted as deviations from the norm with one or more members missing, which can be implied from the context or speech situation. The study of sentence syntax is extremely relevant, as it helps to learn the forms of organization of extended constructions, features of the structure of statements and the text. It was found that the structural incompleteness of the sentences is stylistically motivated. The greater semantic and stylistic load of other elements of this sentence and the general expression of the syntactic structure compensates the special omission of any element in the composition of the sentence. Therefore, introducing an incomplete sentence into the text, the author focuses attention on the semantic and stylistic direction of the sentence or its individual places. It is proved that incomplete sentences are a peculiar phenomenon of the modern Ukrainian language with stable functional and stylistic parameters. They are one of the most characteristic features of colloquial speech and are often used by writers precisely for the purpose of stylization, among which is the language of prose for children by Yevhen Hutsalo, a master of the Ukrainian word among Ukrainian writers of the 1960s, a poet, novelist and publicist. The original and genre-stylistic diverse work of the Ukrainian writer Yevhen Hutsalo has been of interest to researchers of different generations for more than one decade. The artist's creativity is quite difficult to perceive if the reader is not able to read between the lines the real idea skillfully hidden under ordinary words. Yevhen Hutsalo’s linguistic skill is in creating new and using already known linguistic means in semantic and grammatical directions uncharacteristic for them. It was found that expressive constructions expressed by incomplete sentences require special attention. Purpose. The purpose of the research is to determine the features of the incomplete sentence as a means of expressive syntax, to find out the varieties and specificity, the frequency of their functioning in the prose language for children by Yevhen Hutsalo. Working with the article, we outlined the following tasks: to investigate the semantic and syntactic organization of an incomplete sentence; to analyze the structural and semantic features of an incomplete sentence based on the material of Yevhen Hutsalo’s works for children; to determine the frequency of use of incomplete sentences in Yevhen Hutsalo's prose works for children compared to complete structures using the example of the story "Denysko"; to indicate the expressive potential of incomplete syntactic units, which is achieved with the help of such sentences in the writer's artistic text. Methods. The article uses the methods of analysis of linguistic phenomena, thanks to which the theoretical foundations of the study of the problem of incomplete sentences are summarized and specified, the terminological definitions of the phenomena of incomplete sentences are analyzed, commented on and distinguished. The method of statistical analysis of incomplete sentences in the language of prose for children by Yevhen Hutsalo was used. Results. The frequency of use of incomplete sentences in the language of prose for children by Yevhen Hutsalo is summarized. Incomplete sentences with the omission of the subject were found to be the most frequent, the less frequently used circumstances were incomplete structures with the omission of the predicate, very few were sentences with a non-verbal object. Originality. Incomplete sentences are an integral element of the structure of an artistic text. The extent of the load carried by incomplete sentences in the artistic texts of the language of works for children, the frequency of their use in the ideal style of the famous Ukrainian writer Yevhen Hutsalo has not yet been the object of close attention of researchers, therefore the consideration of such incomplete structures is quite relevant. Conclusion. Incomplete sentences are a separate structural and semantic type of syntactic constructions, which has all the categories and features of a sentence, so they should not be considered as “insufficient” units, etc. The specificity of incomplete sentences is insufficiently studied both in theory and in practical implementation in speech. We see the perspective of the research in the further analysis of the actual material and in-depth study of the features of such units of expressive syntax in various texts of artistic style.
The purpose of the article is to highlight the question of philological and logical interpretation of legal norms. The novelty of the article is to show how the philological and logical interpretation of legal norms applied in practice. Within the framework of philological (grammatical) interpretation are distinguished two main types of analysis (analysis), which significantly affect the process of assessing the content of legal norms. The first type of analysis involves a holistic assessment of the semantic load of a word, an analysis of a word as a lexical unit. Certain rules (plain meaning rule; legal definition) developed in jurisprudence and used during lexical analysis are singled out. The specified rules are very similar in orientation. The first establishes that it doesn't give the same meaning to different terms without sufficient grounds. Second, identical terms within the same legal act no give different meanings without sufficient grounds. Within the framework of linguistic-logical interpretation, recommended to pay attention to the communication context that arises when using language. Logical interpretation consists in clarifying the content of a legal norm by comparing its content with other norms in the field of law. It was established that a number of signs of a logical method of interpretation include the following: a set of logical methods of interpretation; a means of deciphering the meaning of the legal norm; purposeful mental activity. Conclusions. Linguistic (grammatical, morphological, textual) and logical methods of interpretation are the main ones, while others are a natural addition to them. However, we adhere to the view that there is no division into basic and additional ways of interpreting legal norms. Each is an independent way of interpretation. However, in order to clarify the content and meaning of a legal norm, it is not always necessary to apply all the above methods of interpretation. Sometimes it is enough to limit yourself to only a few of them. This fact does not yet give grounds to consider other methods of interpretation as additional or to ignore them. Since, most often, the very use of one of them can fundamentally change the opinion of the interpreter and help in clarifying the will of the legislator.
In old Georgian, number agreement had a formal character, and the expression of grammatical number evolved over the language's history.Notably, interesting instances of synesis have been confirmed in the K-79 manuscript and other Georgian sources of Lenten Triodion.These examples reveal that the verb form not only corresponds to the form of the noun it agrees with but also takes into account its semantics.Consequently, intriguing patterns of influence on the form emerge as a result of semantics.Examples of synesis are the instances of agreement in number between actants realized by first-and second-person pronouns with the predicate.As is commonly known, these pronouns express plurality lexically and not formally.The examples discussed in the article prove once again that the historical basis of number agreement is undergoing a change.The formal principle, which was the norm in the Old Georgian Language, is gradually being replaced by the semantic principle.
This article is devoted to stylistic norms and problems of typology of speech deviations, about the varieties of lexical and stylistic errors in speech.
Cariani’s The Modal Future is a book about future language. At its heart is a challenge to the received symmetric picture of temporal language. Many think past tense and future auxiliaries are mirror images of each other: one simply has “later” where the other has “earlier.” The Modal Future aims to supplant this symmetric picture with an asymmetric one, where future thought and talk is modal, and explores issues in the pragmatics, epistemology, and cognition of future claims in the light of this asymmetric picture.Cariani motivates the asymmetric picture with a dilemma. “Will” appears to have properties characteristic of modal expressions. But existing modal accounts face a variety of extremely serious problems. Take the Peircean view, where “will φ” is true at w and t if and only if φ is true in all futures that are possible at w and t. Cariani shows this view makes a mess of our future credences. If I am about to toss a fair coin, what should my credence be that the following is true?(1) The coin will land heads.It is 0.5, of course. But the Peircean predicts it should be 0: I should be certain this universal claim has a counterexample. Cariani argues, convincingly in my view, none of the standard modal views ultimately do better.Cariani’s alternative, building on Cariani and Santorio 2018, is the selection semantics for “will.” This theory draws on the selection functions from Stalnaker’s theory of conditionals, which, given a world and a proposition, select the closest world where that proposition is true. On Cariani’s semantics, “will φ” is true at w just in case φ is true at the selected world with the same history as the actual world. Of course, this selected world just is the actual world, so, in simple unembedded contexts, “will φ” is simply equivalent to φ. (This equivalence is broken in various embedded contexts, such as conditionals, which add further information to input proposition for the selection function.) We get a nice account of the dilemma: “will” is indeed a modal, but its true modal nature is hidden in simple, unembedded claims.After sketching the basic idea, Cariani addresses important technical questions for the semantics. A particularly pressing question is how to secure the future orientation of “will” without disrupting the scope relations between “will” and negation. Cariani solves this issue by adapting Condoravdi 2001 account of future orientation in modals. This involves an event semantics, where verbs quantify over events and tenseless clauses are interpreted relative to worlds and intervals. In this framework, “will” effectively shifts the interval of evaluation: the embedded tenseless clause is evaluated relative to the interval starting at the time of utterance and continuing into the future indefinitely. This accounts for the future orientation of “will” without unwanted scope relations.From here, the book addresses a range of related questions, and the selection semantics becomes an important background assumption. One cluster of issues centers on assertion and the open future. Cariani, who is ultimately agnostic about openness, argues for a conditional claim: if the future is open, we should adopt a particular bivalent approach to openness.Cariani first argues against venerable, Aristotelian approach, where future claims have a third indeterminate truth value, when the future is open. This view faces a puzzle about assertion and the open future. The Aristotelian seems to predict no future contingents are assertable. Truth is a very plausible necessary condition on assertability. But many future contingents are assertable: I can for instance tell my friend that I will be arriving on the 1:30 train.Cariani endorses a bivalent indeterminist Thin Red Line view. On the Thin Red Line view, even when multiple futures are consistent with the present, one particular history has the privilege of being ours. On bivalent indeterminism about the future, future claims have classical truth values, even when they are not settled; it is simply indeterminate which particular classical value they have. So on Cariani’s Thin Red Line view, one history has the privilege of being the one we live in, but it is indeterminate which future is that thin red line is. Unlike other modal views, Cariani’s selection semantics is a good fit for this kind of view.This view has two interesting consequences. First, it is often indeterminate whether one has violated a norm of assertion. When I make my assertion about the train, it is indeterminate whether I have spoken truly, so it is also indeterminate whether I have violated the truth norm. Second, this status will eventually be resolved one way or the other: if the train did arrive on time, my assertion came true and so it is now determinate that the norm was not violated; if it did not arrive on time, it is now determinate the norm was violated. (I did wonder whether the Aristotelian will be satisfied: are future contingents not often determinately assertable at their time of utterance?)The book also deals with the topic of future epistemology and cognition, concluding with a discussion of a puzzle from Ninan 2022. Future claims seem to require weaker evidence to be assertable than past claims. For instance, a meteorologist may be able, on the basis of a century of past weather data, to assert:(2) It will snow in Boston in winter 2023.But once winter 2023 has come and gone, the meteorologist cannot use the same meteorological data to assert:(3) It snowed in Boston in winter 2023To assert (3), they require further direct evidence. This is puzzling—are they not saying the same thing on both occasions?Cariani says they are not. Cariani proposes a lexical account, where predicate meanings place restrictions on the speaker’s evidence. For instance, the semantic value of “died” in a context is treated as a partial function from a world w and individual x to truth values, one which only returns a truth value if the speaker in the context has evidence that settles whether x died in w. Cariani proposes these evidential requirements are removed in certain embeddings, particularly by modals. For instance, “must” clearly removes the evidential requirement: the meteorologist can say(4) It must have snowed in Boston in winter 2023.Given Cariani’s earlier claim that “will” is a modal, the lexical account predicts that (2) does not require the same direct evidence as (3).Every section of this book is deserving of extensive discussion, and, because of the book’s modular structure, one can engage with many of the main claims both individually and as a package. That being said, the claim that “will” is a modal undergirds very much of the discussion. I am convinced that, if “will” is a modal, Cariani’s semantics is the best currently on the market. The guiding idea of the selection semantics idea is ingenious, and the problems for its competitors are extremely serious. But I am not yet completely convinced of the antecedent: is “will” really a modal? I close with some remarks about the argument Cariani regards as the strongest, the argument from modal subordination.Roberts 1989 directed our attention to discourses like:(5) A wolf might come in. It would eat you first.While the second sentence lacks any overt conditional, the modal “would” is understood conditionally: I am saying that if a wolf came in, it would eat you first. This kind of reading prima facie appears to require a modal. Consider:(7)a. If John bought a book at all, it’ll be a mystery novel.b. He’s at home reading it right now.But Klecha 2014 notes that “will” also gives rise to modal subordination:(8) A wolf might come in. It will eat you first.So, the argument concludes, “will” is a modal.But on closer examination the data are messy. First, to my ear, the contrast is strongest in discourses with a mixture of tenses and/or auxiliaries. But a natural hypothesis here is that this mixture of tense and auxiliaries, rather than the absence of “will,” somehow blocks the subordination in (7b).Second, and relatedly, when we consider more uniform discourses, apparent subordination is easier. Cariani acknowledges apparent subordination is possible with the past. Consider:(9) If he went to the park yesterday, he had a sandwich. He enjoyed it.I note that future directed uses of the present also permit apparent subordination:(10) If it doesn’t rain on Monday, we go camping in Yellowstone that evening. We leave Yellowstone early on Tuesday morning.In (9), Cariani suggests that the second sentence is understood as being conjoined to the conditional consequent. But of course this kind of move would explain the original subordination data too.To Cariani’s mind, the most powerful data point is that “will” appears to go in for modal subordination across clause type. Consider:(11) Please do not throw paper towels in the toilet. It will clog.(12) Does Cinderella stay at the ball? The carriage will turn into a pumpkin!The conditional interpretations here cannot be due to conjunction. Furthermore, Cariani argues there are no parallel data when it comes to the past. Imperatives are necessarily future oriented, but past-oriented questions do seem to bear out a contrast, at least initially. Compare (12) to:(13) Did Cinderella stay at the ball? The carriage turned into a pumpkin!I think Cariani is right that subordination is not possible here. But a possible confounder here is that it is not always entirely straightforward to subordinate material from a past tense question, even when “will” is present. Consider:(14) Did you throw paper towels in the toilet? It will clog.I find the subordinated reading harder to access here than in (11), maybe not as crashingly bad as (13), but not as effortless as (11). A final data point is that it does seem possible to get modal subordination across clauses with the future directed present:(15) If Cinderella doesn’t leave before midnight, her carriage turns into a pumpkin. Do the footmen turn back into mice?So I am not sure modal subordination is a straightforward diagnostic of modality. It still could well be that the best account requires “will” to be a modal. To decide the issue, I suspect we will need some sustained attempt to develop a nonmodal alternative. (An alternative starting point: perhaps rather than reinterpreting the apparently subordinated claims, we simply add them to a derived context containing extra suppositions.)However this turns out, The Modal Future does extremely important work in articulating a significant and novel picture of our thought and talk about the future. Cariani covers an impressive amount of ground, proposing a range of interesting and novel views in a range of debates, and the discussion is consistently of very high quality. It is a must read for anyone working in these areas.
The need for communication is fundamental for humans. Communication is an integral element of peopleʼs existence, the most important condition for full-fledged formation and development of personality. Modern science considers communication as an exchange of information, interaction, and perception of a person by a person. The entire system of human attitudes towards other people is realized in communication. It covers various areas of social interaction of people including the professional field of activity. Interpersonal communication is mostly dialogic and is an indispensable component of professional medical activity. It largely determines the relationship between the doctor and the patient from the very beginning and contributes to the establishment of the necessary trust between them. The article includes an analysis of recent publications devoted to investigations of the issue of training future foreign doctors in professional communication in institutions of higher education. The article highlights the need of modern society for specialists of high culture who possess professional communication skills, high adaptability, and professional mobility. The authors emphasize that the modern language training of a future foreign doctor should be focused on teaching the situational and contextual adequate use of language as a means of oral and written communication in all areas of professional communication. The professional speech of future medical workers is the mastery of literary language norms, professional terminology, and standardized constructions of the medical field, the ability to use language tools in accordance with the purpose and situation of communication. The authors hope that a short-term Ukrainian language medical terminology course for foreign students of the third year of a school of medicine developed by the teachers of the Language Training Department of International Education Institute for Study and Research of V.N. Karazin Kharkiv National University will help students to master professional language skills. The course is designed for 20 hours of classroom practical lessons. The proposed course implements the set tasks in the formation of the terminological competence of medical students, contains the most productive teaching methods, and defines the stages of dealing with professional vocabulary: 1) presentation of new vocabulary; 2) automation of lexical skills; 3) organization of repetition of studentsʼ acquisition of vocabulary and quality control of the previously learned material. The authors see prospects for further research in identifying the conditions for the formation of the readiness of medical students for professionally oriented communication, in the design of the model of formation of the culture of the future specialist under the conditions of professionally oriented communication and experimental verification of its effectiveness.
Del developed norms of behavioural data from two reading tasks (i.e., word accentuation and pseudoword reading) in adult Spanish speaking population in order to use them as estimates of premorbid intelligence quotient (PIQ) in brain injured, psychopathological, or cognitively impaired populations (Del Pino, R., Peña, J., Ibarretxe-Bilbao, N., Schretlen, D. J., & Ojeda, N. (2018). Demographically calibrated norms for two premorbid intelligence measures: The Word Accentuation Test and Pseudo-Words reading subtest. Frontiers in Psychology,9).In this commentary we discuss the adequacy to employ pseudoword reading (PWR) performance in Spanish as an estimator of PIQ. Current PWR level and scores on other reading tasks (e.g., irregular words reading) have been proposed as valid measures to estimate PIQ on the premiss that they correlate with IQ and show relative resistance to cognitive impairment derived from brain injury or illness. However, Del do not provide any direct evidence of the relationship between PWR in Spanish and PIQ. In what follows, we provide arguments that challenge the use of PWR performance in Spanish as an estimator of PIQ.First, Del claimed that "reading ability becomes, with practice, an automatic ability that is highly resistant to cognitive impairment" (p. 2), citing several studies in support.However, none of cited investigations addressed the PWR task. Del Ser et al. (1997) examined the ability of Spanish speakers to stress the correct syllable in a series of unfamiliar words. Harman-Smith et al. (2013) showed that performance in a reading task of irregular English words is a valid estimation of PIQ in patients with brain injury. Hessler et al. (2013) investigated the feasibility of a standardized multiple choice vocabulary test (i.e., the MWT-B, Lehrl, 1999) to estimate PIQ in cognitive impairment. Khandaker et al.`s (2011) meta-analysis examined the association between PIQ and the schizophrenia disorder, but no measurement of PWR was mentioned. Finally, Russell et al. (2000) investigated the validity of an irregular COMMENTARY ON DEL PINO 3 English words reading test (i.e., the National Adult Reading Test, NART; Nelson & Willison, 1991) as an estimate of PIQ in schizophrenia. In summary, the mentioned studies do not provide data related to the PWR task as an estimate of PIQ, while they do so for other word reading or vocabulary tasks, with mixed results.Del Pino et al. also claimed that "Concerning reading PW tests, the Spot-the-Word test (Baddeley et al., 1993) was proposed as an adequate instrument to assess premorbid IQ in older adults with normal aging as well as in patients with dementia (Friedman et al., 1992;Patterson et al., 1994;McFarlane et al., 2006)." (p. 2). Importantly, the Spot-the-Word (STW) test is not a PWR task but a lexical decision task (i.e., participants must identify the word in a pair of items comprising one word and one pseudoword). Friedman et al. (1992) demonstrated that the ability to read aloud a specific kind of unfamiliar pseudowords remains relatively preserved in patients with Alzheimer's disease (AD). The patients showed a poorer performance with the pseudowords that can be decoded exclusively on grapheme-phoneme correspondence (GPC) rules in comparison with the pseudowords that can also be read by analogy to alike words.Friedman et al. concluded that in the frame of dual-route reading models (e.g., Coltheart et al., 2001), AD patients are successful in PWR by developing automatic lexical-analogy mechanisms based on the lexical reading route and not through the GPC route. By contrast, Patterson et al. (1994) observed that PWR performance gradually declined across subgroups of AD at different (growing) levels of severity, even though all the employed items had conventional spelling patterns and rather word-like pronunciations.Differential effects in reading acquisition and adult reading have been found for languages that vary in the transparency of their spelling and in their metric systems (e.g., Seymour et al., 2003). Cross-language studies show that decoding skills (i.e., the application of GPC rules to letter and PWR) are learnt relatively early and with ease by normal child readers of transparent orthographies, while in languages with opaque orthographies these skills are established slower.Additionally, individual variability in decoding is much greater in opaque than in transparent languages (Seymour, 2005;Seymour et al., 2003), the relevance of decoding decreases with time (i.e., virtually all 5th-graders in transparent orthographies can master the GPC-rules (Burani et al., 2002;Jiménez-González & Hernández-Valle, 2000), and the reading experience favours the development of orthographic-lexical knowledge (e.g., Carrillo et al., 2013). From these results, we can conclude that 1) both reading effects observed and reading processes inferred in opaque languages, as English, cannot be directly generalized to other transparent languages, as Spanish; and 2) it is unlikely that PWR can reflect the engagement of cognitive skills needed to estimate the complex construct of IQ, at least in transparent orthographies.Moreover, the easiness of acquisition and mastering PWR in transparent orthographies cast doubts on its discriminant power.Del stated that several studies had criticized the use of the vocabulary test to estimate PIQ "…because vocabulary is known to decline with aging and is sensitive to brain damage" (p. 2); moreover, the authors pointed out that reading ability, when automatized, is "highly resistant to cognitive impairment" (p. 2). However, there is extensive literature that describes cases of acquired dyslexia after brain injury (Newcombe & Marshall, 1981). If vocabulary tests are not recommended to estimate PIQ because of their sensitivity to brain damage, PWR should not be employed in this quality either, at least for patients with a possible damage in the left temporal and parietal areas. Moreover, we should not obviate that developmental dyslexia is characterized by specific difficulties with PWR (Suárez-Coalla & Cuetos, 2015); importantly, this disorder has a considerable population prevalence of 10% (Jiménez et al., 2009;López-Escribano et al., 2018;Wagner et al., 2020).In summary, for some reason it has been assumed without sufficient evidence that PWR performance is an adequate estimate of premorbid PIQ. Furthermore, there is some reasonable COMMENTARY ON DEL PINO ET AL. ( 2018) 5 evidence suggesting that such an assumption is unlikely to be true, at least in Spanish and in other transparent orthographies.
The article is an analytical review of some problems of dictionary codification of Luxembourg German Standard. The relevance of the study lies in the fact that the Luxembourg variety of German Standard, which differs in a number of distinctive features from other national varieties of the German language, is still poorly studied. Some aspects of the study of the German language in Luxembourg, the criteria of the standard in general and the features of the Luxembourg standard of the German language in particular are briefly described. The main part of the study is the analysis of current lexicographic sources that codify the specific features of the pronunciation, grammar, lexical and semantic norms of the Luxembourg Standard. The results of the analysis of lexicographic sources, which are descriptive codifiers of the German Standard in Luxembourg, are presented: a pronunciation dictionary of the Standard High German language, the project “Regional Variation in the Grammar of Standard German”, dictionaries of varieties of the German language. The structure and content of the dictionary of the Luxembourg standard for the German language [Sieburg, 2022] are considered in detail. This includes general information about the mega-, macro- and microstructure of the dictionary, the subject and variable characteristics of the codified vocabulary, the features of the structure and content of dictionary entries. As a result of the analysis, a conclusion is made about the development of the normalizing activity of the Luxembourg German Standard and about the recognizing of this standard, which has specific features at different levels of the language system.
Shin (2022) argues that research on heritage language development in children can profit greatly by incorporating insights from Variationist Sociolinguistics. In particular, attention should be paid to structured variation so as to advance our understanding of heritage language development, which in turn can help us move beyond a deficit view of bilingualism. This teaching and learning guide accompanies Shin's (2022) article, and includes an annotated bibliography consisting of 10 relevant articles, a description of four websites to consult, and five sample lesson plans with student learning outcomes and activities to implement with students. Shin, Naomi & Karen Miller. 2022. Children's acquisition of morphosyntactic variation. Language Learning and Development, 18(2), 125–150. https://doi.org/10.1080/15475441.2021.1941031 In this theoretical keynote article, Shin and Miller outline propose a 4-step developmental pathway for children's acquisition of morphosyntactic variation. The article reviews the concept of structured variation and considers factors related to the input children receive as well as child-internal learning tendencies that shape how children learn variation. The keynote article is accompanied by seven commentaries by scholars of child language acquisition and a response by Shin and Miller. Smith, Jennifer & Mercedes Durham. 2019. Sociolinguistic variation in children's language. Acquiring community norms. Cambridge University Press. This book covers extensive empirical research on 29 children and their caregivers in Buckie, Scotland. The children's ages ranged from ages 2;10 to 4;2. The book covers lexical, lexical-phonological, phonetic, and morphosyntactic variation. Chapter 8 provides a synthesis of the main findings. For example, they note that in cases where caregivers were aware of the variation, they tended to use more standard forms with children than when speaking to other adults; for many variables, the children closely matched the caregivers' patterns; and some variable forms were acquired sequentially, while others were acquired simultaneously. Requena, Pablo. 2022. Variation versus deviation: Early bilingual acquisition of Spanish differential object marking. Linguistic Approaches to Bilingualism. https://doi.org/10.1075/lab.21001.req Requena's empirical study of bilingual children's Spanish differential object marking takes into account variation related to animacy (human vs. animal). He finds, contra previous research, that bilingual children's (including child heritage speakers) rates of differential object marking are in fact similar to those of monolingual children. Shin, Naomi, Pablo Requena & Anita Kemp. 2017. Bilingual and monolingual children's patterns of syntactic variation: Variable clitic placement in Spanish. In A. Auza & R. Schwartz (Eds.), Language development and disorders in Spanish-speaking children (pp. 63–88). Springer. https://doi.org/10.1007/978-3-319-53646-0 In this empirical study, Shin et al. analyse variable clitic placement (la quiero ver ∼ quiero verla) in the speech of Spanish-speaking children and adults in the U.S. and in Mexico. By taking into account the finite verb lexeme, they find that the usage patterns are similar across children and adults and across monolingual and bilingual communities. Shin, Naomi. 2022. Está abriendo, la abrió: Lexical knowledge, verb type and grammatical aspect shape child heritage speakers' direct object omission in Spanish. International Journal of Bilingualism. https://doi.org/10.1177/13670069221124475 Available via Open Access. While previous research has shown that bilingual children omit more direct objects than monolingual children, this empirical study reveals important systematicities in Spanish-English bilingual children's omission patterns. Studying child heritage speakers' grammars in their own right paves the way for a deeper understanding of the systematic nature of the developing heritage grammar. In particular, Shin analyses 61 child heritage speakers' direct object omission in responses to an elicited production task, and finds that the children's omission patterns are guided by progressive aspect and verb type, thus revealing an intricate and nuanced developmental pathway. Shin, Naomi, Alejandro Cuza & Liliana Sánchez. 2023. Structured variation, language experience, and crosslinguistic influence shape child heritage speakers' Spanish direct objects. Bilingualism: Language and Cognition, 26(2), 317–329. https://doi.org/10.1017/S1366728922000694. Available via Open Access. This empirical study investigates the direct objects produced by 40 child heritage speakers of Spanish in the U.S. and 24 monolingual children in Mexico. The study focuses on the effects of structured variation, in particular the influence of animacy on direct object type and direct object clitic gender, and finds that animacy shapes direct object usage among both groups of speakers. This is particularly relevant since it addresses the tendency to overestimate differences between heritage and monolingual speakers. In addition, the study uncovers some interesting usage patterns that would go unnoticed without careful attention to structured variation. Giancaspro, David, Silvia Pérez-Cortes, S., & Josh Higdon, J. (2022). (Ir)regular mood swings: Lexical variability in heritage speakers' oral production of subjunctive mood. Language Learning, 72(2), 456–496. https://doi.org/10.1111/lang.12489 This article presents an empirical study in which the authors find that morphological regularity mediates heritage speakers' production of the Spanish subjunctive and indicative verb forms. The authors argue that increased attention to intra-speaker variation is crucial for our understanding of heritage languages. Otheguy, Ricardo. 2016. The linguistic competence of second-generation bilinguals. A critique of “incomplete acquisition”. In C. Tortora, M. den Dikken, I. Montoya, & T. O'Neill (Eds.), Romance linguistics 2013. Selected papers from the 43rd linguistic symposium on Romance languages (LSRL) (pp. 301–319). John Benjamins. In this overview article Otheguy argues that the grammars of second-generation bilinguals (often called heritage speakers) should not be viewed as incomplete but instead as intact grammars that diverge from their input due to normal intergenerational language transmission in situations of language contact. The author criticises the use of monolingual controls for analyses of bilingual grammars as well as the very notion of incomplete acquisition. De Houwer, Annick. 2022. The danger of bilingual–monolingual comparisons in applied psycholinguistic research. Applied Psycholinguistics doi: 10.1017/S014271642200042X This overview article, published shortly after Shin's article in Language and Linguistics Compass was published, is an excellent accompaniment to Otheguy's (2016) article. De Houwer argues that relying on monolingual children as a comparison group for research on bilingual children's language development promotes a deficit view of bilingualism and threatens the well-being of bilingual children. She argues that studying bilingual children's grammars in their own right can help ‘inform educators, policy makers, and language and speech professionals’ and ‘will hopefully contribute to the well-being’ of bilingual children. Forrest, Aster. 2022. Rethinking difference: How bilingualism research helps us combat linguistic bias. Soleado Newsletter (pp. 1, 8–9). Dual Language Education of New Mexico. Access here: https://lobolanguage.unm.edu/publications/rethinkingdifference_sept2022_soleado.pdf This article, written for teachers, reviews how research on bilingual children's grammars can help us move beyond the monolingual bias that pervades our educational systems and ultimately combat the deficit view of bilingualism. The article reviews common myths about bilingualism and language variation and explains how particular language varieties become stigmatised in societies. The article then focuses on research on child heritage speakers of Spanish in the U.S. and discusses how input shapes grammatical development. And while the research shows that bilingual children's grammars may differ from those of monolingual children, the author stresses that difference is not the same as delay. This site, produced by the Lobo Language Acquisition Lab at the University of New Mexico, aims to promote bilingualism and minority language acquisition in New Mexico. The site includes resources, information about events, and a link to an online linguistic bias training module (https://bilingualism.unm.edu/resources/linguistic-bias-training.html). This site of the Harmonious Bilingualism Network aims to support research on bilingual development and to make sure that findings are disseminated to both researchers and communities. The site includes links to findings from scientific research as well as resources for families. The Bilingualism Matters site includes resources and information about bilingualism for researchers and communities. Bilingualism Matters has branches in the U.S., numerous European countries, and Israel. The National Heritage Language Resource Center, housed in UCLA, provides information and resources about research and teaching heritage languages. Student learning outcomes: Students will define structured variation and will provide examples of structured variation that are not described in detail in Shin (2022). The following questions can be given as homework or in-class work to be completed in groups or by individuals. 1a.1 Subject-level factor: __________ 1a.2 Verb-level factor: ___________ 1a.3 Discourse-level factor: _____________ Example 1 from Shin (2022) …primero vino aquí mi hermano…y, y luego yo porque yo nací hasta el último. Ø Tengo dos hermanos. ‘…first my brother came here…and, and later I because I was born last. (I) have two brothers’. Me gustan [las películas] un chorro y me interesa más que nada el cine alternativo, o sea, el cine experimental, filmes independientes y …. quiero llevar a mi novio! Porque él es muy Hollywood Production. O sea, sí Ø es bueno porque Ø escoge muy buenas películas, Ø tiene buen gusto. I like the movies a lot and alternative film interests me especially, I mean, experimental film, independent films and… (I) want to bring my boyfriend! Because he is very Hollywood Production. I mean, (he) is good because (he) chooses very good films, (he) has good taste. 1d. How does Shin 2022 define structured variation? Why is the word ‘structured’ important here? 1e. True or false: There has been more research on structured variation in child language than in adult language. 1f. True or false: There has been more research on structured variation in monolingual child language than in bilingual child language. 1g. Insert the correct term for each example Slide 1—introduce the phenomenon with examples Slide 2—present the authors and article title selected Slide 3—brief overview of a few methodological points: Where do the data come from? Were there any contexts that were considered categorical rather than variable and thus excluded? If so, list one or two such exclusions. Slide 4: List 2-3 factors that the authors coded with examples illustrating the coding. Slide 5: Present the results for these 2-3 factors (which ones promoted variant x? variant y?). Slide 6: Conclusions—how does the phenomenon illustrate the concept of structured variation? Expression versus omission of complementiser that. Consult Torres Cacoullos & Walker (2009) On the persistence of grammar in discourse formulas: a variationist study of that. Linguistics 47–1 (2009), 1–43 DOI 10.1515/LING.2009.001 Variation between 'is' and 'are' with plural subjects. Consult Smith, J., & Durham, M. (2019). Sociolinguistic variation in children's language. Acquiring community norms. Cambridge University Press. Dequeísmo in Spanish. Consult Potowski & Shin (2019); Schwenter, S. 1999. Evidentiality in Spanish Morphosyntax: A Reanalysis of (de)queísmo. In M.J. Serrano (ed). Estudios de la variación sintáctica. Madrid: Vervuert/Iberoamericana, 65–87. Kanwit, M. 2015. The Role of Discourse Topic in Evidentiality Marking: Variable (De)queísmo in Caracas. eHumanista/IVITRA 8: 446–470. 'Se lo' versus 'se los' to refer to singular direct objects in Spanish. Consult Schwenter & Hoff. 2021. Variable constraints on se lo(s) in Mexican Spanish. In M. Díaz-Campos & S. Sessarego (Eds.), Aspects of Latin American Dialectology. In honor of Terrell A. Morgan, 47–68. John Benjamins. Student learning outcomes: Students will explore definitions of heritage speakers and discuss language attitudes and language ideologies and how these relate to perceptions of heritage speakers' language abilities. https://www.cal.org/heritage/pdfs/Who-is-a-Heritage-Language-Learner.pdf Sanchez-Munoz, Ana. (2016). Heritage language healing? Learners' attitudes and damage control in a heritage language classroom. 10.1075/sibil.49.11san. Tseng, A. (2021). ‘Qué barbaridad, son latinos y deberían saber español primero’: Language ideology, agency, and heritage language insecurity across immigrant generations. Applied Linguistics, 42(1), 113–135. https://doi.org/10.1093/applin/amaa004 What are some defining characteristics of heritage speakers? Are you a heritage speaker? Do you know any heritage speakers? What are some examples of heritage speakers? How do their experiences compare to each other? How do they differ? How do heritage speakers feel about their heritage language abilities? What factors contribute to how they feel about their language abilities? How are heritage speakers' language abilities viewed by society? What factors shape those views? Shin writes that ‘a deficit view [of child heritage speakers' grammars] can lead to children being told that the way they talk is wrong, which in turn can lead to linguistic insecurity and ultimately an unwillingness to speak the heritage language’. Do you agree? Do you know of any examples that illustrate this phenomenon? Student learning outcomes: Students will present summaries of empirical research that compares monolingual and bilingual children's grammars. Students will debate whether the findings show that the two groups are similar or different, and will discuss how structured variation plays a role in conclusions reached. Shin reviews research on bilingual Spanish-speaking children's differential object marking, variable clitic placement and subject pronoun expression to demonstrate that investigating structured variation helps us to avoid overestimations of differences between monolingual children and child heritage speakers. Divide the class into two groups in order to compare conclusions reached when structured variation is an important focus of the research versus when it is not. Then hold a debate between the two groups answering the question: ‘Do child heritage speakers differ from monolingual children in their production of x feature?’ There are various ways to do this. One option is to focus on one structure only (e.g., differential object marking). Another option is to focus on multiple structures all in one debate. Slide 1: Name of article and author (include author's picture if found on the Internet) Slide 2: Example of linguistic structure examined (e.g., example of differential object marking) Slide 3: Participants in study Slide 4: Methods (experiment? Naturalistic data?) Slide 5: Main findings from study Slide 6: Conclusion Group 1—Difference. Read: Ticio, E. 2015. Differential object marking in Spanish-English early bilinguals. Linguistic Approaches to Bilingualism, 5(1), 62–90. https://doi.org/10.1075/lab.5.1.03tic Group 2—No difference. Read Requena 2022. Variation versus deviation: Early bilingual acquisition of Spanish differential object marking. Linguistic Approaches to Bilingualism. https://doi.org/10.1075/lab.21001.req Group 1—Difference. Read Pérez-Leroux, A. T., Cuza, A., & Thomas, D. (2011). Clitic placement in Spanish–English bilingual children. Bilingualism: Language and Cognition, 14(2), 221–232. https://doi.org/10.1017/s1366728910000234 Group 2—No difference. Read Shin, N., Requena, P., & Kemp, A. (2017). Bilingual and monolingual children's patterns of syntactic variation: Variable clitic placement in Spanish. In A. Auza & R. Schwartz (Eds.), Language development and disorders in Spanish-speaking children (pp. 63–88). Springer. https://doi.org/10.1007/978-3-319-53646-0 Group 1—Difference. Montrul, S., & Sánchez-Walker, N. (2015). Subject expression in bilingual school-age children in the United States. In A. M. Carvalho, R. Orozco, & N. Shin (Eds.), Spanish subject pronoun expression in Spanish: A cross-dialectical perspective (pp. 231–247). Georgetown University Press. Group 2—No difference. Shin, N., & Van Buren, J. (2016). Maintenance of Spanish subject pronoun expression patterns among bilingual children of farmworkers in Spanish in Slide 1: to differential object marking Slide 2: of study of differential object marking Slide 3: to variable clitic placement Slide 4: of study of variable clitic placement Slide 5: to subject pronoun expression Slide 6: of study of subject pronoun expression Slide Differential object Ticio, E. (2015). Differential object marking in Spanish-English early bilinguals. Linguistic Approaches to Bilingualism, 5(1), 62–90. https://doi.org/10.1075/lab.5.1.03tic Variable clitic Pérez-Leroux, A. T., Cuza, A., & Thomas, D. (2011). Clitic placement in Spanish–English bilingual children. Bilingualism: Language and Cognition, 14(2), 221–232. https://doi.org/10.1017/s1366728910000234 Subject pronoun Montrul, S., & Sánchez-Walker, N. (2015). Subject expression in bilingual school-age children in the United States. In A. M. Carvalho, R. Orozco, & N. Shin (Eds.), Spanish subject pronoun expression in Spanish: A cross-dialectical perspective (pp. 231–247). Georgetown University Press. Differential object Requena 2022. Variation versus deviation: Early bilingual acquisition of Spanish differential object marking. Linguistic Approaches to Bilingualism. https://doi.org/10.1075/lab.21001.req Variable clitic between Shin, N., Requena, P., & Kemp, A. (2017). Bilingual and monolingual children's patterns of syntactic variation: Variable clitic placement in Spanish. In A. Auza & R. Schwartz (Eds.), Language development and disorders in Spanish-speaking children (pp. 63–88). Springer. https://doi.org/10.1007/978-3-319-53646-0 Subject pronoun Shin, N., & Van Buren, J. (2016). Maintenance of Spanish subject pronoun expression patterns among bilingual children of farmworkers in Spanish in groups to discuss questions they want to to the other should any in the research and can for information more information about The lesson can with a about the and of the various and for research. work rather than group work for an online Students an whether child heritage speakers differ from monolingual children for the structures are to on the Students are to about whether child heritage speakers differ from monolingual children. There can be for each are given for responses that on the Students to at Student learning outcomes: Students will factors that contribute to direct object omission and direct object clitic in Spanish. Students will discuss how analyses of structured variation advance our understanding of child heritage speakers' developing grammars. Shin argues that studying patterns of structured variation helps the She focuses on direct object omission and direct object clitic in Spanish to make this the of this lesson should show a understanding of the grammatical patterns and how they illustrate in the children's grammars. In each other to the following and then discuss some than What do with the She What is with the She is What do with the She What is with the Shin found that child heritage speakers of Spanish more direct objects with that without direct objects among Spanish-speaking This that the children were to omit with which or Shin found that child heritage speakers of Spanish more direct objects with in the progressive This that the children were to omit in the a or contexts from Why do the children omit more with progressive Consult the following article to find Shin as an and the in Shin, Naomi. 2022. Está abriendo, la abrió: Lexical knowledge, verb type and grammatical aspect shape child heritage speakers' direct object omission in Spanish. International Journal of Bilingualism. https://doi.org/10.1177/13670069221124475 Available via Open Access. How does the of the progressive illustrate the of structured variation in child heritage speakers' Shin et al. argue that bilingual children's are not they more in What are those Shin et al. found that some children such as the clitic to the subject rather than the direct How children these What of would children to a that is but Do you these can in monolingual How does Shin et study illustrate the of structured variation in child heritage speakers' Student learning outcomes: Students will the of research on structured variation for children, teachers, and A., C. & A. (2011). of Spanish and competence and in children of in International Journal of of De Houwer, Annick. 2022. The danger of bilingual–monolingual comparisons in applied psycholinguistic research. Applied Psycholinguistics Forrest, Aster. 2022. Rethinking difference: How bilingualism research helps us combat linguistic bias. Soleado Newsletter (pp. 1, 8–9). Dual Language Education of New Mexico. Available here: https://lobolanguage.unm.edu/publications/rethinkingdifference_sept2022_soleado.pdf (2017). The language Access here: Otheguy, Ricardo. 2016. The linguistic competence of second-generation bilinguals. A critique of “incomplete acquisition”. In C. Tortora, M. den Dikken, I. Montoya, & T. O'Neill (Eds.), Romance linguistics 2013. Selected papers from the 43rd linguistic symposium on Romance languages (LSRL) (pp. 301–319). John argue that there is a deficit view of bilingualism and a monolingual bias in many societies. What are some examples of this bias and how it and educational What are some of the of Do you that research can help us move beyond monolingual and a deficit view of Do you with Shin that patterns of variation help us move beyond a deficit view of heritage Why In order to make research to children, teachers, and that relevant research findings are with Consult the websites in the online as well as and (2022) and how some researchers are to beyond What are some other ways can Naomi Shin is in the of Linguistics and the of Spanish & at the University of New Mexico. She Lobo Language Acquisition which is in research on children's acquisition of minority languages and community bilingualism in New Mexico. Shin's interests child language and research focuses on patterns of morphosyntactic variation, how these patterns are acquired and how they in situations of language contact. She has a to teaching Spanish which in the
PURPOSE: This study examines the development of narrative microstructure elements of productivity, lexical diversity, and syntactic complexity in the oral story production of preschool- and school-age Kuwaiti Arabic-speaking children. It also explores the effects of story task complexity on the target microstructural features. METHOD: This study employed a cross-sectional research design and enrolled 96 monolingual speakers of Kuwaiti Arabic. Four groups of children aged 4;0-7;11 (years;months) were randomly recruited from public schools across Kuwait. The groups consisted of 22 four-year-olds (Kindergarten 1), 24 five-year-olds (Kindergarten 2), 25 six-year-olds (Grade 1), and 25 seven-year-olds (Grade 2). Two sets of sequential pictures from the Edmonton Narrative Norms Instrument were used to elicit storytelling from all participants: a one-episode story and a more complex three-episode story. RESULTS: The children's stories were analyzed to determine if there were differences in narrative microstructure as a function of age and task complexity. The data indicated that productivity, lexical diversity, and syntactic structures increased with task complexity. The length of communication units, the average mean length of the three longest utterances, and the amount and variety of words in the children's productions were all significantly larger in the more complex story. Only one syntactic structure showed age as well as task effects. CONCLUSION: Clinical recommendations include adapting the coding scheme to fit Arabic data, using the more complex narrative alone for microstructure analysis, and calculating only a few measures for productivity and syntactic complexity to save time.
The article is devoted to the study of the peculiarities of the application of court precedent in the civil process of Ukraine. The general theoretical concept of judicial precedent is considered on the basis of legal doctrines of domestic and foreign scientists. The author's interpretation of this lexical term and its main features is formed. The article contains an analysis of the definition of judicial precedent in the norms of legislation - the Civil Procedure Code of Ukraine. The importance of amending the legislation by supplementing the norm of Article 13 of the Law of Ukraine "On the Judicial System and the Status of Judges", Article 10 of the Civil Procedure Code of Ukraine, in which judicial precedent will be understood as a source of law, is emphasized. The authors of the article analyzed the use of court precedents in disputed court cases, cassation appeals. It has been studied that the positions indicated and published in the legal acts of the highest instance court in Ukraine—the Supreme Court—can be applied by the courts of the first and appellate instances. It was noted that it is important to adopt a separate article of the Civil Code of Ukraine, on the basis of which an algorithm will be developed for the Supreme Court to cancel the decisions of the courts of first instance and appeal due to the lack of previous practice of the Supreme Court in similar legal relations. Special emphasis was given to the analysis of the Supreme Court Decision in case № 711/17/19, which contains the arguments of the Supreme Court regarding the practical aspects of the annulment of the decisions of the lower court levels due to the lack of analysis and references to similar court cases formed earlier.
The article reveals the meaning of the concept of "sustainability" as one of the components of speech culture. The importance of cultural ecological speech and the correct use of lexical norms is understood. The application of a complex research methodology, the basis of which is statistical analysis, elements of descriptive and structural methods, which is due to the richness of the material involved in the research, which is designed to serve to achieve a deeper disclosure of the topic, contributed to the clarification of how words and actions affect the work of the brain and the physiological state people, how harmful an aggressive environment and toxic, negatively colored words are for the brain. The most used words and expressions with a negative meaning by today's youth became the empirical material of the study. Their meaning and origin, appropriateness of use in communication is clarified. The main principles of avoiding destructive vocabulary in speech are outlined.
Abstract Background Primary progressive aphasias (PPA) are a group of neurocognitive disorders caused by neurodegenerative diseases and defined by progressive deterioration of language capabilities. PPA are traditionally classified into three predominant variants: nonfluent‐agrammatic, semantic, and logopenic. Emerging studies suggest an individual’s spoken language impacts the clinical presentation of PPA variants, potentially leading to misdiagnosis in languages underrepresented in research. We aimed at phenotyping PPA in native speakers of Hebrew, a Semitic language, with unique characteristics such as: under‐representation of vowels in the orthography, which makes it easier to detect various types of dyslexia, rich inflectional and derivational morphology, making it easier to identify morphosyntactic impairments, and, together with object case, making word order more flexible, enabling the examination of various syntactic deficits (e.g. in syntactic‐movement). Methods Four native Hebrew speakers diagnosed with PPA (Mesulam 2001 criteria), aged 58‐68, complaint duration prior to assessment 10‐60 months, underwent assessment in Rabin Medical Center, Israel. Each participant underwent neurological evaluation, brain magnetic resonance imaging (MRI), and multi‐domain cognitive testing. Regional brain atrophy on T1 weighted MRI was rated with validated visual atrophy scales. All participants subsequently underwent Hebrew language evaluation using Norm‐referenced tests, assessing syntax, lexical retrieval, reading (including words and nonwords sensitive to various dyslexia types), semantic and conceptual abilities tasks, and phonology. Results Participant’s presenting complaint was word finding difficulty (n = 3) and non‐fluent speech (n = 1). All participants exhibited deficits in the comprehension and production of syntactic movement including one participant with no other language deficits on formal testing and no brain atrophy. Three participants exhibited various dyslexias including morphological deficits,attentional dyslexia, vowel dyslexia, and surface dyslexia. As expected, poor scores on tests of lexical retrieval and syntax were observed in subjects with severe left anterior‐temporal and left fronto‐insular atrophy respectively. Conclusion To our knowledge, this is the first case series of PPA in native Hebrew speakers. Errors in syntactic movement and various dyslexia types were common in all subjects suggesting they may be useful in early‐stage diagnosis. Full results (language, cognitive and neuroimaging), including additional eight cases will be presented in the AAIC conference.
Background. Nowadays, almost all indexed journals expect submissions in English, which is a great challenge for exophonic authors. Code-switching context, where cross-language effects, especially native language interference, are well distinct, is critical for approaching the dilemma. Navigating the complicated issues of language-related challenges will be impossible without referring to three crucial levels of written production: lexical, syntactic, and textual. In our investigation, we address the nature of potential errors and their inter- and intralingual origins. In particular, we identify and interpret the deviations from Standard English in scholarly research writing of Ukrainian authors in the field of life sciences, exemplify and classify errors into categories based on the type of language misuse. Materials and Methods. Language material for the study comprised 50 manuscripts submitted by authors from Ukraine to the journal “Studia Biologica”. This research is a mixed-method study encompassing descriptive qualitative and descriptive quantitative methods. Content analysis was employed as the data gathering technique. The analysis of texts was focused on tracing deviations from consistent principles and rules of Standard English and linguistic features of English research discourse and encompassed such steps as highlighting the error, cross-checking and stating the deviation, listing and classifying the errors, and tracing a possible connection of the error to authors’ first language interference. Results. The study identified language areas where Ukrainian authors fail to effectively communicate their ideas to the global academic community. At the textual level, the problem areas encompass defective paragraph structure and excessive verbosity. At the syntactic level, the most critical deviations from the language and stylistic norm comprised misuses of word order and clauses, wordy and confusing sentences with multiple issues that hinder the readability of text. The most widespread grammatical mistakes include missing predicates, faulty subject-verb agreement, incorrect forms of the verb, and inappropriate use of articles, pronouns, demonstratives and quantifiers. At the lexical level, the prevalent errors relate to various types of loan translation, but also include improper word choices and poor vocabulary. Orthographic mistakes, though in minority, refer to the spelling of toponyms, capitalisation, switching from American to British orthographic standards and other random spelling errors. Conclusions. An insight into the nature of the analysed deviations suggests the presence of both intra- and interlingual factors that cause mistakes in papers submitted for publication in the field of life sciences. The error analysis can be beneficial in the educational process for both educators and practitioners. Proper understanding of the functional mechanism of the mistakes might increase the awareness of the potential pitfalls and consequently help avoid them. The classification of errors can be adopted in the educational process and contribute to the development of error pedagogy.