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The article discusses two of the terms that are in the basis of A. V. Bondarko’s functional grammar theory. Additionally, a presentation is made of the properties of categorical meanings in the language system and of non-categorical meanings in speech, and the publication traces the evolution of A. V. Bondarko’s ideas about the essence of these grammatical abstractions.
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The article examines the concept of the functional semantic-stylistic category (FSSC) the introduction of which is the result of the development of functional direction in linguistics, particularly functional grammar and Bondarko’s theory of functional-semantic categories and fields. The interest through FSSC axiology and evaluation was prompted by the awareness of language as a space in which the structures of knowledge, opinions, beliefs and imagination are associated with evaluation. The place and role of lexical-stylistic means are outlined in the field of evaluation and axiology.
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The present article is concerned with potential grammatical facts of modern Russian. The verbs with imperfective meaning (secondary imperfectives), i.e. обуславливать, оспаривать, уполномачивать, обезбаливать etc., are considered as such. In terms of language development, secondary imperfectives actively expand their sphere of usage; which is shown in graphs and tables. Special attention is given to the phonemic alternation of о and а in verbal roots. In this way both suffixation (suffix -ива-) and internal inflection (о/а) co-occur in this process. It is concluded that grammatical function of imperfectivation outweighs, wins over the unity of phonological structure of the word.Similar phenomena in Bulgarian (написвам, отшумявам etc.), where secondary imperfectivation is regarded as a clear manifestation of grammaticalization, serve as a background for imperfectives in Russian.
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The articulation of alveolar consonant [l] as [ŭ] /w/ in all positions except the position before the front vowels [ɛ] and [i] is an expansive phenomenon especially among the young people. There is tendency towards deepening the spelling mistakes as a result of this incorrect articulation and corresponding perception. For to verify this proposition we conducted a research among students in primary school in West Bulgaria and the results were already published in a previous article. But some assumptions for dialectal influence may occur. That is why we did the same experiment, but at a school in East Bulgaria and we present the results here. The respondents are forty one students of fifth and sixth grade from Varna. Despite some differences in the results of the two experiments, we could certify the same tendency towards increasing the spelling mistakes due to the current articulation and the corresponding perception.
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The present paper aims at presenting some of the possible approaches to understanding the ingenuity of the various phraseologies when they are introduced in the process of studying Bulgarian as a foreign language.The development of certain skills to use Bulgarian set phrases is considered a process that takes place in three stages, each of which has a specific purpose and requires a specific approach. The study also includes appropriate tasks and exercises suitable for each of these stages, which aim at improving the receptive and productive skills of Bulgarian language learners when mastering the phraseologies.
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The idea spread in school practice that reading is mainly in literature lesson, is unacceptable for achieving an educational result adequate to the challenges of modern world and to present and future child’s needs. Considering this, the problem of the “little big reading” is treated beyond the literature education – and in Bulgarian languagelessons too (primary school stage).
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The educational aids of literary classics are a specific publishing product with its own vision, history and typological features, distinguishing it from other related to them study books. A socially significant publishing segment, which receives more attention from the state. Publications with an institutional character, complex in their terms of design, structure, composition and function. Interesting and distinctive publishing products that do not fit into traditional typology schemes, that rank among the leaders in the publishing industry by number of titles and drawings and occupy one of the main places in the securing of the modern literature education. This allows us to talk about them as an independent publishing niche with an important role in raising the level of literary culture and education in society.In the present text we will try to reveal the multidimensional content of an almost unexplained publishing phenomenon in our country. It should be noted that, despite their long-standing historical presence and their important place in the publishing practice and the book market, educational aids of literary classics have not been a subject of a complete typological, historical-cultural and publishing analysis. In the text here we prove the essence and uniqueness of the educational aids of literary classics and classify them as: a type of study book which complements and expands the textbook and is in line with the study program. A publication that aims to cover everything from Bulgarian and foreign literature, which is studied in the secondary school. An auxiliary publishing product from which it is expected to create an opportunity for enhancing student’s literary education. A specific publishing product, independent within the publishing tradition and practice. Hybrid type, distinguished by its own approach by structuring the text and selecting paratexts. Publications that have become a particular segment in both academic and literary book publishing. Successful publishing projects that we consider to be an independent publishing phenomenon with an important role in the literary education.
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This article examines the game as an educational phenomenon and its place in a system of second language education. The author shows the main features of learning game and its differences from traditional teaching activities. Some instructions about place of the game activity in a teaching process at different stages are given. Results of a research about using game in teaching foreign languages are analyzed.
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The present essay is a theoretical study. It presents existing psycholinguistic accounts integrated in a unified theory of language acquisition. The approach is an eclectic explanation of a mentalist type of language development as an ontogenetic process. A description of current pedagogy of language is made.
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The reconstruction of the foreign language teacher’s image as a social type fits into pedagogical Imagology and is an important element of linguistic archaeology. The lecture presents the French-language lecturer from the Bulgarian National Revival, who is not only a literacy teacher and a traditional spiritual mentor, but also a polyglot, encyclopaedist and enlightener. He spreads modernity through strenuous teaching, through translation, journalistic and literary activity, through brilliant public appearances and a new model of social behaviour, and above all through sacrifice in the name of its ideals.
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The article is devoted to researching different problems of contemporary academic neography (neological lexicography) and possible ways of their solving. The aim of the article is the description of the state of academic and semi-academic lexicography from the point of view of сontemporary linguistics. The special attention is paid to the initial problems of the Russian neology, the possible ways of their overcoming, and the “risk areas” of the present neography. Positive and negative trends of contemporary academic lexicography are opened up mostly on the material of the last and the most authoritative neological dictionary: New words and meanings. Dictionary based on materials of press and literature of 90s / Ed. by E. A. Levashov: 2 vol. Vol. 1. Saint-Petersburg: D. Bulanin’s Publishing House, 2009. The article concludes about the main problems of the development of Russian neological lexicography and their suggested solutions (above all, the using of electronic and online databases, the development of a new concept neological dictionaries and the creation a complete electronic neological database).
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The paper highlights the most significant spelling, phonetic and gram¬matical features of the language used by the renowned leader of the Bul¬garian National Revival Ivan Momchilov in his six manuscripts. The paper features the most distinctive language structures, which offer the Renaissance writer a wide range of options.
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The author makes an attempt to generalize and systematize the phenomena of the Latvian-Russian and the Russian-Latvian phonetic interference on the basis of Weinreich’s methodology. The interference zones are also characterized. The typology includes four types of interference: insufficient differentiation of phonemes, superdifferentiation of phonemes, reinterpretation of distinctions, substitution of sounds. The given typology can be applied as an effective tool in linguistic resaerch of nterference of any two languages in contact.
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Na odabir termina paratekst, kojim je moguće definirati specijalne žanrove u srednjovjekovnoj književnosti, filolozi su potaknuti definicijama i interpretacijama iz teorije književne kritike do kojih je došao Gérard Genette. Paratekstualnost je odnos između teksta i njegovog parateksta, koji okružuje glavni tekst, kao što su naslovi poglavlja, predgovor, uvod, pogovor, sažetak, napomene, ilustracije, sve što je pored teksta, s osnovnom svrhom da poboljša i prilagodi njegovu recepciju. U srednjovjekovnoj su rukopisnoj tradiciji naslovi poglavlja ili glave (capita), koje nose glavno (kapitalno) značenje sadržaja pripovijesti, potom popratni tekstovi u rukopisnoj tradiciji četveroevanđelja poznatoj kao sinopsis i hipotezis tipično paratekstualne prirode, a takvim se može smatrati i aparat koji je specijalno osmišljen za sinoptičko čitanje teksta četiriju evanđelja, naime Euzebijevi kanoni na hotizontalnim marginama. U Mletačkom i Hvalovom zborniku ta se pravila nalaze na istaknutom mjestu, na početku knjige a popraćena su tradicionalnim tekstom, Euzebijevom poslanicom Ciprijanu, u kojoj je objašnjena njihova svrhovitost. Riječ je o podjeli teksta četveroevanđelja na takav način koji omogućava usporedbu odlomaka u kojima su “evanđelisti jedno rekli.” Osim svih tih formalno uočljivih uputa redaktora oko, ispred, iza i iznad samoga glavnog teksta, kao paratekst se tumače načelno i svi parabiblijski tesktovi, koji se u odnosu na kanonski tekst mogu smatrati periferijskim tekstovima. Tekstovi ove vrste širili su se uglavnom sekularnim putevima i sačuvani su u zbornicima apokrifne literature. Nešto su rjeđi slučajevi kada oni ulaze u sastav kodeksa s primarno kanonskim sadržajem. Većina ih je prevedena u Preslavu u razdoblju od kraja 9. i početka 10. stoljeća. Obilježeni su intertekstualnošću, koja uključuje citiranje, reminiscencije i aluzije na kanonski tekst. Priređivači tih tekstova uživali su veću slobodu pri prepisivanju nego što je to slučaj s prepisivanjem kanonskih tekstova. Dijalektalne odlike lakše su prolazile u te tekstove, pa oni imaju poseban značaj i sa stanovišta historije jezika.
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Observations collected in this paper result from our research on predicate nominatives in French and Polish. We focus on: 1) definition of the concept of predication in French versus Polish language linguistic tradition, 2) methodological issues concerning data acquisition and description procedures; traditional versus computer-assisted methods, 3) evaluation of reference corpora used for acquisition of predicative nouns in both concerned languages, 4) format of lexicographical descriptions of predicative expressions.
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This article focuses on poetry as a phenomenon of futuristic art. “Zaum” is not an invention of futurists. It exists as an adequate means of transmitting ecstatic states to the shamans, its spirites, its esoteric and religious function has been known since antiquity. For Kruchonich, as well as for a number of other poets and playwrights, such as I. Zdenevich, the opportunity is to avoid the wrong verbal meanings, the speech patterns, and speech parsing. It is a path to the emotionally-sensual sphere and sub consciousness of man. Since, in the art of futurists, it is important not to copy reality, but to validate one’s own being and creative activity. An instrument of such activity is deformation, overturning, breaking the form. Hence,mistakes are deliberately legalized and even canonized because the error creates a distracting effect and makes us see in the act of deformation the return to the poetic. Poetic poetry, of course, does not end its development in a natural way. It is forbidden, as is the incomprehensible art. In 1931, the OGPU brought an action against the Obiratels and A. Tuffanov for the sake of accusation, accusing them of subversive plans against Soviet power. Moody poetry resurrected in the 1950s, when poets such as Vladimir Kazakov, Henry Sapgir, Igor Choline, Sergey Siege, Rie Nikonowa gradually entered the literature. The return to the pre-cultural state to which the futuristic mind calls the simultaneous renewal of the world and art, the rediscovery of the lost unity between man and space.
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With this article we propose an addition to Prof. Brezinki’s system ofBulgarian predicates. The statement about the absence of simple nominal, numeraland adverbial predicates is revised. Five new types are introduced – four-component(containing a modal, phase, auxiliary verb and main ingredient – noun / adjective,pronoun, numeral name, adverb or interjection), as well as another type verbalpredicate – four-component, obtained by adding another modal verb to the complexcomposite predicate.
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The article presents some modern approaches in the teaching of Bulgarian language, some applied methods and forms, which turn the pupil into an active creative person, the realization of intercurricular relations and dependencies. the new role of the teacher and the pupil in the modern educational paradigm. Different methods and forms of interactive training, activating the participation of pupils in Bulgarian language teaching, developing creative abilities, increasing motivation, achieving higher success and competencies are discussed.
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