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The article is an analysis of the vocabulary for God of Book of Zechariah in tree translations: Jakub Wujek Bible, Millenium Bible and the Bible Paulińska. In the first part of text gives attention for importance of Book of Zechariah and Book of Zechariah’s genesis theories. It contains sections on how to name the Creator in the Book of Zechariah and his image: orator, angry, and then loved and merciful Lord and mighty Lord.
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In polish literature the 1990's were the beginning of homosexual motif, which turned out to be needed, so more and more publications have been concerning this socially important issue. Michał Witkowski’s coming-out released literary taboo against dissimilarities. Representation of transsexual community makes readers aware of their communication, behaviors, relationships, affairs, lifestyles and sexuality.Vulgar and colloquial language, which is present in modern literature, has all the hallmarks of lingual creativity. Lubiewo, which is an example of applying common language, in the moment of edition aroused plenty of dissenting opinions. Individual language of Michał Witkowski seemed interesting but necessity of thorough infiltration into the literary structure extorted tighter restrictions on only one instance of this polish writer’s literary output. Glossal inventiveness, stylistic originality and courage in using colloquial ang vulgar language command his writing consciousness.Language of Witkowski’s homosexuality is the hybrid of commonness, creative communications, crudeness, sexism and – paradoxically – sensitivity constitutes about its originality and artistic value.
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Sven Leuckert. 2019. Topicalization in Asian Englishes: Forms, Functions, and Frequencies of a Fronting Construction. London: Routledge. xiv + 221 pp. Reviewed by Gabriela Anidora Brozbă; Ursula Stephany & Ayhan Aksu-Koç (eds.). 2021. Development of Modality in First Language Acquisition. Berlin: De Gruyter Mouton. x + 593 pp. Reviewed by Veronica Tomescu; Sean Wallis. 2021. Statistics in Corpus Linguistics Research: A New Approach. Abingdon: Routledge. xiii + 355 pp. Reviewed by Mihaela Buzec.
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Evidence from Art (History), perceptual psychology, and (psycho-)linguistics support the claim that in Western culture (or rather within left-to-right writing languages), people depict or visualize more important or salient figures to the left. However, linguistics studies investigating this topic almost exclusively use active sentences with standard Subject-Verb-Object (SVO) syntax as stimuli, where the subject takes the role of an agent. However natural language exhibits much more syntactical variation. To determine if this pattern is also present when the less common syntax is used, we asked native German, Spanish, and Czech speakers (N=300) to draw situations representing ten sentences varying in syntactic structure. These drawings, simplified versions of the mental representation of the situation, provide a glimpse into the conceptualization of the scenes. The spatial placement of the agent figures in the sentences was coded. Results show that although the asymmetrical effect is strong in prototypical SVO sentences, where the subject has the function of an agent and the object a function of a patient, the effect is weaker or disappears in passive sentences, where the subject at the first position is a patient and object on the second position is an agent, as well as in topicalized (OVS) sentences. Furthermore, we found crosslinguistic differences, which suggests that the character of the bias is language-specific. We postulate that placing the agent to the left is only one of the factors influencing spatial placement. The other factor playing an important role is the naming order.
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This article researches the biased content of the propagandistic channel RT through the prism of Critical Discourse Analysis (CDA). It attempts to uncover the linguistic means of creating biased content in RT headlines that cover the Venezuela’s post-coup crisis of 2019-2020. It offers a CDA approach to the systemic bias in the headlines of 375 news stories featured on one of the most tendentious webcasters, the Russian state news provider RT. The current CDA focuses on presuppositions and implicatures, back- and fore-grounding, agency, lexis, punctuation, and briefly on other figurative linguistic means in the headlines and traces their relative recurrence that might form a pattern.
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Traditionally, toponyms have played a greater role in historic and geographic and more recently in cultural and ethnologic as well as folklore contexts than in linguistics. Nevertheless, toponymy has an essentially linguistic nature, since its main concern is to identify the particular terms which account for the origins of place names. Although literature has considered the etymology and nature of toponymic sources, names of saints have been most often avoided in approaches to both international and Romanian toponymy. This paper maps focuses on the hagiotoponyms which have survived in the geographical nomenclature since the 14th century to this day and describes them from the formal, structural and distributional perspective, with both synchronic and diachronic references to their present-day Romanian usage.
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Nowadays, the existence of social platforms and technological progress had radically transformed how people engage with news. Therefore, the mediatic information turned into a continuous dialogue between the journalist and the public, due to the ability to comment, share, and post a feed-back to a certain article. The public is no longer just a passive consumer, but an active participant in the informational process. A major importance in this process is held by the stylistic of the journalistic writing, in order to catch the attention of the public and to raise the interest in reading the news.
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This article outlines the importance of the DATABASE in the process of developing terminological studies. In this regard, it is considered that the source of greatest utility is represented by dictionaries, both specialized and general. Their usefulness lies in the fact that they provide essential terminographic information: through definitions they elucidate concepts, and through lexico-semantic descriptions they clarify the status of the title-term, which are complemented by clarifications brought by stylistic or diastratic marks. In addition, by comparing definitions, confusion and overlap can be avoided. Another source for the DATABASE are legal and administrative acts, such as statutes or the law regulating tourism, both considered by the author.
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In this article, we intend to illustrate – in the universe of educational praxis – the mechanism of building a “narrative thread” through the natural arrangement of the concepts involved in a particular mental representation, aspiring to be as close as possible to the ideal. It is necessary to situate this process in a suite of contexts that allow the efficient solution of the formulated problem, considering that the solution is contained in its data.
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The aim of this paper is to explore whether Maria Kronfeldner’s analysis of human nature could be applied to the concept of cognitive systems and related capabilities, such as the human language faculty. Firstly, I will address the nature-nurture debate, that is, explanatory claims of nature as having a role in causing the language ability, and explanatory claims of culture as responsible for the development of human language capabilities. The nature-nurture divide generates a problem since it overlooks the interaction of nature and culture during the development of language capabilities, the problem called the developmentalist challenge. I will demonstrate different standpoints that try to answer this challenge, most famously the constructivist theory of Jean Piaget and the theory of universal grammar of Noam Chomsky. Following the insights of Kronfeldner, if we opt for an explanatory (and not classificatory or descriptive) account of the human language, we will search for the explanatory epistemic roles and their fulfilments. As Kronfeldner states, different sciences search for different differences regarding explanandum, and I hope to show that the integrative interdisciplinary framework dealing with cognitive systems is needed. The conclusion is that biolinguistics is an interdisciplinary field with a necessary unifying potential regarding explanatory account of the human language faculty.
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Language acquisition is often more effective and motivational outside the classroom, as it allows the use of the target language in real life situations adding the aspect of relationship building and networking. A good way to improve one’s language skills is through leisure activities as it provides an opportunity to communicate with people with similar interests in a target language environment. However, in Estonia recreational activities are quite segregated. Within an interdisciplinary project course at Tallinn University the project "Unnoticeable Language Learning" (ULL) was carried out in 2019–2022. The main objective of the project was to develop a new language teaching strategie, which can be used to teach and learn Estonian unnoticeably in the course of some gripping recreational activity. The project also aimed to propagate the modern approach to language learning and increase native speakers’ consciousness in supporting language learners and to indicate the importance of non- and informal language learning. Tis article gives an overview of a design study of ULL which aims to articulate the ULL as well as to describe its development and testing. The participants of 2019–2021. ULL projects had to form groups, find a recreational activity to be used to teach Estonian unnoticeably to a target group, then to determine what activities and strategies could be used in order to achieve the objectives. First the participants learned about modern language learning methods to get some inspiration, most of it came from Total Physical Response, Natural Approach and Task-Based Language Learning. Next the activities were planned and tested on the target group, outcomes were documented and analysed. Whereas in the course of the 2022 ULL project the material of previous years was compiled, analysed and the ULL methodology was formulated and introduced via Facebook, seminars and website. The content of the ULL comes from (recreational) activity, it’s best suited to sporting activities (e.g., sports, exercise, hiking), but also works with other activities (e.g., cooking, crafing). Based on ADDIE model (Fink 2013) we formed five main stages in the ULL: 1) Analysing the needs of a target group and possibilities that activity has to offer; 2) Design of activities and language material, it is crucial to design language learning material based on activity, not vice versa, since the focus should be on doing; 3) Developing specific tasks and the use of language, in some cases also preliminary work with the target group, e.g. introducing language material before activities. At this stage, it is important to be aware of the learner's ability to acquire new language material in a certain period of time and the need to repeat the language material often enough. 4) Implementation – engaging activities on which the attention of learners is focused, while tutors are using the chosen language material. The most important keywords here are keeping the recreational activity in focus, visualisation of the language material (commands and presentation of their execution; clarification of the language material by means of physical objects or images) and adequate repetition. Feedback about the acquisition of the language material can be obtained by observing the development of learners (e.g. learners no longer need presentation of the execution of commands, they start using the learned words/phrases), but also in different types of feedback sessions (e.g. showing objects or images and having learners name names of objects, giving them the task of repeating activities on their own and commenting it in Estonian, Kahoot games). (4) Evaluation aims to direct the teacher to develop activities. ULL also assumes that supervisors are ready to make changes if needed: as experience learning ULL must be flexible. However, the tutor should always remember that the attention of learners focus must on the main activity, should under no circumstances shift to the language learning; the learner's ability to acquire new language material is limited; to be acquired unnoticeably language material must be repeated many times; the learner needs a lot of visual support and demonstration. Experiments carried out within the framework of the project showed that the ULL methodology works and can be used successfully in recreational activities by supervisors of recreational activities and coaches.
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The study "Anxiety Levels And Causes In English Classes" delved into understanding the intricacies of anxiety levels among students in English classes. Through a comprehensive analysis, several key findings emerged. Firstly, age emerged as a significant factor influencing anxiety levels. Notably, 14-year-old students displayed notably higher levels of anxiety compared to other age groups, indicating a potential correlation between age and anxiety in the English learning environment. Gender differences also played a role in anxiety levels, with female students exhibiting higher overall anxiety compared to their male counterparts. Specifically, females showed heightened levels of communication apprehension and general English anxiety, shedding light on the gendered dimensions of anxiety experiences in English classes. Moreover, the study revealed a noteworthy relationship between students' learning experiences and their anxiety levels. Those with less learning experience tended to report higher levels of anxiety, underscoring the impact of past educational encounters on current anxiety manifestations. These findings collectively emphasize the complex interplay of age, gender, and learning experiences in shaping anxiety levels within the English classroom context. Recognizing these nuanced dynamics is essential for developing targeted interventions and support mechanisms to mitigate anxiety and promote a more conducive learning environment for all students.
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This article provides an overview of the early stages in the development of children’s speech system. Its main features (specific ways of gender identification, simplified inflectional rules, and free derivation) constitute the backbone of Russian grammar, which in turn defines the functioning of the entire mechanism of the Russian language. These are the underlying linguistic patterns and the most general rules. Children learn them at the earliest stage of language acquisition and then modify them using more intricate and complex patterns as they continue to develop their language system. Based on the results obtained, the structure of the Russian grammar framework, an artificial model that summarizes the tendencies inherent in children’s speech at different stages of language acquisition and brings them to a logical conclusion, is outlined. When young children follow the rules of this framework, they sometimes create unique speech products that deviate substantially from the norm. However, they rely on the fixed, albeit simplified, rules and thus master the tricky issues of the grammatical system of the Russian language. Therefore, the framework of Russian grammar, or the core of the Russian language system, should be taken into account in diagnosing the level of speech development, learning Russian as a foreign language, and working with bilingual children.
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This article considers the phenomena preceding the development of grammar acquisition in young children. The study is based on the analysis of questionnaires completed by parents (MacArthur-Bates Communicative Development Inventories). Estimates from 1037 questionnaires on children aged 18–36 months (550 girls, 487 boys) were entered into the database. Additional data were also obtained from a case study. The results of our analysis support the view on the priority of the cognitive component over the linguistic one in young children. At first, they develop the intention to convey certain ideas (about the missing owner of an object, as well as about the future and past) and then learn to express these ideas with specific linguistic means. The hierarchy of mastering utterances by children is determined by cognitive rather than linguistic factors. Most children find it easiest to name the adult who is not there at the moment when they see that adult’s things, and the ability to produce utterances about the objects they do not see or about the near future develops later. The utterances about the past are the most difficult because they are less important to children at an early age. Therefore, the non-morphological ways of expressing the meanings are gradually replaced by the morphological ones as children grow older.
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This article outlines the results of a study of the features of linguistic reflection peculiar to children with different strategies of language acquisition, which is important because this problem has remained out of the attention of researchers. All data for the subsequent analysis were obtained by the methods of ontolinguistic experiment and mathematical statistics, and the criterion of verbal explicitness was used for distinguishing the features of the reflection on language among children and for defining the key terms. It was revealed that boys and girls do not differ significantly in their reflection on language, so any clear gender-related trends are not supported by our study and can be only assumed. Furthermore, it was established that referential children and children from families with high sociocultural status are more capable of reflecting on language. On the contrary, children from families with low sociocultural status and expressive children have the lowest number of reflections on language or poor prerequisites for this ability, which they acquire later as compared with referential children and children from families with high sociocultural status; such children primarily need help to develop their reflection on language and prerequisites for it. These findings can be useful to children’s speech development specialists and for psycholinguistic and ontolinguistic research, and the experimental series can be of great help as a tool for developing the reflection on language.
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The primary objective of the analysis is the reconstruction and hierarchy of the connection between emotions and discussed issues in the diplomatic speech at the United Nations Security Council in 2023. Thus, it has been discussed the main reasons for using emotions and their role in diplomacy in 2023. The research is concentrated on such emotions and their impact as – anger, fear, shame, disgust, shame, guilt, sadness, contempt, interest, surprise, and joy. The most emotional topics are connected to the questions of security, war; the least emotional topic relates to poverty. The most frequent emotion is interest, and the least common emotion is joy. As a result, it has been found that emotions in diplomatic meetings are expressed with the help of 1) expressive vocabulary; 2) appropriate grammar; 3) usage of stylistic means, such as litotes, euphemisms etc.; 4) syntactical peculiarities; 5) variety of speech acts. Further multi-vectored interpretations of the reconstructed emotions have been carried out within the frame of the 7-level model of an open system’s hierarchical plane. This allowed us to see emotions' spiral evolution at the diplomatic meeting and what is standing behind them.
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The subject matter of the article is the vocabulary in audiovisual communications published by Polish sports videobloggers on YouTube. The research material consists of sic sports videoblogs run by sports journalists known for their work in institutionalized media. They are: “KOstyra SE”, “Prawda Futbolu,” “Prawda Siatki,” “Polsport – Michał Pol,” “Tomasz Ćwiąkała,” and “Foot Truck”. The discus- sion uses elements of the research procedure proposed by Tomasz Piekot to describe sociolects and professiolects. The linguistic analysis proves that the authors use a specific variant of the language in which the sports vocabulary (general and typical of specific sports – football, volleyball, combat sports) predominates and to a lesser extent there is journalistic vocabulary, vocabulary related to social media and colloquial vocabulary related to the profession of the speakers.
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Review of: Jasna Mikić: Spol in jezik. Ljubljana: Založba FDV, 2021 . 175 str., (ISBN 978-961-235-956-0), 15,00 EUR
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This research paper deals with the use of euphemisms and self–stigmatisation (dysphemism) in daily mutual communication of patients at the Department for psychotherapeutic treatment of aff ective, anxiety and dissociative disorders and personality disorders in «Sveti Ivan” Psychiatric Hospital. An anonymous survey questionnaire conducted among patients of the Department showed their tendency to use self–stigmatisation and euphemisms in communication about their diagnosis, pharmacotherapy, their condition, and about the medical institution. Along with the research of the said tendency, exact examples, as well as the frequency and reasons for this communicational practice from the perspective of patients, were also investigated. Th e reasons for resorting to the same communication patterns were discussed and clarifi ed from the perspective of the psychiatric profession.
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The paper examines the boundaries of gendered voice in virtual assistant responses. It intends to examine the gender biases these virtual assistants display by looking at popular systems such as Siri, Alexa, Cortana and Google Assistant which are known for using female voices in their choice of assistants. The study explores how gender bias in VA design affects user experience using both quantitative and qualitative methods of study. It examines how Virtual assistants can be programmed and designed for inclusive interaction to challenge societal gender norms. By drawing from diverse fields such as pragmatics, sociolinguistics, and gender studies to analyze how these assistants encode and reproduce gender bias. The present study also highlights the importance of linguistic equity in digital interaction.
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