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The paper observes Bulgarian words, which contain the negative formant „не” in word composition and their translation in English. A lot of ways of translation of such lexemes in English were found out. Some of them are translated by means of negative prefixes and suffixes while other are translated as complex words.
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The existence of more than one infinitival form in Modern German, and the lack of an infinitive in Modern Bulgarian causes difficulties in the acquisition of the German language by Bulgarian learners. The article deals with the development of the infinitival forms, their use in the building of the analytical tense structures, the difference between bare and prepositional infinitives and compares the infinitival structures with the dependent clausal constructions. It also renders some of the possible ways of translating the infinitival German forms into Bulgarian.
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The paper deals with some problems in translating the names of traditional Bulgarian dishes into English and Russian. It is mainly based on the methodology proposed by two Bulgarian researchers, Sergey Vlahov and Sider Florin, who in 1980 published a study on the “untranslatable” in translations, including the translation of realia. The names of national dishes are considered as “ethnographic realia” (Garbovskii, 2004, p. 483) and are part of every nation’s culture and lifestyle. In my paper I discuss the different approaches to translating realia and give some recommendations on the best possible ways to render the names of Bulgarian dishes into English and Russian.
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Proper names in literature serve not only as naming means, but also as a tool for completing and nuancing of the characters of literary images. Therefore, the hereby presented study of William Thackeray’s „Vanity Fair“ is an attempt to delve into the meaning of proper names and their symbolism where it is present, as well as its translation equivalent in Bulgarian. Proper names in both English and Bulgarian are seen as symbols and their concealed meaning is to be revealed by means of analysis of immediate context, together with the lexical meaning of the names of the characters in the novel. Conclusions are drawn as to what extent meaning of names is important in creating literary images and characterizing them and what actually is translated in literature in order to preserve the nominal idea of the author.
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In the Romance languages the act of translating ‘to translate from one language into another’ is verbalized with words that originated from the mediaeval Latin trādūco (in the Classical Latin (con)vertere (vortere), reddere and interpretārī were used). The English language adopted the verb translate from the mediaeval Latin transfero distinguishing from the oral translation interpret (which is of Latin origin, probably borrowed through French) from the written translation (translate). There are calques of Latin trādūco or of Greek Μεταφέρω in the Germanic and Slavic languages. Only the Dutch language has its own word - vertalen. In several languages a number of specialized expressions can be seen, e.g., in Czech počeštit / počešt’ovat ʼtranslate into Czech‘, poněmčit ʼtranslate into German‘.
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Presentation of the first Bulgarian-Azerbaijani dictionary. Solmaz Suleymanova “Bulgarian-Azerbaijani Dictionary”, Baku, 2017, Aurora Publishing House, 682 pages.
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In Serbia, as in many other countries, humour is frequently integrated into General English instruction in primary and secondary schools, but less frequently so in higher education, especially in specialized study programmes offering ESP courses. The present discussion concerns students enrolled at the Faculty of Occupational Safety (FOS), University of Niš, Serbia, particularly those in the environmental protection programme, but may also benefit students in analogous programmes at other higher education institutions. This paper investigates the potential of illustrated cartoons / comic strips as tools for English language instruction tailored to the field of environmental studies. The analysis of these cartoons assesses their prospective advantages for students regarding vocabulary acquisition, grammar proficiency, and a deeper comprehension of pertinent environmental concepts. The latter aspect is emphasized as FOS students are required to take the English Language course for only one semester during their freshman year, well before they encounter more specialized science and engineering coursework. Their familiarity with environmental terminology and fundamental concepts is thus likely to be limited, so pre-exposure to these concepts could prove particularly advantageous for their subsequent studies. Ideally, the inclusion of humour should enhance both their linguistic competencies and their grasp of the specialized subject matter.
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This paper is about synonymy in Serbian as a foreign language. In Serbian vocabulary, which is represented in the textbooks for Serbian as a foreign language, there are many synonymous lexemes, and occasionally we come across lexical exercises with synonyms. We want to research whether all the synonyms that appear in textbooks for a certain level of learning are justified, and how much attention is paid to their learning. To that end, we will present a textbook lexicon of Učimo srpski 2 (2023), made for A2 and B1 levels of learning. The thematic organization of this textbook and the richness of the vocabulary and exercises provide an opportunity to explore an approach to synonymy in teaching Serbian as a foreign language. We will also look at the textbook Učimo srpski 1 (2020), to give an insight into the synonymous lexemes at the very beginning of the course of Serbian as a foreign language.
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One of the benefits of the post-method tertiary education is working in small groups. There are plenty of benefits of teaching in small groups since the main focus is put on the needs of the students, while the main objective is their academic skills growth. Teaching language and literature in small groups at tertiary level creates an interactive and engaging learning environment. It promotes critical thinking, active learning, collaboration and cultural exchange, while providing students with individual attention and support. This approach enhances students’ understanding and appreciation of language and literature while fostering the development of various skills that are valuable beyond the academic setting. It also leads to quality enhancement of the teaching process, proven by the students' feedback, and by their higher knowledge shown at mid-term and final exams. This study aims to analyze the process of teaching language and literature in small groups of students majoring English at the Faculty of Education – Bitola, considering their skills, designing achievable learning outcomes, and using various ICT tools to fulfill the individual students’ needs. The research uses the qualitative paradigm and descriptive method (primarily reflection). The theory is combined with the reinforcement from the practical teaching experience.
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This article is an attempt to investigate the divergences in meaning of the variants of English spoken worldwide under the semantic and structural perspective. From the philosophical standpoint, the identity/alterity dichotomy and/or unity is applicable to the scope of this article in that structural convergence falls under the definition of identity, whereas the semantic divergence is defined by the philosophical category of alterity. It is well-known that due to several factors as geographical isolation, cultural identity, regional features, along with others, have led to the development of new connotations ranging from shades of meaning to utterly novel significances, which may puzzle both native speakers originating from other regions or the non-native speakers. One of the aims of the present article is to elucidate the different meanings ascribed to the same words or structures in relation to the variants of English spoken in the UK, USA, Canada and Australia, and a special emphasis has been put on the underlying differences between British and American concepts that may lead to ambiguities, which subsequently may grow into misunderstandings. Another aspect that we have considered here is the translation into Romanian of sentences containing such structures with differing concepts depending on the region where it is used. The third focus of this paper is to provide meaningful recommendations to the translators and/or language learners on avoiding the translation traps and correctly get the message of the sentence where a regionalism has been in use, or on being able to timely identify the non-standard meaning of the word. Nevertheless, the multiplicity of meanings attributed to English structures worldwide (alterity) is thought of as an asset rather than a loophole not only by linguists who study the incongruent-pace evolution of English in different corners of the world, but by the native speakers as well. Incidentally, thinkers as Levinas, Castoriadis, and Baudrillard describe the alterity as a transcendent phenomenon stimulating diversity, and hence, progress.
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The article is devoted to the current problem of multidisciplinary education. The purpose of the study is to review and analyze practical experience in the application of interdisciplinarity in light of holisticism when conducting a binary lesson. The article describes the implementation of a lesson with parallel teaching of literature, native and foreign languages based on authentic literary texts by representatives of two cultures (Bulgarian and Russian), who worked in the same era. The experience of interaction between closely related Slavic cultures and literatures in intercultural communication, as well as awareness of the value of native culture and spiritual and moral education through complex and interdisciplinary work with text is summarized. The article focuses on the need for a holistic approach in teaching RFL.
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The purpose of this article is to study and analyze the current state and prospects of using artificial intelligence (AI) in the educational sphere. The focus is on the use of AI in learning foreign languages, including Russian as a foreign language (RFL). This article discusses the expansion of the possibilities of using artificial intelligence (AI) in the rapidly developing scientific and technological progress. It shows the main modern AI technologies and platforms, their application in teaching and their impact on the efficiency and quality of education. Special attention is paid to the capabilities of one of the most popular AI systems – ChatGPT system. The study analyzes the quality of educational texts generated by ChatGPT-4o and AI capabilities to take into account the requirements for text level and lexical minimum on the CEFR scale from A2 to B2.
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The paper reports the initial observations on the speech of five bilingual speakers of Bulgarian and Ladino. The aim is to establish the grammatical characteristics, triggered by the situation of language contact. The empirical focus falls on the Bulgarian spoken by the five bilinguals. The objective is to isolate the peculiarities and analyze whether they can be explained as resulting from the influence of Ladino. The study has been carried out within the framework of an international research project on Ladino spoken in Bulgaria (Judeo- Spanish in Bulgaria: A Contact Language between Archaism and Innovation), financed by the German Research Foundation (Deutsche Forschungsgemeinschaft DFG).
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How and when exactly was Portugal “born” is one of the sensitive questions of Portuguese historiography. Several dates are often mentioned simultaneously, which expresses the successive decisive steps taken to overcome the obstacles that came with the sought affirmation in Europe – notably via recognition by other nations and by the Church. The first king of Portugal to fight for the independent Portuguese monarchy was Dom Afonso Henriques, who, along with his mother, invariably attracts interest. It is shown in the sources, as well as in the legendary recreation of the historical moment. Thus, in this complex play of politics in “laying” the foundations of the nation, the importance of the archetypal mother-son-ruler relationship becomes obvious. The purpose of this article is to delve into some of the linguoculturological aspects of this question.
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The article presents a comparative perspective on emerging pragmatic uses of the Bulgarian feminatives дама, госпожа, жена and their Norwegian counterparts dame, frue, kvinne. These new uses manifest in the neutralisation of differential semes such as ‘married’, ‘of high social status’, ‘respectable’; in functional and semantic specialisation; as well as in the development of some pejorative uses. The article outlines the reasons for the new pragmatic uses and the conditions under which they become prominent in speech. Additionally, it examines the use of distal and proximal demonstratives as criteria for establishing pejorative pragmatic uses, and in their pronominal use, as translation equivalents of the feminatives. Microsemantic changes lead to a redistribution of feminatives at the macrosemantic level, whereby Bulgarian дама, госпожа, and Norwegian dame expand their usage, displacing жена and kvinne.
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The article presents the meaning and forms of the conclusive in modern Bulgarian as one of the four evidentials together with the indicative, renarrative and dubitative. In works published in Bulgarian and in Serbian by the same author, translation equivalents of the Bulgarian conclusive in the Serbian language are sought. The main hypothesis is that the Bulgarian conclusive will be rendered in Serbian mostly via lexical means as indicators of inference and the perfect, which has taken over the functions of the past tenses. In the article, patterns of usage of the Bulgarian conclusive are extracted with and their translation equivalents in the Serbian language are analysed, on the basis of which generalizations are made and conclusions are drawn.
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The main objective of this article is a comparative linguistic analysis of the Bulgarian preposition for and its Modern Greek equivalent – the preposition για. The analyses of the uses and the functions of the two prepositions from a contrastive perspective are made in view of their syntactic realization in word combinations and in the structure of sentences and their word-forming function in speech. As a result of the observations, similarities and differences in their respective realizations in use are derived empirically. The choice of these two prepositions as the focus of analysis is determined both by their high frequency in the written and spoken language production in the two Balkan languages, which differ in their morphological nature – the synthetic Modern Greek (with a pronounced tendency towards analyticity) and the more analytical Bulgarian language, and by the diversity of relations expressed by them.
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Владимир Поломац. Српски као дипломатски језик у XV и XVI веку: филолошки приступ. Крагујевац: ФИЛУМ, 2023. 279 с. / Vladimir Polomac’s book Serbian as a diplomatic language in the 15th and 16th centuries: a philological approach presents the only comprehensive philological study of the Serbian language in its use in diplomatic correspondence in the Balkans during the period under review. The author presents a close reading of the considered documents and then analyzes their graphics, orthography and linguistic features at the phonetic, morphological, lexical and syntactic level.
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