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n our opinion, * `logical basis` and *` syntactic basis` are incorrect from a cognitive point of view. The subjunctive is a syntactic category and the qualification `logical` is an oxymoron, or at least a dissonance. In logic, the category is the subject. And since the subjunctive is the syntactic category, even more disturbing is the tautological * `syntactic subjunctive`. The article substantiates the cognitive reading of the substratum. What is new is the derivation of linguistic ontology as a category of the cognitive method in syntax, of cognitive syntax.
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The article examines the functioning of the international word "аванс", formed from the French "avance" in the Russian and Bulgarian languages. By comparing the existing semantic capacity of the concept of "аванс" in the Russian, Bulgarian and French languages, the article reveals the nationally specific components of the meanings of these lexical units. The correlation of the secondary meanings recorded in the Slavic languages in question with the accompanying set of lexical and semantic variants of the original French word is established. The authors come to the conclusion that the translation of the international word “аванс” from Russian into Bulgarian in certain contexts requires the method of concretization, while the reverse translation requires the method of generalization.
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The present paper attempts to investigate colour words and phrases which give a special flavour to Maritime and Naval Terminology in English. It is based on a list of the most common words and phrases excerpted from specialized dictionaries and strives to systematize them using the lexico-semantic method. Bearing in mind their particular status in language it is found that colour words abound with figurative meanings and give rise to both metonymy and metaphor. The findings in this study can be applicable when teaching English maritime and naval terminology.
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he article considers the structure of functional literacy from the standpoint of activity, system and competence approaches as a condition for its formation and assessment of formation. Competencies are considered as units of speech activity. Soft skills and hard skills differ. The author's model of the structure of functional literacy as a speech activity is proposed, the product and subject of which is the text.
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The article discusses the necessity to apply specific methodological principles in FLT for professional purposes due to the increasing interest of learners towards such training. The focus is on the essence of the concept of specialized economic language and on the method of Task-Based Approach. The necessary strategies for its application are also mentioned. The development of the skill for active linguistic performance is promoted mainly by the implementation of minimally structured training situations (authenticity). The constructivist principle of creating polymodular conditions, including the personal experience of the learner so as to stimulate the solution of the given problem are mentioned. For this purpose the specialized content and its peculiarities together with its exact location in the vertical stratification of specialized language are emphasized. The process of working with specialized text and one of the descriptors of CEFR are discussed. When working, the principles of subject-specific aspects are taken into consideration, placing the importance on the quality of teaching materials instead of their quantity, and prioritizing the sistematicity and the orientation of the content over the form.
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The article presents a psycholinguistic view on curricula for teaching Bulgarian as a second language at Bulgarian schools abroad. The goals of the teaching, its place in the overall learning process, its structure and qualities relating to the formation of the basic language skills and teaching grammar and vocabulary as procedural and declarative knowledge are assessed.
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The article is a thematic review of the seventh volume of „Тhe Responsibility to Language“ series, published by the Department of Bulgarian Language at the University of Shumen “Bishop Konstantin Preslavski”. The included materials are dedicated to the 90th anniversary of Corresponding Member Prof. Dr. Todor Boyadzhiev, Rector and Doctor Honoris Causa of the University of Shumen. Compilers and scientific editors are Dimitar Popov, Velka Popova, Kalina Yocheva, Aneta Tihova, Ani Angelova, Irina Ivanova. The publication includes scientific works of Bulgarian and foreign linguists.
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This paper deals with verb forms in the poems The Marriage of Bey Ljubović and Zirka Kajovića from the stylistic and syntactic standpoint. The analysis procedure includes a syntactic indicative, a syntactic relative, qualifier, gnome form, narrative form, and absolute. In addition, referentiality and non-referentiality of verb forms are considered. Bearing in mind that verb forms are most often combined, the stylistic effects of combinations of verb forms are considered. This paper aims to determine the inventory of verb forms and describe their syntactic and stylistic features. The analysis showed that a rich inventory of verb forms could be found in Radovan Bećirović’s poems. Simple Past Tense, Truncated Perfect, imperfect, aorist, and temporally transposed Present Tense denote the past. In both poems, the future is expressed by the future one, and apart from it, in the poem The Marriage of Bey Ljubović, a futuroid is found. The present is realized in a syntactic indicative, and, additionally, it is found as a qualifying, gnomic, and narrative present, of which it is most often used as a narrative. Examples of presentations with modal meanings are not uncommon. In terms of referentiality, present forms in poems denote referential and non-referential actions. The infinitive is found as a complement to modal or phase verbs and is also used in the absolute. The past is realized in the syntactic indicative and the syntactic relative and denotes referential and non-referential actions. The aorist is a high-frequency verb form in the poem The Marriage of Bey Ljubović and is used in most cases as a narrative. The imperfect is realized in syntactic relative and suggests referential and non-referential actions. The Future Simple Tense is found in the syntactic relative, then the absolute, and with modal meanings, i.e., the meaning of intention, commandments, possibilities, etc. While the use of the Future Simple is linked to the heroes’ discourses, the futuroid appears in the narrative discourse. Except in the function of Future Simple, futuroid is found in gnome use. The pre- sent, the aorist, the imperfect, and the truncated perfect are forms whose stylistic features contribute to the topicality, experience, dynamism, and drama of the events being reported.
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The paper deals with the Polish translation of Friedrich Nietzsche’s Also sprach Zarathustra made by the Polish writer Wacław Berent (1905). The translation is considered in the context of its epoch (“Young Poland”) and of Berent’s own literary work. The analysis aims at distinguishing the most important stylistic features of the translation: poetic devices typical of Young Poland, such as archaisms, neologisms, and reinforcement of the original’s audial qualities. Despite being criticized as “mannerist”, Berent’s translation appears as an innovative example of modernist translation, consistent with the symbolist model of translation.
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These days, writing about untranslatability may seem courageous, as more and more voices associate this issue with translation incapacity and, instead, advocate for creative remedies or even reject such an instance. This study does not deal with a contemporary novel, nor does it have to do with a powerful textual space. However, we believe that translation theories mainly focus on analyses of a certain category of languages, and raise questions of discrepancies between subordinate and dominant cultures, a tendency which derives from the proneness of the international publishing industry to favour certain languages and types of writing. We are not aiming for a debate around the subject of publishing politics or endeavours, but rather we try to cast some light on the ambitious project of rendering vernacular into a powerful language. This paper deals with the work of a great Moldavian storyteller who contributes significantly to the enhancement of expressiveness through linguistic characteristics that occur informally. We hypothesise that the vibrant vernacular writing “Memories of my boyhood” creates potential instances of untranslatability, due to significant differences between the Romanian variety and English, not necessarily in the linguistic inventory but rather in the cognitive structures of the readership. Therefore, the case study focuses on how source text and target text readers infer meaning from interjections and terms of address, originally belonging to the Moldavian modes of expression. Although the translators re-create these short utterances, due to a lack of a similar background from the part of the receiving culture, we witness a limitation on conveying their original intentionality, emotion and plethora of meanings.
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The paper traces the long-term influence of the French language on the formation of Bulgarian phraseology. Distinct periods during which the French influence on Bulgarian is especially strong are analyzed. Hypotheses of individual scholars about the calquing of French phrasemes both in Bulgarian and internationally are commented on. Idioms, conventional metaphors and metonymies, loan translations of verb paraphrases, and other types of collocations are discussed. Since the French influence is both literary and oral in Bulgarian from the National Revival Period to the present day, both slang and colloquial expressions based on the French model are used. Through a comparative study of a translation done during the Revival, an attempt is made to outline the specifics of borrowing in the field of phraseology in the years before the Liberation.
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The topicality and importance of the problems associated with comparative linguistics constantly draws the attention of linguists to the issues of studying the lexicon and concepts of foreign language origin. This article deals with current topics of doctoral dissertation research in modern Kazakhstan. The impact of this article is determined by the possibility of using the information contained in it for further research on the issues of linguistic convergence, the study of integration and adaptation of foreign words, identifying conceptual fields of “richness” and “poverty” concepts, as well as the study of sacral concepts in comparative linguistics.
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This article provides an overview of existing in the scientific space theses, ideas and classifications (from the general didactic, linguistic and methodical point of view) of the types of exercises constructing the technology of the Bulgarian learning process. It is suggested a systematization of the exercises from a functional point of view corresponding to the contemporary sociocultural and educational realities – exercises for realization of cognitive educational goals, exercises for realization of functional educational goals, exercises for realization of axiological educational goals. The system is an effective instrument for achieving the goals of Bulgarian language training organized in the country and abroad.
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This text attempts to trace a hidden archetype in nineteenth-century Russian literature and how it works in Dostoevsky. As much as there is a lot of space in the metaliterature of the Russian troika, understood as a horses driving and its symbolic metamorphosis of a bird-trio in Gogol, the emphasis here is on the topic, which I can call the “other Russian troika (trio)”. It is about the presence of an almost sacred three-dimensional character, who at one point is attacked and overturned against his presumption of holiness by a fourth demonological hero and a serious battle for his re-sacralization is imminent. Set by the three Baroque witches in Shakespeare's “Macbeth”, led by Hekate, this model was first tested in nineteenth-century Russian literature by Pushkin in “A Tale of Tsar Saltan”, and then in two stages, feminized and masculinized, developed by Dostoevsky in “The Idiot” and “The Karamazov Brothers”, respectively, and finally finds its triumphant ending in Chekhov's “Three Sisters”, whose character system parodies that of “The Idiot”. Why is Dostoevsky such an important link in the listed paradigm?
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The article focuses on Michael Ondaatje’s novel The English Patient, which deals with the issues of identity, belonging to the nation, family, community, friends. According to the ideas of the text, the realization through the Other, the care of the person whom you “flowed into”, whose soul has become more important than family and homeland, is the empathy that is necessary to overcome pain, war, loss and boundaries. The time in the novel unfolds in a specific historical period, against the backdrop of one of the most tragic episodes of the twentieth century, yet the culturological context of The English Patient includes the Antiquity and Renaissance art, history and music, fine arts, as well as the European prose of the XIX century. By shaking the idea of national priorities, the narrative, shows that the history of European civilization is irreducible to simply war and destruction.
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This paper attempts to show how medical terminology and medical connotations mark concepts that later become central to philosophical, cultural, political, and social discourse. In this case, the chosen concept is the notion of crisis, which has been central to medicine since antiquity, has marked with meanings all subsequent epochs, and has become significant for our entire modernity. In short, it shows how medical connotations carry over to unrestricted uses in the broader context of language, and the concept of crisis is open to uses of different orders and in diverse contexts. To arrive at the conviction that its use as a metaphor for states of decline, failure, degeneration, ruin prevails. It is said to be a crisis, but as in medicine, it refers to deterioration.
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The purpose of this study is to identify the pieces of biographical information that are most relevant for the study of Russian as a heritage language. It builds on a review of questionnaires for studying linguistic biographies that are currently used in articles and methodological materials by different researchers. We perform a critical analysis and comparison of these questionnaires, which aims at a more systematic and condensed approach to the gathering of relevant sociolinguistic data. This comparison showed that the most relevant types of biographical information are the following: (a) general biographical information, including data on the acquisition and proficiency in the languages of the participants, (b) information on language use in different communicative domains by the informant, (c) data on the attitudes of the informant towards the heritage language, and the language of the country of residence, (d) data on the informant's self-assessment of proficiency in the heritage language in general and mastery of basic skills. The research results can be useful not only for studying heritage languages, but also with a little refinement to studies on second and third language acquisition.
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In the present experimental study second-year students majoring in “Agricultural Engineering” and “Electrical engineering” revise for the Unified Entrance Exam to join the Master course. Both groups learn vocabulary through the online vocabulary learning platform Quizlet. In contrast, to control group the experimental group entered not isolated words, but words in chunks according to the lexical approach. To compare students’ progress in vocabulary acquisition the Student’s t-test was used. The results show that the first hypothesis should be taken into consideration: there is a significant difference in the average indicators in the groups. Learning words in chunks had a significant effect on the test scores and, consequently, increases the chances to pass the Unified Entrance Exam and do postgraduate studies.
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In instructional settings, the term gamification refers to the use of game-based elements to increase learner motivation and involvement. This study aimed to get insight into how adult learners of English perceive gamified activities incorporated into their English language course, and whether player types as defined by Bartle (1996) - explorers, achievers, socializers, and killers – affect student attitudes to specific gamification elements (rules, time limit, challenges, leaderboard, awards, bonuses, and badges). The results showed a high level of student support (97%) for gamified language instruction. A significant difference was observed between player types regarding their attitudes to certain gamification elements and player types. Challenges were highly rated by the explorers (p = 0.006); leaderboards by the killers (p = 0.049), and time limit by the achievers (p = 0.009). The conclusion is that player types and preferences should be surveyed and considered when designing gamified learning activities.
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