![Лингвистични и етнолингвистични изследвания в памет на акад. Владимир И. Георгиев (1908–1986). Ред. Василка Тъпкова-Заимова, Живко Бояджиев, Иван Дуриданов (отг. ред.), Максим Младенов (2020)](/api/image/getissuecoverimage?id=picture_2020_54967.jpg)
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In this article are based some thoughts giving a significance to the concept of discourse approach. The purpose is this rationalization to become a base for creation of school content in Bulgarian language for the aims of a course of textbooks designed for the junior high school and the both high school degrees. The special features of the communicatively orientated training in Bulgarian language are presented which needs a new “generation” of textbooks and school aids. They must reflect the characteristics of the discourse approach and be at the most adequate to the requirements of the modern socio-cultural and educational context.
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The article deals with the extracurricular role of student-operated English-speaking theatre at the Department of British and American Studies at Comenius University in Bratislava. For a decade now, the theatre group has extended and enriched the study programmes in translation, interpreting, and in teacher training. Their activities enhance practical study of language, improve linguistic and cultural awareness, and develop interpretational and aesthetic competences. Students learn to work individually and in teams, are involved in project management and inter-institutional communication (university, NGOs, civic associations, corporations). Using theatre activities aids students in applying their knowledge and skills to a variety of current labour market requirements.
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The Moscow school of Balkan linguistics originated in the Institute of Slavic Studies (Russian Academy of Sciences) in the 1960s. It brought together a number of researchers who combined their interest in Balkan synchrony with their deep expertise in diachrony as well as broad competence in linguistics, semiotics, literature, folklore, and ethnology. These researchers’ contributions have been published in periodicals established by the Institute, including “Slavic and Balkan Folklore” (Slavyanskiy i balkanskiy fol’klor), “Slavic and Balkan Linguistics” (Slavyanskoe i balkanskoe jazykoznanie), “Series Balcanica” (Balkanskie chteniya), “Centre of Linguocultural Research “Balcanica”. Proceedings of Round Tables” (Materialy kruglogo stola CLI “Balcanica”), as well as in a number of monographs and collected volumes. Since 2008, the main unit within the Institute organizing the events and publications in the field of Balkan linguistics is the Centre of Linguocultural Research “Balcanica”. The central concept of the school is the so-called “mediate language” (“jazyk-posrednik”), an abstract system of symbols that 1) facilitates the most efficient description of any given Balkan language within the framework of all other Balkan languages and 2) provides a set of cost-effective algorithms to transform sentences (or texts) of a Balkan language into any other Balkan language. In the first part of this study the authors analyze the main publications and conferences within the framework of the Moscow school of Balkan linguistics during the last 60 years, focusing mostly on the problems of grammar typology and highlighting the current trends in the field. We specifically dwell upon contributions in the field of verbal and nominal systems of the Balkan languages, functional words, and lexicon, as well as outline the current trends that define the development of Balkan studies in the first twenty years of the 21st century.
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Considerando que la enseñanza moderna de lenguas extranjeras presupone que la lengua y la cultura forman una unidad única e inseparable, es necesario que los alumnos desarrollen una opinión positiva hacia la cultura cuya lengua aprenden. No obstante, son numerosas las investigaciones que confirman la existencia de varios estereotipos a la hora de aprender lenguas extranjeras, y que los mismos de cierta manera moldean el proceso de aprendizaje de la lengua misma. Teniendo en cuenta que los mencionados estereotipos pueden aparecer en dos formas, como positivos y como negativos, su influencia en el aprendizaje de las lenguas extranjeres puede tener un doble efecto. A este respecto, es importante la relación que existe entre los estereotipos y la motivación, porque partimos de la hipótesis de que los estereotipos positivos pueden motivar el proceso de aprendizaje de la lengua extranjera, mientras que, por otra parte, los estereotipos negativos pueden ser un motivo de desinterés para los alumnos, y por lo tanto para su éxito. Asimismo, no hay que descuidar la competencia intercultural cuyo desarrollo depende en gran medida del grado de la existencia de los estereotipos entre los alumnos y los estudiantes. Este trabajo tratará la influencia de los estereotipos en el aprendizaje de la lengua española. El objetivo principal es señalar la importancia del estudio de la dicha problemática a través de la revisión de algunos trabajos e investigaciones más relevantes, es decir comprobar en qué medida los estereotipos influyen en el aprendizaje de la lengua española, al igual que señalar las implicaciones pedagógicas que ellos traen consigo. Las investi- gaciones muestran resultados similares en cuanto a la presencia de los estereotipos entre los estudiantes y los alumnos que aprenden español como lengua extranjera. Aparecen tanto los negativos como los positivos, aunque los segundos emergen en mayor medida, lo que está a favor del aprendizaje de la lengua española, así como a favor del crecimento de motivación y desarrollo de la competencia intercultural.
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As a result of the analysis of liturgical texts of the 14th–15th centuries created in the territory of Ukraine, expressive signs of interaction between the Old Bulgarian graphic and spelling system and the Ukrainian folk speech are recorded. Manifestations of the phonetic and graphic South Slavic-Ukrainian variability are associated with the following linguistic phenomena in the vocalism and consonantism of religious monuments: continuity of the former*ę,*’а and *Q; change of the initial *jе into о; transition of e into o after hushings and ц; reduction of и > ь before iotated vowels; confusion of unstressed и and е; development of sound combinations *tоrt, *tоlt, *tеrt, *tеlt; reflexes of sound combinations ър, ъл, ьр, ьл; hardening of р'; hardness/softness of hushing consonants; dissimilation and simplification of consonants; change of sound combinations *dj, *zdj and *tj, *kt . In the phonetic system of the studied monuments, the interaction of the traditional writing of that time and the local vernacular is observed, in particular, the phonetic features of the North Ukrainian and the South-West Ukrainian dialects are revealed. The study of the language of religious monuments taking into account the results of other research in the field of philology, paleography, theology has undeniable prospects for linguistic interpretation of church books with the definition of local language traditions of the time, their localization as elements of the Slavic written culture, resolving debatable issues regarding the formation, chronology and systematization of the church-written corpus.
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The article presents a lesson, related to the acquisition and application of knowledge in Bulgarian language, Information technology and Economics. The aim is to learn students how to use these skills in practice for their professional realization in life.
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The present study aims to test students’ motivation in foreign language classes. The survey also aims to gather information which area of learning English or Spanish contemporary students consider most difficult to acquire – reading, writing, listening, speaking, grammar, vocabulary, and why they have decided to learn the relevant foreign language.
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Media language is a prototype of the public consent for the media to be defined through compromise as a fourth position in the paradigm of power as a philosophical category, whose explications before the media are legislative, executive, judicial. The linguistic norm and the cognitive-rhetorical characteristic of the media discourse are the prototype of the metaphor of the "fourth power". The formation of the information-language culture and the preservation of the language norm is the high social responsibility of the media discourse. The media is a prototype of public consciousness, a “picture” of national identity – a unit of political and socio-economic information and cultural “taste” (a sample of art and its list).
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Various studies exist on the social functions of humour and such studies have been carried outin diverse fields that range from the humanities to the sciences. In linguistics, specifically,research shows that humour has been studied from the perspectives of syntax, pragmatics, andsemantics; moreover, there is a dearth of studies on the creation of humour throughphonological processes. Therefore, this study aims to investigate humour and how it isachieved using phonological processes. The study engages mainly qualitative methods ofanalysis. Five comedy skits were purposively selected from Folarin Falana’s (Falz the BahdGuy) eleven collections. These were chosen on the basis of their internet popularity amongNigerians; this popularity was determined on the basis of the rates of downloading the skits.McGraw & Warren’s (2010) Benign Violation Theory was used to account for thephonological violations in the comedies. The various phonological processes that wereviolated include liaison, deletion, insertion, monophthongisation, coalescence, and vowelstrengthening. It is argued that the phonological distortions are deliberately made to achievehumour in these Nigerian comedies, especially when the high educational level of the artist isconsidered. Also, there anti-Anglicism and pro-Nigerianism in the data as the artist identifieshimself with Nigeria(ns) and creates a niche for himself in the entertainment industry usingthe phonological peculiarities among Nigerians’ language use, especially the Yoruba tribe. Healso creates different personalities to project different messages which are not only peculiar toNigeria but to the world, using these personalities to portray people’s feelings and views ofthe world and how these influence their attitudes.
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The paper deals with the origin and development of classical grammar school: Basra, Kufa and Baghdad. The cause of their creation is mistakes in speaking and reading of the Qur'anic text. All examples of these errors and biographies of the grammarians, with some minor modifications, are taken from the introduction to the work Dirasatun tatbiqijje fin-nahw ve-Sarf. The author of the work is Professor Abdu l-Semi 'Shaban, my professor at the undergraduate and postgraduate studies in Cairo. The paper presents translation of the introduction to this work. In this paper, we meet a number of clients who have studied Arabic grammar, so hence this science is often referred to as the science of clients or residents. The work is full of controversies between al-Kisa'i and al-Jezidi and between al-Muberrid and Sa'leba, and one of the sharpest controversies was conducted between Sibevejh and al-Kisa'i in the presence of the Caliph, and other officials in which al-Kisa'i was declared the winner. It was a political judgment. Kufa was closer to Baghdad, geographically and politically. The Grammarians of Kufa were closer to the court than the grammarians of Basra.
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This article sets out to outline the evolution of the Translation Studies in Bulgaria from 1970 till the beginning of the 21st century. It aims to provide a brief overview of some pioneering articles, the studies that marked the development of translation theory from 1970 to 1990 and some works from the post-totalitarian period. In 1976 the Publishing House Narodna kultura lays the foundation stone for Translation studies, creating the collection “The Art of Translation”. From the 1970s, the Theory and Practice of Translation are included in the courses offered by the Faculty of Western Languages of Sofia University. If the key word defining the translating activity in Bulgaria from the Second World War to the 1990s is confinement, the one that qualifies its state at the beginning of the 21st century is openness. Very controlled in the years 1970 – 1990, the translatological reflection frees itself from the ideological pressure at the turn of the 20st and 21st centuries.
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When understanding the complex social processes in the Principality of Bulgaria at the end of the 19th century, the medieval legal literary-linguistic heritage was realized as a foundation for the creation of an academic style in legal science after the Bulgarian Revival. The article aims to analyze how this occurs in the personal practice of P. Odzhakov, in particular in his selective excerpts from Old Bulgarian laws (1892), how the Bulgarian legal terminology develops from the Middle to the Modern Ages. It focusses on translation decisions of the jurist in comparison with the Greek originals, the Old Bulgarian representatives, as well as other modern languages.
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The article examines the evolvement of the Bulgarian word kurort in historical terms. The first part discusses the practices of using the healing power of nature from ancient times to the present day. Special attention is paid to balneology in Bulgaria as evidenced by numerous settlements named Banya, lit. ‘bath’. Next, an analysis is made of the word kurort and its dissimilarity from the corresponding English and French terms. The emergence of the concept of Kurort in the German language is associated with the general development of medicine from the XIV century onwards, when the medical terminology changed.
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The purpose of this article is to highlight the importance of using three functional measures: Auditory Developmental Scale (0-6 years), Caregiver Intake Interview, and Infant-Directed Speech Checklist in SLT. In the first part of this article, the authors discuss the purpose and advantages of using these instruments in SLT practice. In the last part of this article, the Caregiver Intake Interview and the Infant-Directed Speech Checklist are presented in two languages, English and Romanian.
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This article introduces cross-cultural communication and linguistic cross-fertilization by exploring the fascinating and multifaceted Yiddish language and its survival in Israeli, the result of the fin-de-siècle Hebrew revival. Yiddish is a 1,000-year-old Germanic language with Latin, Hebrew, and Aramaic substrates, with most dialects having been influenced by Slavonic languages. Yiddish is characterized by a unique style that embeds psycho-ostensive expressions throughout its discourse.
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