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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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Because of the ever wider introduction of translation courses at universities in recent decades, contemporary translation studies have begun to develop methodological guidelines for specialized training in poetry translation, an area that until recently remained on the fringes of research.This article presents a sample schedule for organizing classes in poetry translation that is consistent with both the specificity and difficulties of this genre of translation, and with the objective limitations of university courses in terms of time and resources. The proposals are practical and their purpose is to help teachers optimize the teaching and learning process in fulfilling their complex task of training future translators of poetry.
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This text presents in detail the content of the curricula and programs related to the study of classical languages and classical antiquity in Serbia and Romania. According to higher education and the study of classical languages in programs, different from the specialized bachelor programs, such is being offered in Serbia in just a few places for some philological majors (such as "Romance Studies").The most practiced training mainly in Latin Language for non-professionals is being observed in Romania. Such training is included in bachelor programs of Historical, Theological and Legal Department.
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Learning a foreign language implicates getting acquainted with the culture of that language and media provide many opportunities for getting to know different aspects of a country. At the same time the presentation of the cultural aspects of a country through media is diverse and attractive to both teacher and students. The advertisements being an essential element of media culture and a mean for social communication represent authentic and comprehensible aid utilising contemporary language specifics can be perfectly combined with the methodology of language learning. The use of advertisements as aid in Spanish language classes makes the education process interactive and gives the students an opportunity to achieve an integrated communication competence on both language and cultural level.
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The paper offers a parallel comparative analysis of the concept “cabbage” (капуста/зеле) in the Bulgarian and Russian linguacultures. The theoretical part of the article contains a brief account of the achievements of the Bulgarian linguaculturology. The analytical part embraces the semantic variants of the lexemes капуста/зеле in each of the two linguacultures, their cognate words as well as idiomatic expressions, proverbs, sayings and pieces of folklore containing these components. The analysis shows that in the Bulgarian linguaculture the word “cabbage” has mainly negative connotations. On the contrary, due to the fact that cabbage was a basic product in the traditional Russian diet, in the Russian linguaculture капуста has more positive connotations.
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Internet as a new form of existence of language becomes the new mirror to reflect a variety of myths about language. The Internet impacts contemporary language and speech giving new forms of naive linguistics: (1) Linguofreaks develop a new folk etymology (2) Jargon padonkaff represents naive culture studies and linguistic resistance (3) Grammar Nazi is an example of naive language policy and speech culture (4) Wictionary is the form of naive lexicography. All this internet-movements contain their myths about the Russian language.
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This paper puts forth the thesis that the early translations into Modern Bulgarian (2nd quarter of the 19th century) were profoundly influenced by the methods of teaching Ancient Greek authors which had been used ever since the Byzantine period. A focus is put on a particular translation technique consisting in the abundant use of synonymic binomials to replace single lexical items of the source text. It is argued that this technique has its origins in a traditional teaching method known as “psychagogia” which was largely applied in Greek education during the Ottoman period (1453-1821).
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