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Gerai ir silpnai skaitančių studentų kalbiniai ir kognityviniai rašytinio teksto suvokimo ypatumai

Author(s): Ingrida Balčiūnienė,Aleksandr N. Kornev,Sergej R. Oganov / Language(s): Lithuanian Issue: 67/2015

The paper deals with a comprehension of written text in young Russian-speaking adults. Theoretical background was based on the 3-level model of text processing (van Dijk, Kintsch 1983). The study aimed at comparing qualitative features and quantitative measures of text comprehension in good and poor readers. During the first stage of the study, all the subjects (N = 40) were performed three reading comprehension tasks and three psychological tests for intelligence, verbal reasoning and working memory assessment. Then, after statistical analysis, two groups of subjects were formed for the second stage of the study. Group 1 (N = 11) comprised the subjects whose text comprehension skills were above 85 percentiles (so called ‘good readers’) and Group 2 (N = 8) comprised those whose results were below 15 percentiles (so called “poor readers”). During the second stage of the study, the subjects performed reading task based on a keyword methodology. Four texts (almost equal in a length), i.e. two scientific expository texts and two narratives, were presented to each of the subjects to develop a list of ten keywords. The subjects also were asked four complex content questions related to the main points of each of the texts. Statistical analysis revealed significant difference between the groups in the keywords lists and in questions answering scores. Psychological assessment revealed statistically significant difference between the groups in all tested cognitive measures. These results evidenced that the poor readers distinct from the good readers both in text processing strategy and in cognitive functioning. These results are in close agreement with other studies of reading comprehension. The study was based on a data of Russian-speaking population, but the results might be important also for Lithuanian (psycho-) linguists and practicians whose professional activity includes assessment of written text comprehension ant its disorders.

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Псиxологические обоснования автономности учащиxся и аутентичности преподавателя в контексте общеевропейскиx требований к изучению иностранныx языков

Author(s): Viktorija Ušinskienė / Language(s): Russian Issue: -/2012

The article deals with certain aspects of teacher–learner interactions in foreign language didactics. The teacher’s authenticity, being reflected in the attitude towards the learners, may strongly influence the learners’ behavior, interpersonal relations, opinions, general and language competence, as well as may facilitate the very process of learning. Therefore, to broaden the knowledge of certain aspects of teacher–learner interactions, this article refers to investigations of C. R. Rogers

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Kaip tirti antrosios kalbos įsisavinimą: skerspjūvio metodas

Author(s): Jogilė Teresa Ramonaitė / Language(s): Lithuanian Issue: 7/2015

This paper describes a cross-sectional method, which is employed when conducting research on acquisition of Lithuanian as a second language. This is one of the most optimal methods to study the process of language acquisition in adults, since it does not demand a long-term commitment on the part of the studied subjects. On the basis of the method, a specific research protocol has been designed in the framework of various second language acquisition research projects conducted in Europe. One of its advantages is that language data can be collected in a fairly small group (10-30 people) of learners of different acquisition levels. The data collected in this way is later analysed and compared between learners in order to determine the acquisitional sequence and other aspects of interest. The main corpus for this study is constituted by language data collected during a semi-structured (socio)linguistic interview, which is a free talk with a participant, who is encouraged to talk. The talk includes some specific questions. During the interview, not only the language data but also some important information about other relevant sociolinguistic factors is collected, such as age, period of stay in the country, language attitudes and motivation. To be able to better compare the participants and to study specific linguistic aspects that might fail to appear in spontaneous speech, all the participants are given the same additional tasks. The tasks described in this paper are of different types: film retelling, storytelling according to a sequence of pictures, describing two similar pictures and indicating differences between them, giving a recipe and repeating sentences. Different competences are required in these tasks but most attention is given to language production. The paper also offers some practical advice and observations based on the study. The specific study where the method was applied for Lithuanian aims at researching the development of acquisition of Lithuanian with the focus on the development of the verb system. The data collected in this manner could be used to study other aspects of language acquisition as well.

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Ankstyvoji dvynių kalbos raida: specializuoto tekstyno kūrimas ir duomenų analizė

Author(s): Ingrida Balčiūnienė,Eglė Krivickaitė-Leišienė / Language(s): Lithuanian Issue: 9/2017

Twin language is considered to be a unique object of scientific studies in psychology, linguistics, psycholinguistics, sociolinguistics, and speech therapy. Twins tend to lag behind singletons in their language development, but the causes are still unknown. There are many factors affecting the development of twins’ language such as low birth weight, genetic factors, gender, amountquantity of input, intensive interaction between the twins themselves, less interaction with adults than singletons, and many other factors. A commonly held belief is that twins develop their own autonomous and unique communication, also known as ‘secret language’, or ‘private language’. The specific twin language is unique for each pair of twins and cannot be understood by others, not even by their parents.The purpose of this study is threefold: 1) to present a unique Corpus of Lithuanian Twin Language; 2) to discuss the main principles of the Corpus development and methodological issues; and 3) to present the results of pilot research in the Lithuanian twin language.The analysis is based on longitudinal data of one pair of heterozygous twins (a girl and a boy) from Kaunas. The twins’ speech was recorded 2-4 times per week in natural daily situations; (around one and a half hour of recordings per month). The data collection was started when the twins were two years and five months of age. The data was collected by their parents under the supervision of linguists from Vytautas Magnus University. The results of our research attest to manifestations of twin secret language, including the reaction of their parents. In the future, a complex analysis of twin language will be carried out. The results will hopefully be useful not only to researchers, but also to teachers, speech therapists and anyone others who deal with interested in atypical language acquisition.Twin language is considered to be a unique object of scientific studies in psychology, linguistics, psycholinguistics, sociolinguistics, and speech therapy. Twins tend to lag behind singletons in their language development, but the causes are still unknown. There are many factors affecting the development of twins’ language such as low birth weight, genetic factors, gender, amount of input, intensive interaction between the twins themselves, less interaction with adults than singletons, and many other factors. A commonly held belief is that twins develop their own autonomous and unique communication, also known as ‘secret language’, or ‘private language’. The specific twin language is unique for each pair of twins and cannot be understood by others, not even by their parents.The purpose of this study is threefold: 1) to present a unique Corpus of Lithuanian Twin Language; 2) to discuss the main principles of the Corpus development and methodological issues; and 3) to present the results of pilot research in the Lithuanian twin language.The analysis is based on longitudinal data of one pair of heterozygous twins (a girl and a boy) from Kaunas. The twins’ speech was recorded 2-4 times per week in natural daily situations; (around one and a half hour of recordings per month). The data collection was started when the twins were two years and five months of age. The data was collected by their parents under the supervision of linguists from Vytautas Magnus University. The results of our research attest to manifestations of twin secret language, including the reaction of their parents. In the future, a complex analysis of twin language will be carried out. The results will hopefully be useful to researchers, teachers, speech therapists and anyone interested in atypical language acquisition.

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Antrosios kalbos įsisavinimas natūralioje aplinkoje: įvaikinimo Italijoje atvejis

Author(s): Jogilė Teresa Ramonaitė / Language(s): Lithuanian Issue: 2/2013

The functional approach to the interlanguage of spontaneous learners of L2 permits to see that from the very beginning when not yet possessing many resources of the target language the speakers makes a systemic use of them. When acquiring a language in a naturalistic environment the effectiveness of the communication is of vital importance to the speaker because he or she must start interacting without yet having acquired many of the elements of the structure of the target language. A second language learner makes use of the cognitive resources already in possession and therefore when beginning to use the new language invokes the universal pragmatic principles for utterance organization such as word order and similar. A very important step in L2 acquisition is the appearance of the predicate in the interlanguage of the learner because then the utterances of the speaker start to be constructed following also the semantic-syntactic principles. This variety of the learnerʼs interlanguage, called the basic variety, is essentially sufficient for the elementary communication and the development of the interlanguage in the morphological perspective fossilizes in this variety for some learners. In time and given favourable conditions, the interlanguage of the learner can move on to a so-called post-basic variety, that sees the formation of a system approaching that of the target language and the principles of utterance organization previously used are gradually replaced by syntactic principles characteristic to the specific target language. The situation of international adoption creates conditions that are very favourable for language acquisition also to the older children. The article presents examples and analysis of the linguistic behaviour of an over 11-year-old Lithuanian girl adopted to Italy. Her linguistic behaviour has been meticulously observed and recorded for a year after the adoption starting from the very first contact with the new language. The analysis shows that the structure of the target language is acquired in a universal path: from simple forms to more complex ones, however the situation in which the acquisition takes place determines the great rapidity of acquisition and a very advanced level after a year in the new country. The observed girl reaches the basic variety after having spent only a month surrounded by the new language and one month later her interlanguage presents clear signs that indicate morphological sensitivity and the interlanguage system that is heading towards that of the target language. After a year in the country the entire Italian verb system is in place, including the most complex parts of it, moreover, the girl fluently makes use of those system elements that are not obligatory, but optional, in a way that native speakers are able to do.

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KĄ PASAKO TOKIOS UŽSIENIEČIŲ SUDAROMOS FORMOS KAIP VALGU AR ŽINĖJAU?

Author(s): Jogilė Teresa Ramonaitė / Language(s): Lithuanian Issue: 11/2017

This paper focuses on Lithuanian L2 verb forms that do not exist in the target language. The data is drawn from the Lithuanian L2 corpus and includes spontaneous speech data by 17 speakers of different L1s and all three acquisition varieties (pre-basic, basic and post-basic). The non-existent verb forms make only a small part of the overall verb forms used, however, when distinguished from occasional mistakes, the forms that indicate grammatical development that are analysed show notable systematicity among different speakers. Five distinct and most frequent formants are analyzed in detail, namely -u, -a, -o, -(i)au, ė, that are used by several speakers with seemingly similar function. The analysis reveals specific functions and discusses different factors that have an effect on the acquisition of these formants. In many cases frequency is an important factor, however, with formants -u and -ė transparency and regularity seem to have a stronger effect and thus facilitate the acquisition. Formant -a, being nearly the most common and extremely multifunctional (i.e. rather unmarked), is incorporated into the system firstly as part of the base form and holds this position till a very advanced stage of Lithuanian L2 acquisition. Verb stem type also has an effect with the regularly suffixed verbs being acquired the easiest, while the mixed type and the primary ones cause many difficulties for the speakers. Overall, the systematicity discovered shows the creative structuring of the interlanguage that only occurs more actively in the post-basic variety of acquisition.

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Mandagumo šnekos aktai vaikų kalboje. Pragmatinės klaidos ir įsisavinimas

Author(s): Viktorija Kavaliauskaitė / Language(s): Lithuanian Issue: 12/2019

The paper aims to discuss the expression and development of politeness speech acts, i.e. greeting, saying goodbye, thanking, usage of the word please, apology, congratulation and wishes, in the speech of a Lithuanian boy, aged 1;6–2;7, and a girl,aged 1;8–2;8. The source of data contains two corpora of transcribed conversations of the children mostly interacting with their mothers (about 20 and 27 hours of recordings are transcribed). The corpora are developed by scholars of Vytautas Magnus University, Lithuania. One of the foci of analysis is to discuss the expression and development of the above-mentioned politeness speech acts and common pragmatic errors regarding the usage of politeness formulas in the children’s speech. Another focus is the investigation of the socialization strategies applied by the parents. Based on the current research by different scholars, the article raises the hypothesis that Lithuanian children in the second or third year of life acquire the majority of politeness speech acts as discussed in this paper. The analysis revealed that at the beginning of the observation children lacked communicative competence to use politeness speech acts in a pragmatically appropriate way. They confused situations when to use politeness formulas of thanking, apology and the word 'please' and lacked the knowledge of how to use politeness adjacency pairs. The study also shows that the repetition of parents’ politeness formulas was common. Furthermore, the appropriate use of spontaneous and pragmatic greeting and saying goodbye was observed first,and only later the usage of thanking and the word pleaseappeared. However, only few examples of other politeness speech acts (i.e. apology, congratulation and wishes) were observed in the corpus. Therefore, further research is necessary.The results demonstrate that at the beginning of the third year the children used most of the politeness speech acts appropriately. An early acquisition was affected by children’s familiarisation with politeness routines taught by their parents. The parents directed and prompted their children to repeat politeness formulas, elicited them by questions or performatives and sometimes taught children to be polite by producing metalinguistic comments. Current research seems to indicate that other Lithuanian children could demonstrate similar developmental patterns of politeness speech acts and make similar pragmatic errors as well as being similarly socialized to use politeness formulas.

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etalanguage and sensory sub-modalities in mental training techniques through neurolinguistic programming

Author(s): Vlad Teodor Grosu,Emilia Florina Grosu,Emil Ciufudean,Hanna Vari / Language(s): English Issue: 4/2019

Introduction and theme actuality: this study is part of a larger work, which involves increasing sporting performance by applying mental training techniques, special techniques of neurolinguistic programming (NLP). Purpose of study and hypothesis: if ideomotor representations of athletes are completed with multiple sensations of all sensory sub-modalities such as visual, auditory, kinaesthetic, olfactory and gustatory, the possibility of applying the techniques of NLP will have more effective results. We have studied the relationship between sensory sub-modalities, in accordance with the Bandler and Thomson (2012) and application of Jacobson (2011). Methods and material: two records were made by using two tests, test 1 and test 2, on master students of the 'Babes-Bolyai' University Cluj-Napoca, from the Faculty of Physical Education and Sport. The statistical indicators were calculated on elements of descriptive statistics and the data are presented using indicators of centrality, location and distribution. Statistical analysis of the non-parametric Wilcoxon test was used for sample pairs. Discussions and findings: to pinpoint the correlation between the two variables, we used the Spearman rank correlation coefficient (Ï). Statistical analysis was performed using the correlation coefficients of Colton's rule. No statistically significant differences were found (p > 0.05) in the statistical analysis because of the short timeframe, but there are many good and very good correlations at both tests, between the values of the items studied. Conclusions and recommendations: we want to continue with this study because the time difference between T1 and T2 was 3 months and we want to extend this study to a minimum of 6 months. All sensory sub-modalities are particularly important in achieving ideomotor representations underlying mental training.

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Introducing the role of gender as a developmental psycholinguistic factor in the process of second language learning as a foreign language acquisition

Author(s): Aliakbar Pormouzeh / Language(s): English Issue: 2/2013

This study aimed at investigating the role of gender as a developmental psycholinguistic factor in the process of second language learning as a foreign language acquisition. Having complete understanding of psycholinguistic influential factors in second language learning helps language scientists and instructors to consider effective programs in foreign language acquisition. The role of gender in language learning was always considered as a pivotal issue among psycholinguistic factors. It is asked whether learning a language differs in males and females in general and boys and girls (in some ages) in specific and whether it is effective in different ages of second language learning. In this study the role of gender is investigated by discussing different psychological factors in the two genders and three stages of life, namely, childhood, teenage years and adolescence. The result shows that there is a considerable and significant relationship between the two genders and different levels of age in learning a second language.

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Reading as a core component of developing academic literacy skills in L2 settings

Author(s): Anna Kiszczak / Language(s): English Issue: 3/2019

Academic reading has gained considerable interest among language theoreticians and practitioners as a key component of generally understood academic literacy competencies. Yet, despite the unquestionable importance of developing advanced reading skills in both L1 and L2 academic settings, a definition of the concept of academic reading is still not easy to formulate. In an attempt to better understand the notion of academic reading, this article first, provides an overview of the goals of academic reading comprehension, with special focus on reading to learn, and then, discusses the relationship of academic reading to other concepts currently employed with reference to academic literacy. The article finishes with some guidelines for L2 reading instruction developed at the academic level.

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Filozofska istraživanja Ludwiga Wittgensteina kroz prizmu intertekstualnosti

Author(s): Nataša Jovović / Language(s): Croatian Issue: 03/163/2021

The paper aims to elucidate the elementary premises of Ludwig Wittgenstein’s Philosophical Investigations based on the principle of “language games” through the prism of intertextuality within which his book leads an active dialogue with other texts, by its content belonging to the field of philosophy of language. Wittgenstein’s theory in which examined are the questions of the essence of language, philosophy and meaning, intertwines with the most relevant linguistic movements and theories – especially when the problem of specific perspective on the world is considered, the comparison of language and chess game, as well as the thinking about the inner language, a relation between language and thinking and deep and surface structures. Wittgenstein is being linked to Humboldt, then with the founder of general linguistics de Saussure, Vygotsky and his work Thinking and Speech, and Chomsky’s generative-transformative theory. Since Wittgenstein’s philosophy as a specific paradigm had a response in literature, Julio Cortázar’s Hopscotch, being a representative of postmodern novel, will be used as a form of language review and illustration of the described philosophical game.

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TRAGEDY OF LOVE AND LANGUAGE PAR EXCELLENCE: A POST-CLASSICAL AND POST-MODERN PSYCHOANALYTIC READING OF ROMEO AND JULIET

Author(s): Pooyan Changizi / Language(s): English Issue: 21/2016

This article aims at analyzing William Shakespeare’s Tragedy of Romeo and Juliet from a post-classical and post-modern psychoanalytic perspective. In the post-classical reading, we argue, applying Dorothy Tennov’s and Julia Kristeva’s conceptions of adolescent processes to the study of the play, that tragedy is materialized by a failed adolescent rebellion against parental and societal authority and a curtailed process of individuation. In the post-modern psychoanalytic reading, we posit, applying Jacques Derrida’s and Jacques Lacan’s post-structuralist conceptions, that Romeo and Juliet is the classic and universal tragedy of a desire that can never be satisfied due to the fundamental lack that results from the unsettling compromise between the linguistic and the organic. Language, not only, is the condition of love and desire, but also, is the ultimate impediment to their survival. Finally, in post-Lacanian forays, we provide feminist and cultural-materialist psychoanalytic readings which, despite some nuanced variations, reiterate the place of the play as la tragédie du désir.

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FROM PROBLEMS OF LANGUAGE AND MIND TO PSYCHOLINGUISTICS: AN OVERVIEW OF COURSES

Author(s): Vladimir Figar,Mladen Popović,Dušan M. Stamenković / Language(s): English Issue: 1/2021

The paper aims to provide an overview of the development and changes in the courses at the Department of English in Niš, at the BA and MA level, as well as at the PhD level (in philology, Faculty of Philosophy, Niš), related to different linguistic approaches to the study of meaning (construction) and human cognition. These courses included in the curricula were initially influenced by the ideas stemming from the philosophy of mind and cognitive linguistics, and later by psycholinguistic research. We begin the paper with the general overview of the courses and we emphasize the main contributions to their development. Then we address in more detail some of the most important theoretical concepts which include the following: meaning construction, categorization, context, and a general overview of the main ideas in cognitive linguistics and psycholinguistics. We also stress the benefits of such a comprehensive approach for the students, and the thereby presented possibilities for further investigation.

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Wroclaw as the Leading Neurolinguistics Center at the Turn of the 19th and 20th Centuries

Author(s): Aneta Daniel / Language(s): English Issue: 12/2021

Pre-war Wroclaw was the prominent neurolinguistics center at the turn of the 19th and 20th centuries. The achievements of Wernicke, his students and associates are well known worldwide; however, the contemporary context of the University of Wroclaw, archival details and evidence of memory, that is presented in this article, is crucial. The study on the human brain and its connection to languages can be found in the research conducted by German scientists such as professor doctor Carl Wernicke (1848–1905) and professor doctor Alois Alzheimer (1864–1915) before the Second World War at Breslau Universität, today known as the University of Wrocław. Many publications and papers published in pre-war Wrocław1 (Breslau) indicate that major discoveries took place in Wroclaw. The main objective of this research is to present, on the basis of archival documents, the group of neurologists and psychiatrists, the students of Carl Wernicke, who lived in the city and conducted their research on the brain. After Wernicke’s death, all of the students and assistants presented in the article took leading positions worldwide in conducting research on aphasia. Most of them continued Wernicke’s approach, while holding prominent university positions. The presented research may encourage other authors to carry out a comprehensive, in-depth analysis of the achievements of the Wrocław School of Neurolinguistics.

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Komunikacinė vaikų kompetencija: oficialiojo ir familiariojo registrų mandagumo žymekliai

Author(s): Viktorija Kavaliauskaitė-Vilkinienė / Language(s): Lithuanian Issue: 37/2020

The article discusses the acquisition of politeness marked among Lithuanian children aged 3 to 7. It analyses children’s ability to use different registers and politeness markers, i.e., politeness phrases, address forms, and requests, based on a social situation. The aim of the research is to investigate the expression of politeness markers of the Lithuanian children aged 3 to 7 in different social situations and to discuss their ability to use registers on different levels of formality. The hypothesis has been proposed that the children aged 3 to 4 years have already acquired sufficient communicative competence to use different politeness markers and registers. The research data consists of a corpus (~ 30,000 words) of conversations of similar age children recorded in role-plays and represents formal and informal linguistic situations. The language of 77 children has been recorded. The main findings of the research support the hypothesis: depending on the game situation, the children used formal/informal greetings/ sayings goodbye and other politeness phrases, formal/informal address forms. The features of stylistic variation and tendency for children to use direct requests in both formal and informal social situations are also discussed in the analysis of conversations.

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Vágsellye város kétnyelvűsége

Author(s): Szabolcs Simon / Language(s): Hungarian Issue: 2/2021

The main aim of this thesis is to survey and study the bilingualism in the town of Saľa and its district in Slovakia. It is divided into two parts. The first is the theoretical part which offers an insight into the district´s history and present, as well as its ethnic nationalities, in particular Hungarians’ living in Slovakia. This is followed by the empirical part which shows the results of the research. The aim of the research was to examine the bilingualism in the district of Saľa together with the ethnic composition, nationality and language competences of the informants and their family members. Finally, the dialects were also observed, and the opinions of the informants regarding their values were mapped.

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L’infinitif indépendant dans les actes directifs en face-à-face en polonais et ses équivalents fonctionnels français

Author(s): Joanna Górnikiewicz / Language(s): French Issue: 15/2021

This article discusses the Polish independent infinitive, which constitutes a predicate in imperative utterances, and its French functional equivalents. The analysis was conducted at two levels. In the first part, the author describes the independent infinitive in the Polish language referring to the Polish formal structural syntax (Saloni, Świdziński 2012). This is to determine which place is occupied by this unit in a sentence, both in relation to other uses of the infinitive and in comparison to other units with the function of a predicate in statements of the same modality. The French structural equivalent has been determined on the basis of the same criterion of syntax dependency. However, even though both languages have corresponding structures, they do not use them in the same way. Only in Polish it is possible to form sentences with infinitive predicates in the spoken language, in face-to-face conversation. What are the factors that favour choosing this form? The author answers this question in her semantic and pragmatic analysis, conducted in the methodological framework of speech act theory (Searle 1979, Vanderveken 1988). She presents imperatives as a class of speech acts, which are extensively developed and specifies those, which can be executed by means of utterances with infinitive predicates. Additionally, factors of social and psychological character have been taken into consideration, as those which favour selecting the discussed form. What structure constitutes its functional equivalent in the French language? An analysis of a body composed of examples originating primarily from dialogues in contemporary literary works and their approved translations has allowed, on the one hand, to confirm the intuitive belief that grammar forms perform this function, in face-to-face oral communication the French language has only the command mode forms (l’impératif in French). On the other hand, we can launch a discussion about possibilities to translate them into a language which does not allow for an analogous use of the available infinitive structure.

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The Theory of Aspect and Its Processing Correlates in Neurolinguistic and Psycholinguistic Studies

Author(s): Nermina Čordalija / Language(s): English Issue: 1/2021

Languages convey aspectual meanings differently. Generally, there are two types of aspect: lexical aspect and grammatical aspect. Lexical aspect relates to inherent features of the predicate, whilst grammatical aspect, sometimes dubbed as viewpoint aspect, expresses the speaker’s viewpoint. Nevertheless, in traditional theoretical linguistics, these two aspectual systems are typically defined in terms of the same or similar criteria. The article discusses lexical and grammatical aspect in more detail and points out the problems that theoretical linguistics encounters when defining lexical and grammatical aspect in terms of the same holistic criterion. Importantly, the article outlines findings of psycholinguistic and neurolinguistic studies which (possibly to the dissatisfaction of theoretical linguistics) unambiguously show that lexical and grammatical aspect are indeed inextricably linked. Perfective and imperfective aspect do model the comprehender’s understanding of the situation as complete (perfective aspect) or ongoing with all the stages, participants and locations cognitively more available to the comprehender (imperfective aspect).

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İki Dilliliğin Çocukların Yönetici İşlev Becerileri Üzerindeki Etkisine Genel Bir Bakış: Tutarsız Sonuçlar ve Moderatör Faktörler

Author(s): Aslı Yörük,Mevla Yahya / Language(s): Turkish Issue: 21/2021

In this study, we reviewed recent studies comparing executive function performance of bi and monolingual children. In that respect, we came across 27 studies. Most of these studies report “partial” executive function advantage for bilingual children (i.e., a bilingual advantage is reported only for some tasks within the same study). In this regard, we examined in detail whether the executive function advantage in bilingual children is general or this advantage appears only in specific executive function tasks. Upon this evaluation, we observed that the bilingual advantage is not specific to a particular executive function paradigm or executive function task classification. To better explain these inconsistencies, we assessed and discussed the moderator factors (i.e., second language age of acquisition, language proficiency, language exposure, language interactional context, minority status, and socioeconomic status) that potentially could affect the outcome of studies examining the executive function skills of bilingual children. We concluded that the bilingual advantage on executive functions is linked to the general executive function system rather than a single executive function task; however, these effects cannot consistently be demonstrated due to the ignored moderator factors. Thus, to obtain more precise results, we offered suggestions for future studies that will compare bi and monolingual children on executive function performance.

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ПРОБЛЕМА НАЗВИ – ОСНОВНА ПРОБЛЕМА ЕТНОЛІНГВІСТИКИ

Author(s): Natalia Rusnak / Language(s): Ukrainian Issue: 3/2021

Language is a part of the spiritual culture of nation. Dichotomy language - thinking as a component of the basic triad of ethnolinguistics language - thinking – culture among the problems that are within this discipline, brings to the fore the problem of nomination, which requires interdisciplinary efforts (psychology and linguistics) and interlevel exploration (vocabulary, word formation, phonetics). The relevance of scientific work is due to the need for philosophical and linguistic understanding of the problem of nomination. The purpose of the article is to consider the problem of nomination and related issues in terms of psychology, linguistics, such as: significant, denotative and connotative meaning of the word; to compare the terms feature, sema, internal form of the word. Research methods. In the article as the main general scientific methods of analysis and synthesis are used, as well as linguistic – descriptive, structural and comparative and historical methods. Conclusions. Thus, the problem of the name, realizing the dichotomy of language – thinking, becomes one of the main problems of the culturological scientific paradigm. Scientific synonymy as one of the features of the modern metalanguage of science in the problem of the name distinguishes a number of related terms – feature, sema, internal form of the word. The concepts of semiotics are related to the problem of the name – significant, denotative and connotative meaning of the word, which reproduces the different degrees of connection of the word with reality. Connotative meaning makes it possible to highlight specific features of the Ukrainian language.

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