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The review of: Ante Križić, Tomislav Majić, Milan Pranjić: Duvanjski pojmovnik, Naša ognjišta, Tomislavgrad, 2018.
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The review of: Ante Križić, Tomislav Majić, Milan Pranjić: Duvanjski pojmovnik, Naša ognjišta, Tomislavgrad, 2018.
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Knjiga Milke Ivić Pravci u lingvistici jest kao i njen autor poznata lingvističkoj javnosti ne samo kod nas nego i izvan naših granica. U svome prvom obliku pojavila se prije petnaestak godina i već tada svratila pažnju lingvističke javnosti, kako svojom koncepcijom tako li bogatstvom informacija koje je pružala. Informišući čitaoca о osnovnim putovima razvoja lingvističke misli i uvodeći ga u najaktuelnije probleme jezičke nauke trenutka, uz bogati bibliografski materijal za dublje poniranje u problematiku pojedinih oblasti, ona je od pojave pa do danas ostala nezamjenjiv priručnik za one koji tek ulaze u svijet lingvistike kao i za one koji žele da ostanu u toku lingvističkih zbivanja.
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Regional languages in France have historically struggled to find their place in the national linguistic landscape, and French-based Creoles, like those of Guadeloupe and Martinique, are no exception. Despite laws and initiatives like the creation of the Creole CAPES (2002) and the propagation of research like Poth (1997) and Cummins (2009) on the benefits of bilingualism, Creole-language education in French overseas departments, like Guadeloupe, is still stigmatized for a lack of standardization by academic policymakers, despite its attested success in the classroom as a tool for improving students’ metalinguistic capacities in French. Using a corpus of official Creole-language educational guides, pedagogical guides and one elementary textbook featuring exercises focusing on correction of regional French phrases, along with observations of two elementary Creole-language classes in Guadeloupe, this paper aims to analyze and demonstrate that educators often receive mixed messages on how to teach Creole in bilingual classrooms, and that the language is often perceived as a threat by French academic policymakers to the French abilities of students in Guadeloupe—yet that in practice, elementary students are more likely to struggle with Creole than French.
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This paper aims to demonstrate that using a plurilingual and ecological approach to English language teaching can achieve better results in primary school independently of the mother tongue of the student. This article is based on the initial results of our international research carried out in three very different countries (Norway, China and Spain). While the author´s research project involves 328 participants, we will present the results of the first phase of the experiment, including 133 students. In this paper, we propose a plurilingual communicative approach to English teaching as a foreign language, making a distinction between languages for communication and languages for identification. This research examines the current teaching policies in the participating countries, and analyses cross-cultural and cross-linguistic perspectives in English language teaching while promoting the positive use of the mother tongue as a connecting tool in the students’ communication system. The subjects of this study were divided in control and experimental groups, in which they received traditional and plurilingual approach respectively. After the classes they completed a test and were then supplied with a Likert scale questionnaire focused on understanding their attitude and motivation towards mother tongue and English language learning. Based on observation and results obtained, we can conclude that a plurilingual approach that uses L1 as a tool in English teaching improves English learning, as well as develops an ecological understanding of languages.
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This research intends to find out whether Lithuanians studying English as a foreign language make certain mistakes because of the influence of their native language. It focuses on negative transfer in writing in English and is qualitative rather than quantitative. The article discusses the errors and illustrates them with examples that come from a corpus for which the data was obtained from 34 Moodle forum posts written by English B2 students, native speakers of Lithuanian who were in year one or year two of their studies in various study programmes but also studied English at Vytautas Magnus University as an obligatory subject. The students participated in this forum in October 2018 and reflected on the week of presentations they had recently had: they were asked to write what they liked or did not like in the presentations their colleagues had given in class, what went well and what did not, what they should improve in the future, etc. This study identified the types of errors (based on Camilleri, 2004) that occurred most frequently and their source (based on Camilleri, 2004; Brogan & Son, 2015). Most frequently the students made errors in the cases where there was a specific grammatical category in English, but it was non-existent in Lithuanian, while sometimes the source of errors was literal translation from the native language. The error analysis shows that in the English classroom specific attention should be given to the verb forms “is” and “are”, “was” and “were”, “has” and “have”, articles, collocations, tense agreement, quantifiers, the sentence structure of the English language and the importance of word meanings.
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CLIL (Content and Language Integrated Learning), as an approach to bilingual education in which both content and a foreign language are taught together, started to be employed in secondary schools of Lithuania more than a decade ago; however, there still exists a diversity of opinions towards its benefits and flaws. The studies on CLIL in the European countries have shown that the success of CLIL very much depends on the existing policy documents on the national level regulating CLIL implementation and providing guidance to schools and teachers. It also depends on the amount of research conducted on CLIL in a particular country. Therefore, the aim of the present study is to analyse the current state of affairs of CLIL in Lithuania in terms of the existing policy documents, implemented projects and conducted research that would serve as a theoretical background highlighting the necessity for further analytical investigation. The results of the analysis have shown that no coherent national policies in terms of teaching CLIL have been developed or legal government regulations have been issued in Lithuania until today. The present study has revealed that systematic approach towards investigation of CLIL in Lithuania has not yet been adopted which resulted in the lack of comprehensive analyses on an overall situation of CLIL in Lithuania as well as on factors ensuring efficiency of CLIL implementation in particular. The findings of the study point towards the need for such analyses in the future.
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The paper aims to analyze the attitudes to German language in the Lithuanian public discourse. Texts written on this topic and chosen for the analysis appeared in two news portals – the national news portal delfi.lt and the regional news portal kaunodiena.lt. The database covers the period from 1 January 2011 to 1 March 2017; it consists of 82 articles from both news portals. For studying the image of German, the present study applies the framework of Critical Discourse Analysis taking into account different argumentation strategies for learning or not learning German as a foreign language as well as main topical priorities. The general attitudes towards countries can serve as an important foundation for motivation to language learning, so the analysis starts with the discussion of the specifics attributed to Germany and German-speaking countries (effectiveness governing the world, sympathy, economic success, and reliability). The analysis of the selected texts confirms that the image of Germany in Lithuania is quite positive: Germany, especially on delfi.lt, is presented as a target country for qualified Lithuanian experts, as an economically stable country having a large degree of political and cultural influence in the world. Regarding the status of German, the analyzed texts reveal a more ambiguous picture: on the one hand, it is stated that German is not popular in Lithuania, on the other hand it is emphasized that the popularity of the German language is increasing. The argumentation scheme for learning German consists of several argumentation lines: German is represented as a commodity in such domains as a professional career in Germany, in dealing with bilateral business relations, and to some extent in building a professional career in one’s home country and upholding cultural relations.
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The main purpose of this paper is to analyze how culture is embedded in the way viewers from different language backgrounds conceptualize and interpret the same multimodal metaphors. Therefore, interaction between metaphor and culture is hence a crucial aspect of research in this study. Following Lakoff and Johnson’s (1980) and Forceville’s (1996, 2009) approaches, this paper examines how a comparative study undertaken from a cross-cultural perspective can shed light on how culture is an influential factor that can trigger changes in interpretations and reactions in the viewers. Data for this research were gathered with the help of 240 participants taken from 8 different language backgrounds. The subjects of this study were supplied with a questionnaire which consisted of three multimodal metaphors and 8 questions. In particular, I want to focus on the following research questions: (1) Which figurative B-term do different cultures conceptualize in a multimodal metaphor? (2) How aggressive are these multimodal metaphors considered by the participants of the study? On the basis of the results of this research, it can be concluded that not only the cultural background but also the personal has some influence on the way respondents interpret multimodal metaphors. The reactions identified in the responses of the subjects are influenced by different factors: religion, personal and societal experiences, beliefs, etc.
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Sometimes the idea of multilingualism is connected to understanding problems that can potentially slow down the progress of professional activity in international workplaces. However, social actors often find solutions locally to cope with issues associated with multicultural contexts. Keeping in mind the management of cultural and linguistic diversity, I set out to study how social actors organize talk-in-interaction and coordinate participation in multilingual work meetings. To allow mutual understanding and carry out their work, social actors use various resources such as ad hoc interpreting practices during professional interactions. Drawing on my conversational analysis (CA) background, I will examine how members of a Sino-French company in Beijing use ad hoc interpreting practices and English as a lingua franca (ELF) as methods to resolve the linguistic asymmetries present in a multicultural context where ELF is not always taken for granted. Through analysis of several naturally occurring conversations, I will examine the methods, and verbal and multimodal resources used by ad hoc translators to keep work going and manage each member’s participation.
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Među jezike s kojima je srpskohrvatski došao u dodir u toku svog razvitka spada i rumunski, koji je ostavio tragove čak i na nivou opštesrpskohrvatskog, a naročito u pojedinim dijalektima i govorima. Poznato je već da su iz rumunskog jezika uglavnom ušli pastirski termini, kao: bešika ,berikata, burag, burdelj, kolastra, kopsa, sugare, trže, zarica i si. Neki od tih termina rumunski pastiri su razneli po veoma širokoj teritoriji. Takva je, na primer, reč ker m. »pas« < rum. dijal. care < lat. cane (V. I. Popović, Istorija srpskohrvatskog jezika, Novi Sad, 1955, str. 147).
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A la différence des autres langues slaves dans lesquelles les européismes avec le suffixe -ist se sont stabilisés dans leur déclinaison soit en aspect -ist ou -ista, en serbo-croate il ya toujours une hesitation entre l'un et l’autre. Dans les dictionnaires contemporains, surtout les dictionnaires normatifs, ces noms se terminent par un a entre parenthèses: internist(a), telefonist(a), kapitalist(a) et ainsi de suite. L’hésitation apparaît depuis le début de l’introduction de ces noms en serbo-croate. De telle manière Dositej Obradovié écrit: kancelista, sofista, pluriel sofiste, na gvardistu (acc.), nacionaliste (pluriel), mais: fisionomist. Chez Vuk Karadžić, excepté le nom de jevanđelist, qu'il n’emploie que dans cette forme, domine -ista: kancelista, protokolista, liceista, artiljerista, materijalista, telegrafista, jurista, koncipista, gardista, mais aussi: protokolist, gimnazist. Depuis le temps de Vuk Karadžić le nombre de ces noms s’est multiplié. Les écrivains de la fin du 19ème siècle et des premières décennies du vingtième emploient l’une ou l'autre forme où celle en -ista prévaut, mais il y en a qui hésitent entre l'une et l'autre forme. Au pluriel existe un cas inverse: la plupart des écrivains, c’est-à-dire ceux qui emploient au singulier la forme en -ista, auront au pluriel les noms d'apres la déclinaison consonnantique: -isti. Cependant, le nombre des écrivains qui utilisent ces noms même au pluriel comme ceux du masculin en -a (type de vojvoda) n’est pas peu considérable. Avec le temps c’est la tendance de l'emploi de la forme en -ist au singulier qui se manifeste surtout au nominatif, tandis qu’ une hésitation existe toujours dans les autres cas où prévaut la déclinaison en -a. On peut s’en apercevoir chez un même auteur (St. Vinaver, dans sa traduction de „Sweik” a: „Telefonist Hodouski” , mais dans la proposition suivante: „Sa ubeđenjem je izlagao telefonisti".) Les formes de la déclinaison des noms en a ont presque tout à fait disparu au pluriel. Dans la période après la guerre la différence des variantes est évidente: dans la variante occidentale c’est la forme du nominatif en -ist qui domine, tandis que pour les autres cas il y a une hésitation entre l’une et l’autre déclinas ion; dans la variante de l’est persiste une hésitation au nominatif, où la tendance de la forme en -ist prévaut, et pour les autres cas les formes de la déclinaison en -a l’emportent. L’emploi de l'ime et de l'autre forme dépend du style. Ainsi dans le style scientifique domine la forme en -ist, dans les oeuvres littéraires une hésitation est évidente, surtout chez les écrivains de la variante de l’est, tandis que dans le style publicitaire l’emploi de la forme en -ista est plus fréquent dans la variante de l'est, et dans la variante occidentale an -ist. Aujourd’hui en serbo-croate il y a troi types de la déclinasion de ces noms: 1. la déclinaison consonnantique du masculin, 2. comme noms du féminin et du masculin en -a, 3. la déclinaison mixte: le nominatif d’après la déclinaison consonnantique (-ist) et les autres cas d’après la déclinaison en -a (gen. -iste, dat. -isti etc.). Cependant, les formes au pluriel sont uniques — d’après la forme consonnantique des noms du masculin.
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Od nastavnika maternjeg jezika i od osoba koje se na neki drugi način javno bave jezikom često čujemo pritužbu: „Svako se miješa u naš predmet i svako ga poznaje. A u posao matematičara, ili u posao predavača engleskog jezika — ne miješaju se.” U ovome ima mnogo istine. To je upravo psihološki simptomatično. Ali ima i socijalnih razloga: jezik kao sistem svojina je svih društvenih slojeva, bez obzira na stalešku izdiferenciranost. Sve nosioce novoštokavskog dijalekta (kao normiranog) obavezuje općenito sedam padeža, četiri akcenta, osam tipova konjugacije, četiri tipa deklinacije itd. U svim drugim oblastima ljudske djelatnosti jasno je razdvojena opservacija od akcije (intervencije), samo u jeziku nije. Svi učesnici komunikacije nekako su navikli na akciju (intervenciju), a daleko su od opservacije i izučavanja. Do ove istine došli su mnogi lingvisti dvadesetoga stoljeća, nezavisno jedan od drugoga.
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Веома интензиввим и фреквентним комуницирањем са иностранством, те захваљујући високом степену развоја средстава за јавно информисање превазиђене су географске баријере. Штампа, радио и телевизија, када информишу нашу јавност о актуелним збивањима у свијету, често наводе стране називе и властита имена, међу њима и руска. Понекад се дешава да су поједина погрешно наведена, a чешће и погрешно наглашена. Узроке за ове грешке не треба тражити само у непажњи или евентуално незнању спикера, већ и у самој чињеници да транскрипција руских имена у нашем језику није тако једноставна ствар.
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При генези једног стандардног језика битну улогу игра читав низ ванлингвистичких компонената, међу којима значајно мјесто заузима литерарнојезичка традиција, која увијек стоји у извјесном односу према оном језичком идиому на бази којег ce формира одређени стандардни језик, без обзира да ли je за тај идиом везана директно или индиректно. Друга значајна компонента je дијалекатска ситуација регије коју стандардни језик у настајању треба да обухвати, a трећа, и у много чему и пресудна je конкретна друштвено-политичка ситуација и хисторијски моменат у коме je отпочело формирање стандардног језика.
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The study analyzes Hungarian EFL speakers’ requests in English elicited through roleplays in interaction with international students in a setting where English is used as a lingua franca. The aims of the study are (1) to examine degree of directness and to find out if directness varies with increasing the imposition of requests; and (2) to find out about internal modifications employed by students to minimize the imposition. The study applies Blum-Kulka, House, and Kasper’s (1989) speech act analysis framework. Results show that students tend to prefer indirect strategies in all request scenarios. This is manifested in the preference of conventionally indirect strategies (i.e. suggestory formula and query preparatory) and to some extent non-conventionally indirect strategies (mostly mild hints). Participants used more lexical modification, particularly the marker please and the downtoners possibly, just and maybe. Lowand high-imposition requests turned out to differ in many ways, out of which their manifestation through hedged performative direct strategy proved to be statistically significant.
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The question of gender differences in language use has been repeatedly explored and claims about these distinctions that were once considered invariable have been questioned and refuted. One of the less explored areas within this issue, however, is the phenomenon of swearing. This paper aimed to explore how and why men and women swear on one of the most popular social media sites, Facebook, and how the context in which such utterances are produced modulates their frequency and form. The study found that both men and women are more likely to swear when commenting on the content produced by the same gender and also when surrounded by other males and females, respectively. Furthermore, the research confirmed some previous studies in which men were found to swear more out of aggressiveness, while women do so to exaggerate their words.
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This article presents the results of the experimental phonetic research of the vowels in the first syllable in the Vakh dialect of Khanty. The research was based on the field materials collected by the author in the village of Korliki (Khanty-Mansi Autonomous Okrug— Yugra). This material was then processed using the Praat speech analysis software. Qualitative and quantitative features of the processed vowel are cited.
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The paper gives a brief overview of career and scientific work of the Mari linguist Eugenia Kovedyaeva, who was a senior researcher at the Finno-Ugric Department of the Institute of Linguistics of the USSR Academy of Sciences. The article presents a significant contribution the reseracher has made to the development of Mari and the Finno-Ugric linguistics. Kovedjajeva published 4 monographs: on the methodology of teaching of Russian pronunciation for the Mari school students and on the problems of the Mari linguistics (phonetics, areal lingustics, dialectology).
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The tavşan word it is used in many different fields, both in its own sense and in analogy beginning from oldest texts of Turkish. Besides being used in its own meaning in the Old Turkish and Middle Turkish periods, we may also observe that the word tavşan, which comes out with the use of the "Tavşan Yılı" in the twelve animal calendars, is also used in the sense of sporting meanings through analogies. At the present time, it is used in various fields such as Turkish dictionary, Scan dictionary and Compilations dictionary. By analogy and concretization, it is also possible to see the Word tavşan for instance in a name of team star, many plants or many diseases in botany, medicine sports geograpy and many other areas. There have been many evaluations of the origin of the word tavşan. For example, According to one evaluation from Tuncer Gülensoy, tavşan Word consists of taw (jumping) rı- ş- gan. İn addition to the view that it was made by adding “gan” suffix to the “tabış” verb wich was used in old Turkish (tabış- gan). We also see that it was derived from “tavış” which means noice and uproar. When the article will first mention the views raised on the root of the word "rabbit" in the Turkish texts and in the Turkish dialects, it will be also given to the views put forward earlier on origin of the Word. lastly the word tavşan; Trying to put forward the idea that "tab", which means flattening, kicking, and hitting, may have been derived from the root of the name in two different ways.
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