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The language brings the several laws in the evolutional development. The one of the laws connecting with the history of the language and found in the language units comprises the system of the main vocabulary is the sound conformities. The sound conformities take place as the historical law in the all nations languages, and influence directly on the basis lexics of each nation. Relying on the results of the comparing – phonetic research in all Turkish languages to know deeply the nature of the conformity of the sounds in modern Kazakh language the opinions about the language system of the ancient period of Altai. Also, opinions of scientists said about the formation and the development of the common language have the importance in defining the sound conformities. Further the factors that influence on the development of the person to the new quality, ability of sounds that were the reason to the conformation of the sounds according to all the spheres of the science language. The alterations in the language of the phonetic phenomenon, considering from the historical point of view of the linguistic sounds having to a new quality have a direct connection. There exist different opinions based on the law of the speech organs from the glottis to the lips, from the mouth to the top side. The quality that is specific to the general people is to try to spend the strength a bit. All language has a possibility to spend the physical strength economically. The alterations of consonant sounds in Turkish languages in the worldwide language is not connected with the economic law of this phenomenon, also it shows the formation of the briefness tasks as the law in the language connected with the peoples` ethnogenesis and glottogenesis.
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Thanks to the human instinct, curiosity and ability to learn language, the language adventure begins with the formation of sounds, letters respectively, and continued until the invention and development of alphabets. Languages that take some different names due to a number of physical reasons, both geographically and physically influenced each other throughout history. At the beginning of this interaction words borrowed from each other come firstly. While sometimes the root of these words borrowed completely changed as a result of this shopping, they often have their roots in a certain way. This study examined proper nouns of foreign originned in the Quran, so communication was observed between the Semitic Languages.
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Түркі тілдеріне ортақ сөздердің əр түрлі мағынада болуы əрбір ұлттың заттар мен құбылыстарды өзіндік ұлттық таным, көзқараспен тануымен байланысты. Қазіргі түркі тілдерінде бір сөздің əр түрлі құбылысты, немесе керісінше бір құбылысты əр түрлі сөзбен атауының басты себебі халықтардың əдет-ғұрып, салт-дəстүр, наным-сенім, кəсіп- шаруашылық, табиғаттық-климаттық құбылыстар мен жағдайларға қатысы бар. Белгілі бір объективті шындықты түркі халықтарының əр түрлі тануының басты себебі əрбір ұлттың, тіпті оның өкілдерінің дүниетанымдық ерекшеліктерімен байланысты, бір ұлт өкілдерінің дүниені тануы əр қалай. Дүниетаным адамның көзқарасын, психикасын, логикасын, талғамын, əдет-ғұрып, салт-дəстүр, наным-сенімдерін жəне т.б. қамтиды. Сондықтан да əрбір ұлт, халық, адам бір формаға бірнеше мазмұн, бір мазмұнға бірнеше форма сыйғызуы мүмкін.
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Cultural references in source texts are recognized as probably the most troublesome elements of a translation, raising not only the question of the proper selection of a particular lexical unit but also the issue of the cultural competence. Many researchers, linguists, and scientists deal with definition, recognition, classification and translation matters of culture-specific items, yet the consensus cannot be reached. Different definitions, interpretations, and even classifications, which strongly rely upon similar criteria, are offered. Therefore, the analysis of translation strategies used to render culture-specific items in popular science literature are very important and relevant to the overall analysis of cultural realia. Aiming to research translation strategies of CSI in the genre of popular science, Martin Lindstrom’s book Brand Sense: build powerful brands through touch, taste, smell, sight, and sound” (2005) and its Lithuanian translation Prekės ženklo jausmas, accomplished by Lina Krutulytė, was chosen. The analysis presented in this article is restricted to the group of common expressions denoting CSI, as translation of proper nouns follow the recommendations provided by the Lithuanian Language State Commission and were found to be less problematic as compared to the group of common expressions. For the analysis of translation strategies used to render culture-specific items, categorization of Davies (2003) was followed. To accomplish the research goals, descriptive, comparative and quantitative analysis was employed. The obtained results indicate that prevailing translation strategies used to render common expressions in the popular science book by Martin Lindstrom Brand Sense were literal translation, localization, preservation, and addition. No examples of omission or creation were observed. The analysis has revealed that the usage of translation strategies was inconsistent – homogenous and semantically similar CSI were rendered differently, using different translation strategies, thus the target text lacks cohesion and logical approach.
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A number of corpus studies focusing on the description of the use and functions of lexical bundles have been conducted recently in order to explore the phraseology of learner language. As with any studies of lexical bundles, the problem of overlapping or structurally incomplete items poses a particular challenge. In practice, it is often difficult to align such units with specific discourse functions. The fact that lexical bundles do not constitute neat form-and-meaning mappings results from, among other reasons, their being grounded in language use rather than language system. In this pilot study we attempt to test a new method called Formulex (Forsyth, 2015a; 2015b) to verify whether an application of the criterion of coverage – in addition to the conventional criteria of orthographic length, minimum frequency and distribution range (Biber et al., 1999) – may help obtain a more refined inventory of lexical bundles and hence facilitate further qualitative analyses. To that end, we use Polish and Lithuanian components of the International Corpus of Learner English (ICLE, Granger et al., 2009), as well as the LOCNESS corpus (CECL), representing academic essays written by British and American students. The results revealed that many lexical bundles of fixed length identified in a conventional way are fragments of longer chunks of text and hence they should not be treated as complete or standalone 4-word lexical items. It was also revealed that the application of the Formulex method, where the word sequences are mutually exclusive, helps a researcher filter out overlapping or non-perceptually salient lexical bundles and, ultimately, specify more precise boundaries of lexical bundles of fixed length.
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Foreign researchers have been investigating laughter, as a paralinguistic element, and its acoustic properties for about two decades. However, laughter has not been in the field of interest of Lithuanian phoneticians so far. This article analyses two most common types of social laughter: polite and mirthful. The aim of the research is to determine differences of structure and duration of structural units of polite and mirthful laughter. The research material consists of 100 samples of spontaneous, non-overlapping polite and mirthful laughter (50 of each type). The recordings were annotated and boundaries of laughter units were determined by using PRAAT programme. The analysis of the structure and duration of structural units of polite and mirthful laughter revealed that polite laughter does not tend to last long: its episodes consist of one bout of one to three syllables; the most common is a two-syllable laughter bout. The episode of mirthful laughter can consist of more than one bout; the bouts of this type of laughter consist of one to fifteen syllables, although the most common samples are of three or four syllables. In most cases, one-bout laughter that consists of one or two syllables is considered to be polite; laughter that is longer than three syllables can always be identified as mirthful. Bouts of both polite and mirthful laughter consist of three syllables. In that case, the difference between the two types of laughter can be seen in duration: bouts of mirthful laughter always last longer than bouts of polite laughter of the same structure.
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The article examines the stages of grammatical development of the L2 English verb marker -ing in the acquisition of English as L2 in the Bulgarian young learner classroom. To address this issue it focuses on the specifics of the aspectual system in English. It also examines the theoretical framework of the Processability Theory (PT) and shows the key features underlying each of the stages of L2 morphological acquisition. A 14-month longitudinal study is then presented to test this hypothesis with data obtained from the speech production of six Bulgarian primary school pupils acquiring English as L2. Though the results comply partly with the hypothesized by the PT developmental schedule of the –ing verb morpheme in the L2 oral samples of the study subjects, they also provide evidence that classroom instruction influences the acquisition of L2 verbal morphology.
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The first objective of this article is to trace the evolution of the Latin consonant system by comparing Romanian to other Romanian languages during their history – in other words, to identify and describe the origin and evolution of the Latin consonant system in different language systems. The result is the identification of the Latin consonant system as a general representation of space in all languages where such a system exists. This aspect has no equivalent in other systems although it may have some similarities in either Romance language. These elements lead us to the conclusion that what is negotiated behind these linguistic operations is in fact the representation of the person in a given culture. The results of this article provide a better understanding of the effect of language development on culture, the relationship between hybrid communicative forms and the power of Europe's cultural memory.
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The oronyms (the names of geographical objects reflecting the relief structure) constitute one of the basis branches of the Azerbaijan toponymy. The article is dedicated to the oronyms and common used and local popular geographical terms which take part in their creation. A number of local popular geographical terms in the composition of microtoponyms have been defined and their origins and meanings explained as a result of studies. While etymological analysis of geographical names the study of terms becomes the universal method. The studies show that the oronyms created on the basis of geographical terms make up the majority in territorial toponymy. More expressive reflection of the features of natural geographical landscape of the territory in oronymy and wide utilization of words used in the Azerbaijan language, dialects are the main reason of this matter.
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In Poland, Dutch is becoming gradually a popular foreign language. It belongs to the Germanic languages, which have a verbal system with tenses. Polish is a Slavonic language with an aspectual verb system. In Polish there are 3 grammatical tenses: present tense, future tense and past tense. Polish verbs can be used in a perfective and an imperfective aspect. In Dutch we have 8 tenses. Four of them are voltooid (perfect) describing the situation or action as completed and the other four are onvoltooid (imperfect), they describe the situation or action as continuous or progressive. As all Germanic languages, Dutch lost aspect as an obligatory grammatical category. The perfective and imperfective aspect of the verb depends on other parts of the sentence.
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Semantic and functional properties of pronouns “each” and “every” and their meaning equivalents in Azerbaijan language On the basis of concrete examples a place and a role of attributive pronouns in English and Azerbaijan languages are defined and compared in the given article. The pronoun “each” specifies the quantitative coverage of persons and subjects, meaning each of them separately. In Azerbaijan language the meaning equivalents to pronouns “each” and “every” are the attributive pronouns “hər” and “hər bir”.
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Anlatım sürecinde konuşan, müellif ve ya nakleten yalnız kendi sözlerini adresata iletmiyor. O, başkasına mahsus olan anlatımı da iletmek zorunlukta kalıyor. Anlatımın şahısa mahsus olması bir neden olarak ayrılma imkanı sağlıyor. Anlatım süreci bir fert tarafından hayata geçiyor. Bu halda haman şahıs oluşan anlatımın müellifi, onu nakl eden, aynı zamanda başkasına ait anlatım hakta bilgi veren, başkasına ait olan anlatımı net olarak canlandıran ve konuşan göreve sahiptir. Konuşanın anlatımında ve ya müellif nakletmesinde onun kendinin ve baçka şahısın ifadelerinin, fikirlerinin dahil edilmesi gibi sintaktik keçitler yer alıyor. Konuşanın ve ya nakleten müellifin anlatımına dahil edilmiş başkasına ait ifadeler ve fikirler özge (yad) anlatım gibi ifade olunuyor.
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This article presents the results of an online survey completed by an international group of parents who write about their multilingual upbringing experience on personal blogs. As the first stage in a multi-case study that aims at characterizing multilingual parenting styles and strategies, the web questionnaire was designed to build the profile of the participants based on their demographic and linguistic background, their blogging practices, and their family’s linguistic situation. The literature review discusses the prevalence of multilingual child rearing and endorses parent-blogging both as a genre and as a potential research data source. The methodology, on the other hand, introduces the participants, as well as the survey design procedure. Results derive from the identification of salient themes, summarized in two preliminary categories: parents’ views on being bi-/multilingual and parental insights on multilingual upbringing strategies. The descriptive-interpretive analysis of the responses indicates that parents’ understanding of multilingualism influences their self-concept as language users and their being bloggers. Moreover, parents’ capacity to adopt and adapt communication strategies is deemed an important factor for successful early multilingualism. In general, the findings are treated as the starting point to examine the role of parent-blogging in promoting multilingualism and delve into multilingual parenting styles.
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The article presents an insight into an exploratory study carried out between February and May 2014. The study looked into the process of teacher training enhanced by new technology: an MA CALL seminar facilitated in the blended format as a series of online and offline tutorials. The participants of the class were 9 first-year students of the TEFL MA programme at the Pedagogical University in Cracow, Poland. The study and its results were described in detail in previous publications (Turula, 2015, Turula, in press). The present article investigates an aspect of the process researched: negotiating between the digital realm, with its different tools and their affordances and a social context of the digital—or blended, as is the case here—education.
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Selective mutism is more common than initially thought and afflicts immigrant language minority children at approximately three times the rate of monolinguals (Toppelberg, Tabors, Coggins, Lum, & Burgers, 2005). Children who have developmental language and/or articulation problems and children who are quiet due to anxiety or concerns about accents and limited fluency can suffer from selective mutism. This case study examines the efficacy of interdisciplinary treatment with three positive psychology interventions to treat an eight-year-old Spanish-English bilingual child with selective mutism. Pet-assistance therapy, music therapy, and laughter therapy were incorporated into the child’s speech-language therapy sessions to increase verbal productions across 14 weeks. Results indicated that pet-assisted therapy revealed positive outcomes, with modest gains for music and laughter. Implications of outcomes, collaboration, and conclusions are discussed.
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The central argument voiced in the present paper is that the English language classroom should be influenced by the English as a lingua franca (ELF) methodology. What we mean under the notion of ELF methodology is a set of assumptions and tenets advanced by a number of scholars (e.g., Jenkins, 2002; Seidlhofer, 2011), who advocate rejecting the hegemony of a native-speaker language model and embracing a more egalitarian perspective that promotes the linguistic and cultural diversity of the English-using world. The ELF methodology is one of the recent developments in ELT. An abundant literature (e.g., Spichtinger, 2001; McKenzie, 2008) recommends that learners of English are exposed to as many different varieties of English as possible. A further recommendation (e.g., Matsuda, 2012) is that the cultural content presented to pupils in the ELT classroom should be drawn from multiple sources. The present paper aims to contribute to the debate concerning the implications that the ELF methodology carries for coursebooks and teaching materials. The study explores pre-service teachers’ views on the following questions: (1) How many and which varieties of English should appear in the CD recordings that accompany coursebooks? (2) Cultures of which countries should constitute the content of teaching materials? The data obtained from 170 pre-service teachers majoring in English indicate that most of them are far more willing to embrace the cultural rather than linguistic diversity in their own teaching practice.
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Testing speaking skills to A2 students is a step-by-step description of a speaking test format that a representative group of students took at the end of their A2 course. A few examples of the testing tasks are presented in the test layout. The author offers a comment on the assessment criteria and emphasizes the importance of immediate teacher feedback on students’ performance after concluding the testing procedure.
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The existence of more than one infinitival form in Modern German, and the lack of an infinitive in Modern Bulgarian causes difficulties in the acquisition of the German language by Bulgarian learners. The article deals with the development of the infinitival forms, their use in the building of the analytical tense structures, the difference between bare and prepositional infinitives and compares the infinitival structures with the dependent clausal constructions. It also renders some of the possible ways of translating the infinitival German forms into Bulgarian.
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In this paper I argue that morphological oppositions can only be both formal and semantic, i.e. they are semantic oppositions expressed by grammatical morphemes in the structure of a language. For instance, plurality ~ non-plurality is a morphological opposition, because the semantic opposition is manifested also in the plane of expression: студентЬІ ~ студент (Bulg. студентИ ~ студент). All the oppositions in two-member morphological categories (MC) are privative as are the main oppositions in multi-member MC. The oppositions between marked members of multi-member MC, as well as the opposition between the marked member and the main meaning of the unmarked member, which is merely semantic (in the above example: plurality ~ singularity), are equipollent.
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