Между Россией и Германией: российские немцы и их идентичность (на примере современной поэзии)

The relevance of the study lies in the fact that system-structural and functional-semantic features constitute the most important part of the linguistic system – a kind of basis in which ready communicative units of speech are produced. It is therefore only natural that these concepts have become an area of pioneering research in the functional linguistics of sports discourse. However, this is not confined to describing the pragmatics of speech, since the functions of grammatical units are performed within the language system. The syntactic properties of the sport forms in the position of the structural surface of the Kazakh, Russian and English languages constitute their main functional-semantic features and can be the object of functional syntax The aim of the research is to investigate the system-structural and functional-semantic facets of movement verbs in sports discourse in Kazakh, Russian and English. The basic prerequisite for the various functional versions is the consistent and coherent nature of the language system. In description practice, this means the interplay of grammatical categories and the consequent lack of clear-cut boundaries between the different levels of language – phonetics and morphology, vocabulary and grammar, morphology and syntax. The content and plan of the form of features, including morphological ones, are not reducible to formal manifestations: the same form of motion verbs usually belongs to several morphological categories. The interpretation of the form in a particular situation of use is determined by the factors external in relation to the category. With a grammatical form it is possible to express semantics that is not attributed to any particular form alone, since various linguistic means are involved in its realisation. The practical significance lies in determining the peculiarities of system-structural and functional-semantic mechanisms of motion verbs in sports discourse on the material of the respective languages.

The article is based on the current interest in John Green’s novels as they are little observed from the stylistic point of view. This work clarifies the main stylistic peculiarities of the writer, presents a profound analysis of John Green’s novel "Paper towns" on different levels of the language. It describes the functions performed by all the stylistic devices used in the text. It can be stated that "Paper towns" is very rich in various striking, original stylistic means, each of which has an essential role to the entire “tissue” of the text. At the end of the research it can be concluded that the most powerful emotional expression, logical and psychological effects are comprised in those parts of the text in which there is a synthesis of stylistic techniques of different levels of language. And the more such techniques the story has, the more it impresses the reader. These parts of the text make the reading process much more interesting and incredibly exciting. Stylistically marked syntactical units in the text of the investigated English-language novel aim to create expressiveness, to act as a means of representing the emotional state of characters, to create a logical and emotional enhancement, to increase the dynamism of the narrative, while not complicating the perception of information. That allows the writer to establish emotional contact with the reader, to increase an expressive sound of the text. Attracting the attention of the reader, increasing the logical and emotional influence on him or her, providing the text with dynamism, authenticity, allocating certain moments in the narrative − all this is achieved with the help of linguistic devices of expressive syntax.

The article shows the interpretation of the role of the Hanseatic League of the New Age by the media. The theme of the New Hanse has become relevant in the recent years due to the growing importance of public diplomacy. Commentariat has its own function in exercising this diplomacy, as well as in PR-stunts for tourist brands. It was journalists who gave an impetus to the extensive promotion of tourism potential of The Golden Ring of Russia. The author states that the New Hanse, which includes 192 cities of 16 European countries, not only has a great tourism potential, but also provides an international political and communication resource in the contexts of the EU integrity crisis and global sanctions. Besides playing its communicative role in the cultural exchange, this potential is linked to politics of memory: for many European and Russian cities that have faded in importance it is a significant symbolic resource. The symbolic resource of the New Hanse is determined by positive moments in the history, by successful trade and prosperity of medieval cities, and does not have any separatist or conflict implication, unlike commemoration of the Victory and WWII. The author analyses interpretations of the New Hanse by both Russian and European media, and highlights components of Hanseatic media discourse, such as news hook, genre, content visualization, and newsmakers. The total number of media texts analyzed, which include texts in Russian and German published in the recent decade, is over 300. The sources of the Russian media texts are the Integrum archive and the archive of the International Journalist Contest Hanse as Continuity. The texts in German were found in the Internet by continuous sampling based on key words Die Hanse, Hansestädte, Hansebund. The author used the method of content-analysis to do the research. In addition, the author interviewed activists of the New Hanse from Pskov and Veliky Novgorod and monitored tourism industry in North-West Russia. The article describes some successful cases of project development of the Hanse theme in media space, and proposes variants of media interperetation of the the Hanses role.

This volume comprises cutting edge research on language contact and change. The chapters present a wide scope of settings in which Spanish is in contact with other languages, such as Catalan, English, and Quechua; a large breadth of geographical areas (e.g., United States, Puerto Rico, Colombia, Brazil, Argentina); and varied participant groups, ranging from dialect contacts, second-language learners and heritage speakers to balanced bilinguals and code-switchers. Taken together, the chapters provide rich empirical descriptions of data pertaining to different levels of language, diverse – naturalistic and experimental – methodological approaches to data collection, as well as theoretical implications of the findings. The interdisciplinary perspective adopted by the authors contributes to the linguistic analysis and offers important insights into theoretical linguistics in general, and into theories of sociolinguistics, language variation, bilingualism, and second language acquisition.

This article deals with the communicative and discoursive aspects of grammatical synonyms in the modern English language. Grammatical synonymy is a complex linguistic phenomenon and manifests itself at different levels of language. In English, syntactic synonymy is more common than morphological synonymy. At the syntactic level, synonymy occurs between various syntactic constructions, non-finite forms of verbs, verbal constructions, and subordinate clauses. Grammatical synonyms in English usually arise within context. However, there are also grammatical synonyms that can be used out of context. The use of grammatical synonyms in English depends on a number of pragmatic, discoursive, and linguistic factors. Pragmatic factors such as reference, presupposition, implicature, and inference are presented in this article. Each of them performs a specific function and serves text coherence. In modern English, grammatical synonyms perform a number of discoursive functions. Such functions as coherence, cohesion, background, foregrounding, and topicalization are presented in the article. Grammatical synonyms actively participate in the creation of coherence and integrity between paragraphs and text passages within the text. Synonyms and grammatical synonyms are chosen depending on the communicative intention of the speaker in the process of communication, the author's assessment of the specific situation. The further choice of the synonymous line depends on the discoursive strategies. Since most grammatical synonyms are synonymous only within the context, their role in the communication process is undeniable. Grammatical synonyms first arise in the process of communication and later enter the language system.

This study is intended to find out the exact meaning of the lyrics at different levels of language, and phonetic devices, as well as to reveal how these stylistic devices work on Lady Gaga’s Born This Way (LGBTQA+). This study employed qualitative content analysis. The source of the data was the song Born This Way by Lady Gaga and the data were the linguistics aspects of the song, which are the words, phrases, clauses and sentences, as well as the discourse unit of the song. It was found that the song aims to speak to as many perspectives as possible, through different races, sexualities, and gender expressions, through the language uses that are represented in the song. By then, this song has completely succeeded to not only raising up feminist voice, but also, most likely, if there was no song with all the impact and events, understanding about gender and equality would not develop as it is today. The song strongly emphasizes the equality notion by accepting who we are as we are all born this way. The choices of word, phrase, clause and sentence as well as the discourse unit credit about self-liberation, and loving every part of oneself, no matter what race, belief, or sexuality one is on. This also proves that this song is not solely an LGBTQA+ community anthem, instead, it is a song for all kind of self-acceptance.

Human learners, including infants, are highly sensitive to structure in their environment. Statistical learning refers to the process of extracting this structure. A major question in language acquisition in the past few decades has been the extent to which infants use statistical learning mechanisms to acquire their native language. There have been many demonstrations showing infants' ability to extract structures in linguistic input, such as the transitional probability between adjacent elements. This paper reviews current research on how statistical learning contributes to language acquisition. Current research is extending the initial findings of infants' sensitivity to basic statistical information in many different directions, including investigating how infants represent regularities, learn about different levels of language, and integrate information across situations. These current directions emphasize studying statistical language learning in context: within language, within the infant learner, and within the environment as a whole. WIREs Cogn Sci 2010 1 906-914 This article is categorized under: Linguistics > Language Acquisition Psychology > Language.

In this study, we apply the methodology of semiotic or interpretive grammar, based on the Peircean ontological Categories and developed in previous work with respect to Mandarin Chinese, to Vedic Sanskrit, a language whose grammar we have previously shown to be constrained by Peircean Thirdness or [+3]. We show the Peircean Category of Thirdness, with all of the paradigmatic and syntagmatic configurations implied thereby, to be richly exemplified throughout Sanskrit grammar, at the morphosyntactic, lexical, and phonological levels. In particular, the Peircean Triad implied by [+3] is found to permeate the syntagmatic structuring not only of clauses, but also of the morphology within both nouns and finite verbs, and even the ordering of phonemes. We also describe the operation of the constraint [+3] paradigmatically in noun declension, verb conjugation, lexical variation, and consonant classification. We conclude that, while “interpretive grammar,” as with all other forms of grammatical description, can never be framed in a way that excludes all exceptions and “messiness,” a semiotic approach to a systematic description has a significant advantage over conventional “descriptive” grammars in furnishing a unified account of different levels of language, from morphosyntax all the way down to phonology, and of both syntagmatic and paradigmatic structures.

Background. In the domain of education, particularly in the teaching and learning languages, the image assumes a pivotal role. Plenty of methodologies and instruments, rooted in the utilization of images, have been formulated. This article sets out to explore the possibilities of the picturebook – the example of the synergy of image and text as a tool in the teaching of Polish as a foreign language, with a particular focus on the development of all language skills, with a focus on the skills of speaking, writing, and reading texts and images (visual literacy). Purpose. The aim of this article is to emphasize the function of the picturebook in the teaching of the Polish language as foreign, not limited to a children’s audience, but extending this to adult learners at different levels of language. The study investigates the potential role of picturebooks for the development of all language skills. Methods. The content analysis method, which is a fundamental component of qualitative research methodology, was utilized in this study. Additionally, the method of participant observation was employed, which entailed attending sessions, conferences and meetings on picture books organized by various institutions and groups, following the Polish Section of IBBY and the Astrid Lindgren Memorial Award. The critical content analysis method was employed in a case study of a book in the context of teaching Polish as foreign language. The study builds on prior research and contributes to understanding the effectiveness of the picturebook as a tool in the teaching Polish as foreign language – in the development of all language skills, (and in particular the skills of speaking, writing and reading texts and pictures – visual literacy). The theoretical considerations are complemented by an analysis of two picturebooks by Iwona Chmielewska W kieszonce and O tych co się rozwijali , indicating their use in teaching Polish as a foreign language to adult learners. Results. Researchers encourage multichannel transmission and multisensory perception to activate the right hemisphere and thus stimulate the brain to work more efficiently to facilitate more effective language acquisition and learning. The picture book seems to be a fitting example that illustrates the method of intersemiotic translation, and even develops it, because what takes place here is the reading of images and text in mutual correlation, unity, and interdependence. There is mediation between the verbal and non-verbal code, which creates synergy between the two hemispheres and improves brain performance, leading to more effective language learning. In addition, a multisensory perception of the message takes place – the images created by Iwona Chmielewska give the impression of being three dimensional – as collages, intricately cut out, woven, stitched, and embroidered despite obviously existing in two dimensions, they seem to move the sense of touch. And here the multichannel nature of the message meets interpretation, the visual metaphor comes alive and speaks. Research shows that picturebooks can be used to train all communication skills and increase students’ language proficiency in vocabulary and grammar, spelling, pronunciation, intonation of a foreign language. (M. Zirkel) Although picturebooks are primarily used to develop communicative skills and contextualise words and parts of a specific semantic field to expand learners’ vocabulary (S. Mourão), picturebooks can also promote many more skills e.g. the promotion of literary competence, which includes empathetic, aesthetic and stylistic competence, the development of cultural and discursive competence, interpretative competence, as well as reading competence and general language competence (M. Zinker). Discussion (Conclusions and Prospects). The mentioned examples of the usefulness of the picture book in teaching foreign language to children and young learners can be extended to adult learners. The objectives of teaching a foreign language to both groups are similar, it is merely a matter of appropriately selecting the material. Picturebooks in Polish as foreign language classes provide extraordinary opportunities for activities developing all linguistic proficiencies: listening comprehension, reading comprehension, vocabulary, and grammar, speaking and writing, as well as mediation (when simplifying, expanding, or translating content). The synergy of text and image gives rise to a new view of language as a cultural designator. The Picturebook as a cultural artefact brings us closer to an understanding of language and the art of language (in the sense of its extraordinary possibilities to express and describe reality) and the language of art (through the presence of an image). It introduces the adult learner to the world of adult and children’s literature. The picture books of Iwona Chmielewska serve as excellent models for the implementation of these requirements.

Five-year-olds with specific language impairment (SLI) often struggle with mastering grammatical morphemes. It has been proposed that verbal morphology is particularly problematic in this respect. Previous research has also shown that in young typically developing children grammatical markers appear later in more phonologically challenging contexts. The main aim was to explore whether grammatical deficits in children with SLI are morphosyntactic in nature, or whether phonological factors also explain some of the variability in morpheme production. The analysis considered the effects of the same phonological factors on the production of three different morphemes: two verbal (past tense -ed; third-person singular -s) and one nominal morpheme (possessive -s). The participants were 30 children with SLI (21 boys) aged 4;6-5;11 years (mean = 5;1). The data were collected during grammar test sessions, which consisted of question/answer elicitations of target forms involving picture props. A total of 2301 items were analysed using binary logistic regression; the predictors included: (1) utterance position of the target word, (2) phonological complexity of its coda, (3) voicing of the final stem consonant, (4) syllabicity (allomorph type) and (5) participant accounting for the individual differences in the responses. The results showed a robust effect of syllabicity on the correct morpheme production. Specifically, syllabic allomorphs (e.g., She dresses) were significantly more challenging than the segmental ones (e.g., He runs) for all three morphemes. The effects of other factors were observed only for a single morpheme: coda complexity and voicing helped explain variability in past tense production, and utterance position significantly affected children's performance with the possessive. The participant factor also had a significant effect, indicating high within-group variability--often observed in SLI population. The systematic effect of syllabicity across both verbal and nominal morphemes suggests morphophonological influences in the grammatical development of children with SLI that cannot be fully explained by syntactic deficits. Poorer performance in producing syllabic allomorphs can be accounted for by much lower overall frequency of these forms, and by the 'tongue-twisting' effect of producing similar segments in succession, as in added [aedəd], washes [wɒʃəz]. Interestingly, the greater acoustic salience of the syllabic allomorphs (an extra syllable) does not enhance children's abilities to produce them. These findings suggest that the interconnections between different levels of language have a stronger effect on the grammatical development of children with SLI than might be expected. Allomorphy should, therefore, be taken into account when designing language assessments and speech therapy, ensuring that children receive sufficient practice with the entire set of allomorphic variants.

Alteraciones en el discurso narrativo en hijos de madres con preeclampsia

One of the difficulties in legal English translation lies in how translators understand and convey legal terminology. For one thing, it requires functional equivalence in language; for another, legal functional equivalence is also needed. According to the Equivalence Theory of Sarcevic, and considering the different levels of language and legal functional equivalence in the corresponding words from the source language to the target language, the following measures can be taken in legal terminology translation: using the exact words when concepts are equivalent; using functionally equivalent words when concepts are nearly or partly equivalent; using paraphrase, neutral, borrowed, or neologisms when concepts are totally different.

How language change manifests itself in the history of English is the primary focus of this volume. It considers the transmission of English though dictionaries and grammars down to the digital means found today. The chapters investigate various issues in language change, for instance what role internal and external factors played throughout history. There are several chapters dedicated to change in different areas and on different levels of language, includinginvestigations of the verbal system, of adverbs, of negation and case variation in English as well as more recent instances of syntactic change. This volume also looks atissues such as style and spelling practices which fed into emergent standard writing, and the complex issue of linguistic prescriptivism, with chapters on linguistic ideology, phonological standards and the codification of English in dictionaries. Itconcludes with a consideration of networks and communities of practice and also of the historical enregisterment of linguistic features.

Peirce’s notion of diagrammatic iconicity is among the most fertile aspects of his semiotic theory with respect to natural language. After distinguishing between a narrow and a broad definition, this chapter goes on to show that the phenomena currently subsumed under diagrammatic iconicity can coherently be accommodated if three different levels of language are observed, viz. the universal level (congruence), the language-specific level (correctness), and the level of particular discourses and texts (appropriateness). The second part of the chapter provides discussions of five salient subtypes of diagrammaticity in spoken languages: iconicity of sequence (order), iconicity of contiguity (proximity), iconicity of cohesion, iconicity of independence, and iconicity of quantity and complexity.

The research aims to identify the specific features of deictic organization in a fragment of poetic text in Russian and in its English translations. The article examines the ways of expressing deictic fields and realizing deictic shifts, using as an example stanzas XLI-XLII of Chapter 4 of Alexander Pushkin’s novel in verse “Eugene Onegin”, as well as their rendition in eight translations of the first quatrain of stanza XLII of the specified text into English. The scientific novelty of the research lies in the fact that, in addition to the traditionally identified linguistic means of expressing deixis, the analysis also employs relational, textual, and compositional deictic markers (based on the system of concepts of cognitive poetics presented in P. Stockwell’s work). The shift of deictic fields is demonstrated in connection with the overall concept of the literary text under consideration. In addition, a quantitative comparative analysis is conducted of the ways of expressing deictic parameters in the Russian poetic text and in its English translations. As a result of the linguo-cognitive analysis of stanzas XLI-XLII of the specified text in Russian, a shift of three deictic fields is revealed, reflecting the anti-romantic orientation of the work. The analysis of translations of the first quatrain of stanza XLII established that the deictic shift is reflected in all translations and the main characteristics of the deictic fields involved are partially conveyed. However, the specific characteristics of these fields, in particular their relational aspect connected with the social characteristics of the narrator and the reader, as well as the effect of creating uncertainty as a characteristic feature of one of the deictic fields, are not fully represented. The obtained data allow for refining the features of the deictic aspect of the literary text and also open new perspectives for cognitive research in translation studies.