English Doublets

The purpose of the article is to review the art-based approaches to the study of the historical origins and features of the Hopak dance and to analyze the semantics of its plastic symbols. The methodology. The application of the analytical principle in the study of art, philosophical, cultural approaches to delineated topics, as well as historical - in the examination of the genesis and development of Ukrainian choreographic art, made it possible to conduct a scientifically objective study. The scientific novelty of the work is that for the first time a comprehensive art study of the historical origins of the Hopak dance and the semantics of its autochthonous plastic forms were conducted. Examples of the interpretation of the name of the dance, recorded in explanatory, terminological, etymological dictionaries, are given. The paper reviews the controversy of the given subject, when considering which the author provides own point of view within the context of a number of statements made by Serhii Nalyvaiko, a studier of Indo-Slavo-Ukrainian mythology and history. Conclusions. The conducted analysis of scientific literature on the investigated subject revealed the absence of theoretical developments on the problems of semantics of choreographic plastics, compositional constructions and images of Ukrainian folk dance «Hopak». Outside the field of attention of researchers are historical and cultural foundations of the development of Ukrainian folk dance in the sense of its figurative and symbolic content. The work emphasizes: Hopak, being a symbolic code of archaic culture, adequately understood by all members of society, was later transformed into a kind of informational «ethnic code» of the nation, enabling the reconstruction of lost and forgotten folk traditions.

Area detectors for protein crystallography at storage rings

MY opinion is in no way altered by Prof. Ruzicka's comments. When Prof. Ruzicka has succeeded in preparing epidihydrocholesterol from carbon, hydrogen and oxygen (or from some compound which can be shown to be capable of artificial formation from these elements), I shall endeavour to be the first to congratulate him on having synthesised the male sex hormone (androsterone). I am not concerned with the question whether the transformation of the sterol into the hormone involves a building up or a breaking down of the molecule. The main issue, in my view, is that the term synthesis cannot be justified, either by definition (see, for example, Bailey and Bailey: “An Etymological Dictionary of Chemistry and Mineralogy”, 1929) or by common usage, as a description of the conversion into another substance of a compound of purely natural origin. I am sure that the great majority of chemists will agree with this point of view.

Many authors, scholars, and theorists have theoretically denied the possibility of translating into a foreign language (Newmark, 1998, 1995; Van Deth, 1989; Vásquez-Ayora, 1977 among others), because of the interference caused by the translator’s mother tongue as well as the lack of competence, especially in writing, and level of intuition when going into the foreign language. Authors confront and argue the different points of view. Arguments in favor of translating into a foreign language should also be considered (Wilss, 1982; Wotjak, 1981; Harris, 1990; Nord, 1992; Cao, 1996; Beeby, 1996; Quiroz and Muñoz, 1996; Zapata et al. 1998). Likewise, it is shown that methods, methodologies, and techniques may be used both ways. It is concluded that the correct establishment of text analysis features as well as linguistic characteristics in both languages make it possible to translate medical texts into English as a for-eign language.

European educators are increasingly co-operating in order to organize a system of education and training for an uncertain future. We foresee: 1. Broad, basic vocational education in which language (mother tongue and foreign) and mathematics are fundamental. That is, the separation between general and vocational education from our point of view is becoming obsolete. 2. An involvement of the social partners in formulating the vocational education aims and content; social dialogue and co-determination remain crucial for the acceptance of reforms. 3. The principle of learning by doing will be preferred to learning by listening, because knowing about must be joined by being-able-to-do. 4. The integration of low achievers into the work force through vocational education and training in companies and schools; government must pay for this. 5. The specification of equivalence between vocational education qualifications and general education certificates, thus opening up what is now a dead end in vocational training to build a bridge to higher education.

184 WesternAmerican Literature tells a good story, though his thematic range is somewhat limited. With its use of the West as an arena for moral action and new beginnings, Language in theBlood holds the greater interest for readers of Western American Literature. The novel also deserves praise, by the way, for the wealth of birding lore and information that Nelson weaves seamlessly into the narrative. PAUL HADELLA Southern Oregon State College Sarah Canary.ByKarenJoy Fowler. (New York: Henry Holt and Company, 1991. 290 pages, $21.95.) Searoad: Chronicles ofKlatsand. By Ursula K. Le Guin. (New York: HarperCollins Publishers, 1991. 193 pages, $20.00.) These are realistic works from authors most frequently described as science fiction writers. Ursula K. Le Guin is already a literary Garth Brooks of sorts; her classics The Left Hand ofDarkness and the Earthsea series are enjoyed by those who otherwise avoid science fiction and fantasy. But she is only infrequently counted among the best contemporary writers regardless of genre identifica­ tion. Searoadmay bring her the wider attention her fine writing deserves. Karen Joy Fowler, whose short stories are collected in Artificial Things, also began by publishing science fiction. She brings from the genre a sense of the limitlessness of fiction. These authors may have established their reputations by inventing other worlds, but in Searoad and Sarah Canary they are firmly grounded in the people and places of the Northwest. Sarah Canary is Fowler’s quixotic and engaging first novel. Set in Washing­ ton Territory in 1873, this is a story of the Old West told by its outcasts: Chin Ah Kin, the shanghaied railworker; B.J., an escapee from an insane asylum; Adelaide, the suffragette who lectures on female orgasm; and Harold, a survivor of Andersonville who thinks himself immortal. Fowler portrays them all with sympathy for their isolation and admiration for their sometimes visionary, sometimes lunatic insights. The object of their mutual quest is the monstrous, mysterious Sarah Canary. Unwilling or unable to explain herself, she becomes a kind of mirror reflecting the bias and cultural conditioning of those who view her. Contrasted against this likeable and ultimately very wise collection of misfits are briefhistorical essays that lambaste the moral and intellectual leaders of the time. The juxtapositions effectively, if perhaps too obviously, raise the question ofwhere sanity really lies, whose perception is really to be believed. Searoad is also about the people who settled the West. This collection of stories spans about 100 years in the history of Klatsand, a northern Oregon coastal town that doesn’t quite exist on the map. In these deceptively quiet Reviews 185 stories, Le Guin writes about the people who find in Klatsand a place to visit, live, die, or recover from the death of a loved one. Her focus is less on events than on people, and as in Fowler’s novel, we see some of the same characters from different points of view. Le Guin also makes main characters of those otherwise marginalized in the existing body of literature—housewives, wait­ resses, junior college professors. But the stories are linked not so much by recurrent characters as by the ocean, which courses beneath the narrative layer with a restless, powerful rhythm. Le Guin most frequently examines the rela­ tionships between generations of women, as in “Quoits” and the lovely “Hand, Cup, Shell.” The book’s luminescent centerpiece, “Hernes,” is a long, non­ linear narrative about four generations ofwomen in a Klatsand family and is as good as any fiction Le Guin has written. While Searoadand Sarah Canaryare quite different in style and content, they similarly reflect recent feminist and New Historicist thought. For instance, in both the authors playwith and overturn literary expectations. Fowler hilariously subverts chivalric traditions by making the object of the chase in Sarah Canary grotesquely ugly, an incarnation of European intellectual conceptions of woman as uncivilized and nonsensical. The quest that moves the plot falls apart when Sarah Canary vanishes, much to the guilty reliefof those who pursue her. Throughout Searoad, but particularly in “Hernes,” Le Guin reshapes our sense of language and narrative, frequently adopting what she calls “the mother tongue”—the language of the household as opposed to the language...

This paper researches to view the problems of a multicultural society, which is an emerging global problem, from the view of multicultural education. First, I analyzed the various aspects of Korean language education taking place within the scenes of multicultural education. For the analysis, international understanding education of the 7th national curriculum was taken into account during the process until multicultural education bacame reflected in the 2007 revised national education curriculum. Furthermore, I revealed that different methods and goals existed according to the students who learn multicultural education, the education content, and the scent of the education. Also, I suggested that content and method of language education as part of multicultural education should be divided into different types, including Korean language education as a mother tongue, Korean language education as a second language, bilingual education, and Korean language as a foreign language, according to the student, the contents that are taught and learned, and the scene of teaching and learning. Lastly, I emphasized the fact that in multicultural education, practive is more important that exercise, and also an educational method of practice based on assumption should be sought after. Also, I argued that the direction of education needs to be shifted, to a form that teachers about understanding minorities to a student group of the majority. From this point of view, we emphasized the need to remember the idea of 'thinking globally, acting locally.'

The paper is dedicated to the structure and function of dialogue in the text of a work of fiction. The human traits have many different characteristics. Each person is known by his/her own character. In a work of fiction, a character remains in the reader's memory along with his appearance and character. The character of every personage in the text of a literary work can be different. That is why the character of the personage leaves a positive or negative, pleasant or unpleasant impression. In the paper, character traits are differentiated and clarified through dialogues.The research paper defines that the structure of the dialogue in the text of a work of art can be called a complex syntactic unity. It consists of such parts as a dialogue introduction, a dialogue, and an author's introduction, and these parts are closely related to each other in meaning, structure, and intonation. The function of the remark in the structure of the dialogue in the artwork is special. It is believed that the simplest and first function of a remark is to express whose opinion it is, for what purpose, under what circumstances, and how it was expressed. Through the remark, various movements, views, and faces of the speakers are revealed, thereby revealing the inner world of a person. At the same time, the remark expresses the author's opinion and his/her point of view. The phenomenon of repeating remarks in the structure of the dialogue is illustrated by examples. The function of dialogue in the text of a work of fiction is represented by such types of dialogue as dialogue-story, dialogue-humor, dialogue-dispute, dialogue-characteristic, as well as the internal character of the personages, appearance, attitude to other characters, and the character is clearly identified. The function of the dialogue is analyzed in the paper using examples. Repetitions in the structure of the dialogue also have their place. This shows the stylistic features of the writer. The paper says that repetitions, reference words (replicas), and the connections between them show the special traits of the character, his/her own expression in colloquial speech.The research work was based on studies related to dialogue participation in teaching foreign languages and mother tongues. The study takes into account the fact that in literary works the speech act is linguistically analyzed and the speech act of the characters corresponds to speech ethics, the communicative units of the language are clearly expressed in the nationalcultural aspect. A descriptive method is used for context-pragmatic analysis, a structural-semantic method – for analyzing the function and structure of dialogical conversations.

Protecting local culture has expanded in different forms in contemporary literature and has developed a new literary genre called postcolonial literature. Indigenization of English language and its appropriation with language and culture of the former colonial countries is one of the characteristics of postcolonial writing that immigrant authors also enjoy it in writing from their experiences in diaspora and transferring their local culture which results in linguistic creativities. One of these creativities is appropriation which is an important component of Postcolonial studies. It is a process which reconstitutes the language of the center to express the ‘differing cultural experiences’ (Ashcroft et al, 2002, p. 38). It seizes the language of the center and replaces it in ‘a discourse fully adapted to the colonized place’ (p. 37). Zabus(2007) also considers appropriation as conscious strategies of decolonization where ‘writing with an accent’ serves to convey ideological variance. Sometimes English language is unconsciously appropriated by the non-native users. Joseph (2006) believed that a language undergoes a change because of the interference of mother tongue with its inherent resistance. Thus when a writer from a non-native country would produce something in English, there must be some changes under the influence of their mother tongue. There are different strategies of appropriation that result in to varieties of English language. Some postcolonial writers mixed the linguistic structures of two languages making an ‘inter-culture’ (as cited in Ashcroft et al, 2002, p. 66). Kachru (1983) and Ashcroft et al. (2002) identify at least nine language appropriation strategies: The first strategy in appropriation technique is termed as glossing, it is an explanatory comment affixed to a text. It can be a word, a sentence, or a clause, characterizing the non-English word. The second strategy is the incorporation of un-translated words or leaving words un-glossed, it aims to keep the cultural uniqueness intact. The third one is termed as syntactic fusion, which is the amalgamation of two different linguistic structures, resulting in mixing the syntax of native language with the lexical forms of English, or vice versa. Fourthly, the usage of translation equivalence permits the writer to incorporate the local opinions and insights into a foreign language. In lexical innovation the words are borrowed from local languages and incorporated into the new English. The post-colonial writers use it as a means to describe new experiences, sounds and tastes they come across. Contextual redefinition provides a way to introduce new vocabulary words. The author adopts a new context that is too remote from the English speaking world to have the same definitions for all the terms. Inter language strategy refers to the entrance of texts, rhythms or sounds related to the writers` mother tongue to the postcolonial writing which shows his/her creativity and interest to the mother tongue. Rhetoric and functional style appropriation strategy deals with changing in different text types and finally, code switching is the technique of moving between two or more codes to bring variation in the ways of expression. Considering the important role of the linguistic appropriation strategy in producing postcolonial literature, this descriptive - analytical study was done in accordance with Kachru (1983) and Ashcroft et al. (2002) framework on postcolonial writing, with an aim of looking for elaboration of linguistic appropriations in the English series of stories Laughing without Accent by Jzayeri Duma and its translation by Mo`takef. Duma is an Iranian immigrant writer who has already published two successful series of stories in America which have been translated into different languages all around the world and they have been translated into Persian too. In her stories, Duma depicted her Persian family life in America for the American readers and helped them to know about the minority of Iranian immigrants living in America through her lens of humorous writing. Studying Duma`s series, this study looked for answering the following questions: can the English text of the stories be analyzed from postcolonial point of view according to linguistic appropriation theory? What strategies did the author use to make linguistic appropriations and create a postcolonial work? Were the linguistic appropriations transferred to Persian translation of the stories too? The results of the study showed that the author used glossing, un-translated words, contextual redefinition and inter language and code switching appropriation strategies in her stories and created a postcolonial text. This study also showed that some of these strategies like glossing and inter language appropriations were left in the translation of the stories, but the rest of weren`t transferred and faded away in the process of translation. Inter-language appropriations entered the English pronunciation of the words and glossing made some cultural elements of English language enter the Persian text.

The syntax of simple sentences is generally considered by both teachers and students to be one of the most challenging parts of English grammar. We thus decided to determine the reasons why most students find it difficult to understand and assimilate grammatical factors related to simple sentences. To do so, we carried out a study focused on exploring the mistakes made by our students. The target group, which comprised 88 second-year students both majoring and minoring in English, was given a two-part test. The total exam time was 1 hour and 40 minutes, preceded by a 10-minute briefing during which the students were given specific instructions. The first part of the exam asked students to identify the constituents of the sentence by type, namely phrases, to distinguish the head words and analyse them from a syntactic point of view. As regards the second part of the test, the students were to translate a number of simple sentences from Romanian into English, and also to indicate the syntactic functions of the sentence constituents. After analysing our students’ papers, we drew up a list of recurrent mistakes. In particular, students had difficulty identifying the predicative and differentiating between the two types of predicate. Some confused the direct object with the indirect object and vice versa, as well as the prepositional object and the indirect object. Moreover, they mixed up several types of adverbial modifiers. Though the overall translation of the sentences was quite good, the recognition of the constituents and their syntactic functions revealed several types of mistakes. The main problem also lay in the identification of predications, together with the types of objects. Further, we noticed that the students did not pay attention to the topic of the simple sentence. The second part of the test proved that, in some cases, the students’ mother tongue had both advantages and drawbacks. Last but not least, our study offers insight into the grammatical aspects that pose problems for students and can contribute to improving teaching strategies regarding simple sentences.

A new method of perception of Tissot's Theory of Distortions and the computation of the parameters of Tissot's lndicatrix, used to analyze map distortions of cartographic projections, is proposed. The new approach is based, on the algebraic eigenvalue problem and makes use of the Singular Value Decomposition of the column-scaled Jacobian matrix of the mapping equations. The semiaxes of Tissot's lndicatrix are evaluated directly, and the use of quadratic forms, which may cause unnecessary loss of numerical precision, is avoided. Several advantages of the new approach over the original Tissot's approach are detailed. The traditional concept of Tissot's lndicatrix also is examined for comparison. It is presented from the non-traditional point of view, as the study of a variation of the positive definite quadratic form under a mapping transformation. The complete collection of the computational formulas of the original Tissot's approach (improved for numerical efficiency) is included.

The paper analyses the use of the Romani language in the Slovak educational system. It focuses on the informal use of Romani in schools, as about 10% of all pupils speak Romani as their mother tongue but there are no schools that use Romani as the language of instruction. The theoretical framework draws mainly on the work of P. Bourdieu and S. May on the symbolic power of language. The empirical chapter is based on qualitative data collected at ten primary schools in different parts of Slovakia, as well as interviews with decision makers and experts. On the basis of the empirical research, three questions are posed. (1) Is Romani used in schools and if so how? (2) What attitudes do school staff have on the use of Romani? (3) Is the theory of Stephen May applicable to Slovakia and is Romani perceived to have merely sentimental value while Slovak is considered to have instrumental value? The article concludes that the perceived value of Romani in Slovakia is very low. From the point of view of school staff, it has no instrumental value and is perceived as a barrier rather than a benefit.

Abstract: The aim of this study is to demonstrate that the correct identification, understanding and translating of terminological phrasemes can cause difficulty for students, translators, managers and entrepreneurs. The theoretical framework of this study comprises phraseology, phraseodidactics and one branch of cognitive linguistics - construction grammar-which takes into account phrases and not only individual words. Professional economic phrasemes were first compiled on the International Monetary Fund (IMF) glossary web 2014 terminological database. From this database, 126 figurative compound terms were selected in three source languages (Spanish, French and English) and compared with terms in one target language (Slovak).We have primarily focused on the occurrence of these terminological phrasemes in the print media and they have been analysed from the point of view of difficulties which might be caused within the process of translation. Similarities and peculiarities of these terminological phrasemes have been discovered through analysis of the equivalents in the four aforementioned languages and the outcomes of this study also highlight differences regarding intercultural aspects. The acquisition of general phrasemes and in this case terminological phrasemes, is the important part of language skills not only for students of economics, but also for future translators and professional translators.Keywords: Cognitive Approach, Phraseology, Phraseodidactics, Professional Language, Terminological Phrasemes, TranslationIntroductionThe research in this study is focused on phraseology as well as phraseodidactics. Emphasis is currently placed upon cognitive approach in this field. The acquisition of language skills according to the methods of traditional teaching does not correspond with cognitive reality. The traditional categories of languages are considered to be artificially created, because they do not reflect the processing of language structures on a mental level. Cognitive didactics tries to bridge these differences and in the process of foreign language acquisition represents language as one of the possible products of cognition (Tuharska, 2010; 2011). Construction grammar, developed in the 1980s by linguists such as Fillmore et al., 1988; Fillmore and Kay, 1996; Kay and Fillmore, 1999; Lakoff, 1977) is understood as being an orientation of cognitive linguistics, which aims to describe and explain mental linguistic constructions and principles. According to Lakoff (1977), constructions themselves must have meanings. Students learn phrasemes and in this case terminological phrasemes, as units.Terminological phrasemes are researched in a translational manner, because the acquisition of phrasemes in general is considered to be a very important part of language skills not only for students of economics, but also for translation students and indeed professional translators. This process is supposed to be significant for the enrichment of their vocabulary from the point of view of phraseodidactics.It is necessary to mention that the history of phraseodidactics has been researched by Gonzalez Rey (2012). She distinguishes three stages of development of this discipline, i.e., didactics of phraseology, where didactics is applied to phraseology. Both mother tongue and foreign language teachers are interested in teaching phrases. The second stage is represented by phraseology as a linguistic discipline applied to didactics and phraseologists and paremiologists express interest in this discipline. The third stage is phraseodidactics as an independent sphere of phraseology, which enables teachers and phraseologists to focus on didactics of phraseology which has taken its own place in phraseology. The term phraseodidactics first appeared in 1987 in Germany (Kuhn, 1987; Ettinger, 1998). An increasing number of researchers were dealing with phraseodidactics, inter alia Galisson (1984; Gonzalez Rey, 2005; 2010; 2011; Greciano, 1984b). …

In his article Five ethnologies – the rise of Finnish ethnology from a Finland-Swedish point of view, prof. Nils Storå has characterised the development of Ethnology in Finnish and in Swedish not as dichotomised striving for two unique kinds of ethnology based only on two languages in Finland but as five paths that together make the history more diverse and sometimes overlapping, sometimes not. The article looks for the roots in different spheres: antiquarian interests, languages, regionalism, an interest in cultural history and in anthropology. Prof. Storå takes us up to the 1960s. The starting point is of course language based disciplines where the need for this emphasis was felt very strongly. In Finland almost 5.9% of the population has Swedish as their mother tongue; in the beginning of the 20th century the percentage was 12,9. A result of the fact that the Swedish speaking also under the Russian rule until the late 19th century held important civilian and political posts, was that Finland after the independence 1917 was declared a bilingual state (1919). This meant and means that the Swedish speaking have a strong guarantee when it comes to their linguistic rights. Also strong institutional support make a Swedish or bilingual life especially in the Swedish coastal regions and towns possible. My intention is to look to what has happened in ethnology since 1960 in this Swedish context and what actors where and are working and also in which scientific context one can look at the ethnology that is carried out at the Åbo Akademi University in Åbo (Turku), that is the Swedish university in Finland. But I will also consider the ethnological work at the Folk Culture Archives in Helsinki, since a similar documentation and research work has been made there. A third actor is the Scientific section of the Brage Society also situated in Helsinki.

In the paper, from the point of view of extra- and intralinguistics, functional styles are studied as conditioned systemic realizations of language in the system of interactions on which the teaching process is based. The research included linguistic-methodical templates of work textbooks of different publishers used in teaching Serbian language and a representative textbook used in learning German language as a mother tongue. The aim of this paper is to formally analyze the tests for examination of the native language, tasks presented in the collections for the preparation of the final exam, as well as workbooks focusing on linguistic methods in German and Serbian textbooks in order to point out the need to introduce Serbian language to additional methodological material, modifies the curriculum in older classes and approaches the field of functional stylistics adequately given the poor functional literacy of our students. Also, the better didactic design of the German textbook and the better implementation of functional stylistics in linguisticmethodological templates within them were pointed out. Keywords: functional stylistics, linguo-methodical text, polyfunctionality.