VERBAL MOOD AS A MEDIUM OF THE POLITENESS CATEGORY IN RUSSIAN AND PERSIAN

The article features verbal mood as one of the morphological means of expressing the category of politeness. The main attention in the study of the category of courtesy and the means of its expression is focused on the functional grammar and the functional-semantic field as one of its basic concepts. When teaching a foreign language (grammar in general or communicative grammar in particular), the main role should be assigned to the functional principle of teaching. The principle is based on systems of different levels that express this or that meaning of the categories in question. The category of inclination, being an intentional category, expresses the relation of action to reality established by the speaker. Much attention is given to the characteristic features of the imperative and subjunctive moods that make up the nearest periphery of the functional-semantic field of courtesy both in Russian and Persian. The research concentrates on the semantics of the forms of imperative and subjunctive moods as invariants of the politeness category and explores various speech acts expressing different degrees of politeness in both languages.

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Representation of the functional-semantic field of futurality in the Victor Pelevins novel “Omon Ra”

Przegląd Wschodnioeuropejski ◽

10.31648/pw.3616 ◽

2017 ◽

Vol 8 (1) ◽

pp. 237-246

Author(s):

Gulzira Kuatova ◽

Manat Musatayeva

Keyword(s):

Semantic Field ◽

Functional Grammar ◽

Language System ◽

Different Levels

In this article the authors consider realization of futural meaning in the artistic text – in Victor Pelevin’s novel “Omon Ra”. The futurality is treated as a functional-semantic field according to functional grammar in version of A. V. Bondarko. The authors consider several expression forms of futurality which represent the different levels of language system: morphological, lexical, lexical-syntactic, syntactic, and contextually caused. These forms are descripted in terms of their frequency in the postmodern text.

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Ultrastructural modification of cellular interactions in cancer tumor

Proceedings, annual meeting, Electron Microscopy Society of America ◽

10.1017/s0424820100082455 ◽

1978 ◽

Vol 36 (2) ◽

pp. 318-319

Author(s):

N. P. Dmitrieva

Keyword(s):

Cancer Cells ◽

Human Thyroid ◽

Adjacent Cell ◽

Main Role ◽

Cellular Interactions ◽

Electron Microscopic ◽

Cancer Tumor ◽

Normal Human ◽

Characteristic Features

One of the most characteristic features of cancer cells is their ability to metastasia. It is suggested that the modifications of the structure and properties of cancer cells surfaces play the main role in this process. The present work was aimed at finding out what ultrastructural features apear in tumor in vivo which removal of individual cancer cells from the cell population can provide. For this purpose the cellular interactions in the normal human thyroid and cancer tumor of this gland electron microscopic were studied. The tissues were fixed in osmium tetroxide and were embedded in Araldite-Epon.In normal human thyroid the most common type of intercellular contacts was represented by simple junction formed by the parallelalignment of adjacent cell membranees leaving in between an intermembranes space 15-20 nm filled with electronlucid material (Fig. 1a). Sometimes in the basal part of cells dilatations of the intercellular space 40-50 nm wide were found (Fig. 1a). Here the cell surfaces may form single short microvilli.

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Pragmatic instruction in L2-Russian

Instructed Second Language Acquisition ◽

10.1558/isla.39864 ◽

2020 ◽

Vol 4 (1) ◽

pp. 62-95

Author(s):

Daniele Artoni ◽

Valentina Benigni ◽

Elena Nuzzo

Keyword(s):

Foreign Language ◽

Speech Acts ◽

Control Group ◽

Written Discourse ◽

Instructional Treatment ◽

Completion Task ◽

Positive Effect ◽

Experimental Group ◽

National Corpus ◽

Pragmatic Instruction

Over the last three decades, a growing number of studies have investigated the effects of instruction on the acquisition of pragmatic features in L2. The bulk of this research has focused mainly on the teaching of English as a second/foreign language. However, instructional pragmatic studies in L2-Russian are lacking. The main purpose of our study is to contribute towards filling this gap by analysing the effects of pragmatic instruction on the acquisition of two speech acts by Italian learners of Russian. Furthermore, we aim to explore whether the Multimodal Russian Corpus (MURCO), a multimedia subcorpus of the Russian National Corpus, can be an effective tool for teaching speech acts in L2-Russian. Our research was composed of one experimental group (n = 18) and one control group (n = 11); each was composed of two intact classes of Italian university students at an intermediate level of L2-Russian, who were pre- and post-tested using a written discourse completion task. The experimental group was subjected to a programme of pragmatic instruction – eight thirty-minute MURCO-based lessons devoted to requests and advice, while the control group was taught according to the standard syllabus, that is, with no pragmatic instruction. The results revealed that the use of the target pragmatic features varied significantly in the experimental group, but not in the control group, thus showing a general positive effect of the instructional treatment based on the MURCO corpus. However, some limitations were identified with regard to the usability of this tool by teachers and learners.

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Assessment : Basic Concepts, Thoughtful Decisions

The International Education and Learning Review ◽

10.37467/gka-edurev.v1.1491 ◽

2017 ◽

Vol 1 (1) ◽

pp. 9-21

Author(s):

Milton Raul Licona Luna ◽

Elizabeth Alvarado Martínez

Keyword(s):

Higher Education ◽

Foreign Language ◽

Language Learning ◽

Assessment For Learning ◽

Continuous Assessment ◽

Research Project ◽

Basic Concepts ◽

Education In Mexico

Institutions from basic to higher education in Mexico that offer courses of English as a Foreign Language rely heavily on the administering of assessment, usually a formal type of assessment. However, the literature shows how important it is the involvement of other types of assessment in the classroom for effective language learning to take place. For instance, assessment for learning, which consist of a continuous assessment where learners receive feedback so greater learning occurs, what is more, it enables teachers to modify their teaching ways as they reflect on the learners’ progress. To show how assessment is carried out in our context, this research project focuses on a case study within the CAADI from FOD in the UANL.

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Effect of Collaborative Writing Combined with Blog Online Learning on Indonesian EFL Learners’ Writing Skill across Motivation

SALEE: Study of Applied Linguistics and English Education ◽

10.35961/salee.v2i01.219 ◽

2021 ◽

Vol 2 (1) ◽

pp. 87-98

Author(s):

Rizki Anugrah Putri Rahayu

Keyword(s):

Online Learning ◽

Foreign Language ◽

Collaborative Writing ◽

Efl Learners ◽

Quantitative Data Analysis ◽

Writing Skill ◽

Post Test ◽

Quasi Experimental ◽

And Control ◽

Different Levels

Abstract: This study aims to investigate collaborative writing combined with blog online learning on the writing skill of Indonesian English foreign language (EFL) learners’ across their motivation. This research included a quasi experimental with the comparative time series. A quasi experimental study was employed by involving 61 learners of Senior High School. This research applied in into two groups: experimental and control. The treatment was conducted at 7 sessions, including the pre-test and post-test. The scores of pre-test and post-test in writing were used as a base of quantitative data analysis whereas the learners’ responses to motivation questionnaire were used to categorize their motivation. The result revealed that the collaborative writing combined with blog online learning on the writing was effective to enhance the learners’ writing skill. In addition, to apply the combination of collaborative writing and online blog learning, teacher should not worry about different levels of motivation among students where the students were motivated to use language.

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Bridging physiological and perceptual views of autism by means of sampling-based Bayesian inference

Network Neuroscience ◽

10.1162/netn_a_00219 ◽

2021 ◽

pp. 1-27

Author(s):

Rodrigo Echeveste ◽

Enzo Ferrante ◽

Diego H. Milone ◽

Inés Samengo

Keyword(s):

Autism Spectrum Disorder ◽

Neural Circuit ◽

Autism Spectrum ◽

Physiological Level ◽

Cortical Dynamics ◽

Significant Challenge ◽

Characteristic Features ◽

Neural Variability ◽

Two Sides ◽

Different Levels

Abstract Theories for autism spectrum disorder (ASD) have been formulated at different levels: ranging from physiological observations to perceptual and behavioral descriptions. Understanding the physiological underpinnings of perceptual traits in ASD remains a significant challenge in the field. Here we show how a recurrent neural circuit model which was optimized to perform sampling-based inference and displays characteristic features of cortical dynamics can help bridge this gap. The model was able to establish a mechanistic link between two descriptive levels for ASD: a physiological level, in terms of inhibitory dysfunction, neural variability and oscillations, and a perceptual level, in terms of hypopriors in Bayesian computations. We took two parallel paths: inducing hypopriors in the probabilistic model, and an inhibitory dysfunction in the network model, which lead to consistent results in terms of the represented posteriors, providing support for the view that both descriptions might constitute two sides of the same coin.

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PRAGMATIC TRANSPOSITIONS OF INTERROGATIVE STATEMENTS IN EVERYDAY COMMUNICATION

Russkii iazyk za rubezhom ◽

10.37632/pi.2021.284.1.007 ◽

2021 ◽

pp. 52-63

Author(s):

Т.В. Нестерова

Keyword(s):

Foreign Language ◽

Speech Acts ◽

Syntactic Structure ◽

Theoretical Studies ◽

Indirect Speech ◽

Indirect Speech Acts ◽

Comparative Aspect ◽

Expression Of Emotions ◽

Lexical Composition ◽

Everyday Communication

В статье описаны контекстуально-ситуативные косвенные речевые акты, имеющие форму вопроса, но реализующие другие коммуникативные интенции – сообщение, согласие, побуждение, выражение эмоций. Речь идет о высказываниях с одинаковым синтаксическим строением и лексическим составом (омонимия высказываний разных коммуникативных типов), в которых наиболее ярко проявляются различительные свойства интонации. Механизмом порождения этих речевых актов является прагматическая транспозиция. The article describes contextual-situational indirect speech acts in the form of a question, but realizing other communicative intentions – message, consent, motivation, expression of emotions. We are talking about statements with the same syntactic structure and lexical composition (homonymy of statements of different communicative types), in which the distinctive properties of intonation are most clearly manifested. The mechanism for generating these speech acts is pragmatic transposition. The materials of the article can be used both for further theoretical studies of transposed speech acts (including in a comparative aspect), and for the creation of communicatively oriented textbooks on Russian as a foreign language.

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Cross-Cultural Pragmatic Failure From the Perspective of Politeness

(Faculty of Arts Journal) مجلة كلية الآداب - جامعة مصراتة ◽

10.36602/faj.2018.n12.13 ◽

2018 ◽

pp. 102-114

Author(s):

Ibtisam Mami ◽

Radia Attaweel ◽

◽

Keyword(s):

Speech Acts ◽

Cross Cultural ◽

English Department ◽

Direct Relation ◽

Cultural Attitudes ◽

Pragmatic Failure ◽

Pragmatic Aspects ◽

Different Levels

The present paper attempts to outline the importance of familiarity of the politeness phenomenon amongst the fifth and seventh semester students of English Department, Misurata University and elaborate its influence on the socio-cultural attitudes and values in different contexts. It focuses on the teachability of pragmatic aspects of English in regard to the speech acts of requests and apologies from the perspective of politeness in the classroom in order to foster the students’ awareness of the phenomenon of politeness and the appropriate strategies according to the context. It also intends to explore the types of strategies of requests and apologies which they use in their English productions and to discover whether there are any significant differences between students’ requests and apologies strategies with respect to their academic levels. The participants are a total of (48) students from two different levels in the English Department. It was found out that students were not aware of the direct relation between language and the phenomenon of politeness. The results indicated that there were no significant differences between students’ requests and apology strategies and their academic levels. The results also revealed the teachability of English pragmatic aspects of both requests and apologies which has led to raising the students’ pragmatic ability in producing polite requests and apologies.

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Linguistic Awareness of the Prepositional Phrase Complexities in the English as a Foreign Language Context

Revista Electrónica Educare ◽

10.15359/ree.25-2.29 ◽

2021 ◽

Vol 25 (2) ◽

pp. 1-17

Author(s):

Chinger Enrique Zapata-Leal ◽

María Cecilia Ávila-Portuanto

Keyword(s):

Foreign Language ◽

High Frequency ◽

Language Awareness ◽

Functional Grammar ◽

Efl Learners ◽

Prepositional Phrases ◽

Teachers And Students ◽

Multiple Meanings ◽

Language Context ◽

Internal Configuration

This essay focuses on a description of the complexities of Prepositional Phrases (PPs) and their challenges for EFL learners. The rationale is to raise language awareness of the multifaceted nature of the PP in teachers and students. The grammatical explanations offered in the literature review are based on Functional Grammar. Moreover, previous research conducted addressing the issues of EFL learners facing problems with PPs are proposed in four configurations: semantic, syntactic, lexical and socio-cultural. Such configurations address scenarios for the identification of multiple meanings, different syntactic functions and structures, regional variations, typology, formal and informal language usage, among others, which represent obstacles and difficulties in the comprehension of the topic by EFL learners. Finally, we conclude that the limited use of syntactic functions, poor internal configuration of PPs, as well as the high frequency of errors reported by previous research indicate PPs are complex to use. Thereby, explicitly reinforcing the teaching of all the configurations of PPs is suggested.

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The Functions of Danish Causal Conjunctions

Nordlyd ◽

10.7557/12.14 ◽

2004 ◽

Vol 31 (2) ◽

Author(s):

Rita Therkelsen

Keyword(s):

Causal Relationship ◽

Speech Acts ◽

Speech Act ◽

Contextual Factors ◽

Main Clause ◽

Subordinate Clause ◽

Functional Grammar ◽

Distributional Properties

In the article I propose an analysis of the Danish causal conjunctions fordi, siden and for based on the framework of Danish Functional Grammar. As conjunctions they relate two clauses, and their semantics have in common that it indicates a causal relationship between the clauses. The causal conjunctions are different as far as their distribution is concerned; siden conjoins a subordinate clause and a main clause, for conjoins two main clauses, and fordi is able to do both. Methodologically I have based my analysis on these distributional properties comparing siden and fordi conjoining a subordinate and a main clause, and comparing for and fordi conjoining two main clauses, following the thesis that they would establish a causal relationship between different kinds of content. My main findings are that fordi establishes a causal relationship between the events referred to by the two clauses, and the whole utterance functions as a statement of this causal relationship. Siden presupposes such a general causal relationship between the two events and puts forward the causing event as a reason for assuming or wishing or ordering the caused event, siden thus establishes a causal relationship between an event and a speech act. For equally presupposes a general causal relationship between two events and it establishes a causal relationship between speech acts, and fordi conjoining two main clauses is able to do this too, but in this position it also maintains its event-relating ability, the interpretation depending on contextual factors.

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