scholarly journals Lexical features of color naming in various linguocultures

2021 ◽  
Vol 7 (Extra-C) ◽  
pp. 605-612
Author(s):  
Natalia N. Olomskaya ◽  
Regina V. Patyukova ◽  
Elena N. Luchinskaya ◽  
Marina M. Tsaturyan ◽  
Marina V. Bezrukavaya

This paper focuses on studying the lexical features of color designations in English and Russian, as color vocabulary has differences in word formation, associations, the richness of meanings, and stylistic features. The methodological basis of the study comprises works of such domestic and foreign researchers as E. V. Krapivnik, V. G. Kulpina, S. G. Shafikov, G. V. Struchalina, B. Berlin, and others. The Russian and English language students will understand better the linguistic and cultural specifics of color designations in fiction texts. The outcomes of this work will help in preparing academic courses in English and Russian Stylistics, Lexicology, and Translation Studies. This work will help students and all those who study Russian and Russian languages better understand the linguistic and cultural specifics of color meanings in texts of artistic orientation. The work results will help to prepare courses on the stylistics of the English and Russian languages, Lexicology, and Translation Studies.

Author(s):  
Anealka Aziz Hussin ◽  
Tuan Sarifah Aini Syed Ahmad

Engaging students in language activities can sometimes be challenging for language educators. One of the ways to engage students in language activities is through language games. Language games can motivate students to communicate, strengthens their ability to comprehend the language and enhance their problem-solving and cognitive skills. Language games also have a vast potential to increase engagement of the students, thus lead to the creation of the Conquer & Score: The Derivational Island. It is a word formation enrichment game catering to students learning lexicology and linguistics. The topic was chosen based on the result of an online quiz on the types of morphemes. The game focuses on the derivational morphemes used to form the English language words. The game requires knowledge of morphology as well as basic lexical analysis skills. The game provides educators a fun and engaging reinforcement activity for the students. Gamification elements used in the game such as rewards, flexible learning path and progress indicator offer a safe environment for competition, which can motivate students to outdo each other to win the game. This paper also highlights some important aspects of games in learning.


2009 ◽  
Vol 25 (1) ◽  
pp. 77-106 ◽  
Author(s):  
Susanne Reiterer ◽  
Ernesto Pereda ◽  
Joydeep Bhattacharya

This article examines the question of whether university-based high-level foreign language and linguistic training can influence brain activation and whether different L2 proficiency groups have different brain activation in terms of lateralization and hemispheric involvement. The traditional and prevailing theory of hemispheric involvement in bilingual language processing states that bilingual and second language processing is always at least in some form connected to the right hemisphere (RH), when compared to monolingual first language processing, the classical left-hemispheric language-processing domain. A widely held specification of this traditional theory claims that especially bilinguals or second language learners in their initial phases and/or bilinguals with poor fluency and less experience rely more on RH areas when processing their L2. We investigated this neurolinguistic hypothesis with differently proficient Austrian learners of English as a second language. Two groups of L2 speakers (all Austrian German native speakers), differing in their L2 (English) language performance, were recorded on electroencephalography (EEG) during the processing of spoken English language. A short comprehension interview followed each task. The `high proficiency group' consisted of English language students who were about to complete their master's degree for English language and linguistics, while the `low proficiency group' was composed of non-language students who had only school level performance and less training in English. The age of onset of L2 learning was kept constant: 9 years for both groups. To look for cooperative network activity in the brain, EEG coherence and synchronization measures were analysed for a high EEG frequency range (gamma band). Results showed the most significant group differences in synchronization patterns within the lower gamma frequency range, with more RH involvement (extensive right-hemisphere networks) for the low proficiency group, especially when processing their L2. The results can be interpreted in favour of RH theories of second language processing since, once again, we found evidence of more RH involvement in (late) second language learners with less experience and less training in the L2. The study shows that second language training (and resulting proficiency) and/or differences in ability or state of linguistic alertness can be made visible by brain imaging using newly developed EEG-synchronization techniques as a measure.


2018 ◽  
Vol 8 (4) ◽  
pp. 139
Author(s):  
Yaser Mohammad Al Sawy

The study aims at understanding the relationship between the use of IT applications in the Learning Resources Centers (henceforth, LRCs) at the university and increasing the academic achievement of the English language students at the Faculty of Education and Literature at the Northern Border University? The researcher relied on the research methodology of the field study, which allowed him to collect the views of a random sample of the English language learners at the university to measure and analyze the effectiveness of the use of IT within the LRCs. The study showed that the IT within the LRCs is one of the most important strategic resources at the level of educational institutions and the main factor in the development of its sectors. There is an interest from the Northern Border University on upgrading and supporting the IT infrastructure, especially in education for it is the basis for community development. A high proportion of English Language students at the university are keen on using and applying many of the technological learning media within the LRCs as a constitutive factor in understanding mental processes such as visualization, thinking, learning and creativity which is the first step towards knowledge and innovation.


2020 ◽  
pp. 39-71

This article describes the derivational potential of root word combinations belonging to the noun, adjective and verb groups in the English and Uzbek languages and their grammatical functional features on the basis of comparative-typological, comparative and distributive methods at the lexical and syntactic levels of the language. Structural models of derivation of verbs, nouns and adjectives in the English and Uzbek languages and their features are considered based on component analysis, as well as morphological factors that ensure the completeness of derivation, their distinctive and similar features in both languages, the role and importance in the formation of verbal compounds is analyzed in detail. The article also identifies the factors that ensure the transposition of root verbs, nouns and adjectives in English and Uzbek, and describes their structural-functional and contextual-semantic analysis at the required level. Until today’s period of development of linguistics, many problematic processes related to the language system have been studied and researched. This situation can be observed both in the context of world linguistics and in the context of Uzbek linguistics. Linguistics, like all sciences, is constantly evolving. Due to this, it is natural that there are still problematic processes in this sphere today. The fact that the phenomenon of derivation less researched in the context of root words can be related to such problems, because in both English and Uzbek linguistics the problem of derivation of root words is not studied at the required level. Any new word that exists in a language takes its initial form from speech, and thus the speech dependence of the word formed ends, because the next life of a derived word goes on in a language. That is, the derived word takes its place in the paradigm of its own analogical forms after being tested in social speech activity for a certain period of time. Only derivatives that have fully passed such tests will receive the status of a language unit and, like their other paradigms, will begin to function as a means of enriching the language with new constructions. It is well known that the derivational sequence of linguistic units cannot be fully understood only on the basis of grammatical research, because word formation in its extralinguistic basis is a product of speech activity. Since related words are considered not as a finished product of the language, but as a product of speech, since they are artificial words, in speech they are activated only in the form in which they are adapted for communication. In some places, depending on the need for speech, we can also observe cases where two or more related words are involved in the process of communication or in context. In this article, the works of English and Uzbek writers are selected as a source, as well as the degree of influence of the speech situation of both languages on the choice of words is studied and scientifically substantiated on the examples taken for analysis. As a result of syntactic-semantic analysis of root word combinations in the English language, on the basis of a detailed analysis, it was shown that root words can be combined with other words in speech, forming various models.


2019 ◽  

The paper, in its first part, outlines the Slovak research into audiovisual translation (AVT) from the 1950s up to the present, paying attention to the most important scholars as well as publications that helped to shape and establish the discipline within Slovak translation studies. It is based on the ongoing bibliographical research and the historical explanation mapping the development of AVT research in Slovakia by I. Tyšš – e.g. his publication Myslenie o audiovizuálnom preklade na Slovensku: 1952 – 2017 (Thinking on Audiovisual Translation in Slovakia: 1952 – 2017, 2018) – as well as on own findings covering the last two years. In more detail, the first part of the paper highlights that it was primarily thanks to a younger generation of translation studies scholars – especially E. Perez (née Janecová), L. Paulínyová (née Kozáková) and J. Želonka – that in 2012 the Slovak research into AVT finally became systematic. The second part of the paper is devoted to the phenomenon of the so-called second-hand translation of originally Russian audiovisual works that may be observed in Slovakia in recent years. The questionable nature of this phenomenon is stressed since the Russian language is not a language of limited diffusion and definitely not remote in relation to the Slovak cultural space. On the example of two documentary films – Под властью мусора (Held Captive by Rubbish, 2013) and Дух в движении (Spirit in Motion, 2015), the author discusses and analyses the problems that occur when translating originally Russian AV works into Slovak through the English language, i.e. the negative shifts resulting from mis-/overinterpretation of the source text, translation by omission, wrong order of dialogues, cultural specifics and incorrect transcription.


Author(s):  
Stanislav L. Bukovsky ◽  
Aleksandr V. Litvinov

This article deals with the analyses and creation of creativity-based technique of English language grammar teaching in non-linguistic University. The conception of this article is creation by the authors of methodological basis of the given creativity based technique of grammar teaching in the non-linguistic University. The authors present the definition and the detailed analyses of the content of the given creativity teaching concept which is based on the methodical principle, techniques and teaching basis. The authors of the article also present the detailed developed algorithm of the given creativity based method of English language grammar teaching in the non-linguistic University.


2019 ◽  
Vol 5 (3) ◽  
pp. 43
Author(s):  
Laila Othman Baram ◽  
Aram Kamil Noori

This research studies the widening range of forming and using blend (portmanteau) words in English language. It sheds light on the fact that most blend words are exocentric not only for second language learners but also to natives too, since they have not been listed in English dictionaries. Even if listed; still the continuous process of forming blend words will leave no room to catch up with listing all of them. English nowadays has become the most dominant language and at the same time it has been influenced by some factors as much as it has been influential. In terms of word formation processes especially blending, one can realize how rapidly and unexpectedly new words are coined for new purposes in accordance with daily life needs. In this era of speed; English native speakers, as their nature, do like to economize in their word choice especially in their word formation processes such as blending, acronyms, clipping and all types of abbreviations. In fact, the inevitability of life change as the result of daily life’s needs inventions influences English language in many ways. In addition, the policy of economizing and being selective reflects well on letter choice and word forming processes. In relation to this, the consequences of life change can be noted in studying blend forms in English. Some simple examples are: blunch, chexting, spork, feminar, brinner, brunch, fanzin, hubot, smog, etc. In a nut shell, the research states the inevitable and intriguing change of English words in the process of blending in which two or more words are cut and mixed together to form a new form, called a blend word. One basic point here is that a blend word is not simply one word; brinner as an example is formed from three other words (breakfast + lunch + dinner) to describe a situation in which you just have one meal instead of the three. Most of blend words have not so far been listed in English dictionaries. So this continuous process of forming new words does a great change to English vocabularies now and in the upcoming years.


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