scholarly journals Methodological impulses of Ján Horecký

2020 ◽  
Vol 71 (2) ◽  
pp. 139-156
Author(s):  
Juraj Dolník
Keyword(s):  
Mother Tongue ◽  
Intentional State ◽  
Language Practice ◽  
Language System ◽  
Linguistic Awareness ◽  
Shed Light

AbstractThe author of the study develops the ideas of J. Horecký, which relate to the language sign, the language system, language consciousness and its cultivation. Interpretations of J. Horecký’s statements on the systemic and communicative language sign lead to the conclusion that there is really only a communication sign as an ambivalent significant for users of the language who control the rules of its use. Significant are articulation‐acoustic units, which we feel as fictitious equivalents of what we experience when we are in the intentional state. J. Horecký’s reflections on the language system led the author to confront the user of the language as an actor of language practice with the user realizing himself as a reflexive linguistic being. In this confrontation, the language system came into focus in a practical and reflexive modality. On the background of these modalities of the language system, the author approaches linguistic consciousness in the interpretation of J. Horecký, in order to shed light on it in terms of two questions: (1) What is the degree of linguistic awareness of the mother tongue? (2) What is the “true” cultivation of language consciousness? These questions led the author to confront the linguistic realist with the anti‐realist and to discover a situation in which the linguist believes in realism but holds the position of anti‐realist. The author leans towards the realists and emphasizes the thesis that the representation of the language system is true when it corresponds to the language system resulting from the nature of language.

Imagining the Woman Reader in the Age of Dante

2018 ◽  
Author(s):  
Elena Lombardi
Keyword(s):  
Material Culture ◽  
Mother Tongue ◽  
The Other ◽  
Women Readers ◽  
Literary Authority ◽  
Woman Reader ◽  
History Of ◽  
Female Literacy ◽  
Female Audience ◽  
Shed Light

The literature of the Italian Due- and Trecento frequently calls into play the figure of a woman reader. From Guittone d’Arezzo’s piercing critic, the ‘villainous woman’, to the mysterious Lady who bids Guido Cavalcanti to write his grand philosophical song, to Dante’s female co-editors in the Vita Nova and his great characters of female readers, such as Francesca and Beatrice in the Comedy, all the way to Boccaccio’s overtly female audience, this particular sort of interlocutor appears to be central to the construct of textuality and the construction of literary authority in these times. The aim of this book is to shed light on this figure by contextualizing her within the history of female literacy, the material culture of the book, and the ways in which writers and poets of earlier traditions (in particular Occitan and French) imagined her. Its argument is that these figures of women readers are not mere veneers between a male author and a ‘real’ male readership, but that, although fictional, they bring several advantages to their vernacular authors, such as orality, the mother tongue, the recollection of the delights of early education, literality, freedom in interpretation, absence of teleology, the beauties of ornamentation and amplification, a reduced preoccupation with the fixity of the text, the pleasure of making mistakes, dialogue with the other, the extension of desire, original simplicity, and new and more flexible forms of authority.

Lessons in French

2021 ◽  
pp. 74-99
Author(s):  
Alison Rice
Keyword(s):  
Women Writers ◽  
French Literature ◽  
Mother Tongue ◽  
Literary Creation ◽  
Initial Exposure ◽  
Conscious Choice ◽  
History Of ◽  
New Form ◽  
Almost All ◽  
Shed Light

None of the writers in my study can call French, without hesitation and qualification, a mother tongue. Some of them didn’t start studying the language until they arrived in Paris in their twenties and grappled with learning a new form of expression at a relatively late age. When they recall their initial exposure to this foreign tongue, they describe a fascinating apprenticeship involving dictionaries and renowned works of French literature, and they often shed light on the distinction between oral and written competence in their experience. It is crucial to note that even those authors who have long been fluent in French underscore their non-native relationship to it. Chapter 3 addresses the approaches of these worldwide women writers to French and examines their inventive literary publications in this tongue. It is sensitive to the history of this language and its inextricable connection to a colonial past that many of these writers experienced or became aware of in their homeland. It also focuses on the reality that, for almost all of these authors, this is not the only tongue with which they are familiar. For multilingual individuals, selecting French as their language of literary creation is often the result of a conscious choice motivated by a particular affinity. What comes through in their reflections is most often a passion for this language and a confirmation of the freedom it affords them, as well as an affirmation of its inimitable music that makes it especially well-suited for creative compositions.

scholarly journals Problems of Studying Regional Toponymicon in Linguistic Ecology Aspect

2018 ◽  
Vol 50 ◽  
pp. 01069
Author(s):  
Dmitry Ilyin ◽  
Elena Sidorova
Keyword(s):  
Social Situation ◽  
Negative Influence ◽  
Primary Task ◽  
Language Practice ◽  
Language System ◽  
Language Environment

This article studies linguistic ecology parameters for describing a regional toponymic system, which are related to intra- and extralinguistic factors including morphological derivation adaptation, local aspects and specifics of residents’ life. The notion of name uniqueness within a region is introduced. Attention is paid to linguistically toxic names of inhabited localities: multicomponent names and names contradictory to the current social situation. The authors conclude that it is essential to find a balance between the language system and the language practice and the primary task of studying regional toponymicon in linguistic ecology aspect is to find means and methods protecting geographical names from the negative influence of both language environment and irresponsible actions of language speakers nominating a geographical object.

Over 'Behang-Het-Zelvers' en 'Zelfbehangers'

1981 ◽  
Vol 11 ◽  
pp. 258-272
Author(s):  
W. Smedts
Keyword(s):  
Mother Tongue ◽  
Control Group ◽  
Social Categories ◽  
Language System ◽  
Test Items ◽  
Complex Words ◽  
The Right ◽  
Morphological Ability

The acquisition of WF-rules by children learning their mother-tongue has hardly been studied up to now for English or Dutch. Yet, it seemed to me that the acquisition of WF proceeds much more slowly than the acquisition of phonology, syntax and flexional morphology. To test this hypothesis a WF-test of 211 items was submitted to a sample of 109 thirteen-year-old children of different social categories and to a control group of 20 adults. An adapted version has been submitted later on to a sample of 80 sixteen-year-old adolescents. Both versions try to measure the knowledge of WF-rules, and not the knowledge of certain morpho-logically complex words. It appears from the test that the children master only half of the WF of Dutch : only 47 % of the items have been correctly formed, understood or judged. Even using a less rigid criterion - not mastery, but WF-ability in general - they don't do much better (55 %) . The lexical-morphological ability of the adolescents reaches 69 %; i.e. one fourth higher than that of the children. The proportion of normative answers rises from 39 % of all answers given by children over 54 % for the adolescents to 73 % for the adults. The author's conclusion that children - and to a lesser extent, adolescents -do not master Dutch WF-rules, is illustrated with the discussion of four test items. The author stresses the desirability of teaching WF-rules at the right age and of correctly distinguishing between knowledge of words-the norm- and knowledge of the rules to form and understand complex words, i.e. the language-system.

scholarly journals French for Learners in Hesitation Between Mother Tongue and English

2021 ◽  
Vol 15 ◽  
pp. 108-122
Author(s):  
Natalia Loseva ◽  
Liudmila Metelskaya
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Negative Influence ◽  
Theoretical Research ◽  
Language Experience ◽  
Negative Effects ◽  
Pedagogical Approach ◽  
Linguistic Awareness ◽  
Russian Speakers ◽  
The Impact

Observing the interlanguage of Russian speakers learning French in an academic setting enabled us to note that it is subject to a double influence from the mother tongue (LM langue maternelle) and the first foreign language (LE1 langue étrangère1), which in most cases is English.Teaching methods traditionally practiced in Russia have always emphasized the comparison with LM in order to eliminate the negative effects of interference. In contrast, very few attempts have been made to assess the impact of LE1. The challenge is therefore twofold, to understand the mechanisms of interaction of different languages in the learner’s mind and to develop a more effective pedagogical approach to neutralize the negative influence of plurilingualism and mobilize its constructive potential.The mature linguistic awareness of a multilingual speaking subject establishes fairly clear boundaries between the different language systems that are part of it. While in the consciousness of learners, the partitions that separate different languages are permeable. Sometimes students are not able to attribute a particular term (or word) to a particular system. The problem apparently is attributable to the deficiency (due to lack of language experience) of the discrimination mechanism which would make it possible to detect the “intruder” and to eliminate it.The survey carried out among 54 students who had reached level B1 in French aimed to assess their ability to identify foreign words in a text that included words that did not exist in normative French with Russian or English roots, as well as words of Franglais already adopted by French.The results showed that in 45% of cases, learners have difficulty locating and discriminating a lexeme belonging to another language, which testifies to the absence of clear boundaries between different language systems that make up a learner’s multicompetence. The interpenetration of different systems is facilitated by the existence of a common lexical background due to mutual borrowing. Also, the results support our hypothesis that at the intermediate level (B1) the influence of LE1 is stronger than that of LM, because false anglicisms have been found to be more difficult to detect than words with Slavic roots. It also turned out that the Russian-speaking interlanguage fully adheres to the “Franglais” of native French-speakers.In moving from theoretical research to French as a Foreign Language (FFL) didactics, it should be taken into account that the learner’s vocabulary only partly results from memorizing the studied content (from the “input”). There always remains a part of personal production resulting from the transfer. If the results of the languages transfer are sometimes inadequate, this should not cause the teacher to fight the mechanism itself. Rather, teaching practices should be put in place that would optimize this mechanism.

scholarly journals Bel Canto - 500 Years Young: A study in the practical application of ​bel canto​ technique to twentieth-century vocal works in English

2021 ◽  
Author(s):  
◽  
Pasquale Orchard
Keyword(s):  
Twentieth Century ◽  
Eighteenth Century ◽  
Mother Tongue ◽  
Bel Canto ◽  
Practical Application ◽  
Classical Singing ◽  
History Of ◽  
Potential Benefits ◽  
Vocal Works ◽  
Shed Light

<p>As a young singer, it is inevitable that one is bombarded with the history of singing. ​Not only are we asked to listen to vocalists of previous ages, but we are also encouraged to analyse their methods and scrutinise their seminal performances in order to better identify the strengths of each singer​. Curious about the extent to which the lauded seventeenth and eighteenth-century ​bel canto vocal techniques hold relevance to contemporary classical singing and newer compositions, my research focused on whether these well-tried techniques are transferable. While the application of ​bel canto principles to the ​bel canto repertoire are clearly pertinent, my investigation concentrated on the feasibility and applicability of transferring these vocal techniques to modern repertoire, specifically songs and arias written in English, my mother tongue. This exegesis details my exploration of the application of such techniques to these two different sets of repertoire, and aims to shed light on the experience of the process of applying the ​bel canto ​principles to such works, and the potential benefits afforded by the practice of them.</p>

scholarly journals Thematization in Native and Nonnative Medical Discourse: A Systemic Functional Approach

2020 ◽  
Vol 2 (2) ◽  
pp. 1-17
Author(s):  
MASHAEL ALRAJHI
Keyword(s):  
Mother Tongue ◽  
Functional Approach ◽  
Medical Discourse ◽  
Medical Texts ◽  
Medical Field ◽  
Thematic Progression ◽  
Intended Interpretation ◽  
Scientific Nature ◽  
Medical Articles ◽  
Shed Light

Thematization serves to focus the readers’ attention to the focal aspects of a text in order to deliver its intended interpretation. The cohesion of texts relies on the structure of messages. Consequently, the way in which messages are constructed as the text unfolds contributes to its cohesion. Since the probability of making mistakes in writing is higher in nonnative texts as their writers are not using their mother tongue, a comparison between medical articles written by native and nonnative writers is drawn in the present study to shed light on the similarities and differences among them. Due to the scientific nature of medical texts, writers might face difficulties in the interconnectedness of ideas within the text. Therefore, the medical field texts are inspected to check their correspondence with texts in other fields. The Hallidayan systemic-functional approach (SFL) was utilized to conduct the analysis. The results show that there is a consistency in the distribution of Theme types and Thematic progression patterns among native and nonnative writers. In addition, the findings that relate to the dominance of the topical Theme and the constant Theme pattern in medical texts are in alignment with the results of studies in other fields such as academia.

scholarly journals AN ANALYSIS OF PHONETIC-PHONOLOGICAL AND ORTHOGRAPHIC ERRORS WHEN LEARNING SERBIAN AS A FOREIGN LANGUAGE

2020 ◽  
pp. 109
Author(s):  
Nina Lj. Sudimac
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Error Analysis ◽  
Mother Tongue ◽  
Applied Linguistics ◽  
Analysis Method ◽  
Language System ◽  
Orthographic Errors ◽  
Japanese English

From the perspective of applied linguistics, this paper deals with the acquisition of Serbian as a foreign language by learners whose mother tongues are Lithuanian, Japanese, English and Bulgarian, and who spent one semester at the Centre for Serbian as a Foreign and Second Language at the Faculty of Philosophy in Niš. Working with a specific sample and using the analytical and error analysis method, we aim to identify the most common errors the speakers make at the phonetic-phonological and orthographic level,., the identified linguistic errors are classified into (a) errors occurring under the influence of the mother tongue; (b) errors as the result of the strict rules of the Serbian language system itself – interlingual errors; (c) errors arising from knowledge of another second language; and (d), errors resulting from the insecurity and insufficient acquisition of the Serbian language. By analyzing the sample, we conclude that the greatest number of errors at the phonetic-phonological and orthographic level occurred under the influence of their mother tongue (L1) on Serbian (L2). 

scholarly journals Englisch als Lingua franca versus andere Sprachen im Bildungswesen: Polen und Japan im Vergleich

2019 ◽  
Vol 46 (1) ◽  
pp. 23-38
Author(s):  
Monika Kowalonek-Janczarek
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Policy ◽  
English Education ◽  
Mother Tongue ◽  
Secondary Data ◽  
Foreign Language Policy ◽  
Upper Secondary ◽  
European Citizen ◽  
Shed Light

The purpose of this study is to compare Poland’s and Japan’s foreign languagepolicies in preschool, elementary, lower/upper secondary and higher education and shed light on the aspect of multilingualism in this milieu as well. Based on secondary data (ministerial ordinances, governmental reports, curricula) and literature knowledge, the paper provides a comparative overview of the Polish and Japanese contexts which differ in a strong way. While Poland’s foreign language policy is mainly based on the objectives of the EU’s policy according to which every European citizen should master two other languages in addition to his or her mother tongue, the Japanese government’s policy aims at improving English education.

scholarly journals Assessment and final reports in foreign language lessons

EduLingua ◽  
2019 ◽  
Vol 5 (1) ◽  
pp. 57-65
Author(s):  
Feryal Çubukçu
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Human Memory ◽  
Western Coast ◽  
State University ◽  
Morphological Complexity ◽  
Single Root ◽  
Complex Words ◽  
Shed Light ◽  
Separate Entry

Psycholinguists are interested in how words are stored in human memory. The question as to whether words are stored as single root words or whether they are stored along with the affixes still remains a controversial issue. Aitchison (1987) believes that each word has a separate entry. Mackay (1978) and Taft (1981) hold that words are made of constituent morphemes. When we listen, we decompose the morphemes and when we speak, we combine them to make multimorphemic words. The decomposition view claims that only the root is stored in memory. To test this claim, a group of 50 intermediate level students at the preparatory department of a state university situated on the western coast of Turkey were selected. They were taught 10 pseudo root nouns and verbs and 10 psuedo complex nouns and verbs. To see how the morphological complexity affected lexical access and which type of words were better remembered, they were tested on these words. Then the same group was given 10 root and 10 complex words in their mother tongue and their answer times were compared. Students recalled the root words more easily and accurately.The results shed light on the validity of the decomposition theory, showcasing we remember the words in roots better.

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