scholarly journals Homonymy and the Cognitive Operator of Norm in German

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Svitlana Kiyko ◽  
Yuriy Kiyko
Keyword(s):  
Foreign Language ◽  
Experimental Psychology ◽  
Verbal Learning ◽  
Point Of View ◽  
Porto Alegre ◽  
Metaphor Comprehension ◽  
Cambridge University ◽  
Language Universals ◽  
The Hague ◽  
Language Meaning

The works of many linguists view homonymy as a negative phenomenon, which interferes with communication, complicates the perception of information, and decreases the effectiveness of the language as a means of communication. At the same time homonymy is a positive phenomenon which contributes to the compactness of the language, and allows to economize the units of the plain of content. The objective of our research is to determine the factors that differentiate the meaning of homonymic units, based on the broad factual material and psycholinguistic experiments. The components of intralinguistic homonymic rows based on the category of markedness, which correlates with the cognitive operator of norm / deviation. Among the criteria of markedness for homonymic differentiation are areal, social, chronological, and stylistic. The fact that one of the elements of the homonymic row is unmarked was proved by a number of psycholinguistic experiments, where we offered the German speakers to suggest the first association word which occurred to them referring the homonyms in the list. The experiment was carried out in a group of students from the Institute of German Studies, Technical University Chemnitz (Germany), aged 21-25, whose native language is German. The psycholinguistic analysis shows that 97 per cent of homonymic pairs have both marked and unmarked components. This allows to explain homonymy from the point of view of the correlation of “markedness/unmarkedness”, and wider – “norm/deviation”. From the cognitive point of view language markedness is derived from cognitive markedness, i.e. the unmarked language meaning corresponds to the cognitively normal (natural, expected) state of things, and the marked language meaning corresponds to cognitive deviation, i.e. unnatural, unexpected state of things. Normal state of things belongs to the cognitive image of human experience, and is conceptualized with the minimal mental calculating effort, i.e. is activated automatically; and deviations from this image require additional calculating resources for their activation. Thus, language markedness reflects cognitive operators of norm/deviation in the specific language means in language structures, including homonymic pairs and homonymic rows. References Bridges, R.S. (2004). On English Homophones. Society for Pure English Tract 02. Oxford: Clarendon Pr. Retrieved from: http://www.gutenberg.org/files/14227/14227-h/14227-h.htm (01.05.2020) Cairns, H.S. (1973). Effects of bias on processing and reprocessing of lexically ambi­guous sentences. Journal of Experimental Psychology, 97, 337-343. Croft, W. (2003). Typology and universals. 2-d ed. Cambridge: Cambridge University Press. Ducháček, O. (1953). O vzájemném vlivu tvaru a významu slov. Praha: Státní peda­go­gické nakladatelství. Ferreira, L. (2010). Metaphor comprehension in foreign language. In L. Scliar-Cabral, (Ed). Psycholinguistics: Scientific and Technological Challenges. (pp. 84-98). Porto Alegre: EDIPUCRS, Foss, D.J. & Jenkins C.M. (1973). Some effects of context on the comprehension of ambiguous sentences. Journal of Verbal Learning and Verbal Behavior, 12, 577-589. Greenberg, J. (1966). Language universals, with special reference to feature hie­rarchies. The Hague: Mouton. Hogaboam, T.W. & Perfetti, C.A. (1975). Lexical ambiguity and sentence compre­hension. Journal of Verbal Learning and Verbal Behaviour, 14, 265-274. Кибрик, А.Е. (2008). Лингвистическая реконструкция когнитивной структуры. Вопросы языкознания. 4, 51-77. Кійко, С.В. (2016). Синергетика омонімії як мовного, мовленнєвого і міжмовного явища. Чернівці: Родовід. Mаулер, Ф.И. (1983). Грамматическая омонимия в современном английском языке. Ростов: Изд. Рост. университета. Новиков, Л.А. (1982). Семантика русского языка. М.: Высшая Школа. Реформатский, А.А. (2004). Введение в языкознание. 5 изд. М.: Аспект Пресс Press. Ruoff, A. (2014). Häufigkeitswörterbuch gesprochener Sprache. 2. Auflage. Berlin: de Gruyter. Reprint 2014. DOI: https://doi.org/10.1515/9783110916058 References (translated and transliterated) Bridges, R.S. (2004). On English Homophones. Society for Pure English Tract 02. Oxford: Clarendon Pr. Retrieved from: http://www.gutenberg.org/files/14227/14227-h/14227-h.htm (01.05.2020) Cairns, H.S. (1973). Effects of bias on processing and reprocessing of lexically ambi­guous sentences. Journal of Experimental Psychology, 97, 337-343. Croft, W. (2003). Typology and universals. 2-d ed. Cambridge: Cambridge University Press. Ducháček, O. (1953). O vzájemném vlivu tvaru a významu slov. Praha: Státní peda­go­gické nakladatelství. Ferreira, L. (2010). Metaphor comprehension in foreign language. In L. Scliar-Cabral, (Ed). Psycholinguistics: Scientific and Technological Challenges. (pp. 84-98). Porto Alegre: EDIPUCRS. Foss, D.J. & Jenkins C.M. (1973). Some effects of context on the comprehension of ambiguous sentences. Journal of Verbal Learning and Verbal Behavior, 12, 577-589. Greenberg, J. (1966). Language universals, with special reference to feature hie­rarchies. The Hague: Mouton. Hogaboam, T.W. & Perfetti, C.A. (1975). Lexical ambiguity and sentence compre­hension. Journal of Verbal Learning and Verbal Behaviour, 14, 265-274. Kibrik, А.Е. (2008). Lingvističeskaya rekonstrukciya kognitivnoy struktury [Linguistic reconstruction of cognitive structure]. Voprosy yazykoznaniya, 4, 51–77. Kiyko, S.V. (2016). Synergetyka omonimii yak movnoho, movlennevoho i moshmovnoho yavyshcha. [Synergy of homonymy as language, speech and interlanguage phenomenon]. Chernivtsi: Rodovid. Mauler, F.I. (1983). Grammatičeskaya omonimiya v sovremennom angliyskom yazyke [Grammatical homonymy in Modern English]. Rostov: Rostov University Publishers. Novikov, L.А. (1982). Semantika russkogo yazyka [Semantics of Russian language]. М.: Vys. shkola. Reformatskiy, А.А. (2004). Vvedeniye v yazykoznaniye [Introduction into linguistics]. 5-th ed. Мoscow: Aspekt Press. Ruoff, A. (2014). Häufigkeitswörterbuch gesprochener Sprache. 2. Auflage. Berlin: de Gruyter. Reprint. https://doi.org/10.1515/9783110916058.

Tauchnitz for Translators. The Circulation of English-language Literature in Finland

2019 ◽  
Vol 16 (2-3) ◽  
pp. 161-179
Author(s):  
Outi Paloposki
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Book History ◽  
Language Skills ◽  
Point Of View ◽  
Book Production ◽  
German Publisher ◽  
Language Literature ◽  
Selection Of

The article looks at book production and circulation from the point of view of translators, who, as purchasers and readers of foreign-language books, are an important mediating force in the selection of literature for translation. Taking the German publisher Tauchnitz's series ‘Collection of British Authors’ and its circulation in Finland in the nineteenth and early twentieth century as a case in point, the article argues that the increased availability of English-language books facilitated the acquiring and honing of translators' language skills and gradually diminished the need for indirect translating. Book history and translation studies meet here in an examination of the role of the Collection in Finnish translators' work.

Beérkezett könyvek

2008 ◽  
Vol 63 (4) ◽  
pp. 769-770
Author(s):  
Csaba Pléh
Keyword(s):  
New York ◽  
Point Of View ◽  
Cambridge University ◽  
New Science ◽  
Oxford University ◽  
History Of ◽  
The Mind ◽  
Oxford University Press

Danziger, Kurt: Marking the mind. A history of memory . Cambridge University Press, Cambridge, 2008Farkas, Katalin: The subject’s point of view. Oxford University Press, Oxford, 2008MosoninéFriedJudités TolnaiMárton(szerk.): Tudomány és politika. Typotex, Budapest, 2008Iacobini, Marco: Mirroring people. The new science of how we connect with others. Farrar, Straus and Giroux, New York, 2008Changeux, Jean-Pierre. Du vrai, du beau, du bien.Une nouvelle approche neuronale. Odile Jacob, PárizsGazzaniga_n

scholarly journals Linguodidactic potential of concepts in teaching foreign languages to students-interpreters

2020 ◽  
Vol 9 (3) ◽  
pp. 258-262
Author(s):  
Svetlana S. Vasilenko
Keyword(s):  
Foreign Language ◽  
Native Speakers ◽  
Language Teaching ◽  
Semantic Content ◽  
Foreign Language Teaching ◽  
Point Of View ◽  
Foreign Languages ◽  
Authentic Materials ◽  
The World ◽  
Interdisciplinary Nature

The paper discusses possibilities and ways of studying concepts in teaching foreign languages to students-interpreters. The author notes that modern didactic research has interdisciplinary nature, analyzes the theory of the concept from the point of view of linguistics, cultural studies and psycholinguistics. The author also notes the fact of creation of linguo-conceptodidactics as a new scientific direction. The paper presents a linguodidactic understanding of the concept, analyzes its structure and semantic content. The author describes in detail the process of foreign language concepts acquisition and presents it as a sequence of several stages. The acquisition of foreign language concepts is associated with the development of concept competence. The paper notes that the acquisition of foreign language concepts should go in parallel with the acquisition of foreign language lexis. In addition, it is necessary to use authentic materials in teaching foreign languages that allows forming a conceptual picture of the world of native speakers. Acquisition of foreign language concepts is especially important for students-interpreters who study several foreign languages and are faced with the problem of translating foreign concepts and phenomena of foreign language reality. The paper presents how conceptuality can be realized in teaching foreign languages. The author gives a practical example of studying the English concept Travel, offers examples of exercises and tasks for mastering it, as well as mnemonic techniques for memorizing lexemes that represent the concept. In the paper is stressed, that the concepts should be included in the content of foreign language teaching to students-interpreters. This contributes to the development of correct ideas about foreign language reality, understanding the facts of the native and foreign language culture, i.e. cultural reflection development.

scholarly journals PREPARATION TECHNIQUE FOR WRITING ESSAYS AT INTERNATIONAL EXAMS IN ENGLISH

2020 ◽  
Vol 224 ◽  
pp. 72-79
Author(s):  
E.V. Bessonova ◽  
◽  
I.K. Kirillova ◽  
YU.A. Tarabarina ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Main Idea ◽  
Point Of View ◽  
Task Orientation ◽  
Preparation Technique ◽  
Essay Writing ◽  
High Level ◽  
International English

Today experts with a high level of proficiency in a foreign language are considered in demand in the labour market. The level of foreign language proficiency is confirmed by a high test result of international exams in a foreign language. The essay is a mandatory part of international English language exams such as TOEFL, IELTS, and Cambridge Advanced English. We examined the requirements and assessment criteria for the essay writing exam task. The task assesses the level of speech skills formation necessary to create your own pieces of writing in a foreign language. As part of the research, we developed a technology for teaching writing based on a product-oriented approach. According to the technology we have identified the following stages of text production: task orientation, text planning, text writing, and text self-editing. We have also proposed a set of exercises aimed at developing following skills: task understanding, formulating the author’s point of view and its proving with relevant examples, planning a cohesive and coherent text, text division into paragraphs, highlighting of the paragraph’s main idea, development of the idea in the text, expressing ideas in the text logically in accordance with the rhetorical structure of English essay, usage of lexical cohesive means, text self-editing. This technology was tested during experimental training; its results prove the effectiveness of the proposed technology for teaching essay writing according to international English language exams requirements.

scholarly journals PROBLEMS AND PECULIARITIES OF TEACHING UKRANIAN AS A FOREIGN LANGUAGE

2021 ◽  
Author(s):  
Ivetta Martynova ◽  
Keyword(s):  
Emotional Intelligence ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Students ◽  
Effective Communication ◽  
Point Of View ◽  
Personal Contact ◽  
Self Confidence ◽  
Psychological Training ◽  
Potential Break

The purpose of the paper is to summarize and present teaching Ukrainian as a foreign language in higher educational institutions of Ukraine. The main focus lies in the most modern methods of teaching Ukrainian for foreign students of different nationalities who attain higher education in Ukraine. The author reviewed the development of the concepts of emotional intelligence and modern approaches to the determination of the nature and forms of manifestation of empathy in individuals. Empathy is a principal social emotion; in its most general form it is defined as the individual's ability to react emotionally and to respond to other people's experiences. The author emphasizes the feasibility of accounting empathy as part of emotional intelligence, which is key to successful study of the Ukrainian language for foreigners. The value of socio-psychological training as a means to enhance students’ empathy is proven. Emotional intelligence techniques for the formation and development of empathy culture are presented. The formation of students’ emphatically culture promotes social and psychological training, thus enhancing competence in the field of communication and interpersonal skills to acquire. Socio-psychological training covers various methods, such as business and role-playing, discussions and more. It involves the acquisition of psychological and pedagogical knowledge in communication, effective communication skills, for example, to get in touch, listen, persuade others and to form attitudes necessary for successful communication, such as readiness to consider the problem from another point of view; development of abilities of self-examination, to understand other students, and correction system of relations with the outside world. Other techniques appropriate to apply during the stimulation of student culture are widely known such as self-disclosure, emotional response, personal contact (physical, visual, verbal, plastic, object-efficient) jokes, humor and others. The latter are very effective in removing emotional stress, eliminating aggressive or sad states of stress in relationships, and help enhance mental activity. Jokes activate distraction and relax empathy. The development of emotional intelligence in the student regulates that individual’s abilities and traits that are responsible whether the impact of emotional phenomena will be constructive or destructive behavior for the student. Developing emotional intelligence is inextricably linked to the communicative approach to language learning. The teacher should provide comfortable and effective communication between students in class, using the methods above, techniques and creating a positive atmosphere that promotes cooperation and helps develop confidence in students. Holistic education must involve the unity of intellectual and emotional areas. Also, this work is devoted to the analysis of existing classifications of dialogues, consideration of advantages and disadvantages of some of their types, to the coverage of methods of extracurricular work with students, their detailed analysis, and identification of their pluses and minuses. The model of the use of more appropriate combinations of types of dialogues is presented in order to achieve the most productive result in language learning. A model of formation of foreign communicative competence is offered. The practice of the proposed methods should allow students to unleash their potential, break language barriers, expand vocabulary, improve pronunciation, and most importantly – increase self-confidence.

scholarly journals Question du feedback en didactique des langues étrangères : quelques réflexions théoriques

2011 ◽  
Vol 38 ◽  
pp. 31-42
Author(s):  
Ewa Półtorak
Keyword(s):  
Foreign Language ◽  
Point Of View ◽  
Foreign Languages ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
Teaching Learning

The article aims to take the issue of feedback into the context of teaching/learning foreign languages. In the first place, the source concept of feedback will be presented. Then, the feedback phenomenon will be defined in the context of teaching foreign languages. It will allow to discuss its significance and specific roles that it may play for individual participants in the process of teaching/learning foreign languages. In conclusion, based on criteria important from the educational point of view, examples of classifications of feedback, which may be accompanied byboth real and virtual foreign language classroom, will be presented.

scholarly journals Tracks for Russian university students’ multilingual development within remote education during the pandemic

2021 ◽  
pp. 217-233
Author(s):  
Anastasia Atabekova ◽  
Alexander Belousov ◽  
Oleg Yastrebov
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Language Translation ◽  
Foreign Language Learning ◽  
Skills Training ◽  
Point Of View ◽  
University Education ◽  
Educational Institutions ◽  
Language Courses

The chapter explores language and non-language university students’ practices of foreign language learning within the unscheduled shift to remote studies in Russia due to the COVID-19 emergency. The RUDN University Law Institute experience is considered as an example. The paper explores common and specific features of foreign language, translation, and interpreting skills training within the Law Institute language and non-language programmes. The research rests on the case study methodology, considered from the policy-making and managerial point of view. The findings reveal both common features and specificities of multilingual university education of non-language and language students. The study also confirms the need for the educational institutions to draft specific guidelines on language courses implementation for different target audiences during the COVID-19 pandemic.

scholarly journals РІВНІ ІНШОМОВНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ФАХІВЦІВ СОЦІАЛЬНОЇ СФЕРИ

2019 ◽  
pp. 16-20
Author(s):  
Павелків К. М.
Keyword(s):  
Experimental Data ◽  
Foreign Language ◽  
Experimental Research ◽  
Point Of View ◽  
Language Training ◽  
Self Assessment ◽  
Language Competence ◽  
Social Sphere ◽  
Competence Level ◽  
The University

The article presents the results of experimental research of foreign language competence level of future social sphere specialist. The experimental data are compared with the results of students’ under study self-assessment of their foreign language competence level. The article shows the results of the influence of methodological system of foreign language training of future social sphere specialist on the increase of the level of foreign language competence among participants of experimental groups. Creative, medium, satisfactory and unsatisfactory levels of foreign language competence of future social sphere specialist are characterized from the point of view students’ reflexion. The research approves the effectiveness of pedagogical influences introduced at the forming stage of the experiment through approbation of the author’s methodical system of foreign language training in the university.

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