WORLDVIEW OF MEDICINE FROM THE PERSPECTIVES OF SPECIAL VERBS

Введение. Терминология является средством, позволяющим представить картину мира, поскольку каждая лексическая единица закрепляет опыт отдельной нации и всего человечества, а результат их взаимодействия проявляется в целостном восприятии и представлении окружающего мира. Глагольная лексика, обозначающая специальные понятия, является вербальной репрезентацией прагматически переработанного научного знания, отражающего менталитет, основы мыслительной деятельности, профессиональный опыт и лингвокультурную компетенцию специалистов. Цель – изучить глагольную лексику, обозначающую специальные понятия медицины, и представить ее как универсальное средство репрезентации картины мира данной отрасли знания, как средство выявления направления развития и функционирования научной мысли. Материал и методы. Материалом исследования служат однословные и многословные глагольные единицы, репрезентирующие различные действия и процессы, имеющие большое значение в различных отраслях медицины. Глагольные единицы исследуются посредством анализа этимологии, словообразования и дефиниции. Результаты и обсуждение. Универсальность, свойственная картине мира медицины, отражается в употреблении греко-латинских терминоэлементов в структуре глагольной единицы. Национальные черты проявляются в использовании соответствующих морфологических элементов и лексико-семантических способах словообразования. Историческое развитие понятий и терминов отражается в явлениях терминологизации и детерминологизации, которым подвергаются и глаголы, функционирующие в языке медицины. История развития специальной медицинской глагольной лексики демонстрирует активное взаимодействие обыденной и научной картин мира, что подтверждается этимологическим анализом глаголов, а также существованием внутриотраслевой и межотраслевой полисемии глаголов. Лексические единицы, обозначающие различные медицинские процессы, являются пропозициональными структурами, способными представлять обозначаемый процесс как когнитивный сценарий, имплицитно репрезентируя упорядоченную последовательность действий, метонимически представляя весь процесс, обозначенный глагольной единицей. Заключение. Таким образом, глагол представляет собой средство, позволяющее интерпретировать картину мира той или иной отрасли знания. В сфере медицины глагол позволяет выявить закономерность развития семантического объема лексической единицы, проследить развитие и становление медицины как научной отрасли знания в синхронии и дахронии. Introduction. Terminology contributes to the representation of the world picture because each lexical unit fixes the experience of both a separate nation and the whole mankind. The result of their interaction can be found in the perceptual unity and uniform representation of the world. Verbs, designating special notions, are the verbal representation of pragmatically revised scholary insight, which reflect the pattern of thoughtway, bases of mental activity, professional background, cultural and linguistic competence of specialists. Aim and objectives. The aim of the article is to study verbs, which designate special medical notions, and to show that they are a universal means to represent the world picture of medicine, and as a means which help to reveal the tramline and functioning of scientific thought. Material and methods. The material of the investigation includes one- and multiword verbs and verb phrases which represent various medical processes. Etymological, word-building and definitional analyses are used. Results and discussion. Universality which is characteristic of the world picture of medicine is reflected in the use of Greek and Latin terminological elements in the structure of a verb. National characteristics appear in the use of morphological elements and lexical and semantic principles of word-building. The world pictures of sciences also reflect historical evolution of notions and terms which can be revealed in the processes of terminologization and determinologization of verbs which are used in the language of medicine. The history of the development of special medical verbs demonstrates the interaction of the everyday and scientific world pictures. It is proved by etymology of verbs and polysemy of verbs within the medical discourse and with the verbs functioning in other branches of science. Lexical units which represent various medical processes are a kind of propositional structures which show a definite area of the world picture in its entirety. Thus, they can demonstrate the process as a cognitive script, which demonstrates implicitly the array of actions. It is a kind of metonymical representation of the process which is put into verbs. Conclusion. A verb can be considered as a means to interpret the world picture of this or that field of science. In regards to language of medicine the verbs allow to reveal the pattern and volume of semantic development of a word, to trace the scientific history of medicine in synchrony and diachrony.

Studies on competence in a multinational environment

In today's multicultural world and at the age of globalization it goes without saying that possessing language skills, intercultural competence, cultural intelligence, knowledge, skills, mindset, awareness and other essential skills, attitudes and competencies for effective communication is imperative. The article introduces the basic concept of competences, supporting and emphasizing the importance of linguistic and cultural competence with examples. The aim of this paper is to describe the process of the development of sociocultural competence and its components based on the analysis of many sources in the international literature. In the first part of the study, social, cultural, and linguistic competencies, as well as their diversity are analysed. Cultural diversity is underpinned by a variety of factors, including age, disability, ethnicity, gender identity, origin, race, religion, and gender, among others. Conceptual definitions of culture are also presented. We also deal with linguistic diversity that accompanies cultural diversity. The analysis of language, culture, and communication follows a brief description of communication competence. Cultural and linguistic competence is vital, as today peoples and nations are intensely intermingled, living in the same society and interacting in the workplace, so the problem of developing socio-cultural competence is currently of particular importance. The developed socio-cultural competence guarantees effective communication between cultures, i.e. proper interaction with representatives of other cultures. At the end conclusions are drawn and recommendations are made.

Promoting Cultural and Linguistic Competence in Speech Science Courses

Purpose Speech conveys information about a speaker's identity—their age, gender, size, health, region of origin, language learning background, sexual orientation, and race—through a variety of acoustic cues. This review of the production and perception of extralinguistic information about speaker identity is intended to help instructors promote cultural and linguistic competence in basic anatomy and physiology, phonetics, and speech science courses through the understanding of indexical information in speech. Conclusions In assisting our students to recognize the anatomical/physiological and learned social and cultural speech features associated with the expression of personal identity, basic science instructors contribute to heightened awareness of listener expectations, stereotypes, and prejudices by future speech-language pathologists and audiologists so that they are better equipped to avoid misdiagnosis of speech differences and disorders, under referral or over referral of clients from vulnerable populations, and discriminatory practices leading to health disparities in clinical services and research.

Cultural and Linguistic Practice with Children with Developmental Language Disorder: Findings from an International Practitioner Survey

<b><i>Background:</i></b> The cultural and language diversity across many European countries presents a range of challenges and opportunities for speech and language therapists and other practitioners working with children with developmental language disorders (DLD) and their families. <b><i>Objective:</i></b> The aim of this study was to explore practitioners’ perceptions of cultural and linguistic differences in response to children with DLD across different countries. <b><i>Methods:</i></b> A survey was developed by practitioners and researchers working with children with DLD across Europe and beyond as part of the work of Cost Action IS1406. Data from 1,358 practitioners from 8 European countries – Ireland, UK, Bulgaria, Poland, Croatia, Spain, Norway and Sweden – and 2 neighbour countries – Turkey and Lebanon – were included in the present analyses, which address two groups of questions. The first focuses on practitioners’ perceptions of the way that parents think about cultural differences and their relationship to language development in their children. The second concerns the extent to which practitioners consider themselves to have the skills to work with children from other cultures and using different languages. <b><i>Results/Conclusions:</i></b> Most countries present a similar profile with intermediate results about their perception of cultural issues, but Lebanon and Turkey are the group with the most positive responses. In terms of bilingual issues most practitioners indicated that they only worked in their country’s primary language. The only country where this was not the case was Lebanon. Professionals from Spain and Lebanon form a subgroup in terms of their confidence to work with different cultural/language groups. The paper highlights both the universal importance of cultural and linguistic competence in managing young children’s needs and indicates that in most cases professionals do not think they have the necessary expertise to work with cultural and linguistic diversity.

The Impact of Linguistic and Cultural Competence on Translation Quality: Pedagogical Insights into Translation Problems

The act of translation inside classroom undertakes a great deal of students’ mistakes either grammatical or lexical (i.e. metaphoric, idiomatic, collocational) and some feedback as well. Many studies have concentrated on studying the reasons behind committing such mistakes on the level of undergraduates. However, this paper will start with shedding light on some samples of students’ mistakes to reach instructor-perspective proposed solutions at the end. The study aims at assisting both instructors and institutions of translation to apply pedagogical solutions to their students or translation courses. Moreover, the study further attempts to explore the impact of students’ cultural and linguistic competence on the quality of translation. Researchers adopted a selective analytical method, mainly quantitative, in studying students’ mistakes in the course of Translation 2 in the 1st semester during the academic year 2019-2020 at the English Department - Female Division - Faculty of Languages and Translation - King Khalid University, and then proposed solutions. The language pair discussed here is Arabic-English-Arabic.

Funkcja ekspresywna języka rosyjskiego w wielojęzycznym środowisku młodzieży szkół polskich na Litwie i Ukrainie.

This paper attempts to present the sociolinguistic situation of the multilingual youth from Lithuania and Ukraine, with a particular focus on the function of the Russian language examined from the angle of emotional language behaviours and the Russian-Polish confrontation related to translation of a cultural text. The material basis is the results of a questionnaire survey carried out by the authors among students of schools with Polish as the language of instruction in Vilnius, Lviv, and Horodok in 2018. The comparative analysis covered the linguistic self-assessment of the representatives of two student environments and models of verbal expression of positive and negative emotional states. The analysis of the cultural and linguistic competence was performed on the example of a translation of Russian marked reduplicative expressions. As a result of the analysis, it can be stated that Russian is perceived and used by the surveyed multilingual youth as the most expressive language code.

Społeczność Internetu wobec tradycji antycznej, czyli o mitologizmach frazeologicznych w gatunkach prymarnie internetowych (na wybranych przykładach)

The article aims to describe how the Internet generation uses, in natural speech in a new medium, the mythology-based phraseological inventory (of Graeco-Roman provenance) for virtual communication. The analysis of research data gathered from forum and discussion group posts, based on Stanisław Bąba’s phraseological innovation typology, indicates that in everyday talk Internet users do make use of highbrow mythological phrases and have no qualms about modifying them, changing their structure and syntactic collocability. Several factors can be the source of such a practice, including active Internet users’ level of cultural and linguistic competence, their imitation of speech patterns emanating from the media, conscious reference to tradition and playfully toying with it, along with the specificity of online linguistic communication and the quality of Polish it occasions.

Critical cultural awareness and learning through digital environments

Students with cultural and linguistic competence are needed to navigate an increasingly globalized society. This study collected and analyzed cultural awareness data from students who communicated with people of other cultures through Virtual Reality (VR) environments. Students from a private university in Japan engaged in directed communication with other students from the USA using an online virtual chat program. A questionnaire based on the Global Perspectives Inventory (GPI) was used by the students to self-report their views on the intercultural interactions and give a metacognitive analysis of their intercultural competence/knowledge of intercultural phenomena. In addition to directed communicative objectives, students were given the chance to engage in free conversation in the digital space created by the software to facilitate intercultural critical cultural awareness skills. Early findings show that students were able to improve critical cultural awareness through a virtual experience.

Training Second-Year MSW Students to Improve Cultural and Linguistic Competence

Purpose: Cultural competency is a critical construct in social work education. This study investigated whether a grant-funded training program completed in tandem with second-year field placement and second-year Master of Social Work (MSW) curriculum could improve the cultural competence of MSW students. Method: Ninety-nine trainees completed the program over the 3-year grant period funded by the Health Resources and Services Administration. Cultural and linguistic competence was measured at the beginning and end of the training program for each cohort using a preexperimental design. Results: Findings suggest that MSW students saw improvement in their communication, values, and attitudes with respect to cultural and linguistic competence. Trainees did not report improvement on the Physical Environment subscale portion of the measure. Discussion: Results suggest that training can improve knowledge, values, and skills on cultural and linguistic competence. However, trainees may not have adequate authority to make an impact on the environment of their field placements.

CRISIS OF ETHNIC IDENTITY WITH LANGUAGE LOSS OF ORAON TRIBE

Why do you want to learn your language?”, “Learn English! the children speak in English fluently”, “What’s your mother tongue? - ‘Hindi”, “You belong to a tribe and you don’t you know your tribal language?” -- these are common remarks that the migrating people of a tribe settled in other areas, have to face. They usually avoid these questions or end up learning the language with the highest sociolinguistic capital in their surrounding context. Over a course of time, the language of their ethnic identity gets increasingly replaced in more and more domains. While these substitutions are taking place, when an individual contemplates about identity, the one thing that goes missing is the ethnic identity. Individuals not born and brought up around their tribe, lack the cultural and linguistic competence to appreciate one’s own ethnic identity. In course of time, this gives rise to an identity crisis. This crisis is not limited to one level, but on a wider arena there is language loss taking place. The reasons can be social, political, cultural, etc. Social reasons feature most prominently for all the stated problems and the strange questions that are asked. So, in the paper, attempts have been made to dissect the mentioned issues in vivid detail