“Word Code” by O.O. Suleimenov in Electronic-handwritten and Printed Versions

The article provides a comparative analysis of an electronic manuscript and a printed book by O.O. Suleimenov Word code. Introduction to the Universal Etymological Dictionary 1001 Words. The similarities and differences in semantic and stylistic nominations of titles and paragraphs in the manuscript and in the printed original are considered. Structural and qualitative differences in the content of the new titles of the book, the peculiarities of the semantic advancement in them, which include a brief reflection of the content of the corresponding section of the study, are revealed and analyzed. The analysis and thesis description of new paragraphs, which were introduced by the author after working on the electronic manuscript of the book, are carried out. The main conceptual approach of O.O. Suleimenov to the search for the ancient primary source of the word (etymon) and writing both in the manuscript and in the original of the book, is to consider in unity, in close interconnection, the main five aspects of a scientific problem: figurative image (drawing, hieroglyph), concept, word, meaning, pronunciation linguistic unit in languages, adverbs, dialects, dialects in antiquity and now, their semantic and sound similarities and differences in different regions of the earth. The evolution of the wording of the titles and the semantic and stylistic advancement in them is significant, which is associated either with a slight lexical change in the wording of the title of the paragraph, or with the introduction of a different (updated) title, or with the introduction of a new paragraph into the structure of the book. These innovations of the author contributed to the improvement of the structural and logical-content significance of the book.

Word Roots in English: Learning English Words through Form and Meaning Similarity

<p>The research first proposes a vocabulary learning technique: the word part technique, and then tests its effectiveness in aiding vocabulary learning and retention. The first part of the thesis centers around the idea that the knowledge of the first 2000 words language learners already possess may give them easier access to words of other frequency levels because the root parts of the low frequency new words share form and meaning similarities with the high frequency known words. The research addresses the issue at two stages: to quantify the information concerning the number of words able to be accessed through the analysis of the word roots, and to analyze the pedagogical usefulness of the accessible words. A Comprehensive Etymological Dictionary of the English Language (Klein, 1966) was used as the source to show the possible formal and meaning connections among words. All the words in the first 2000 word list were first looked up individually and all the cognates provided under each of these words were collected and placed under each of the high frequency words if they meet the requirement that their roots share more than one letter and/or more than one phoneme with the roots of the first 2000 known words. After the data was roughly gathered, three criteria were applied to filter the data, namely, the frequency criterion, the meaning criterion and form criterion. In applying the frequency criterion, words with frequency levels lower than the tenth thousand were removed from the data. In applying the meaning criterion, hints were given to show the semantic relations between the higher frequency words and the first 2000 thousand words. The hints were then rated on the scale for measuring meaning transparency. Words that were rated at level 5 on the scale were considered inaccessible; words that were rated at levels 1, 2a, 2b, 2c, and 3a were considered easy to access. In applying the form criterion, calculations were done for each semantically accessible word to show their phonological similarity and orthographic similarity in relation to the known word. The words whose phonological or orthographical similarity scores were larger than 0.5 were considered to be phonologically or orthographically easy to access. Finally the "find" function of Microsoft Word was used to check the data by picking up any words that might have been missed in the first round of data gathering. The above procedures resulted in 2156 word families that are able to be accessed through the meaning and form relations with the first 2000 words in their root parts. Among the 2156 word families, 739 can be accessed easily and are therefore more pedagogically useful and 259 can be accessed, but with difficulty. 21 pedagogically useful form constants were selected because they can give access to more unknown lower frequency words than other form constants. In the second part of the thesis, an experiment was conducted to test the effectiveness of the word part technique in comparison with the keyword technique and self-strategy learning. The results show that with the experienced Chinese EFL learners, the keyword technique is slightly inferior to the word part technique and the self-strategy learning.</p>

Word Roots in English: Learning English Words through Form and Meaning Similarity

<p>The research first proposes a vocabulary learning technique: the word part technique, and then tests its effectiveness in aiding vocabulary learning and retention. The first part of the thesis centers around the idea that the knowledge of the first 2000 words language learners already possess may give them easier access to words of other frequency levels because the root parts of the low frequency new words share form and meaning similarities with the high frequency known words. The research addresses the issue at two stages: to quantify the information concerning the number of words able to be accessed through the analysis of the word roots, and to analyze the pedagogical usefulness of the accessible words. A Comprehensive Etymological Dictionary of the English Language (Klein, 1966) was used as the source to show the possible formal and meaning connections among words. All the words in the first 2000 word list were first looked up individually and all the cognates provided under each of these words were collected and placed under each of the high frequency words if they meet the requirement that their roots share more than one letter and/or more than one phoneme with the roots of the first 2000 known words. After the data was roughly gathered, three criteria were applied to filter the data, namely, the frequency criterion, the meaning criterion and form criterion. In applying the frequency criterion, words with frequency levels lower than the tenth thousand were removed from the data. In applying the meaning criterion, hints were given to show the semantic relations between the higher frequency words and the first 2000 thousand words. The hints were then rated on the scale for measuring meaning transparency. Words that were rated at level 5 on the scale were considered inaccessible; words that were rated at levels 1, 2a, 2b, 2c, and 3a were considered easy to access. In applying the form criterion, calculations were done for each semantically accessible word to show their phonological similarity and orthographic similarity in relation to the known word. The words whose phonological or orthographical similarity scores were larger than 0.5 were considered to be phonologically or orthographically easy to access. Finally the "find" function of Microsoft Word was used to check the data by picking up any words that might have been missed in the first round of data gathering. The above procedures resulted in 2156 word families that are able to be accessed through the meaning and form relations with the first 2000 words in their root parts. Among the 2156 word families, 739 can be accessed easily and are therefore more pedagogically useful and 259 can be accessed, but with difficulty. 21 pedagogically useful form constants were selected because they can give access to more unknown lower frequency words than other form constants. In the second part of the thesis, an experiment was conducted to test the effectiveness of the word part technique in comparison with the keyword technique and self-strategy learning. The results show that with the experienced Chinese EFL learners, the keyword technique is slightly inferior to the word part technique and the self-strategy learning.</p>

Hasan Eren - from Vidin to the Peaks of Turkology

The study follows the life and scientific trajectories of the turkologist Hasan Eren from the town of Vidin, lecturer at the University of Ankara, editor and author of various dictionaries, including the first etymological dictionary of the Turkish language. It traces the preparation and growth of the world-famous Turkish linguist and lexicologist, who left Bulgaria to study and after his exceptional training among Hungarian orientalists such as Gyula Németh he grew up as one of the most famous Turkish scholars in the field of llinguistics. This study presents the conditions and possibilities for Turkish intelligentsia in Bulgaria in the twentieth century.

Diez, Meyer-Lübke, and Co. The Founding of Romance Linguistics

The study of Romance linguistics was born in the 19th-century German university, and like all linguistics of that era it is historical in nature. With respect to Indo-European and Germanic linguistics, a difference was immediately apparent: Unlike Indo-European and Common Germanic, Latin’s attestation is extensive in duration, as well as rich and varied: Romance linguists can thus make use of reconstruction as well as documentation. Friedrich Diez, author of the first historical grammar and first etymological dictionary on Romance languages, founded Romance linguistics. His studies singlehandedly constructed the foundations of the discipline. His teaching soon spread not only across German-speaking countries, but also into France and Italy. Subsequently, the most significant contributions came from two scholars trained in the Indo-European field: the German linguist Hugo Schuchardt, whose doctoral thesis studied with sharp theoretical awareness the passage from Latin to the Romance languages, and the Italian Graziadio Isaia Ascoli, who showed how the Romance panorama could be extraordinarily enriched by the analysis of nonstandard varieties. The discipline thus developed fully and radiated out. Great issues came to be debated: models of linguistic change (genealogical tree, wave), the possibility of distinguishing dialect groups, the relative weight of phonology, and semantics in lexical reconstruction. New disciplines such as linguistic geography were born, and new instruments like the linguistic atlas were forged. Romance linguistics thus became the avant-garde of general linguistics. Meanwhile, a new synthesis of the discipline had been created by a Swiss scholar, Wilhelm Meyer-Lübke, who published a historical grammar and an etymological dictionary of the Romance languages.

KHANTY-ORIGIN LEXEMES WITH FIGURATIVE MEANING IN RUSSIAN WRITTEN SOURCES, 1870–1930

Исследован корпус хантыйской лексики с переносными значениями, зафиксированной в статусе слов-вкраплений в русских письменных источниках 1870–1930 гг. Цели анализа: 1. Выявить способы номинации и семантические особенности указанной лексики. 2. Добавить новую информацию к этимологическому словарю хантыйского языка В. Штейница. 3. Показать причины возникновения лексико-семантических вариантов лексем и специфику передачи хантыйских слов в русских текстах. Методами исследования выступили общенаучные (анализ, синтез, сравнение) и частные лингвистические методы: описательный, этимологический, сопоставительный, метод реконструкции и статистической обработки материала. Переносные значения слов показаны в контекстах из источников, даны этимологии лексем по словарю В. Штейница, буквальный перевод. В результате исследования в статье приведены лексемы и их графические варианты по хронологии в рамках отдельных групп с учетом способа номинации: типы метафорического переноса 1) по форме (6 единиц), 2) по цвету (2), 3) по расположению в пространстве (3), 4) по функции (2); примеры метонимического переноса (4) и синекдохи (1). Указана многокомпонентная лексика, называющая животных и включающая в буквальном значении слова «мужчина» (2), «женщина» (4), «зверь» (4). Перечислены новые лексемы, дополняющие диалектные данные этимологического словаря хантыйского языка В. Штейница с учетом разных говоров, соседних или отдаленных друг от друга диалектов. Отмечены 4 сложных слова, не зафиксированные в указанном словаре. В статье проанализированы причины возникновения вариативности на лексико-семантическом уровне, отраженной в источниках: 1) в сравнении с фиксациями в словаре В. Штейница некоторые лексемы имеют новый компонент и вследствие этого семантический оттенок сложного слова (3 единицы); 2) полисемия в хантыйском языке в лексемах с компонентом ЮХ «дерево», при которой одно из значений на основе метонимии — «приспособление из дерева» (4). Исследование отражает специфику передачи в русских письменных текстах переносных значений словвкраплений в дописьменный период хантыйского языка, а также особенности осознания и отражения авторами внутренней формы сложных лексем при переводе: обобщение литературным словом, сокращение одного из компонентов при сохранении переносного смысла слова, буквальный перевод, описание предметов при переводе или без него. Статья вводит в научный оборот новый материал и может быть интересна для лингвистов, этнографов, историков, археологов. The study examines Khanty lexemes with figurative meanings recorded as borrowings in Russian written sources from 1870 through 1930. Analysis objectives: 1) Establish nomination methods and semantic characteristics of recorded lexemes; 2) Add new content to the etymological dictionary by W. Steinitz; 3) Show reasons for lexemes’ emerging lexico-semantic variations and specifics of how Khanty words get recorded in Russian texts. The study’s methodology incorporates general scientific (analysis, synthesis, comparison) and specific linguistic methods: descriptive, etymological, comparative, as well reconstructive and statistical processing of materials. Figurative meanings of words are presented in the source context, accompanied by their etymologies from the Steinitz dictionary, as well as literal translations. The study lists lexemes and their graphical variants chronologically, in groups based on the nomination approach: metaphoric transference according to 1) form (6 units); 2) color (2); 3) spatial orientation (3); 4) function (2); examples of metonymic transference (4) and synecdoche (1). Included multicomponent lexemes are used for naming animals and including the words “man” (2), “woman” (4), and “beast” (4). The study lists new lexemes, which complement the dialect data of the Steinitz dictionary taking into account various geographic variants and dialects. They include 4 compound words not recorded in the above dictionary. The study analyzes the causes of emerging lexico-semantic variability as presented in the examined materials: 1) compared to those recorded in the Steinitz dictionary, some lexemes show new components and therefore semantic facets of a compound word (3 units); 2) polysemy of the Khanty language in lexemes with component ЮХ “tree” includes cases with one of the metonymy-based meanings being “a wooden utensil” (4). The study points out specific ways, in which Russian written texts recorded figurative meanings of borrowings from the Khanty language before it became a written language. The study shows cognitive and linguistic processing, on the part of creators of examined sources, of the inner form of complex lexemes when translating them: using a more general literary term; shortening one of the word components while preserving its figurative meaning; literal translation; describing an object (in combination with translation or without it). The article introduces new material to the scientific domain and could be of interest for linguists, ethnographers, historians and archeologists.

To the Sources of the Bulgarian Words in the Bulgarian Etymological Dictionary

The article deals with the origin of the Bulgarian vocabulary according to the multi-volume Bulgarian etymological dictionary, one of the main nationally significant projects of the Institute for Bulgarian Language at the Bulgarian Academy of Sciences. In summary, it presents the different chronological and genetic layers of vocabulary that build the Bulgarian language. The two main layers of vocabulary are emphasized - the original Slavic and the later Balkan layer, which characterize the language as both Slavic and Balkan. The classical (literary) Old Church Slavonic source is pointed out, as well as other older and new foreign sources and the different ways of penetration of the lexical units into the literary and colloquial language and in the Bulgarian dialects are revealed.