Polskie liczebniki główne w świetle gramatyki kognitywnej

Artykuł analizuje semantykę polskich liczebników głównych z zakresu 5-10 i 100. Analiza wykorzystuje model gramatyki kognitywnej proponowany przez Ronalda Langackera. Główna teza artykułu głosi, że ewolucja tych liczebników polegała na przesunięciu aspektu relacyjnego (tj. przymiotnikowego) do profilu liczebnika, w wyniku czego liczebniki stopniowo traciły swój rzeczownikowy charakter. Proces ten nie zaszedł jednak w pełni, gdyż niektóre liczebniki zachowały pewne gramatyczne własności rzeczownika. Takie przesunięcie profilu rozpatrywać można z kategoriach metonimii pojęciowej, a było ono możliwe dzięki wysokiej żywotności relacyjnego aspektu znaczenia względem aspektu rzeczownikowego. Polish cardinal numbers in light of Cognitive Grammar Summary: The article discusses the semantics of Modern Polish adjectival numerals from the range 5-10 and 100. The theoretical background for the analysis is Ronald Langacker’s Cognitive Grammar. The main assumption in the article is that the evolution of numerals consisted in shifting the relational (adjectival) aspect to the profile of the numeral, which resulted in the numerals gradually losing their nominal character. The process, however, has not been completed, since the numerals under discussion retain some of their original nominal properties. This profile shift, best accounted for in terms of conceptual metonymy, was facilitated by the high vitality of the relational aspect of meaning in relation to the nominal aspect.

«One, Two - Trees...»: Counting-out Rhymes in the Teaching of Ukrainian Language to Foreign Students

The article is devoted to the research of linguodidactic potential of counting-out rhymes in classes of Ukrainian as a foreign language. Now there are many works in Ukrainian methodology of teaching language to foreign students concerning the formation of a set of texts for studying purposes. The authors of selected scientific articles suggest including folklore texts (fairy tales, songs, legends, proverbs and sayings, tongue twisters) in the teaching of the Ukrainian language. The aim of our article is to explore the place and role of the counting-out rhyme as a supplementary text for foreign students of beginner level. For this purpose, we describe the definition of the term «counting-out rhyme», define the linguistic and methodological criteria for selecting texts and how they should be presented to foreign audiences. Results of the research. The counting-out rhyme is a genre of children's playful folklore, a small-form poetic text with a clear rhyme-rhythmic structure. For to study Ukrainian as a foreign language at the beginning stage not all the texts of counting-out rhymes are suitable, but only those that folklorist G. Vinogradov called «chislovka» or «proper chislovka". This type of counting-out rhymes have cardinal numbers and ordinal numbers as a part of their structure. We consider that the main criteria for selecting and presenting texts of this genre as educational units should be: 1) a simple structure, clear and understandable content of the text; 2) the common vocabulary of counting-out rhymes, which corresponds as much as possible to communicative topics and grammatical material of the beginner level of Ukrainian language learning; 3) the texts of the counting rhymes should be chosen with the aim of practising certain speech skills and abilities; 4) limited amount of the material. In classes with foreign students, we primarily use counting-out rhymes to introduce the category of numerals and to teach counting. Children's folklore play texts act as very important supplementary linguistic material. Rational, accurate counting (mostly from one to ten) and the rhythm and rhythmics of the short poetic text help a foreign student to learn to count in Ukrainian quickly and easily. In addition, the expressive reading of counting-out rhymes helps to improve the phonetic aspect of foreign language speech - clear pronunciation of separate sounds, intonation, accents, training of rhythm, speed of speech. Working with the texts of counting-out rhymes in UFL classes also actualises word meanings within the boundaries of communicative topics of the first year of language learning, enriches vocabulary, and optimises the rapid memorisation of typical lexical-grammatical constructions with their subsequent inclusion in the active vocabulary. Moreover, tasks with counting-out rhymes engage an element of a game in the learning process, making the lesson more exciting and interesting. Conclusions. The results of the analysis show that the counting-out rhymes have linguodidactic potential and can be used as supplementary teaching material in UFL classes (beginner level).

CHANGES IN MARI NUMERAL PHRASES UNDER THE INFLUENCE OF MARI-RUSSIAN LANGUAGE CONTACTS

This article presents the results of a study of the Mari numeral phrases in terms of the influence of the Russian language. The aim of this work is to trace the role of Russian borrowings in the formation of Mari numeral phrases, primarily in the expression of their components, and to reveal other changes that have arisen under the influence of similar phrases and structures of the Russian language. The study was conducted on the basis of the lexical card index of the MarNIIYALI (Mari Scientific Research Institute of Language, Literature and History), which is based on written sources of the meadow-eastern literary norm, namely, its electronic part in the amount of about one thousand author's sheets. During the collection and analysis of material, elements and techniques of the following research methods were applied: descriptive and analytical (observation with the identification of the studied facts in sources, their generalization, interpretation and classification, description), comparative (regular comparison of Mari models with Russian ones for identity and non-identity), comparative-historical (in other cases, indications of the origin of the words), quantitative (counting models of various groups containing Russianisms). According to the results of the research, Russian borrowings may play a role of a head word (3 units in 4 models) and a dependent component (mainly substantive case forms and postpositional constructions, numerals, as well as some pronouns and adverbs of degree in 14 models). 3 models with cardinal numbers as a head very rarely can be represented by phrases with Russianisms in both components. As a result the syntactic units in some models and the models of numeral phrases themselves were replenished, the last ones by 3 units. Also the shifts in the forms of grammatical number of dependent nouns in some models appeared.

Trudności w opanowaniu odmiany liczebników w nauczaniu języka polskiego jako obcego na przykładzie studentów ukraińsko i rosyjskojęzycznych.

The aim of this paper is to describe the most common errors made by Ukrainian- and Russian-speaking people while learning infl ection of numerals for person and their causes. The applied comparative method permits a closer look at formal and syntactic relations as well as collocations of numerals and specifi c lexeme classes (this regards primarily agreement between cardinal numbers and masculine personal verbs, compound structures with the numeral jeden (one) and numerals showing adjectival infl ection). This study concentrates on a comparison of cardinal and ordinal numbers in Ukrainian, Russian and Polish, which allowed an analysis of the causes of errors made while learning the infl ection of numerals by Ukrainian- and Russian-speaking students.

Set Theory

The chapter is a concise, practical presentation of the basics of set theory. The topics include set equivalence, countability, partially ordered, linearly ordered, and well-ordered sets, the axiom of choice, and Zorn’s lemma, as well as cardinal numbers and cardinal arithmetic. The first two sections are essential for a proper understanding of the rest of the book. In particular, a thorough understanding of countability and Zorn’s lemma are indispensable. Parts of the section on cardinal numbers may be included, but only an intuitive understanding of cardinal numbers is sufficient to follow such topics as the discussion on the existence of a vector space of arbitrary (infinite) dimension, and the existence of inseparable Hilbert spaces. Cardinal arithmetic can be omitted since its applications later in the book are limited. Ordinal numbers have been carefully avoided.

Arithmatics in Serat Centhini

Serat Centhini (Suluk Tambanglaras or Suluk Tambangraras-Amongraga) is one of the greatest literary works in New Javanese literature. Its construction began in 1742 Java (1814 AD) during Sunan Pakubuwana IV. The main reference is the Jatiswara book which was made in 1711 Java or 1783 AD during Sunan Pakubuwana III. This article tracks the arithmetic information contained in Serat Centhini, including cardinal numbers, ordinal numbers, Javanese calendar, and candrasengkala. The research was carried out by using the literature study method of Serat Centhini which is translated into Indonesian and transliterated in Latin script. The results showed that Serat Centhini recorded quite a lot of mathematical information which was used in the daily life of Javanese people. The results of this study can be used as teaching materials for ethnomathematics.

WORD BUILDING PATTERNS OF NUMERALS IN TUNGUS-MANCHU LANGUAGES

The article discusses the reconstruction of the archetype of cardinal numbers, word formation of the categories of numbers in the Tungus-Manchu languages. Based on the available data on languages, 15 categories are analyzed: cardinal, ordinal, multiples, dividing, distributive, restrictive, collective, numerals for counting days, numerals for counting animals, numerals for counting households, numerals for counting fingers, numerals for counting pairs of objects, numerals for counting places and directions, numerals for counting various objects, numerals for counting the years of an animal. It turns out that certain forms are ancient, but most of them were formed later and were characteristic only for a certain group, subgroup or one language. Word-building patterns of numerals are connected with form-changing patterns, although in a number of cases syntactic functions of derivatives change, and sometimes we can observe forms with complex morphological structure, derived not only from cardinal numerals but also from numerals of other categories.

A Comparative Morphological Approach to Class Maintaining Derivational Affixes in English and Kurdish

This paper is a comparative morphological study of some class maintaining derivational affixes that do not alter the grammatical categories lexemes in Standard English and Central Kurdish from the standpoints of Generative Morphology. For the comparative analysis of the two languages, some of the derivational affixes that form new meanings from the existing lexemes and retain the grammatical categories of the newly derived lexemes have been classified. The main aim of the study is to identify the points of similarity and difference of class maintaining derivational affixes in both languages. The findings indicate that in the addition of nominal affixes, English and Kurdish are similar in that ‘concrete nouns’ could remain concrete nouns, as well as could convert into abstract nouns by adding certain affixes. In English, a prefix can also be added to a concrete noun to derive a new concrete noun, whereas in Kurdish, only a prefix can be added to an abstract noun to form a concrete noun. In the addition of adjectival affixes, both languages are similar in that adjectives can derive new adjectives by attaching some prefixes and some suffixes to the existing lexemes. In English, the cardinal numbers remain cardinals when the suffixes –teen and –ty are attached to them, whereas in Kurdish the only rare case can be seen when the suffix –a is attached to the two cardinal numerals hawt/ haft ‘seven’ and hašt ‘eight’. The suffixes –th in English and -(h)am and -(h)amin in Kurdish can be attached to the cardinal numbers to form the ordinal numbers.

Quantificational evaluation of the resolving power of qualitative biomarkers with different cardinal numbers based on a magnitude-standardized index

Biomarkers are used for clinical diagnostic purposes, but existing indexes exhibit limitations in terms of the resolving power of biomarkers. This paper proposes a new index, the magnitude-standardized index (MSI), to describe the quantitative variations and resolving powers of different biomarkers. In MSI analysis models, variation scales for ratios and differences are considered simultaneously, and a higher MSI value implies a stronger risk or effect for a biological factor. We explain the rationale for the MSI via hybrid and geometric methods and verify its efficacy through simulation experiments. Our results indicate that the MSI is superior to the Youden index and odds ratio for describing resolving power. When two biomarkers with similar Youden index values, odds ratios, or MSI values but different positive test rates (or cardinal numbers) were combined, all three index values increased; however, only the MSI value remained relatively stable. For a very small cardinal number, such as that of a single nucleotide polymorphism, the MSI value is at most half of the maximum value (0.5), allowing comparisons between MSI values for biomarkers with different cardinal numbers. The MSI can thus provide a better quantifiable evaluation of the resolving power of biomarkers with different cardinal numbers.