Contributions of Linguistics to the Study of Aphasias: Focus on Discursive Approaches

The chapter aims to present and discuss the contributions of Linguistics to the study of aphasias, especially regarding the power of discursive theories to subsidize language assessment and therapeutic follow-up with aphasic individuals. Jakobson, in 1956, based on Saussure’s approach and on Luria’s neuropsychological theory, was the first scholar to call for the participation of linguists in this field, once “aphasia is a problem of language”. Nonetheless, aphasia does not disturb only linguistic formal levels – phonetical-phonological, syntactic, lexical-semantic –, but also pragmatic and discursive aspects of language that are constitutive of meaning processes involved in the social use of language. Unfortunately, more traditional approaches to language assessment and to the follow-up work are exclusively based on metalinguistic tasks, which do not take into consideration the subjective and contextual aspects of language functioning. The experience we have acquired over more than thirty years within the field of Neurolinguistics has shown that qualitative longitudinal researches – mainly case studies – are a privileged locus to seek for evidences of how the linguistic levels are impacted in the several forms of aphasia. Such understanding, in turn, favor the therapeutic work towards more contextualized activities, in order to help the individuals to reorganize their linguistic-cognitive processes.

Resting-State Electroencephalography Functional Connectivity Networks Relate to Pre- and Postoperative Language Functioning in Low-Grade Glioma and Meningioma Patients

Introduction: Preservation of language functioning in patients undergoing brain tumor surgery is essential because language impairments negatively impact the quality of life. Brain tumor patients have alterations in functional connectivity (FC), the extent to which brain areas functionally interact. We studied FC networks in relation to language functioning in glioma and meningioma patients.Method: Patients with a low-grade glioma (N = 15) or meningioma (N = 10) infiltrating into/pressing on the language-dominant hemisphere underwent extensive language testing before and 1 year after surgery. Resting-state EEG was registered preoperatively, postoperatively (glioma patients only), and once in healthy individuals. After analyzing FC in theta and alpha frequency bands, weighted networks and Minimum Spanning Trees were quantified by various network measures.Results: Pre-operative FC network characteristics did not differ between glioma patients and healthy individuals. However, hub presence and higher local and global FC are associated with poorer language functioning before surgery in glioma patients and predict worse language performance at 1 year after surgery. For meningioma patients, a greater small worldness was related to worse language performance and hub presence; better average clustering and global integration were predictive of worse outcome on language function 1 year after surgery. The average eccentricity, diameter and tree hierarchy seem to be the network metrics with the more pronounced relation to language performance.Discussion: In this exploratory study, we demonstrated that preoperative FC networks are informative for pre- and postoperative language functioning in glioma patients and to a lesser extent in meningioma patients.

PRINCIPLES OF IMPROVING SOCIOLINGUISTIC COMPETENCE AMONG STUDENTS OF PHILOLOGICAL UNIVERSITIES

Developing sociolinguistic competence of philology students focuses on training and actualization of a certain set of components of sociolinguistic competence - the sociolinguistic paradigm that imposes a specific form on the individual speech behavior depending on the given social environment and the prevailing social and communicative context. The training system for the improvement of sociolinguistic competence of students should be based on didactic and methodological principles, enriched with special sociolinguistic content, which is the basis for the improvement of knowledge, skills, and abilities of students to build their speech behavior based on the speech profile of the interlocutor, taking into account sociolinguistic norms of communication adopted in a particular socio-communicative context. The improvement of sociolinguistic competence of students of philological faculties in teaching foreign languages is facilitated by teaching means of expressing sociolinguistic content through the prism of their functional content. The principle of contextual-thematic representation of teaching material implies that the very sociolinguistic nature of language functioning is inherently situational. The principle of concentrism involves teaching sociolinguistic competence with a gradual increase in the complexity of the sociolinguistic material studied in order to teach students to identify sociolinguistic parameters of communication situations in different social dialects, to identify social characteristics of the interlocutor by social markers in his speech and to build their socially correct speech behavior.

Latin in modern ukrainian pharmaceutical terminology

Purpose of the research. The article analyzes the general state of the modern domestic pharmaceutical nomenclature system in order to identify the transformation processes taking place in it, determine the directions of development, and in particular the place and role of traditional Latin special terminology in it. Research methods are induction, deduction, descriptive, contextual-interpretive and component analysis methods. Scientific novelty. Considering the fact that such an analysis has not been carried out in Ukraine, this work will be useful for the specialists' understanding of the existing terminological problems and their further elimination. Conclusions. Despite the rapid expansion of the sphere of English language functioning, Latin traditionally remains the basis of international scientific terminology and specialized nomenclature codes, especially in medical and related branches of people’s activity. The fundamental study of the Latin language and the foundations of terminology is the key to professional terminological literacy of the future specialists – medical doctors and pharmacists.

PROFESSIONAL SPEECH ACTIVITY OF FUTURE PSYCHOTHERAPISTS IN THE SYSTEM OF INNOVATIVE PROCESSES IN HIGH SCHOOL

The article deals with innovative continuing education and self-education of the future psychotherapist, in which the most important role belongs to the formation of his professional speech activity. If we consider the professional speech activity of higher school students in line with the activity theory of learning as a system of speech and thought actions, as a public expression, it will necessarily include: a) professional-speech motive-goal (meaning formulation); b) specific professional intention (the presence of a deep psychotherapeutic thought directed on a client); c) special goal-setting (construction of a statement for influencing the feelings, behavior and consciousness of a client); d) internal programming (meaning formation and choice of meanings, syntax and choice of language meanings, both lexical and grammatical); e) grammatical structuring (appropriate choice of psychotherapeutically oriented tokens and grammatical forms that provide the most accurate and complete expression of meanings in the discourse produced by the therapist; g) establishing effectiveness (the degree of coincidence of the achieved result in the statement with the intended purpose); f) control over the course and results of the speech act. In the educational space, a student is considered as a subject of study, a subject of professional speech and mental activity, and transformation of psychotherapeutic speech and language reality, speech individuality, a source of metalanguage knowledge and language functioning in psychotherapeutic discourse; the personality of a bearer of speech culture. Educational psychotherapeutically oriented speech communication of students, in particular public expression in learning during the discursive training, is the most difficult form of learning for students: professional verbal communication, semantic aspect of educational interaction, educational professional speech oral public communication. When students implement educational tasks in the psychotherapeutic discourses produced by them, an understanding of the meanings expressed by them is achieved by other students and it provides the feedback. In this form, their speech acquires the signs of self-worth and can be correlated with classical activities, as it becomes organized, as well as the other its types, and begins to be characterized by a subject motive, purposefulness, heuristics, phasing (orientation, planning, implementation of the plan, control). Thus, the professional speech activity of future psychotherapists under conditions of its purposeful formation in university students will be able to develop as an independent activity and be characterized by a specific motivation. This is professional speech motivation: motivation of a discursive influence, motivation of psychotherapeutic speech achievement. In this case, the speech activity of future psychotherapists can become a specialized use of speech for communication – a kind of communication activity. It can also be considered as an activity of educational and psychotherapeutic communication, and as an activity of professional verbal communication.

GENERAL THEORY OF LINGUISTIC VARIATION

At this stage in the development of linguistics, a special place is occupied by the theory of variability, which for a long time has attracted the close attention of linguists. In order to understand the principles of development of diachrony and synchronicity of the functioning of the language, it is necessary to understand the deep and comprehensive study of variance. In the last decade, the subject of interest of most linguists is the problem of variance and variability, and in theoretical terms it has not yet been studied. KEY WORDS AND EXPRESSIONS: variance, variability, variant / invariant, language functioning, linguistic units, synchronicity and diachrony.

BAHAN MATA KULIAH MATA KULIAH PSYCHOLINGUISTICS

Psychology is the field in which the psychological processes are studied and explained that enable people to master and use the term. Psycholinguists perform language study and how people of all ages perceive and improve language. Language research. The field is focused on linguistic findings, which are the discipline that explains the structure of the language, for language descriptions. While language learning, comprehension and production has been at the heart of psycholinguistic science, since its inception, the topic has developed substantially: psycholinguists are concerned with the neurology of language functioning, especially those studying sexual differences, aphasia, language after a congenital or acquired brain injury and developmental disorders (dysphasia). In addition to research in non-human language learning (e.g. gorilas and chimpanzees), some psycholingualists expanded their interests to discover if language as well as we know it is an exceptions.

Стилистические особенности немецкого рекламного текста

The article deals with the peculiarities and specific conditions of language functioning in advertising texts in modern German. The author of the article considers the structure, types of advertising and its impact on the targeted audience

Modern problems of Evenk language functioning and its development prospects

The article is dedicated to the modern problems of Evenk language functioning and its development prospects. The preservation and development of the language remain an urgent sociolinguistic and sociocultural problem to this day. The research conducted in Yakutia shows that the functioning of Evenk language is reduced to a minimum. The linguistic situation with the native language is assessed as definitely critical and can be one of the indicators of socio-economic ill-being of not only Evenks, but also other indigenous peoples. The main problems of linguistic life in the republic include the reduction of Evenk language functions and inadequate formation of a positive motivation for learning the native language. In the society, there is a complex system of objective and subjective factors that do not contribute tointensive development of positive processes in the preservation and development of Evenk language. In general, subjective factors include poor organization of the educational process in educational institutions, ineffectiveness of training sessions, insufficient attention to the development of speech culture and enrichment of the native language’s vocabulary, low level of educational and methodological support of education and upbringing. The social environment for Evenk language functioning is continuing to narrow, which makes an objective factor.