THE COLOR TERMS FOR BLACK AND WHITE IN BULGARIAN, POLISH AND LITHUANIAN PHRASEOLOGICAL UNITS

The present paper is contrastive analysis of Bulgarian, Polish and Lithuanian phraseological units containing a color term naming black or white. It traces the way these components reflect the figurative meaning of the unit - through their color semantics or through their function as a cultural signs. The study classiffiеs Bulgarian, Polish and Lithuanian expressions as to their belongings to several groups, which refer to different concepts. In each group the comparison of the examples found in the three phraseological subsystems is based on their semantics, their lexical components and structure. Under observations are substantive, adjectival, adverbial and verbal phraseological units where the colors are used only as an adjective component. The analysis takes into consideration that black has negative symbolism and cultural connotations. Thus the phraseological units with black are linked mainly to the concepts such as death, sorrow, bad life, misfortune. The text suggests that color term for black is rarely used to express neutral or positive meanings. The white has a positive cultural connotation associated to whiteness, light, good life, goodness, but its meaning can vary to neutral or negative in phraseological system of the three languages. The present paper observes similarities of collected phraseological expressions and emphasizes their nation-specific features.

READING AS A MEANS OF ACTIVATING THE PUPILS

Activation of pupils is an essential part of the teaching process within our schools. In this endeavour, teachers are not always successful, but in prevalent cases they are able to support students and pupils to read the offered work, which might not correspond with their area of interests by using various methods and approaches, and thus gradually broaden their horizons of their perception of the world around. To support the reading during the tuition, we may use variety of activation and motivation methods that shift teaching into the phase of an active engagement of pupils into the class work and beyond. Through a discussion, establishing of a problem or a possibility of alternating a literary work, or maybe other forms of work, a pupil moves from a role of a passive recipient of a piece of information to an active participant in the teachinglearning process. By this approach, not only the reading literacy is developed, but the communication and cooperation skills as well. Gestion to reading should be a priority especially for primary school teachers at the first degree. By their work (especially by an active differentiation) and their overview in the field of children´s literature, they can positively align their pupils in choosing a suitable book. Reading is the best way how to non-violently shape and positively influence the psychological and aesthetical development of children and young people.

KO MPETENCJE SŁOWOTWÓRCZE POLSKICH DZIECI DWUJĘZYCZNYCH MIESZKAJĄCYCH W IRLANDII(NA PRZYKŁADZIE NAZW OSOBOWYCH ŻEŃSKICH)

The complexity of word-formation in Slavic languages, especially in the Polish language, makes it very difficult for Polish speaking children and bilingual children to learn, especially when the second language is not Slavic. In this article I would like to concentrate on the linguistic problems in the context of learning word-formation by bilingual children aged 5-9 who live in Ireland and who learn Polish and English at the same time. I would like to juxtapose their level of word formation competence with those children who are Polish language speakers living in Poland and who are in the same age group (5-9). The research described below concerns the category of feminine gender words. The linguistic data used for the description were collected during the fieldwork research carried out with the group of thirty bilingual children. The results of the research allowed to establish the differences in the linguistic development of monolingual and bilingual children and to indicate the factors that determine the acquisition of word-formation competences. This type of research will help teachers and other specialists (psychologists, speech therapists) working with such children to better assess the language skills of bilingual children. They also allow to estimate the scale of difficulties that Polish children returning from emigration will encounter.

THE HIGHER HUMANITIES AND SOCIAL-SCIENTIFIC EDUCATION IN A CRISIS - A NEW APPROACH OR A DEAD END? AN ATTEMPT TO UPDATE A “REPLICA“ OF HANS ROBERT JAUSS 'S IDEAS

The article develops two problem areas: The first substantiates the thesis that the basis of the “problems“ of the educational process in higher humanitarian education is not the Covid-19 pandemic crisis. This basis lies in the new historical (“human“) situation of the early 21st century. This situation requires the development of modern theoretical models in the humanities and social sciences and a new “propaedeutic“ model for their study. This new model must reject the traditions of “remembering“ and “reproducing“ a certain amount of information by students and provoke their active participation in the educational process. In addition, views on the “secondary“ and / or even the “death“ of humanitarian and social knowledge are asserted. That is why this study, especially at the university, is somehow isolated within the educational space. The second problematic area deals with the question of the essence, content and heuristic-propaedeutic possibilities of the reflexive synoptic paradigmatic approach. The position that the paradigmatic approach overcomes the extremes of the other two main approaches in the reflective methodology of scientific knowledge: philosophical-methodological historicism and contextualism is defended by uniting them in a new “synoptic“ “philosophical-contextual“ approach. This view does not allow to present the theory and history of humanitarian and social knowledge as the “chronology“ of its existence, nor only as a linear cumulative process of accumulation of ideas or a set of separate “contextual“ analytical texts, but as a “reconstruction“ which presents a theoretical model of the dialectical “becoming“ of the history and theory of humanitarian and social-scientific thought. This model is the means by which the methodological activity and heuristics of the “synoptic“ paradigmatic approach are “verified“, finding expression not only in the elaboration of the general explanatory scheme, but also in revealing the content of the separate theories, which gives huge opportunities for realization not of “reproducing“, but of “mental“, “creative“ research and educational process.

“THE PERIPHERY – THE PLACE THAT REVEALS THE FUTURE” (BETWEEN THE EAST AND THE WEST – BOUNDARIES AND IDENTITIES)

The study was inspired by several key ideas essential to the contemporary literary situation – times of testing literary studies, when outside the debate on the sustainability and content of the established forms of literary research, the constant subordination of culture in its entirety to the market laws is associated with the perpetual encroachment on the humanities and with the implicitly declining importance of literature as a cultural phenomenon. We share the idea that the cultures that stay isolated wither away, the cultures that remain confined within themselves deform, and only those cultures that maintain the balance of borrowing and lending tend to be healthy and thriving; hence the insistence on the interaction between the different cultures on the basis of equality and mutual respect. The discussed literary works pose the questions whether multiculturalism is a positive element of modern cosmopolitanism, whether it unites races and cultures in the idea of the hybrid man or it s simply a social propaganda that reinforces the stereotypes about otherness and perpetuates racism, etc. Probably what also unites the characters here is the feeling of loss, as well as the shared grief. Addressing the personal heartache, they talk about things that are universal and continue to move people. The common thing to the two types of culture and the studied works is derived from Homi Bhabha’s idea that both the stories created in the Balkans and the narratives of the cross-cultural writers are part of that model of cultures capable of turning their own marginality into a kind of center.

PROVERBS AND PHRASEOLOGICAL UNITS IN IVAN VAZOV’S NOVEL “UNDER THE YOKE” AND THEIR RENDERING INTO ENGLISH AND RUSSIAN

The paper examines the use of proverbs and phraseological units in Ivan Vazov's novel “Under the Yoke” and their rendering in the English and Russian translations of the novel. It studies the specifics of proverbs and the types of phraseological units as well as similes which have been excerpted from the English and Russian translations of the novel. The approaches of their rendering in these languages and the explanation of the reasons for their absence (if any) in the translation are also discussed. The paper focuses on the difficulties a translator may have when translating proverbs and phraseological units into another language. This is because these linguistic elements reflect a people’s life – their cultural, social, historical development, which poses a serious challenge for a translator to find an equivalent in a language quite different from the one in study. The study tries to discuss the most appropriate approaches a translator into English and Russian may use so as to render the specific meaning of the proverb, phraseological unit or simile without losing their “native flavor”. The theoretical framework is mainly based on the study of realias (or "non-equivalent vocabulary") by S. Vlahov and S. Florin in their book "The Untranslatable in Translation".

THE USE OF STANDARD ALBANIAN LANGUAGE BY PRIMARY SCHOOL TEACHERS

This paper investigates the level of standard Albanian use by primary school teachers for grades 1-5 in Kosovo as well as in the cities of Presheva and Bujanoc in Serbia. This paper investigates concrete situations and problems of standard Albanian and other varieties use in school. The research was conducted with a total number of 66 teachers in the form of a questionnaire and test on concrete problems of standard Albanian spelling norm. In order to have an example of a fourdimensional space, information on sociolinguistic factors, such as: work experience, region of origin, education, and gender of respondents were collected intentionally as important dimensions for a language. The research is of a descriptive nature and does not intend to provide assessments of a prescriptive nature nor take a stance on the investigated cases. Instead, in a more complete way, through the survey corpus, it intends to process the data statistically and present the current situation of standard Albanian use in its written form by primary school teachers. According to the research results, standard Albanian is not well mastered by the primary school teachers in Kosovo. However, based on the research results, in school we have a diglossic situation of different varieties use: standard Albanian, literary Gheg, dialectical (local) Gheg, which coexist depending on the situations of formal and informal communication that can occur in school, although in this domain of formal communication it is the high variety that is intended to be used.

THIRTY-YEAR ANNIVERSARY OF OPERA SLAVICA (CZECHIA) – SCIENTIFIC COMMUNICATION, FUTURE AND DEVELOPMENT

The text presents the journal Opera Slavica published by the Faculty of Arts of the Masaryk University in Brno, Czech Republic, which is a specialized philological journal that publishes articles, reviews and academic materials in the field of linguistics and literary Slavonic studies. The article also deals with the issue of the academic philological journals, their current state and the challenges they may face in the future emphasizing that the further development of information exchange in the field of digitized periodicals will focus on the provision of a wider range of services for the end user. The modern opportunities and further development of the Internet are a prerequisite for reassessment of the ideas of communication in the academic community, for the dissemination of scientific knowledge and for the place of specialized journals in the context of this academic communication. In this context of virtual scientific communication the presence of academic periodicals in the digital libraries will be of great importance. In the future academic communication, in particular in the field of philology, significant specialization of electronic archives with a focus on a particular scientific field is expected. The text also outlines some problems in contemporary academic exchange, especially peer reviewing, predatory journals, online communication, etc.

ABSTRACT DEVERBAL FORMATIONS WITH BASES OF GREEK ORIGIN

The object of analysis here are the deverbal abstract nouns with roots of Greek origin and Bulgarian suffix. Most of them are motivated by fully adapted verbs borrowed from Greek and of particular interest from the perspective of word formation are the secondary derivatives formed from denominative verbs motivated by Greek nous and adjectives. The transformation of borrowed words into productive bases, which are combined with local word-forming suffixes, is the final stage of the complex process of lexical borrowing, which follows the stage of morphological adaptation of borrowed words, i. e. their grouping into a certain lexical-grammatical type. Many of them have formed large groups of derivatives. Being composed of elements of different languages, the new lexemes are hybrid in nature regarding their word-formation and their separation into a special category reflects the new status of the Greek bases of the borrowings. The hybrid formations of this type are the final result of the assimilation of the Greek loan words into the Bulgarian language, which is why they occupy a specific position in the Bulgarian lexical und. The use of some of them is dialect or archaic, but they all contribute to the enrichment of the vocabulary and the ways of expression in Bulgarian.