Artigos de revistas sobre o tema "Language and languages – Outlines, syllabi, etc"

According to the theory of G(enerative) P(honotactic) (elaborated in Singh 1984, 1990), a phonemic inventory and a list of the W(ell)-F(ormedness) C(onditions) in addition to three hierarchically arranged strategies (Assimilation/ Substitution > Epenthesis > Deletion) to repair the sequences that violate these WFCs represent the essentials of a phonological description. For instance, the phonology of Panjabi, Chittagonian and Walpiri has, each, a WFC which bans the cluster /sk/ in onset. If these languages must adapt the English loan word school, then, Panjabi and Chittagonian repair it with epenthesis. In Walpiri, the word becomes /kul/ through deletion because no syllable begins with a vowel in this language, and its phonemic inventory lacks fricatives (/f/, /s/, /z/, etc.). The present is an exhaustive account of the phonology of Bengali in the light of GP. Keywords: Well-formedness conditions; Epenthesis; Deletion; Substitution; Mechanism of repairDOI: 10.3329/dujl.v2i4.6901Dhaka University Journal of Linguistics Vol.2(4) August 2009 pp.93-114

Commercially available teaching materials for Languages for Specific Purposes typically aim to cater to the needs of a wide range of students, even within a specific professional area. Therefore, when dealing with a more specialized purpose, as is the case with two Higher Education Institutions (HEIs) under review in this paper, additional time, resources, and effort are required to produce more tailored materials that suit the needs of specific target groups. This paper presents two case studies of ESP teaching materials design resulting in the creation of two tailor-made coursebooks used in two Serbian HEIs specializing in agriculture and food technology, and management, respectively. The paper outlines the materials writing process and compares the final products (i.e. the two ESP coursebooks) by encompassing various aspects, including course rationale and syllabi (such as learning outcomes, aims and objectives, students’ entry levels, syllabi framework types, etc.), approaches to needs analysis, content choice and sequencing, copyright and other issues, theoretical and methodological frameworks, the timeline and the steps in the process. Despite the differences in target groups, teaching content, learning outcome, established frameworks, etc., the two writing processes and their final products underwent similar steps and identified comparable limitations and areas of improvement. Both processes also share a key takeaway: tailor-made ESP coursebook writing process, though arduous and time-consuming, is an effort worth taking.

The article describes aphoristics as an integral part of the language and culture studies reflecting the value system of the people's mentality diachronically and synchronically. Russian aphoristics has been preserving national identity, morale and values throughout centuries, for generations transferring cultural and historic memory of the people. However, aphoristics reflects not only unique, specific features of Russian culture and mentality but also demonstrates unanimity of the culture codes and the universal character of human values. The study specially focuses on the Russian aphoristics sphere of concepts whereas, possible to outline and depict dozens of concepts specified on the level of culture as well. The concept LANGUAGE represents one of the key concepts of the human cognitive system, hence it is widely and diversely exposed in the corpus of the Russian aphoristics of the 18th-21st centuries. In aphoristics, LANGUAGE emerges in different ways. In Russian aphoristics, the specification of the concept LANGUAGE has got an ambivalent nature. Here LANGUAGE is realized in the homonymic phraseo-semantic field being verbalized by means of the most frequent components of the core and periphery of the phraseo-semantic field: LANGUAGE (Russian language, native tongue), foreign LANGUAGE, word, parole, syllable, etc.

In China, most universities have a school of foreign languages, where students majoring in English, German, French, Japanese, and other languages study the language for the first two years, and take introductory courses in the linguistics and literature of the language concerned, and then progress to higher-level linguistic and literary courses, as well as translation studies. English is the most popular foreign language in China, and, with the improvement of English teaching in high schools, the average student entering university now has a higher level of English proficiency than previous generations of students. However, students with high scores in English often choose to study ‘practical’ subjects other than English, such as business studies, computer science, economics, medicine, etc. Increasingly, a number of programs at universities in China are even being taught through the medium of English. Consequently, English majors have less and less advantage over non-English majors, and departments of English have had to restructure their syllabi to cope with the situation. Courses in translation studies, intercultural communication and applied linguistics have thus gained greater recognition because of their functional importance in the real world (see Qu, this issue).

Summary Integration into the European Union, increasing communication and cooperation between countries have brought an extensive interest in foreign languages and the need for foreign language teaching and learning has been recognized by the developers of Lithuanian education policy as an inseparable component of personal development. Teaching and learning of Romanic languages in Lithuania have been popular, exceptional, though varied. French language teaching has old traditions in both formal and non-formal education; while teaching of other Romanic languages (Spanish, Italian, Portuguese, etc.) has not been legally regulated yet – teaching traditions have not been formed, there are no specific teaching syllabi and programs, a lack of methodology and experts in didactics. However, Spanish language learning in Lithuanian secondary education schools and gymnasiums is becoming more and more popular in the recent years. In Lithuanian secondary education Spanish is taught as the second and third foreign language or as an extra-curriculum activity in non-formal education. The analysis of scientific literature revealed a lack of scientific studies and publications not only about the teaching of Spanish but also comparative studies between Lithuanian and Spanish languages. Research into Spanish language teaching and learning indicates not only the increasing number of learners, but also the increasing awareness with regard to the importance and usefulness of Spanish language competence acquisition for international encounters. However, Spanish language teachers face challenges such as insufficient number of teaching hours in general education institutions, lack of qualified Spanish language teachers, insufficient provision with teaching and learning aids and other support material, no state examinations are organized which could help to determine the learners’ Spanish language competences as well as motivate learners to learn this Romanic language.

The article focuses on the perspectives of FL methodology at tertiary level and the nearest objectives for the system of upgrading professional qualification for the staff members of language chairs. There are some objective problems that universities face in respect to FL teaching that secondary schools don’t. The main problem lies in the lack of transparent and clear-cut system of expectations for the level of language proficiency for graduate students. The number of credits for the FL course at some universities is reducing, while the expectations are growing. It is crucial to develop national curriculum in FL teaching for different universities and departments majoring in Humanities, Arts, Science, Engineering, etc., otherwise it will be difficult to develop realistic syllabi and the system of FL assessment and evaluation In the process of curriculum and syllabus design it seems important to rethink the correlation between possible patterns of language use that are relevant for different target groups: EGP, EAP, ESP. In terms of achieving international academic mobility it is important to design new curriculum according to ECTS, to raise the degree of learners’ autonomy. It means new forms and formats of teacher- student and student-student interaction should be implied for contact hours and the system of independent work on the course. The role of IT and the transparent system of assessment in this respect needs to be predetermined. It is equally important to develop a feasible system of re-training staff members so that they could meet new challenges well equipped.

The article under review outlines the problems that a language teacher who works with a foreign language to foreign students may be faced. The grammar of each language is a system, but this system is, of course, specific. Different grammatical categories of language, non-identical are the general meanings by which grammatical forms are opposed to each other. It is known that with the same number of forms in different languages, their meanings can be correlated differently. In addition, homogeneous grammatical categories can be distributed unequally between different parts of speech. In some languages, affixes as morphemes, which express semantic and syntactic elements of meanings are not relationally connected to the word form and the whole system of its forms in inflectional languages – such as Russian, Ukrainian, Belarusian, etc., as well as derivational ones. Therefore, while analyzing certain languages, researchers do not describe the word change (in the broadest sense of the term), but they work with word formation, because it is the word-formation system that involve a nominal (noun, adjective, verb, numeral, pronoun) and verb paradigm, in which a "deep" morphological and syntactic system of the gender is formed and it outlines the structure, lexical and semantic components of animate and inanimate nature. Grammatical systems are different in not only grammatical meanings, but also in how these meanings are expressed. Taking into account all these features, it turns out that the grammatical system of each language is deeply unique. Despite all these features and characteristics of certain grammatical categories in the languages ​​of different systems, we can outline that you can compare and contrast any of the existing languages, because the grammatical system of languages ​​reveals common features that allow to develop principles for studying of universal categories. Such universals include the category of gender, which is qualified as a morphological-syntactic category of language, which realizes its potential in syntactic structures. The problem of classifying the category of gender in the languages ​​of different grammatical systems is directly related to the research in terms of comparative and contrastive linguistics, and to the problems of studying interfering factors in language.

The article discusses word-formation processes taking place in Internet communication (particularly, in Facebook comments), where onym denoting a public person is used in diverse modifications. It is alleged that Internet usage transformed people into participants of communication processes that have neither time nor spatial restrictions. The ability to use information technologies became not only the key of physical existence but also the assuarance of spiritual life for most people, as the World Wide Web is the main interactive environment where active mass communication takes place. The fact of conversion of social networks to sources of information is substantiated. It is determined that the language of Internet communication has a specific ability to adapt means of conversational speech to writing style specific to network communication. Communication in social networks, where there is an opportunity to speak practically uncensored, is characterized by looseness. Hence, limitless possibilities open up before its participants for the embodiment of their informative and expressional intensions. It is stated that Internet commenting allows its participants to demonstrate creative component of their personalities, represent their civil position, life views, evaluate any event etc. It is established that modern Ukrainian information space is characterized with a large number of onyms denoting public persons that are used as derivational materials in the processes of creating neologisms. To a large extent, this was facilitated by pre-election political technological moves, which consisted of creating a logo from the first syllable of the candidate's surname together with an exclamation mark – "Ze!" (Zelenskiy). The types of modifications of last name are found (reduction into one syllable, up to two syllables, cutting to the non-suffixed part), derivational methods and word making models are identified (morphological, semantic, analytical derivation). The processes associated with derivational acts have been clarified. The use of a language game involving multiple variations of the surname is stated. The range of perspectives of language of Internet communication research is outlined, which is constantly gaining momentum.

The research focuses on substantiating the necessity of adjusting the process of teaching and learning a foreign language at universities to the needs of ethnic minorities under the conditions of online training, introduced due to the Covid-19 pandemic. We have studied a new role of a foreign language university teacher working with ethnic minority students, which is relevant for Transcarpathia, in particular, as a multiethnic region of Ukraine. In our research, we have used the method of analogical reasoning, communicative, social and psychological one, methods of observation, content analysis, personality study, sociometry, role behaviour study etc. The materials studied in the course of our research allow us to draw the following conclusions. We believe that, under the present conditions of providing educational services online, only the search for new forms and methods of teaching as well as new lesson content will contribute to the implementation of an effective personality-oriented approach in a foreign language learning process. On the one hand, a modern teacher must not only have excellent pedagogical skills, but also be familiar with the latest online teaching technologies, it is impossible to imagine a full-fledged educational process without. Accordingly, the syllabi need to be updated, taking into account the requirements of the time and the experience gained. On the other hand, students can form their own electronic databases for learning and improving their foreign language skills, in particular, use literature in their native languages, which might become an impetus and a motivation for ethnic minority students to learn foreign languages with greater enthusiasm.

The paper considers Content and Language Integrated Learning (CLIL) as one of the approaches to achieve the purpose of learning foreign languages, represented in the Common European Framework of Reference for Languages adopted by the Council of Europe in 2001. To acquire a language means not merely to obtain communication skills in one, two or even three languages, studied separately, but “to develop a linguistic repertoire in which all language skills are present,” as mentioned in the European Recommendations on Language Education. People who possess even little knowledge can achieve a certain level of communication proficiency using all their linguistic “tools”, experimenting with alternative forms of expression in different languages and dialects, using paralinguistic means (mimics, gestures, facial expressions, etc.) and radically simplifying their use of language [1; P. 19]. Researchers in Finland, whose success in the education system is recognized worldwide, are searching for methods and approaches to achieve this purpose of foreign language education. One of their attempts is Content and Language Integrated Learning (CLIL). The paper reveals: the history and the origins of CLIL. According to C. Nieminen it includes the method of immersion, created and widely used in Canada. This research also outlines the advantages and factors limiting the usage of CLIL, as well as the prospects for further implementation of this approach to the study of foreign languages in different countries. In Ukraine this training method has not yet become widely applied, only some cases of CLIL implementation take place in specialized schools and in higher education institutions at foreign language departments. Therefore, according to national scholars Ukraine focuses on improving the level of foreign language proficiency, profound research and implementation of the CLIL methodology in schools and higher education institutions all over the country.

The aim of this paper is to examine the factors that may boost or hinder the effectiveness of translation as a vehicle of knowledge dissemination. The analysis was based on bibliographical data concerning the translations of books of all kinds (monographs, handbooks, textbooks, anthologies, etc.) in the field of translation Studies, which have been published in Greece and Poland. Both countries can be considered as being on the periphery of Europe on the basis of geographical, political, economic, linguistic, and cultural criteria. In both countries, the number of these translations is actually very small (about 20 in each of them), and the number of their source languages is extremely limited (mostly English, rarely French or German). However, the different organization of their universities and academic research shapes not only how the individual translation training and scientific work on translation are developed, but also how these translations are embedded in university syllabi. The analysis of the data leads to confirming the dominance of English as the translation studies language and suggests a necessity to reconsider the notions of centres and peripheries in this particular field of research and the role of translation in their relationship.

Introduction. The article discusses the practices of implementing a multilingual model of multicultural education in the Russian Federation. The Russian Federation is a multinational and linguistically diverse country. The official language of the country is Russian; 37 state languages are spoken in the republics of the Russian Federation; more than 15 languages have an official status. For a number of regions of the country, the model of multilingual learning is extremely relevant. The purpose of the article is to study the practices of implementing a multilingual model of multicultural education in the territory of the Russian Federation and to conduct their comparative analysis. Materials and Methods. Within the framework of the study, the analysis of legislative documents regulating the processes of multicultural and multilingual education in the Republic of North Ossetia-Alania, Kabardino-Balkar Republic, Chechen Republic, Republic of Sakha (Yakutia), Republic of Tatarstan, Chuvash Republic, Republic of Bashkortostan (state programs, concepts, regulations, etc.) was carried out. Data gathering included round-table discussions and interviews with the representatives of academic and teaching communities of the regions; analyses of curricula, syllabi and teaching materials on language disciplines; lesson observations; questionnaires and language assessment of primary (4th grade) and secondary schoolchildren (8th grade) in foreign and native languages; analysis of academic performance and attainment (e.g. the results of the All-Russian Olympiad of schoolchildren in Russian and Foreign Languages, national assessment, state final certification, and final national examinations). Results. The research team of Bashkir State Pedagogical University named after M. Akmulla, in accordance with the state task in the field of science of the Ministry of Education of the Russian Federation, has been implementing a research investigation ‘Comparative analysis of the practices of implementing a multilingual model of multicultural education (with the main focus on the Republics of Bashkortostan, Tatarstan, North Ossetia-Alania, Sakha (Yakutia), etc.)’ since 2021. The authors have determined the main types of models of multilingual education implemented in the studied regions. In particular, the models presented in the Republic of North Ossetia-Alania, the Republic of Tatarstan and the Republic of Sakha (Yakutia) are reported to be the most developed as they have been implemented for several years. The findings in this study contribute to a greater understanding of the specifics of multilingual education in Russia and the study makes a theoretical contribution to multilingual education in general. Conclusions. The article concludes that currently there is no a single coordinated model for multilingual education in Russian schools. The development of a multilingual model of multicultural education is primarily aimed at preserving and further developing the native languages in the subjects of the Russian Federation, remaining one of the most important tasks not only in terms of solving narrow ethno-cultural problems, but also in the context of preserving the natural multicultural basis of the multinational Russian state.

The article presents an overview of research literature on the etiquettical conventional speech genre “wish” in Russian and foreign linguistics. The author compares definitions of the lexeme “wish” in various lexicographic sources, considers researchers’ approaches to determining the status of a wish and identifies some debatable problems of studying the genre. Particular attention is paid to the consideration of wishes within the theory of speech acts and the theory of speech genres. The article also compares researchers’ viewpoints on the debatable problems concerning pious wishes and evil wishes, as well as gives an overview of the works concerning grammatical and syntactic means of making wishes and typical models of the genre. The article provides the analysis of works with the existing classifications of wishes based on their structure and on being etiquettical/non-etiquettical, stereotypical/non-stereotypical, etc., as well as the analysis of works based on ideas about the field structure of the genre, where the core consists of clichéd wishes, and the periphery – of non-standard statements, or (according to another theory) explicit statements and imperative/modified wishes, respectively. The research points out the importance of investigating extralinguistic factors (gender, age, status-role relations of communicants) in the study of wishes. The paper reviews articles which deal with the comparison and collation analysis of wishes in different languages (Russian, English, German, Chinese, etc.). The conclusion outlines some directions for the further study of this genre in various areas and situations of communication.

The subject of this research is the audio guide as a relatively new multimedia product used in the sphere of tourism and education. The author determines the key advantages of using audio guide, as well as functional-linguistic peculiarities of organizing this genre of tourism discourse. Classification of audio guides is carried out based on their target audience and content. Special attention is given to examination of the prospects of using audio guides in teaching foreign languages. The author outlines the functions performed by audio guides in foreign language classes, such as entertainment, promotional, scientific-enlightening, scientific research, and educational. The scientific novelty lies in consideration of the type of educational activity that used audio guide as a modern and highly effective means of mastering foreign language skills. Audio guide not only creates favorable conditions for the implementation of educational-pedagogical activity, but also has a wide range of variations for solution of educational tasks. The use of audio guides is particularly relevant in studying the disciplines related to cultural-historical heritage of the country of origin of the language taught; they can also be used in expanding vocabulary, learning grammar, phonetics, etc. The article describes the most popular software and services for working with audio materials, as well as the examples of using a multimedia product in the classes of English phonetics.

It is typical of the modern linguistic study to reconsider the classical heritage, which makes it possible to observe the dynamics of linguistic processes and the movement vector of scientific thought, as well as to track the problems that still need to be solved nowadays. Such problems include linguistic genderology issues, in particular the description of female speech. In this regard, the little-known German-language research of Yuri Sherekh (Shevelev) Über die Besonderheiten der Sprache der Frauen (1952), which outlines the specificity of female speech at almost all language levels, appears to be of great value. This piece of research remains relevant since it makes it possible to compare the female speech features from different historical periods as well as to rethink the data on the manifestation of conservatism, archaism, negative attitude towards assimilation processes, etc. in female speech, to see the dynamics of the female linguistic worldview and the development of femininity. It seems reasonable enough to state that Shevelev laid the foundation for: 1) a comparative study of gender issues based on the Slavic languages; 2) historical and dialectal gender linguistics of the Ukrainian language; 3) national Ukrainian linguistic genderology, manifested at the level of national linguistic consciousness; 4) the study of gender opposing linguistic worldviews; 5) considering the level manifestation of gender characteristics in linguistic systems.

The paper deals with the coronavirus neologisms in the English and Ukrainian languages which are now becoming widespread. English as a global language reflects the profound effect the outbreak of COVID-19 has had on the lives of people worldwide. Any living language, being a dynamic entity, adapts to changes occurring in the life and culture of its speakers. The coronavirus pandemic has caused the linguistic change and adoption of new phrases as a part of the emergency response to the disaster, such as coronacoma, morona, zoomping, covidient, Blursday etc., across the globe. According to the results of studying the development of the English language and emergence of new words due to the coronavirus pandemic as well as defining the ways of coronalogisms formation, it was found out that the most common language mechanisms of their creation are telescopy, abbreviation, and compounding, while the most frequent word-forming stems of these neologisms are the following: -covid-, -coron- and -quaran-. Due to the wide-spread use of English coronalogisms, the Ukrainian language has also been profoundly enriched by a number of their calque (coronapocalypse) or transliterated (covidiot) variants. Considering this, the article discusses and identifies the most effective ways of translating coronalogisms from English into Ukrainian. It was found out that the content of some coronaneologisms cannot be adequately conveyed in Ukrainian by transcription / transliteration or calquing only, so in most cases descriptive translation should be used. The paper also outlines the prospects for further study of lexical transformations caused by the pandemic in both English and Ukrainian.

Towards what model of translation-terminology in national languages in the light of bi-plurilingual education in Cameroon? Cameroon, a country characterised by obvious linguistic diversity, recognises the importance of education that is rooted in the culture of the pupils and develops professional or self-employment skills through bi-lingual education. However, the national languages of Cameroon do not have sufficiently elaborate metalanguages to fully convey all the knowledge related to school subjects such as grammar, arithmetic, geometry, etc. They therefore need to be developed and adapted to the needs of the students. They need to be equipped with adequate terminologies to meet the challenge of bi-plurilingual teaching (official languages and national languages), because the production of bi-plurilingual (Cameroonian languages and official languages: French and English) teaching manuals and metalinguistic tools (lexicons, dictionaries, etc.), among others, implies an intense activity of translation-terminology to express certain teaching contents. However, no standard theoretical-practical model has been adopted for translation- terminology involving these languages. This activity thus seems to be left to improvisation. Focusing on recent work in two terminology committees in Cameroon (the ELAN- Afrique committee and the one set up by the IFADEM-RETHE team in Cameroon in 2016), this article outlines some of the salient linguistic problems encountered in translation-terminology activities related to the elaboration of lexicons in national languages, in the perspective of bi-lingual education. These include problems relating to the order of priority in the choice of naming procedures, compliance with the rules of adaptation of borrowings, the length of lexicalised expressions, and the rate of translation of terms. With regard to the choice of naming procedures, certain notions were difficult to agree on and were sometimes the source of lengthy debates within the translation-terminology groups. For example, in view of the high level of abstraction of certain concepts, some members of the terminology committees proposed borrowing as a first recourse, while others, with a purist tendency, considered that procedures employing the internal resources of the target language should be preferred to borrowing, without taking into account the length of the lexemes that would be derived from them. As far as compliance with the rules of adaptation of borrowings is concerned, several terms are not morpho-phonologically adapted, contrary to what is recommended by the cultural approaches. Moreover, several graphemes and consonantal sequences not attested in the alphabet or in the morphophonology of certain languages have been disgracefully taken into account in lexicons. Furthermore, as regards the length of lexicalised expressions, several terms have been translated into excessively long syntagms, or even sentences, whereas several procedures could have allowed their lexicalisation in compliance with the principle of brevity dear to terminology. Finally, some terms, due to their high level of abstraction or technicality, remained untranslated. In addition, the study proposes some theoretical-practical issues in the perspective of a model of translation-terminology of school contents from the official languages into the national languages of Cameroon, by laying the groundwork for an extensive socio-cultural terminological approach that would not only preserve the identity needs of each local community (hence the socio-cultural component of the model), but would also take into account the linguistic and cultural diversity of Cameroon characterised by the other idioms that evolve in this territory with the cultures they convey (hence the extensive character of the model). It is a non-essentialist model in its socio-cultural dimension, which promotes the multidialectal and multilingual character of the territory in translation-terminology activities by encouraging and highlighting the lexical variations that could arise from the different linguistic variants within a single language, as well as the calques and borrowings between Cameroonian languages; this with a view to increasing the possibilities of terminological development.

The article focuses on the functioning of the language and information space as a marker of the state and on the choice of the language of information. The relationship between language and information is taking on new forms in the context of globalization and the intensive development of information dissemination. The information society is formed in the system of legislative, quantitative and qualitative dimensions of the language and information environment. The author outlines the prognostic prospects of the impact of the language and information space on the dynamics of the language situation, attitudes towards language and information security in general. A promising goal of the study is to determine the parameters of the language and information space as a sociolinguistic concept. The key issues of the relationship between language and information from the point of view of sociolinguistics are the choice of the language of information and the possibilities of this choice, the balance of the legislative and regulatory framework on language and information issues, and the orientation of language management in the information space. The variability of language-information relations in this context is traced in terms of national, community and individual information needs. Language-information relations in the parameters of language choice and the principles of current legislation are measured by sociolinguistic categories such as language power, language consciousness, communicative convenience, language rights, language strategies, etc. The spread and power of languages is usually related to their communicative and demographic characteristics. In the context of the study, we also talk about the information power of a language as an indicator of the language’s presence in the information space. The importance of the influence of language policy and language planning on the formation of the language and information space of the state is emphasized. Considerable attention is paid to the problems of choosing the language of information in the context of information security.

The article deals with the functioning of the course “Scientific Communication” in the educational process of students of the second (master’s) degree of higher education in specialty 013 Primary education as a scientific basis for various types of research, discussion of complex problems based on scientific controversy, discussions of urgent problems in the field of primary education. The purpose of the article is to determine the functional point of the course “Scientific Communication” in the formation of the language personality of the future primary school teacher of NUSH. The article describes the structural components of the discipline and outlines their quintessence in the formation of the language personality of the future primary school teacher of NUSH. To achieve this goal, the following research methods are used: analysis, synthesis, generalization, descriptive method, which made it possible to consider the problem in detail and draw conclusions about the feasibility of the discipline “Scientific Communication” in the educational process of students of the second (master’s) degree of higher education in specialty 013 Primary education for the development of language personality of the future primary school teacher of NUSH. It is found out that the purpose of studying the course “Scientific Communication” is to form a system of theoretical and methodological knowledge about scientific communication, its main components, latest trends and technologies and skills to apply them in information retrieval and dissemination of research results; providing training for a highly qualified specialist capable of demonstrating stable professional knowledge of the Ukrainian/English languages and professionalism during the exchange of scientific information in the field of primary education. The article outlines the objectives of the discipline “Scientific Communication”, general and special competencies in accordance with the educational program “Primary Education”; program results of studying; innovative approaches and methods (heuristic approach, practice-oriented approach, method of analysis of specific situations, method of project-based learning, method of educational discussion, methods of developing critical thinking, etc.). It is stressed that the acquired knowledge, skills, abilities and professional competence will contribute to the development of the language personality of the future primary school teacher of NUSH both while higher education and in further professional activities during self-education, self-development and self-improvement.

The mythology of Ancient Greece and Rome has become an inexhaustible source of images, concepts, deep meanings that have received their consideration in many linguistic cultures of the world and are manifested in a special way in each of them. Scientific research analyses the concept of mentality and outlines its main features. The article attempts to record the mental traits of Ukrainians in borrowed phraseological units. The object of the analysis is phraseological units selected from dictionaries, reference books and texts of several languages. The phraseological units soar in the empyrean (have one’s head in the clouds), hurl thunderbolts, lares and penates (return to one’s hearth and home), rise like a phoenix from the ashes, etc., have been analyzed. The article is an attempt to trace such features of the Ukrainian mentality as emotionality, cordocentrysm, anteism, love of freedom, etc., through the example of the studied phraseological units. The actualization of certain ancient images, the selection of mythologists and phraseological units, their transformations, variations, and the creation of new, proper Ukrainian phrases on the basis of borrowings – all this eloquently speaks of the assimilation of ancient motifs in the Ukrainian language. The results of a free associative experiment are indicative, which has made it possible to trace the actualization of the phraseme lares and penates on the modern linguistic soil. 466 respondents aged from 16 to 33 shared their associations. All responses were combined into semantic groups with a common lexical meaning. The survey confirmed the assumption of the presence of specific mental traits of Ukrainians in the internal form of the phraseme-stimulus. The collected and analyzed material makes it possible to assert that phraseological units of ancient origin acquired ethno-national features, adapted to the modern language world model and transmit key features of Ukrainian mentality.

The article outlines the legislative and regulatory framework for ensuring mother tongue teaching in the context of Ukrainian realities, identifies valuable educational practices of mother tongue teaching in Sweden, and on this basis identifies possible recommendations taking into account Ukrainian realities at the legislative, regulatory, organizational, and pedagogical levels. By using a range of research methods, the article presents important aspects of the problem of mother tongue teaching in Ukraine: the content analysis method allowed to determine the priorities of mother tongue and multilingual education based on the study of legislative resources, documents issued by UNESCO, the Council of Europe, etc.; through theoretical analysis clarified the essence of the concepts of «mother tongue education» and «mother tongue teaching»; application of the scientific extrapolation method enabled to identify opportunities for mother tongue teaching in Ukraine based on the experience of Sweden. The following educational practices of mother tongue teaching based on the experience of Sweden can be valuable for Ukraine: recognizing a single state language at the state level; ensuring conditions for the development of multilingualism; conducting regular monitoring studies on the problems of mother tongue teaching and studying support for multilingualism in education; need to improve the quality of bilingual teacher training based on in-depth mastery of the resource wealth of the mother tongue and languages of national minorities; development of informal mother tongue education for children and adults. Keywords: mother tongue teaching; mother tongue education; multilingual education; Sweden, Ukraine; bilingual teachers; language policy.

The article contains, analyses and systematizes a collection of folk geographical terms designating various types of roads in the dialects of the Zhytomyr region, recorded according to the native speakers of this area. According to the nature of the object of nomination, the lexical and semantic group “road” is classified into six semantic groups depending on the quality of the road, location, type of road surface and parts. The article traces the etymology and semantic variants of the collected terms from the first-known Slavic records and earliest records in the area under study to the present day. The semantic chronology is analysed for those geographical names for which it was possible, such as road, highway, path, route etc. The meanings of the collected terms are described in comparison with the literary language and dialects of Ukraine and other Slavic languages. The materials used and explored by the study include artefacts and archival official papers. Moreover, the article traces the means whereby some geographical terms were formed. The new words are most often formed by means of suffixation or metaphorical transfer of names from other objects to geographical phenomena similar in their structure or form. Some terms include composite names formed by nouns and adjectives where the nouns denote geographical objects and the adjectives provide additional characteristics, indicating the quality, materials used and origin. The article outlines the territories of distribution of the recorded terms in the Zhytomyr region and identifies the folk terms that are most commonly used throughout the surveyed territory, those with their functioning limited to several districts or localities, and those occurring rarely. The folk terms are divided into those with widely known meanings, those recorded with new semantical meanings, and unique lexemes, never recorded in the language varieties spoken in other areas of Slavia. Functioning of a large number of phonetic variants of some lexical units recorded is observed, which is typical for the territory of the Zhytomyr region. The article also outlines the semantic fields of some polysemantic words used to denote other phenomena not related to roads.

The article deals with the study of nominative units designating authentic dishes and drinks in the 19th century vernacular of the Ukrainian, English, French and Polish languages as well as the features revealing their linguistic and cultural specificity. The relevance of such research is determined by the lack of comprehensive studies of the gluttony phenomenon of in the Ukrainian, English, French and Polish languages, as well as the need to delineate the linguosemiotic and linguocultural parameters of the 19th century glutonic names. The author reveals the meaning of the term "nominative units linguocultural marking", defines its differential features; outlines the theoretical basis for the study of nominative units for the designation of authentic foods and beverages; analyzes metaphorical models of such nominations creation; finds out linguocultural features of glutonic names; describes the main methods of nomination (motivational features and the most productive word-forming models). Food is an integral part of human life, yet it is specific to a particular national community. The vitality of any nation is reflected in its cuisine. The natural, social and economic conditions of each nation also affect what do people eat. The gastronomy area we are exploring is one of greatest nationally specific areas. With the development of agriculture and the market, national cuisine and gastronomy are constantly evolving, which is reflected in the vocabulary and phraseology of the language. Collective memory and national phraseology absorb and preserve sociocultural concepts and associations that are connected with product names and national cuisine that have evolved over the centuries. Culture is a complex phenomenon that contains material, spiritual and social components. The very process of communication between people is carried out by means of a set of non-verbal (sound, visual, haptic, facial, gestural, kinetic, proxemic, etc.) and verbal or languge (oral and written) ways of transmitting culturally relevant information. Both verbal and non-verbal codes of culture reflect the external aspect of culture, while the internal aspect is related to its axiological system.

The article identifies and outlines the main suggestions of Spanish educators Cabero, Cebriano Martinez, Salinas, Romero and Bartolomé regarding the use of audiovisual media during foreign language classes. It is noted that Spanish scholars have developed rules for the use of audiovisual materials during lessons in educational institutions of different levels. They believe that it is necessary to determine the purpose of using audiovisual materials during lessons. Psycho-emotional peculiarities of the perception of video materials by the recipients of education should be taken into account. Particular attention should be paid to guidelines for preparing beneficiaries to absorb information from audiovisual material. Recipients of education should not passively perceive information, they should be active participants in the learning process. This result is achieved through the teacher's use of a variety of methodological techniques, individualisation of teaching. The beneficiaries should be involved in interpreting fragments of the audio-visual materials, supplementing them with their own reflections, life facts and drawing conclusions. Spanish educators recommend starting a discussion, preparing a questionnaire for the recipients of education on the video, tracing interdisciplinary links, etc. A number of studies on the specificity of using audiovisual materials in the learning process in Spain have shown that if all methodological aspects are taken into account during the use of video materials, recipients of education develop competencies that contribute to their self-realization in the future. It is especially important to use audiovisual materials during the teaching of elective disciplines in foreign languages in higher education institutions, which is a promising area of research.

The article traces the life, pedagogical and scientific way of the Soviet and Russian Slavicist S.B. Bernstein, the role of the outstanding scientist in the revival of Slavic studies in the USSR. The urgency of the topic is determined by the importance of assessing the state of Slavic studies in the Soviet period and the role of professor S.B. Bernstein in the formation of Slavic studies in the XX century. The object of the research is organizational, scientific, and pedagogical activities of S.B. Bernstein aimed at the revival and development of Soviet Slavic studies. The aim of the article is to show the role of organizational and scientific activities of the outstanding Soviet and Russian Slavicist professor S.B. Bernstein in the context of the history of Russian Slavic studies and its defining trends. The research uses systemic, historical and cultural approaches; comparative and historiographical methods. The article traces in a generalized form the historical path of national Slavic studies. The author outlines the state of Russian Slavic studies of the XIX century, the growth of scientific knowledge in different fields, based on a broad comparative-historical comprehension of the cultural text: in the study of the history of Slavic writing, Slavic folk poetry, Russian literary language of the initial stage, Russian paremiology, etc., characteristic for this stage. Based on the memoirs of S.B. Bernstein and scholars of the Institute of Slavic Studies of the Russian Academy of Sciences, the author shows the state of Slavic studies in the 20-ies-30-ies of the XX century, famous for the persecution of Slavic scholars. The focus of the article is on the 40-ies and the following years of the XX century, during which the revival of Slavic studies with the active participation of S.B. Bernstein took place. The review presents his role in the process of reviving the Slavic Department of Lomonosov Moscow State University, in organizing the Department of Slavic Philology of Lomonosov Moscow State University, the Institute of Slavic Studies, and in the development of several scientific fields: Soviet Bulgarian studies, Cyrillic-Methodology, Slavic dialectology and linguogeography, comparative grammar of Slavic languages, ethnolinguistics and Slavic antiquities, etc.

The relevance of the paper is accounted for by the need of establishing a common framework to integrate the research in teaching foreign languages, specifically in the development of grammar competence, into a single area with uniform approaches, terminology and criteria. Its aim is to look for the ways of promoting the efficiency of grammar subskills development by taking into consideration its key features, specifically, the role of formal teaching in this process. Basing on the analysis of experimental data related to the effect of the monitor on the sequence of the foreign-language grammar structures acquisition, on the one hand, and the rate and quality of the foreign-language acquisition, on the other, it is concluded that their results are conflicting or, at least, incongruent. The author explains it by the fact that most of the experiments were carried out in the countries where it was possible to communicate in the target language outside the classroom. Hence, it is unfeasible to distinguish the improvement of the subjects’ performance that resulted from the formal teaching (i.e. “learning”, in Krashen’s terminology) and the one brought about by communicating in the target language environment outside the classroom (i.e. “acquisition”). The author assumes that in the experiments that showed low efficiency of formal teaching as opposed to “acquisition” in the target language environment outside the classroom, the subjects might have practised outside the classroom much more than they did in the classroom. And the picture might have been the opposite one in the experiments that proved the advantage of the formal teaching. The author believes that the main shortcoming of the said research is the absence of information concerning the subjects’ activities outside the classroom. It is important, as some subjects might have intensively communicated with the native speakers outside the classroom improving their command of English, while others, due to the circumstances or personal characteristics (anxiety, etc.) might have been isolated from that kind of communication altogether. This constituted a major random variable that might have affected the experimental results. Furthermore, some subjects might have additionally learned grammar rules in their extracurricular time and thus complemented their “acquisition” mechanisms with those of “learning”. The author offers a list of other potential random variables (motivation, anxiety, attitude, aptitude, analytical capabilities, know ledge of the language structure) and outlines the prospects of the further research.

Reviews are an integral aspect of creating economic capital through avenues of establishing and increasing the other forms of capital outlined by Pierre Bourdieu across his extensive body of work. The economic importance of reviews can be identified on the majority of film trailers, posters and DVD covers, where quotations attempt to convince potential audiences of the film’s credentials. Although economic capital is the obvious aim for both the film publicists and the reviewers, this article outlines the creation of symbolic capital through the assertion of cultural and social capital. Examples from recent film reviews demonstrate how lexical choices establish educational and linguistic capital, whilst the creation of cultural capital is illustrated in disparaging attitudes towards Titanic (US, 1997, Cameron). The language and treatment of a text combine to produce a hegemonic relationship between reviewer and consumer. The term ‘reviewer’ is being used here in accordance with the ‘macro-institution’ of film criticism which David Bordwell labels as journalism (19-20). Although Bordwell categorises the British magazine Sight and Sound into the separate macro-institution of essayist criticism, it is primarily the journalistic reviews that feature towards the rear of the magazine with which this article is concerned. The performance, or demonstration, of linguistic competence might disguise the magazine’s fundamentally journalistic intent. Through the utilisation of a prestigious register, and rhetorical devices, Sight and Sound strives to create symbolic capital in the same way as lower brow publications. Andrew Caine comments that: the operation of cultural tastes is inseparable from the material conditions of the critical commentator. To understand the particular angle adopted by a specific critic, it becomes necessary not only to understand the socio-cultural context in which that reviewer worked, but also this task demands information about the preferences of particular publications and their readership. (Caine 16) Published by the British Film Institute, Sight and Sound is constructed as a highbrow magazine, with connotations of sophistication and, vitally, a greater appreciation for film. Consuming, or advertising the consumption of the magazine articulates a mastery over film that others supposedly do not possess. This is a clear manifestation of Bourdieu’s core thesis, which he empirically demonstrates in Distinction. Before discussing Bourdieu’s thesis about the classification of taste in relation to Titanic, the linguistic creation of symbolic capital needs to be addressed. Another British film magazine, Empire (marketed as the “The UK’s No.1 Movie Magazine”), is aimed at a different audience. Although the design of Sight and Sound may appear more formal than the glossy, sexualised imagery within Empire, there are many stylistic similarities. Both publications use French phrases (succès de scandale in S&S, and tête-a-têtes within Empire) within their reviews of The Last Mitterrand (Fr, 2005, R. Guédiguian). (Empire spells ‘Mitterrand’ with one ‘r’ – S&S uses two.) Both magazines are creating symbolic capital based upon the cultural capital of the phrase, capitalising upon the linguistic and symbolic capital of multilingualism (Talbot et al. 257). In Language and Symbolic Power, Bourdieu explains how linguistic exchanges establish “a particular relation of power between a producer, endowed with a certain linguistic capital, and a consumer (a market), and which is capable of procuring a certain material or symbolic profit” (66). A symbolic relationship is established between producer and receiver, hegemonic in that the latter is encouraged to remain in this healthy relationship of intellectual superiority through continued purchase or, minimally, consumption of the magazine. Attitudes towards linguistic competence are closely related to other areas of cultural appropriation and appreciation (67), areas which are more overtly expressed within film reviews. In Distinction, Bourdieu asserts that the “consumption or non-consumption of popular cultural artefacts is a means by which individuals in a society define for themselves and others their social position, their status” (Lubin 7). This thesis can be applied to our current discussion in numerous capacities. The film reviewer articulates the status of the consumer: the films chosen for inclusion, the appreciation or denunciation of its aesthetics contribute to the creation of symbolic capital. The inclusion of a technical register, consisting of expressions such as mise-en-scene and genre, assert distinctions through their connections to educational capital owing to their appearance in media and film studies (primarily sub-undergraduate) syllabuses. Establishing knowledge as part of the educational system, as Bourdieu explains, legitimises it and greatly increases its symbolic capital. This register expresses cultural capital in price formation in the same way as the earlier example concerning French phrases. The symbolic relationship is reinforced through the exhibition of other forms of cultural capital. Reviewers in the two magazines being discussed here regularly refer back to previous films and directors, demonstrating a proficiency of knowledge of the subject about which they are commenting. The consumer is subjected to either a subordinate position in which their cultural capital is inferior, or where they are interpolated into the symbolic relationship; a hegemonic relationship in which the process of consuming is gratifying. In the Sight and Sound review of The Last Mitterrand, mentioned above, Ginette Vincendeau (a Warwick academic) integrates the director and an earlier work into his opening paragraph. This correlates to Bourdieu’s empirical research in Distinctions, in which he observed that knowledge about film directors is consecrated into legitimate culture (27), and its relation to educational capital. References to actors are restricted to within parenthesis following the character’s names, reflecting the lower cultural capital of actors. The next section comments upon how the representation of actors in other media has a detrimental effect upon the symbolic capital of the film text, and a positive effect upon the symbolic capital of the reviewer and their publication. The Sinking of Titanic A hegemonic relationship through the establishment of symbolic capital within film reviews is not new. Andrew Caine, whilst discussing the attitudes of critics against the British pop film of the 1950s and 60s, expands upon the core debates expressed within this brief article. Crucially, he remarks that: Through their writings, film and music critics/journalists not only reflected their own position and status in society, but also the place of their publications within the cultural sphere… [the] writer’s tastes coincided with their reader’s values, or at least had to adapt to achieve some form of mutual co-existence. (Caine 16) This co-existence was demonstrated in the coverage of James Cameron’s Titanic, which began its commercial life packaged as a reverential historical epic: a genre with a respected genesis closely associated with a biblical narrative. However, the film lost much of this reverence as it became phenomenally popular and its two main stars became associated with teenage magazines and the tabloid press after an emphasis was placed upon the romance plot rather than historical issues. (Leonardo DiCaprio and Kate Winslet received saturated, inevitably sexualised, attention in the tabloid media.) Interestingly, Empire, which classifies film releases using a reductive five-star rating system, reduced Titanic’s rating from the maximum five stars and an enthusiastic review (February 1998, 30) to four stars (November 1998, 132), with a less positive review in the later edition, adjusted to accommodate its readers’ tastes. The first review was written (and, to a large extent, published) before the film and its stars had become indelibly associated with popular culture. The phenomenon of Titanic contributes a useful demonstration of Bourdieu’s theory of distinction and the arbitrariness of cultural values. The cultural capital of the text was appropriated differently in response to the dynamics of its audiences. The reported activities of the film’s fans (such as multiple viewings) is far removed from the symbolic capital of multilingualism and educational capital. David M. Lubin reports in his BFI monograph about the film that few of the people he knows “had seen it – or at least were willing to admit they had” (1999: 7). Addressing Bourdieu’s theory of distinction, Lubin summarises that “refusing to see Titanic, or, if seeing it, refusing to be taken in by it… became a way of asserting one’s independence from all the journalistic gush” (7-8). In US reviewer Kenneth Turan’s unforgiving criticisms, Lubin identifies a similar trend concerning forces of material production to what Caine discusses about pop and rock movies. Where attitudes against the pop film are a partial reaction to “juvenile delinquency, the Teddy Boys and perceived immorality” (43), Lubin identifies that “the enemy here [concerning the onslaught against Titanic] appears to be contemporary popular taste, mass culture, the McDonaldization of sensibility… [and] market-driven film making” (9). All items on that list have elitist oppositions, which the reviewer is constructing for the consumer. Reviewers and magazines operate within the same forces of material production as the mass culture products being ostracised. Ironically, dismissing Titanic’s screenplay as clichéd has become a cliché. Criticisms of anachronisms and other factual inaccuracies (such as Murdoch’s suicide) have become as repetitive and obvious as the tabloid coverage about its two main stars. They do, however, have the symbolic capital, the gratification, of being able to correct an Oscar-winning Hollywood director, in the same way that a horror audience assumes superiority through guessing when a ‘jump moment‘ will occur. This provides film fans (or students) with the sense that they have equal or superior competence in the field to a professional director. Conclusion This article provides an overview of how the construction of symbolic capital establishes and condones the hegemonic relationship between reviewer and consumer. Crucially, the consumer experiences substantial gratification when awarded the symbolic capital by the reviewer. Symbolic capital is created and retained by the reviewer, who awards consumers with superiority over other consumers of the form – and, vitally, over non-consumers of that magazine. The article is not suggesting that these reductive binary oppositions manifest themselves in society: rather, the institutional conditions of publications mean that symbolic violence is exercised to generate economic capital. Lexical choices (mise-en-scene, etc.) establish group membership, sociability and a sense of prestige. Legitimate culture is constructed through the connections of discourse to educational capital. This status is further supported by other areas of high linguistic capital, such as multi-syllabic words, and phrases in foreign languages. In order to retain the symbolic capital upon which the products (magazines and the consumer’s face) rely, it is essential to attack the symbolic capital of others. This explains the phenomenon against Titanic, and, previously, against the body of work Caine discusses. Such criticism perpetuates the distinctions between high and low culture, and, thus, relevant positions and status in society. Ironically, although highbrow criticisms against mass culture are concerned with commercialism, it is the “material conditions of the critical commentator” (Caine 16) that proliferate such criticisms. References Bordwell, D. Making Meaning. Cambridge: Harvard UP, 1989. Bourdieu, P. Distinction: A Social Critique of the Judgement of Taste. Trans. R. Nice. London: Routledge, 1984. ———. Language and Symbolic Power. Cambridge: Polity, 1991. Caine, A. Interpreting Rock Movies: The Pop Film and its Critics in Britain. Manchester: Manchester UP. 2004. Crook, S. “Review: The Last Mitterand.” Empire Online. 29 Jul. 2005 http://www.empireonline.co.uk/site/incinemas/ReviewInFull.asp?FID=11262> Lubin, D. M. Titanic. London: British Film Institute, 1999. Talbot, M., K. Atkinson and D. Atkinson. Language and Power in the Modern World. Edinburgh: Edinburgh UP, 2003. Vincendeau, G. “The Last President: Lead Review: The Last Mitterrand.” Sight and Sound. 29 Jul. 2005 http://www.bfi.org.uk/sightandsound/review/2475>. Citation reference for this article MLA Style Stephenson, John-Paul. "Reviewing Symbolic Capital." M/C Journal 8.5 (2005). echo date('d M. Y'); ?> <http://journal.media-culture.org.au/0510/06-stephenson.php>. APA Style Stephenson, J. (Oct. 2005) "Reviewing Symbolic Capital," M/C Journal, 8(5). Retrieved echo date('d M. Y'); ?> from <http://journal.media-culture.org.au/0510/06-stephenson.php>.