Статті в журналах з теми "Gallicismi"

À travers un répertoire extrait à partir de médias costariciens dans la période 2013-2018, ce travail établit les domaines où les gallicismes sont plus présents dans l'espagnol costaricien. De même, on indique que l’échantillon obtenu fait preuve de plus de xénismes que d'emprunts ; ceci est constaté avec des changements graphiques mais aussi grammaticaux et sémantiques. En plus, on explique que l’usage des gallicismes dans ces médias peut être associé à une recherche d’une expression plutôt prestigieuse.

En venant s’immiscer dans l’expérience que le sujet novarinien fait de la langue française dans les deux pièces à l’étude, le gallicisme et le barbarisme activent à dessein une dissolution du sujet dans le but de le faire renaître dans un nouvel ordre linguistique et corporel. Trois topiques assistent à ce conflit langagier : la présence, l’identité et l’affectivité. Véritable processus de discours en acte, le théâtre novarinien est alchimique, mettant en relief la valeur organique des mots et leur pouvoir de transformation.

The presence of multiple loanwords in the Ibero-Romance of the twelfth and thirteenth centuries demonstrates language contact. Teasing out the nature of the relationships that resulted in the adoption and spread of these borrowings is difficult due to the limitations of the evidence, found only in written registers produced by those with access to education. This helps explain the catalogue nature of most historical borrowing studies about Spanish. This paper argues, however, that an inferential network analysis of the extant data on ecclesiastical loanwords that entered the lexicon through contact with Gallo-Romance speakers elucidates their adoption and spread, moving beyond the list. Using five borrowings as illustrations (capiscol, chantre, fraile, maestre, and monje), it asserts that their diffusion was facilitated and influenced by both the strong and the weak ties that developed inside and outside religious institutions, which left a lasting mark on the Spanish lexicon.

The goal of this paper is to give an answer to the following questions concerning the French de-existential construction as illustrated in (1): il y a une place de libre (often described as a 'gallicisme'): i) does the existential predicate govern a small clause (SC) of the form NP-de-AP? ii) which is the assigner of a 0-role to the NP: the AP within the construction or the existential predicate? iii) what Case-assigner licenses that NP? iv) what is the precise categorial status of the item de, and its precise role in the configuration? Our answer to those questions will be that: i) the NP-de AP string in (1) is an SC constituant functionning as an internal argument of the (inaccusative) existential predicate; ii) the AP is the 0-role assigner of the embedded NP; iii) the Case-assigner of that NP is de, which appears to be a (partitiive) quantifier; therefore de, and not the matrix predicate, is the Case licenser of the NP. De is the functional head of the SC, which has to be categorized as a QP. It is shown that the Case assignated by de to the Spec of the SC is Partitive, so that the 'gallicisme' supports a unification of the status of the SC subject and of the internal argument NP in the French existential construction. Other de-AP-constructions are then analysed as sharing basic licensing properties with (1).

The article discusses the linguistic and stylistic features of D. I. Fonvizin’s comedies «The Brigadier-General» and «The Minor» («Nedorosl‘») in the context of the main trends in the development of literature and the language. The focus is on individual compositional features, the speech characteristics of various characters and ways of expressing the author’s position. The artistic technique of irony, the use of phraseological resources of the language, crossovers between styles and ways of individualizing the speech of heroes are analyzed. The place of lexical and syntactic gallicisms in the language of Fonvizin’s comedies and in the language of the representatives of educated classes of Russian society in the second half of the 18th century is determined.

This article explores the way in which loanwords become incorporated into a recipient language. It concentrates on the interim period, the time between the borrowing of a new word from a donor language and its incorporation into a recipient language. During this period the new word still retains some of its “foreignness”, its associations with another language and culture, therefore its stylistic potential is enhanced. The material is taken from Sir Gawain and the Green Knight, an English poem written in the latter half of the 14th century, at the time of the greatest influx of French words into English. This article shows that the Gawain-poet uses gallicisms as an expressive part of his poetic technique due to their stylistic potential as what were at the time recent borrowings.

Attention was focused on 19th century economic terms of Romance origin, used in the Polish press dedicated to economic matters. These are mainly names acquired from French (also via German), popularised in the 19th century, or words previously borrowed from Latin, but gaining new economic references under the influence of associated and similar Gallicisms. A less abundant, but noticeable layer of Romanisms in economic journalism, are loanwords from Italian, which are internationalisms, mainly preserved, also in the borrowing languages, in their original form. Polonised Italianisms were first assimilated in French (sometimes also in German). This article analyses assimilation methods of foreign common names, such as: phonetic, spelling and inflectional adaptation, replication of foreign morphological and phraseological structures using native formative elements, semantic specialisation of certain names of Latin origin under the influence of related French or Italian lexemes.

This paper reports on the first-ever linguistic study of the variety of English spoken in the Gaspé region of eastern Quebec, which is 86 percent French-speaking. An on-line survey was used to gather data from 200 participants on 58 phonological, grammatical and lexical variables, drawn mostly, for comparative purposes, from earlier research on Canadian and Quebec English. The analysis, focusing on data from the 124 participants who still live in the Gaspé region, produces a complex linguistic portrait of the community. It displays a unique mixture of Canadian, Quebec, Maritime and rural features, reflecting its location near the boundary between Quebec and New Brunswick, with evidence of both convergence with and divergence from Quebec English as spoken in Montreal. It also shows more frequent use of several Gallicisms, or borrowings from French, suggesting that this effect of language contact is encouraged by its minority status.

Quebec: State and Society, 3rdEdition, Alain-G. Gagnon, ed., Peterborough: Broadview Press, 2004, pp. 500.Alain-G. Gagnon's compilation Quebec: State and Society has been a very popular staple of political science course syllabi over the past two decades. Now in its third edition, Gagnon has compiled a selection of twenty-two original articles by leading scholars in the social sciences to examine the diverse facets of modern Quebec society and politics. English-speaking students will benefit greatly from the fact that fifteen of the essays have been translated from the original French, which will broaden their exposure to top-level francophone scholarship (although in some cases the translation is imprecise and contains a number of Gallicisms). This collection includes some extremely strong contributions, and a diverse array of perspectives on modern Quebec. Yet in other respects, particularly in terms of the overall structure of the book, it suffers from some serious weaknesses that might make it of questionable suitability for teaching purposes.

AbstractThe Phraséologie française élémentaire ou Nouveaux exercices de grammaire by Hippolyte-Auguste Dupont (1833) is, to our knowledge, the only work to use the word phraseology as a synonym for “Grammar of the French language”. It represents an exception not only to the school grammars of the nineteenth century, the century of schooling in France and school grammars, but also to the phraseological precepts of Charles Bally (1909). The analysis of this work, intended for the teaching of French as a mother tongue, will allow us to highlight two innovative aspects for the time: on the one hand, a very particular meaning of the word phraseology, namely that of the study of language through ordinary syntactic sentences, and, on the other hand, the place reserved for gallicisms, considered as “particular idioms” contrary to the general rules of grammar. The study of the opposition between these two groups of constructions in both Dupont’s and Bally’s work will lead us to contrast the facts of language in the former with the facts of expression in the latter.

La présente étude porte sur l’intégration des emprunts synonymes dans le vocabulaire de l’arabe égyptien. Il s’agit de près de dix-sept couples de mots venant du français et de l’anglais, alors que leur étymon a le même sens. Selon le sens objectif dans la langue d’accueil, ces emprunts peuvent être classifiés en deux catégories principales. La première contient les mots correspondant aux concepts approximatifs, et la seconde catégorie regroupe les synonymes absolus. Pour ces derniers, une sous-classification se fait d’après le sens associatif. La distinction porte sur la fréquence d’usage dans les communautés linguistiques différenciées, ainsi que la valeur subjective qu’accordent les locuteurs à ces mots dans des situations distinctes. Pour ce faire, nous menons une enquête de terrain à travers un questionnaire numérique mettant en évidence le comportement des locuteurs face aux néologismes en question. Les données recueillies servent également à mesurer la sécurité linguistique de ces enquêtés faisant partie de la communauté égyptienne.

Mikhail Zoshchenko creates specific configurations of word and stylistic constructions using foreign-language parentheses in form of separate lexems, expressions and syntactic structures inserted into passages of a protagonist’s speech. The phenomenon of compilation of Russian and foreign-language forms [or quasi-foreign — taking into consideration the significant number of distortions] can be illustrated by the short story ‘История с переодеванием’. The interlocutors in the text, who in fact cannot speak any foreign language, pretend to use ‘foreign’ words and expressions, involving themselves in a specific verbal game. Their dialogue consists of collocations carried to absurdity, for example: ‘...их бин ейне шамбер-циммер Испания. Компрене? Испания. Падеспань’; ‘Ву зет Германия, одер, может быть, что-нибудь другое?’. Such words and foreign illogical collocations appear to be a unique stylistic device in Zoshchenko’s texts. Their specific features are determined by foreign lexical units usually belonging to several languages. Most frequent are syntactic structures containing Germanisms and Gallicisms. What is more, in Zoshchenko’s texts the foreign parenthetic words and expressions are used exclusively in Russian graphics, which leads to certain changes and modifications of their semantic and phonetic structures according to the model of the Russian language. Transliteration does not reflect the adequate articulation of foreign words and, consequently, results in grotesque effects.

La lengua del boxeo se forma en España a principios del siglo XX, cuando este deporte echa a andar. Las noticias y crónicas deportivas aparecidas en los diarios de entonces —el madrileño ABC y el barcelonés El Mundo Deportivo— sirven de base para elaborar el corpus de anglicismos y galicismos que entraron en el primer tercio de siglo para nombrar conceptos técnicos y específicos de este deporte. Se considera el momento de penetración de estos neologismos, su uso y pervivencia. En este primer tercio de siglo fue cuando mayor número de extranjerismos penetraron, que posteriormente irían consolidándose, adaptándose o desapareciendo. The language of boxing was formed in Spain in the early twentieth century, when this sport started up. The informations and the sport chronicles featured in the newspapers at the time, the madrilian ABC and The Mundo Deportivo of Barcelona, were the basis to elaborate the corpus of anglicisms and gallicisms which entered of the first third of the century to designate technical and specific concepts of this sport. It is considered the moment of incursion of these neologisms, its use and survival. It was in the first third of the century when a greater number of foreign expressions entered, which would later consolidate, adapt or disappear.

The word primitive as applied to art is a lexical Gallicism, requiring special critical contexts for correct use, and therefore the word was not frequently used in Russian literature. This concept was part not so much of academic research as of art criticism, which argued against academic standard. At the same time, Russian modernism legalized the concept of the Italian primitive as a special mode of optics, as a form of fantasy shared by the artist and the viewer. The article proves that the primitive in Russian culture was not a stylistic, but a plot characteristic of the image, revealed in the proximity of icon-painting images (icon border scenes, altar predellas) to genre scenes, which made it possible to embed the primitive not in the order of canonical veneration, but in the order of a new emotional culture that updated the Russian literary language. Moreover, many characteristics of the primitive, such as color, lighting and compositional solutions directly inherited from European criticism, that stood against classicism and defended the values of national cultural production. Thus, the admiration of Italian primitives was a way to strengthen the role of criticism in the literary and artistic process, that can only coordinate the position of the artist and the audience.

The paper presents the analysis of the constructions with absolute (independent) isolated phrases extracted from the poetic texts of Russian poets of the Baroque, Classicism, Sentimentalism, and Romanticism. The use of an independent dangling participle was supported by the old Slavic tradition of the independent dative case and, already in the old Russian era, an independent dangling participle was often replaced by the construction with a frozen active participial inseparable nominative (adverbial participle), leading to more active absolute functioning of independent dangling participles. On the one hand, the history of independent isolations in Russian poetic speech from Kantemir to Lermontov demonstrates the scope of the language experiment on the “introduction” of syntactic Gallicisms of various types into the Russian speech – participial, adjective, substantive (in the form of applications and segments), pronominal ones. On the other hand, it shows a narrow timeframe of this entry of “agrammatic” (i.e., breaking the linear chain of traditional subordinating synthetic connections) elements into the language, as well as strong resistance to using non-Russian constructions. Experiments with absolute isolation are vivid evidence of the increasing tendency towards analytism in the evolution of the Russian literary language of the New Time and, at the same time, strong and victorious resistance to these tendencies on the part of a grammatical system protecting its traditional synthetic bases from the alien influence.

The purpose of this article is to analyze the particular characteristics of the Spanish language in Uruguay, which is a variety of the Spanish language in Rio de la Plata (Argentina, Chili, Paraguay) and represents a special interest for the linguists, professors of Spanish language and foreign experts who go to work in Uruguay. We analyze the history of this particular language variety beginning from the epoch of the Spanish conquest, the influence of the local American languages (in particular of the Guarani Indians), as well as the Italian language and its dialects due to an important immigration from this country. We also pay attention to the phenomenon of the bilingualism, in other words the influence of the Portuguese language (the well-known “Portunol”) and the influence of the French language after the French immigration of the XIX century that led to gallicisms in Spanish language. All these facts provoked such linguistic characteristics as “an untypical use of some pronouns, a less rhythmical intonation and a very special vocabulary to compare with classical Spanish of Spain. The study is based on our own notes made during two trips to Uruguay, and on the “New Dictionary of Americanisms”, books of the history of Latin America and scientific works of the philologists who dedicated their studies to this subject.

Our understanding of Vladimir Nabokov’s method of translating Eugene Onegin as literal is largely based on his own claims and as such it populates anthologies of translation theory (i.e., Venuti’s The Translation Studies Reader) and classrooms. However, upon closer examination, Nabokov’s method is extremely removed both from the broad and specialized understanding of what a literal translation is. It is neither instrumental, as any literal translation would be, nor hermeneutic, as any literary translation accompanied by a voluminous commentary should be. Nabokov’s Commentary, an adjunct to his translation of Eugene Onegin, is the key to his translation method and to the translation’s strangeness. Analyzing the nature, scope, and function of the commentary from within the field of translation studies rather than that of literary criticism, this essay accounts for a number of idiosyncrasies observed by many critics of Commentary but previously unexplored and unexplained. These include its seemingly irrational feature of discussing texts unrelated to Pushkin’s own reading list; its excessive attention to Gallicisms and Romantic texts; its role in stabilizing translation; in a word, its function in Nabokov’s innovative translation methodology. This essay argues that instead of reviewing Nabokov’s Commentary within the paradigms of literary or historiographic genres, we should consider it first as a translation tool. The translation methodology then can be reevaluated in more technical terms than conventionally practiced in literary translation criticism. This revision unveils Nabokov’s translation not as literary but technical and not as literal but corpus-based, with mechanics and parallel texts minutely detailed in the commentary.

This article discusses the peculiarities of linguistic consciousness of the representatives of ethnoses of Latin American countries through the modern dialects of Spanish language. Analysis is conducted on the lexicon of the national cuisine of Cuba, the Dominican Republic, Peru, Ecuador, Argentina, Paraguay, and Uruguay. The article includes the analysis of linguistic zones of the Spanish language. The goal lies in examination of the lexicon of national cuisine of Latin American countries and, and creation of culinary dictionary of Spanish-speaking countries. The author aims to determine the national-specific gastronomic realities of Latin American countries through the prism of ethno-cultural space, and establish correlation between the uniqueness of gastronomic realities with the mentality and fragments of the linguistic worldview of Latin American countries. The conclusion is formulated on the impact of loanwords upon the national culinary lexicon of Latin American countries. The author draws a chart with the lexemes of national cuisines of Cuba, the Dominican Republic, Peru, Ecuador, Argentina, Paraguay, and Uruguay. In accordance with the linguistic zones of Spanish language, the national culinary lexicon is divided into three groups of indigenisms; considering the influence of other languages on the formation of the vocabulary of the regional Spanish language, the national culinary lexicon is divided into the following loanwords (Africanisms, Arabisms, Gallicisms, Anglicisms, and Italianisms). Lexical units, which are widespread in the territory of two, three, or four national dialects of the Spanish language are referred to as regionalisms. Lexical units that are characteristic to one national dialect of the Spanish language are referred to as variantisms. The proper names are allocated into a separate group. The scientific novelty consists in examination of the poorly studied national culinary lexicon of such Latin American countries as Cuba, the Dominican Republic, Peru, Ecuador, Argentina, Paraguay, and Uruguay.

Введение. Онимная лексика в разряде немецких псевдозаимствований представляется в настоящее время малоизученной. Если псевдозаимствования традиционно рассматриваются в этимологическом и словообразовательном аспекте, то в практике анализа онимного разряда и его этимологических сегментов большую роль играет выделение ономастических субклассов псевдозаимствованных онимов, констелляция которых определяется характером эмпирического материала. Обращение к способам и моделям словообразования обусловлено необходимостью выделения структурно-системных признаков исследуемых единиц и их роли в псевдоиноязычном имяречении средствами немецкого литературного языка.Цель – определить способы и модели образования онимов в классе немецких псевдозаимствований.Материал и методы. Эмпирической базой исследования являются 190 псевдозаимствованных онимов, отобранных с учетом критериев апостериорности, нарушенной обратимости и принадлежности к классу nomina propria из ряда немецкоязычных печатных и онлайн-изданий, среди которых переводные комиксы, ономастические регистры и регулярно обновляемые словарные издания Duden и DWDS. Словарный поиск велся преимущественно при использовании слов-маркеров, содержащих немецкий конфикс «pseudo-». В качестве эпистемологического фундамента анализа избран структурно-системный подход, целью имплементации которого выступает раскрытие структурных особенностей исследуемого словарного множества. Для анализа материала использован корпус обще- и частнонаучных методов. Общенаучными методами выступили приемы логики (анализ, синтез, сравнение, обобщение) и статистики (квантитативные методы, метод группировки), частнонаучными (лингвистическими) – методы структурной лингвистики (метод компонентного анализа и традиционно-комплексный метод).Результаты и обсуждение. Большую часть сегментов эмпирического корпуса данного исследования составляют псевдогаллицизмы первой и второй групп, а также псевдолатинизмы. Несмотря на то, что галлицизмы второй группы и псевдолатинизмы образованы от элементов, заимствованных из мертвых галльского и латинского языков, они продолжают использоваться в немецкой литературной речи. Большое разнообразие субклассов представляют псевдолатинизмы, среди которых встречаются антропонимы, большое количество эргонимов, прагматонимы, пейзонимы и разряд фикционимов в субклассе антропонимов. Имена героев комиксов в переводе на немецкий язык, представленные разрядом фикционимов и субклассом антропонимов, образованы с помощью разнообразных словообразовательных моделей. Кроме того, одно из рассматриваемых в данной работе вымышленных имен героев в сегменте псевдоиспанизмов, обладает наибольшей лексической длиной (11 элементов). Таким образом, можно сделать предположение о том, что благодаря такому разнообразию способов образования лексических единиц авторам и переводчикам комиксов удается передать экспрессию и в определенной степени отличительные черты некоторых героев. Словообразовательные возможности псевдозаимствованных онимов в немецком языке в значительной степени зависят от того, какие сегменты и субклассы образуют эмпирический корпус.Заключение. Предлагаемый материал призван расширить представления о природе псевдозаимствований в немецкой литературной речи и углубить дифференциацию онимного и апеллятивного разрядов данного класса лексики. Результаты могут быть использованы в лексикографических и учебных целях, в практике перевода и преподавания современного немецкого языка. Introduction. The onymic vocabulary in the category of German pseudo-borrowings is currently understudied. While pseudo-borrowings are traditionally considered in the etymological and word-formation aspect, in the practice of analysis of the onymic category and its etymological segments a great role is played by the selection of onomastic subclasses of pseudo-borrowed onyms, the constellation of which is determined by the nature of the empirical material. The appeal to ways and models of word formation is conditioned by the necessity to highlight the structural and systemic features of the studied units and their role in the pseudo-foreign naming by means of the German literary language.The aim of the paper is to identify the ways and models of onym formation in the German pseudo-borrowings class.Material and research methods. The empirical basis for the study is 190 pseudo-borrowed onyms, selected according to the criteria of posteriority, impaired reversibility and belonging to the class nomina propria from a number of German-language print and online editions, including translated comics, onomastic registers and regularly updated dictionaries Duden and DWDS. The dictionary search was carried out mainly with the use of marker words containing the German confix “pseudo-”. The epistemological basis of the analysis is the structural-systems approach, the implementation of which is aimed at revealing the structural features of the studied vocabulary set. A corpus of general and special scientific methods was used to analyze the material. General scientific methods were the methods of logic (analysis, synthesis, comparison, generalization) and statistics (quantitative methods, the method of grouping), private scientific (linguistic) – methods of structural linguistics (method of component analysis and traditional-complex method). Results and discussion. Most of the empirical corpus segments of this study consist of pseudo-Gallicisms of the first and second groups as well as pseudo-Latinisms. Although the Gallicisms of the second group and Pseudo-Latinisms are derived from elements borrowed from dead Gallic and Latin, they continue to be used in German literary speech. A great variety of subclasses are represented by pseudo-Latinisms, among which there are anthroponyms, a large number of ergonyms, pragmatonyms, peisonyms and a class of fictionyms in the subclass of anthroponyms. The names of comic book characters translated into German, represented by the class of fictionyms and the subclass of anthroponyms, are formed using a variety of word-formation models. In addition, one of the fictional character names considered in this paper, in the segment of pseudo-Hispanisms, has the greatest lexical length (11 elements). Thus, it can be assumed that thanks to such a variety of ways to form lexical units the authors and translators of comics manage to convey the expression and, to a certain extent, the distinctive features of certain characters. The word-formation possibilities of pseudo-usage onyms in German depend on which segments and sub-classes form the empirical corpus.Conclusion. The proposed material is intended to expand the understanding of the nature of pseudo-borrowings in German literary speech and to deepen the differentiation of onymic and appellative categories of this class of vocabulary. The results can be used for lexicographical and educational purposes, in translation practice and in the teaching of modern German.

In juli 1932 bekwamen de Vlamingen een wettelijke regeling voor de lang nagestreefde vernederlandsing van het middelbaar onderwijs. Op basis van het taalregime in het middelbaar onderwijs voor jongens in Limburg tijdens het interbellum onderzochten we de context waarin de taalwet tot stand kwam en of ze ook effectief een einde maakte aan de verfransing van dat onderwijsniveau.Zowel de taalvoorschriften die de Luikse bisschop Rutten in 1919 voor zijn Limburgse colleges uitvaardigde als die van de opeenvolgende ministers voor het rijksonderwijs, kenden tweetaligheid als norm. De toepassing ervan leverde geen eenduidig beeld. Factoren zoals de ligging van de school ten opzichte van de taalgrens en een verfranste stad of industriële omgeving en de aanwezigheid van Waalse leerlingen hadden een sterke impact op de graad en het tempo van vernederlandsing. Een onvolledige humanioracyclus en het ontbreken van een concurrerende school van het andere onderwijsnet beïnvloedden de positie van de moedertaal in gunstige zin. Daarentegen konden verzet tegen de voortschrijdende vernederlandsing vanuit invloedrijke kringen, een Fransvriendelijke houding van de directie en het gebrek aan Nederlandse taalkennis van individuele leraren de verbetering van het taalregime afremmen.Hoewel het een mijlpaal was door de invoering van de officiële eentaligheid in Vlaanderen, betekende de taalwet van 1932 niet meteen het einde van het Franstalig middelbaar onderwijs in Limburg. De bestaande Franstalige secties mochten ingericht blijven zolang ze voldeden aan bepaalde minimumvoorwaarden wat betreft leerlingenaantallen. In het Koninklijk Atheneum te Tongeren werd de Franstalige afdeling pas in 1951 opgedoekt, in het Klein Seminarie in Sint-Truiden gebeurde dat in 1961, bijna 30 jaar na de invoering van de taalwet op het middelbaar onderwijs.________Dutchification before the finishing line. The language situation in secondary education for boys in Limburg during the interbellum periodIn July 1932 the Flemish finally obtained a statutory regulation for the long pursued Dutchification of secondary education. Based on the language regime in secondary education for boys in Limburg during the interbellum period we investigated the context in which the language law came about, and whether it actually ended the Gallicisation of that level of education.Both the language regulations issued by bishop Rutten of Liege in 1919 for his colleagues in Limburg as well as those issued by the successive ministers for national education regarded bilingualism as the prevailing standard . The application of the regulations did not produce an unequivocal result. Factors such as the location of the school in reference to the linguistic border or a Gallicised city or industrial environment as well as the presence of Walloon pupils had a strong impact on the degree and the speed of the Dutchification. If the course of education of the humanities was not complete or if there was no competing school of the other educational system, then this had a positive impact on the position of the native language. On the other hand, the resistance by influential groups against the progress of Dutchification, a pro-French attitude by the school board and the deficiency in the knowledge of the Dutch language of individual teachers could hold back the improvement of the language regime.Although the language law of 1932 signified a landmark because it introduced unilingualism in Flanders, it did not immediately put an end to secondary education in French in Limburg. The existing French speaking departments could carry on as long as they complied with certain minimal requirements in reference to numbers of pupils. The French speaking department of the Royal Grammar School of Tongres was not shut down until 1951 and that of the Preparatory Seminary in Saint Trond not until 1961, almost 30 years after the introduction of the language law for secondary education.

Le présent article a comme base le mémoire du même auteur. À partir de l’absence constatée de l’information par rapport à l’influence de la langue française dans l’espagnol au niveau universitaire au Costa Rica, cette étude détermine ce même manque au niveau de l’ensei- gnement secondaire. Dans ce cadre, l’enseignant pourrait susciter et stimuler chez eux les comparaisons entre les langues maternelle et étrangère avec le but de favoriser les intercom- préhensions et utiliser la proximité comme une aide initiale à l’apprentissage. L’étude a été orientée sous une approche de type mixte. La recherche a développé un dispositif pédagogique basé sur les méthodologies communicative et actionnelle et qui est composé de sept fiches pé- dagogiques qui travaillent les champs où il y a plus de gallicismes. Il a été exécuté et évalué.

Au début des années 1970, on se sert du caractère distinct de la langue populaire parlée au Québec pour créer une dramaturgie francophone spécifiquement québécoise et fortement politisée. Par la suite, la perte de popularité du joual au profit d’une langue souvent hyperlittéraire marque l’accession de la littérature québécoise à une certaine autonomie par rapport au politique. Parallèlement, le théâtre québécois est traduit en anglais par une institution canadienne dont le discours identitaire ne passe pas par l’affirmation de la langue populaire car, exception faite du parler terre-neuvien, l’anglais vernaculaire parlé au Canada ne porte pas les marques d’une spécificité qui puisse en faire l’emblème d’une identité linguistique distincte. La traduction doit donc corriger le tir et définir autrement la pertinence du texte et de sa langue. Dans cette perspective, les stratégies linguistiques adoptées en traduction anglaise, telles que l’emploi fréquent de gallicismes, le fait d’insister sur l’universalité d’auteurs comme Michel Tremblay, permettent d’ignorer les particularités des oeuvres québécoises relevant de leur contexte initial pour en augmenter la valeur au sein d’un répertoire canadien auquel la traduction participe abondamment.

The purpose of this study is to define and describe the semantic components of the verbalised concept “lightness” as a component of ludic competence in the linguistic consciousness of the Russian-speaking people from Eastern Ukraine. The main method of the research was a psycholinguistic experiment. The sample comprised 426 young people (aged 18-35), males and females being equally represented. Cluster analysis showed that the core of the concept “lightness” is represented by three semantic groups: “the quality being light and insignificant in weight and size …”, “the feeling of happiness and joyful ease”, “the feeling of freedom …, cheerfulness, excitement”. The last two clusters reveal the ambivalent nature of the concept “lightness”. The concept “lightness” is characterized by a large variety of peripheral clusters. The ones that are especially noteworthy are “insight” and “duality”. The former reflects the cognitive component of lightness, which accounts for 3 per cent. The latter reflects the concept’s ambivalent nature. Basically, the semantic content of the core of the word “lightness” does not depend on gender. The comparative analysis of the concept “lightness” in the linguistic consciousness of Ukrainian citizens and people living in Russia reveals its nationally-specific perception in the linguistic consciousness of Ukrainian people, which was reflected in the most frequent reaction “freedom”. Taken together, both samples share a number of common features: wide semantic scope; strong synonymic and weak antonymic connections between stimulus and reactions; positive emotional response to the stimulus. Finally, the results of the free word association test with the stimulus word “lightness” were successfully used to define more precisely and expand our understanding of “lightness” as a component of ludic competence taking into account both core and peripheral clusters. References Barnett, L. (2007). The nature of playfulness in young adults. Personality and Individual Differences, 43, 949-958. https://doi.org/10.1016/j.paid.2007.02.018 Bowman, J. (1987). Making Work Play. In G. A. Fine (Ed.), Meaningful Play, Playful Meanings (pp. 61-71). Champaign, IL: Human Kinetics. Bundy, A. (1996). Play and Playfulness: What to Look for. In D.L. Parham & L. S. Fazio (Eds.), Play in Occupational Therapy for Children (pp. 52−66). St. Louis, MO: Mosby. Chapman, J. (1978). Playfulness and the development of divergent thinking abilities. Child: Care, Health and Development, 4, 371-383. https://doi.org/10.1111/j.1365-2214.1978.tb00096.x Csikszentmihalyi, M. (1975). Play and intrinsic rewards. Journal of Humanistic Psychology, 15, 41-63. https://doi.org/10.1111/j.1365-2214.1978.tb00096.x Dal, V. I. (2011). Tolkovyi Slovar Zhivogo Velikorusskogo Yazyka [Explanatory Dictionary of the Living Great Russian Language]: in four volumes. Moscow: Publishing house: Drofa. Glynn, M., & Webster, J. (1992). The adult playfulness scale: an initial assessment. Psychological Reports, 71(1), 83-103. https://doi.org/10.2466/pr0.1992.71.1.83 Gordienko-Mytrofanova, I., & Kobzieva, Iu. (2017). Playful competence: the access code to the inner resources. Proceedings of the 15th European Congress of Psychology Amsterdam, 11-14 July (19). Gordienko-Mytrofanova, I., Pidchasov, Ye., Sauta, S., & Kobzieva, Iu. (2018). The problem of sample representativeness for conducting experimental and broad psychological research. Psycholinguistics, 23(1), 11-46. doi: 10.5281/zenodo.1212360. Groos, K. (1976). The Play of Man: Teasing and Love-Play. In J. Brunner, A. Jolly, & K. Sylva (Eds.), Play, Development and Evolution (pp. 62–83). Middlesex, United Kingdom: Penguin Books. Guitard, P., Ferland, F. & Dutil, É. (2005). Toward a better understanding of playfulness in adults. OTJR: Occupation, Participation and Health, 25(1), 9-22. https://doi.org/10.1177/153944920502500103. Кобзева, Ю., Гордиенко-Митрофанова, И., Гончаренко-Кулиш, А. (2020a). Определение шаловливости как компонента игровой компетентности через реконструкцию семантических элементов концепта «шаловливость». Проблеми сучасної психології, 47, 118-140. Kobzieva Iu., Gordienko-Mytrofanova I., Sauta S. (2020b). Psycholinguistic Features of Imagination as a Component of Ludic Competence. EUREKA: Social and Humanities. Psychology, 2, 15-23. http://dx.doi.org/10.21303/2504-5571.2020.001128 Kobzieva Iu., Gordienko-Mytrofanova I., Udovenko M., Sauta S. (2020c). Concept “humour” in the linguistic consciousness of the Russian-speaking population of Ukraine. European Journal of Humour Research, 8(1), 29-44. http://dx.doi.org/10.7592/EJHR2020.8.1.kobzieva Караулов Ю. Н., Черкасова Г. А., Уфимцева Н. В., Сорокин Ю. А., Тарасов Е. Ф. Русский ассоциативный словарь. В 2-х т. Т. I. От стимула к реакции: ок.7000 стимулов. М.: ООО «Издательство Астрель»: ООО Издательство АСТ». Караулов Ю. Н., Черкасова Г. А., Уфимцева Н. В., Сорокин Ю. А., Тарасов Е. Ф. Русский ассоциативный словарь. В 2-х т. Т. II. От реакции к стимулу: более 100 000 реакций. М.: ООО «Издательство Астрель»: ООО Издательство АСТ». Ожегов, С. И., Шведова, Н. Ю. (2011). Толковый словарь русского языка. Москва: Мир и образование, Оникс. Попова, З. Д., Стернин, И. А. (2007). Семантико-когнитивный анализ языка. Воронеж: Истоки. Proyer, R. (2012). Development and initial assessment of a short measure for adult playfulness: The SMAP. Personality and Individual Differences, 53(8), 989-994. https://doi.org/10.1016/j.paid.2012.07.018 Proyer, R. (2017). A new structural model for the study of adult playfulness: Assessment and exploration of an understudied individual differences variable. Personality and Individual Differences, 108, 113-122. https://doi.org/10.1016/j.paid.2016.12.011 Raven, J. (2001). The Conceptualisation of Competence. New York: Peter Lang Publishing,Inc. Schaefer, C. & Greenberg, R. (1997). Measurement of playfulness: a neglected therapist variable. International Journal of Play Therapy, 6(2), 21-31. https://doi.org/10.1037/h0089406 Shen, X. (2010). Adult Playfulness as a Personality Trait: Its Conceptualization, Measurement, and Relationship to Psychological Well-Being. (Doctoral dissertation). Retrieved from Pennsylvania State University Library Catalog (OCLC No. 859524715). Shen, X., Chick, G. & Zinn, H. (2014). Playfulness in adulthood as a personality trait: a reconceptualization and a new measurement. Journal of Leisure Research, 46(1), 58-83. https://doi.org/10.1080/00222216.2014.11950313 Стернин, И. А., Рудакова, А. В. (2011). Психолингвистическое значение слова и его описание. Воронеж: Ламберт. Tsuji, Hit., Tsuji, Hei., Yamada, S., Natsuno, Y., Morita, Y., Mukoyama, Y., Hata, K. & Fujishima, Y. (1996). Standardization of the Five Factor Personality Questionnaire: Factor structure. International Journal of Psychology, 31. Proceedings from the XXVI International Congress of Psychology. Montreal, 16-21August. (103-217). Уфимцева, Н. (2009). Образ мира русских: системность и содержание. Язык и культура, 98-111. Ушаков, Д. Н. (1935-1940). Толковый словарь русского языка: в четырех томах. Москва: Сов.энциклопедия: ОГИЗ. Yarnal, C. & Qian, X. (2011). Older-adult playfulness: an innovative construct and measurement for healthy aging research. American Journal of Play, 4(1), 52-79. https://files.eric.ed.gov/fulltext/EJ985548.pdf Ефремова, Т. Ф. (2000). Новый словарь русского языка. Толково-словообразовательный. Москва: Русский язык. Епишкин, Н. И. (2010). Историчесикй словарь галлицизмов русского языка. Москва: Словарное издательство ЭТС. Yue, X., Leung, C. & Hiranandani, N. (2016). Adult playfulness, humor styles, and subjective happiness. Psychological Reports, 119(3), 630-640. https://doi.org/10.1177/0033294116662842. Засекина, Л. В. (2008). Тенденції розвитку вітчизняної психолінгвістики: методологічний огляд проблем та окреслення шляхів їх вирішення. Психолінгвістика, 1. С. 9-20. Retrieved from: http://nbuv.gov.ua/UJRN/psling_2008_1_2. References (translated and transliterated) Barnett, L. (2007). The nature of playfulness in young adults. Personality and Individual Differences, 43, 949-958. https://doi.org/10.1016/j.paid.2007.02.018 Bowman, J. (1987). Making Work Play. In G. A. Fine (Ed.), Meaningful Play, Playful Meanings (pp. 61-71). Champaign, IL: Human Kinetics. Bundy, A. (1996). Play and Playfulness: What to Look for. In D.L. Parham & L. S. Fazio (Eds.), Play in Occupational Therapy for Children (pp. 52−66). St. Louis, MO: Mosby. Chapman, J. (1978). Playfulness and the development of divergent thinking abilities. Child: Care, Health and Development, 4, 371-383. https://doi.org/10.1111/j.1365-2214.1978.tb00096.x Csikszentmihalyi, M. (1975). Play and intrinsic rewards. Journal of Humanistic Psychology, 15, 41-63. https://doi.org/10.1111/j.1365-2214.1978.tb00096.x Dal, V. I. (2011). Tolkovyi Slovar Zhivogo Velikorusskogo Yazyka [Explanatory Dictionary of the Living Great Russian Language]: in four volumes. Moscow: Publishing house: Drofa. Glynn, M., & Webster, J. (1992). The adult playfulness scale: an initial assessment. Psychological Reports, 71(1), 83-103. https://doi.org/10.2466/pr0.1992.71.1.83 Gordienko-Mytrofanova, I., & Kobzieva, Iu. (2017). Playful competence: the access code to the inner resources. Proceedings of the 15th European Congress of Psychology Amsterdam, 11-14 July (19). Gordienko-Mytrofanova, I., Pidchasov, Ye., Sauta, S., & Kobzieva, Iu. (2018). The problem of sample representativeness for conducting experimental and broad psychological research. Psycholinguistics, 23(1), 11-46. doi: 10.5281/zenodo.1212360. Groos, K. (1976). The Play of Man: Teasing and Love-Play. In J. Brunner, A. Jolly, & K. Sylva (Eds.), Play, Development and Evolution (pp. 62–83). Middlesex, United Kingdom: Penguin Books. Guitard, P., Ferland, F. & Dutil, É. (2005). Toward a better understanding of playfulness in adults. OTJR: Occupation, Participation and Health, 25(1), 9-22. https://doi.org/10.1177/153944920502500103. Кобзева, Ю., Гордиенко-Митрофанова, И., Гончаренко-Кулиш, А. (2020a). Определение шаловливости как компонента игровой компетентности через реконструкцию семантических элементов концепта «шаловливость». Проблеми сучасної психології, 47, 118-140. Kobzieva, Iu., Gordienko-Mytrofanova, I., Goncharenko-Kulish, A. (2020a). Opredeleniie shalovlivosti kak komponenta igrovoi kompetentosti cherez rekonstruktsiiu semanticheskikh elementov kontsepta “shalovlivost” [Defining impishness as a component of ludic competence via restructuring semantic elements of the concept “impishness”]. Problemy Suchasnoi Psykholohii − Problems of Modern Psychology, 47, 118-140. https://doi.org/10.32626/2227-6246.2020-47 Kobzieva Iu., Gordienko-Mytrofanova I., Sauta S. (2020b). Psycholinguistic Features of Imagination as a Component of Ludic Competence. EUREKA: Social and Humanities. Psychology, 2, 15-23. http://dx.doi.org/10.21303/2504-5571.2020.001128 Kobzieva Iu., Gordienko-Mytrofanova I., Udovenko M., Sauta S. (2020c). Concept “humour” in the linguistic consciousness of the Russian-speaking population of Ukraine. European Journal of Humour Research, 8(1), 29-44. http://dx.doi.org/10.7592/EJHR2020.8.1.kobzieva Karaulov, Yu. N., Cherkasova, G. A., Ufimtseva, N. V., Sorokin, Yu. A., & Tarasov, Ye. F. (2002a). Russkii Assotsiativnyi Slovar [Russian Associative Vocabulary], Vol. 1. Ot reaktsii k stimulu [From Reaction to Stimulus], ca. 100000 reactions. Мoscow: LLC Astrel Publishers; LLC AST Publishers. Karaulov, Yu. N., Cherkasova, G. A., Ufimtseva, N. V., Sorokin, Yu. A., & Tarasov, Ye. F. (2002b). Russkii Assotsiativnyi Slovar [Russian Associative Vocabulary], Vol. 2. Ot stimula k reaktsii [From Stimulus to Reaction], ca. 7000 stimuli. Мoscow: LLC Astrel Publishers; LLC AST Publishers. Ожегов, С. И., Шведова, Н. Ю. (2011). Толковый словарь русского языка. Москва: Мир и образование, Оникс. Ozhegov, S. I. & Shvedova, N. Yu. (2011). Tolkovyi Slovar Russkogo Yazyka [Dictionary of Russian Language]. Мoscow: Mir i Obrazovaniie, Oniks. Попова, З. Д., Стернин, И. А. (2007). Семантико-когнитивный анализ языка. Воронеж: Истоки. Popova, Z. D. & Sternin, I. A. (2007). Semantiko-Kognitivnyi Analiz Yazyka [Semantic and Cognitive Analysis of Language]. Voronezh: Istoki. Proyer, R. (2012). Development and initial assessment of a short measure for adult playfulness: The SMAP. Personality and Individual Differences, 53(8), 989-994. https://doi.org/10.1016/j.paid.2012.07.018 Proyer, R. (2017). A new structural model for the study of adult playfulness: Assessment and exploration of an understudied individual differences variable. Personality and Individual Differences, 108, 113-122. https://doi.org/10.1016/j.paid.2016.12.011 Raven, J. (2001). The Conceptualisation of Competence. New York: Peter Lang Publishing,Inc. Schaefer, C. & Greenberg, R. (1997). Measurement of playfulness: a neglected therapist variable. International Journal of Play Therapy, 6(2), 21-31. https://doi.org/10.1037/h0089406 Shen, X. (2010). Adult Playfulness as a Personality Trait: Its Conceptualization, Measurement, and Relationship to Psychological Well-Being. (Doctoral dissertation). Retrieved from Pennsylvania State University Library Catalog (OCLC No. 859524715). Shen, X., Chick, G. & Zinn, H. (2014). Playfulness in adulthood as a personality trait: a reconceptualization and a new measurement. Journal of Leisure Research, 46(1), 58-83. https://doi.org/10.1080/00222216.2014.11950313 Sternin, I. A., & Rudakova, A. V. (2011). Psikholingvisticheskoie znacheniie slova i yego opisaniie [Psycholinguistic meaning of the word and its description]. Voronezh: Lambert Tsuji, Hit., Tsuji, Hei., Yamada, S., Natsuno, Y., Morita, Y., Mukoyama, Y., Hata, K. & Fujishima, Y. (1996). Standardization of the Five Factor Personality Questionnaire: Factor structure. International Journal of Psychology, 31. Proceedings from the XXVI International Congress of Psychology. Montreal, 16-21August. (103-217). Ufimtseva, N. (2009). Obraz mira russkikh: sistemnost i soderzhaniie [Image of the world of Russians: the systemic characteristics and the content]. Yazyk i Kultura − Language and Culture, 98-111. Ushakov, D. N. (Ed.). (1935-1940). Tolkovyi Slovar Russkogo Yazyka [Dictionary of Russian Language]: in four volumes. Moscow: Sov. Encyclopedia: OGIZ. http://feb-web.ru/feb/ushakov/ush-abc/0ush.htm Yarnal, C. & Qian, X. (2011). Older-adult playfulness: an innovative construct and measurement for healthy aging research. American Journal of Play, 4(1), 52-79. https://files.eric.ed.gov/fulltext/EJ985548.pdf Yefremova, T. F. (2000). Novyi Slovar Russkogo Yazyka. Tolkovo-Slovoobrazovatelnyi [New Dictionary of the Russian Language. Interpretative and Derivational]. Moscow: Russkii yazyk. https://www.efremova.info/ Yepishkin, N. I. (2010). Istoricheskii slovar gallitsizmov russkogo yazyka [Historical Dictionary of Gallicisms in the Russian Language]. Moscow: ETS Dictionary Publishing House. Retrieved from: http://rus-yaz.niv.ru/doc/gallism-dictionary/index.htm Yue, X., Leung, C. & Hiranandani, N. (2016). Adult playfulness, humor styles, and subjective happiness. Psychological Reports, 119(3), 630-640. https://doi.org/10.1177/0033294116662842. Zasiekina, L. V. (2008). Tendentsiii rozvytku vitchyznianoii psykholingvistyky: metodolohichnyi ohliad problem ta okreslennia shlyakhiv yikh vyrishennia [Trends in the development of national psycholinguistics: a methodological overview of problems and outlining ways to solve them]. Psycholinguistics, 1, 9-20. Retrieved from: http://nbuv.gov.ua/UJRN/psling_2008_1_2.

The article is focused on the study of the perception of Lesya Ukrainka, a famous Ukrainian writer, in contemporary Ukrainian society. The research is based on a free word association test held online with 200 respondents aged from 13 to 70. As a result of applying quantitative analysis of the associates and semantic gestalt method the authors singled out productive semantic zones concerning each of the stimuli. These zones presented an anthroponymic triad of personality identification related to the author’s names ‘Larysa Kvitka’, ‘Larysa Kosach’, and the pseudonym ‘Lesya Ukrainka’. The nuclear zones in each associative field manifest a tendency for uniformity. They are related to her professional activities, her works, elements of inner and outer portrayal, as well as of evaluative spectrum. The respondents have shown predominantly high levels of knowledge about Lesya Ukrainka’s personality, which is proven, in particular, by their reverse frequency reactions and peripheral character of zero reactions. A dominant positive evaluative spectrum of perception of Lesya Ukrainka, as well as productivity of individual associates of interpretational character, was also important. References Barnett, L. (2007). The nature of playfulness in young adults. Personality and Individual Differences, 43, 949-958. Bowman, J. (1987). Making Work Play. In G. A. Fine (Ed.), Meaningful Play, Playful Meanings (pp. 61-71). Champaign, IL: Human Kinetics. Bundy, A. (1996). Play and Playfulness: What to Look for. In D.L. Parham & L. S. Fazio (Eds.), Play in Occupational Therapy for Children (pp. 52−66). St. Louis, MO: Mosby. Chapman, J. (1978). Playfulness and the development of divergent thinking abilities. Child: Care, Health and Development, 4, 371-383. Csikszentmihalyi, M. (1975). Play and intrinsic rewards. Journal of Humanistic Psychology, 15, 41-63. Dal, V. I. (2011). Explanatory Dictionary of the Living Great Russian Language: in four volumes. Publishing house: Drofa. Retrieved from: http://slovardalja.net/ Glynn, M., & Webster, J. (1992). The adult playfulness scale: an initial assessment. Psychological Reports, 71 (1), 83-103. https://doi.org/10.2466/pr0.1992.71.1.83 Гордиенко-Митрофанова, И.В. (2014а). Лексикографическое значение слова «игривость» (подготовительный этап психолингвистического эксперимента). Психологічні перспективи, 24, 76-88. Гордиенко-Митрофанова, И.В. (2014b). Психологическое содержание лексикографических значений слова «игривый» (подготовительный этап психолингвистического эксперимента). Проблеми сучасної педагогічної освіти, 46 (3), 298-306. Gordienko-Mytrofanova, I., & Kobzieva, Iu. (2017a). Playful competence: the access code to the inner resources. Proceedings of the 15th European Congress of Psychology. Amsterdam, 11-14 July. (19) Gordienko-Mytrofanova, I., & Kobzieva, Iu. (2017b). Humour as a component of ludic competence. Visnyk of H.S. Skovoroda Kharkiv National Pedagogical University, Psychology, 57, 40-56. Gordienko-Mytrofanova, I. & Kobzieva, Iu. (2018). Concept “holy fool” in the linguistic world-image of the Russian-speaking population of Ukraine. Psycholinguistics-Psiholingvistika, 24(1), 118-133. https://doi.org/10.31470/2309-1797-2018-24-1-118-133 Gordienko-Mytrofanova, I. & Kobzieva, Iu. (2019). Gender- and role-specific differences in the perception of the concept “impishness” (based on the results of a psycholinguistic experiment). Psycholinguistics-Psiholingvistika, 25(1), 33-48. https://doi.org/10.31470/2309-1797-2019-25-1-33-48 Gordienko-Mytrofanova, I., Kobzieva, Iu. & Silina, A. (2018a). Psycholinguistic meanings of the verbalised concept “holy fool” (based on the results of the psycholinguistic experiment). Vіsnyk of H. S. 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