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The paper presents a case study on written dialectality. The material used for the research is the Eastern Aukštaitian (EA) texts published in the almanacs titled “A Waking Spring” (“Bundanti versmė”) (2013, 2014). The paper develops an approach for “reading” written dialectality, provides theoretical insights about the concept of a dialect grapholect, presents a dialectological analysis of the EA texts, assessing the vitality of the distinctive features, and also includes commentary on the non-standard spelling choices applied to reflect these features through the grapholect. In the given paper written dialectality is considered to be an indication of the vitality and continuity of dialectal codes because, unlike in oral dialectality, the informants-authors put effort into demonstrating dialect. The distinctive features of the EA and of its subdialects represented in the grapholects suggest the idea of their vitality in apparent time. The orthographic choices of the informants-authors are considered as dialect respelling. The EA grapholect is found to be fluctuating, while the orthographic choices for conveying the features of the subdialects are somewhat more stable, however, still in a stage of development as well. Therefore, it is more accurate to discuss the grapholects (plural), rather than a grapholect (singular) of the EA or the subdialect.

The paper seeks to present a semantico-functional analysis of the French verb falloir. The empirical data are obtained from a parallel corpus – the Corpus Parallèle de Textes Littéraires (CTLFR-LT), which is composed of French literary texts and their translations into Lithuanian. The paper uses quantitative, qualitative and comparative methods. It is based on the studies focusing on the polysemy of modal verbs (Chu 2010; Dendale 1994; Kronning 1988; Le Querler 2001; Rossari 2012) as well as on the development of discourse markers in language (Dostie 2004; Vold 2008). The findings show that the verb falloir, while maintaining its core meaning of necessity, can express conjecture. When it is used in patterns together with verbs of saying (verba cogitandi and dicendi) and verbs of visual perception, falloir no longer functions as a marker of necessity and becomes a pragmatic marker of connection and argumentation. The analysis of the translations of the French verb falloir into a typologically different language, Lithuanian, has also confirmed the entrenched use of the verb in question in the modal field of necessity and its rich functional potential in the French literary texts. The paper contributes to the existing contrastive studies between the French and Lithuanian languages, which are not numerous. The findings of the research could serve didactic purposes as well as add to the field of translation studies.

The paper is devoted to the features of the narrative form of Leonid Yuzefovich’s novel “Cranes and dwarfs”. The authors of the paper focuses on the lexical and grammatical tools that allowed the author of the novel to introduce different types of a narrator into the text. Examples illustrating that in the text of the novel under analysis the speaker and the beholder do not always match: 641 examples were related to varieties of free indirect speech. The following types of the free indirect speech constructions were analysed: when the subject of speech and the subject of consciousness differ in such cases: 1) indication of the spatial or temporal localization of the character; 2) an indication of the physical or intellectual perception of the situation (or object, or natural phenomena); 3) broadcast of the character's thoughts; 4) description of the character's emotions; 5) nomination of relatives and body parts of the character. As well as a list of lexical-grammatical markers of the modernist narrative form of the novel "Cranes and dwarfs" are provided in the report.

This paper aims to present a diary as a multifaceted means for incoming international students to become familiar with the host country (in this case, Lithuania), discover it through the ways of immersion and exploration, and reflect upon it on the diary pages. Every year the course of ‘Intercultural Communication’ taught at the Institute of Foreign Languages, Faculty of Philology, Vilnius University, welcomes a large number of incoming students from different parts of the world. Further to the subject syllabus, these students are given a special research task: to delve into the context of the host country, focus on a number of socio-cultural aspects, compare and contrast them to the similar ones in their native countries and reflect upon them in their diaries. The paper provides an overview of the accumulated empirical evidence on the attitudinal discoveries of 84 students representing 21 countries. The employed Interpretive content analysis proved to be a flexible and helpful research method to reveal the informants' existing cultural capital (Bourdieu 1994), to follow the flow of their interpretations consequently leading to the shifts in their attitudes, and thus, contribute to the development of the students' intercultural communicative competence. This paper sheds light on the informants’ attitudes towards Lithuania as the destination country for their Erasmus+ exchange, as well as their impressions of the academic environment of Vilnius University.

[full article and abstract in English] The subject of the paper is the analysis of the expression of stance taking in an online environment, mainly in the comments of users of social networks such as Facebook and Twitter about the presidential candidates of the American Presidential Election in 2016. The empirical data analysis was carried out following the ideas of J. W. Du Bois (2007), D. Barton & C. Lee (2013) and R. Englebretson (2007) on stance taking and J. W. Du Bois’ (2007) model of stance triangle, i.e. grouping instances of stance-taking into one of these groups: evaluation, affect or epistemicity, which served as the main framework of this study. The work of linguists D. Barton & C. Lee (2013) on the expression of stance-taking in an online environment were also taken into consideration. Having in mind the fact that stance identification is a challenging task , i.e. it could be implicitly as well as explicitly expressed and that it should be inferred from different modes of its expression and interpreted with reference to many contextual and intertextual factors, in the current analysis the authors focused on interpretation of linguistic as well as other multimodal means of the expression of stance that were used by users of social networks in their writing spaces on the topic of the Presidential Election in the United States in 2016. It should also be mentioned that the analysis presented in this article offers only one of the many possible interpretations of the data. Moreover, the current paper concentrates mainly on the presentation of the empirical data of the expression of affective stance. However, it should be indicated that in some cases stance types overlap, i.e. one instance could be treated as both taking an affective and an evaluative stance, as judgements and evaluation (i.e. evaluative stance) are often based on feelings (i.e. affective stance). The main source of the empirical data were the instances of stance taking taken from comments found on Donald Trump’s and Hillary Clinton’s verified Facebook and Twitter pages during their presidential campaigns in 2016. All in all, 147 examples of posts and comments from the social networks Facebook and Twitter were collected: 72 comments incorporating stance taking on Donald Trump‘s posts, and 75 comments including stance taking on Hillary Clinton‘s posts. The results of the empirical data analysis showed that the affective stance was expressed by linguistic as well as multimodal means.

In this paper, a very dynamic linguistic phenomenon, humour, is analysed on the basis of the Theory of Conceptual Blending developed by Gilles Fauconnier and Mark Turner (2002). It was discovered that in Lithuanian politicized discourse during and after the period of elections (2012, 2016) the majority of political events and personalities were given an evaluative implicit assessment through hu­mour/irony, which can be seen as an emergent result of blending processes. In the paper, the tendency to ridicule politicians and political events on news websites is discussed focusing exceptionally on the processes of blending at the lexical level. The research reveals that the coinage of new lexical units by fusing at least two source words or splinters follows certain patterns. The structural analysis is based on the works of Anita Lehrer, Michael Kelly, Stefan Gries, and Ekaterine Bakaradze. The main claims of the paper are supported by 362 blends collected from the headlines and comments of delfi.lt, lrytas. lt, and blogs, during the period of 2012–2016.

The current paper focuses on the study of novel lexical items, i. e. the processes involved in the making of new words, in order to discover which methods contribute to the expansion of the current English lexicon. The research is based on the new words coined since 2004 which are included in the Oxford English Dictionary (OED) Online (ensuring that the items in the sample cover various semantic fields, are of diverse origins, and all are already accepted into the working vocabulary). Two objectives are completed to explore the subject and achieve its aim: 1) to establish the concept of new words and to overview the processes of lexical expansion in the English language, and 2) to determine which methods are employed and which are absent in the creation of new words in current English by analyzing the novel lexical items retrieved from the OED Online. Quantitative and qualitative methods are applied in this study. The results indicate that the concept of new words is not straightforward in the English language. More often than not, the terms neologisms and new words are used synonymously to refer to recent, novel lexical items recognized and used by the language community. English has an extensive inventory of word-forming tools classified into these distinct categories: word-formation, semantic change, borrowing, and other; each further subdivided into various processes. Overall, the subtypes of word-formation – derivation, shortening and compounding – are used the most in the creation of recent additions to the lexicon. Predominantly, the findings are consistent with the tendencies of lexical expansion observed in previous studies.

The Arqus European Higher Education Alliance identified as one of its priorities the development of linguistic and intercultural competences of university staff as a measure to ensure high quality teaching and services to students and staff. The present paper presents the main results of a questionnaire that was sent to all academic and administrative staff of the alliance member universities in May and June 2021 that asked about their linguistic and intercultural training needs. The findings of the results were intended to guide actions within the language policy of the universities and serve as a basis for designing joint workshops for staff members according to their needs. The overwhelming majority of the 2206 staff members that completed the questionnaire deemed intercultural training and language training necessary for their professional activity. The languages indicated were wide in range, whereby English clearly stood out, reflecting its growing importance as the lingua franca in academia.

Over the last 20 years since the Bologna Agreement the role of language in Higher Education has gained recognition as an integral part of the teaching/learning process, and an essential element of the process of internationalization. The rapid shift towards internationalization has had a pronounced effect on academic life, procedure, and personnel. In this process, it has often become the role of Language Centres to organize the language aspect, and to a more limited extent, to advise on language.This short paper looks at the involvement of the University of Padova Language Centre (CLA) in the process of internationalization, and in particular the promotion of a language policy. A project developed to promote language and teaching methodology courses for academic staff required to teach in English, and the findings of research based on this project, led to recognition of the need to draft a language policy which encompasses the wide-ranging issues relevant to successful internationalization.

This paper aims to overview the problems faced by dyslexic students learning a foreign language in the theoretical framework of foreign language teaching methodology (Berninger and Wolf 2009, Crombie 2010, Stasiak 2004, etc.) and psychology (Gardner 1983, 1999, Bogdanowicz 2002, 2004, Davis 1997, etc) The author of the paper is going to prove that dyslexic students benefit from the use of multisensory techniques (VAK) which stimulate their learning process by engaging students at multiple levels of perception. Special attention is given to the nature of dyslexia, its types and handicaps it results in. Numerous solutions to the problem are presented and analysed within the framework of Gardner’s theory of Multiple Intelligences (MIT), which seeks to explore each student’s strong intelligences to deal with those weaker ones. Accordingly, dyslexic students and their teachers should be challenged to recognise the hidden potential of dyslexia and see it as a gift to be explored. Moreover, the importance of safe classroom environment has been stressed, as once a dyslexic student feels comfortable in the classroom, the teacher can equip him with a range of techniques and strategies to deal with dyslexia successfully. In addition, a significant role of the teacher and parents in the process of teaching dyslexics is discussed. Finally, the author of the paper gives a number of practical tips how to deal with dyslexia and proves that foreign language teaching (FLT) can be both effective and enjoyable for those who encounter this handicap.

The goal of this paper is to offer a model to quantify the level of complexity of the linguistic content of a corpus in Italian extracted from OpenWHO, WHO’s health emergency learning platform (Rohloff et al. 2018; Zhao et al. 2019). The nature of the computational ranking costs of a typology of relativization strategies is investigated. To reach this goal, the results of the corpus are compared with other three syntactic annotated corpora from Italian belonging to different genres (news, social media, encyclopedic entries, legal). The results show that online learning contents in public health reduce complex structures in syntactic terms. The case study presented here provides a methodology to quantify syntactic and computational complexity in corpus studies.

Studies as Jazbec & Enčeva (2012), Jazbec &Kacjan (2013) and Miletić (2018) show that although the didactic of phrasemes (Fleischer 1982, Lüger 1997, Hessky& Ettinger 1997) is pleading for a relevant, systematic, continuous and frequent use of phrasemes in German as a foreign language class, they appear predominantly at high levels of foreign language learning, only sporadically and often from the perspective of language comparison. The analysis of schoolbooks shows the presence of phrasemes which are often not appropriately didacticized and regarding data banks and vocabulary not always up-to date. In some recent studies (e.g. Hallsteinsdóttir 2016, Miletić 2018) we can find suggestions and models for the integration of phrasemes in German as a foreign language class, some with incorporation of multimodality. In this article we would like to consider the possibilities for the sensitization and receptive / productive acquisition of phrasemes as offered by the integration of a problem oriented approach in German as a foreign language class. We assume that the problem oriented approach is motivating and benefits transdisciplinary learning. The subject of this paper will be discussed based on some samples of different problem types (metalinguistic, intercultural and so-called non-linguistic problems). The so-called non-linguistic problems seem to be most appropriate because their concept is interdisciplinary, they foster motivation and in this type of problems phrasemes are not explicitly discussed, but appear in non-linguistic contexts to accomplish different non-linguistic goals, without neglecting the accomplishment of linguistic goals. As with the other types of problems, the non-linguistic problems should be adapted to the age of students and their cognitive development. Provided this criterion is fulfilled, the phrasemes appropriate to students’ age and cognitive development can also be included.

The equivalence of translation has become a concern for many Lithuanian researchers. The term equivalence is described in the monograph “Contrastive Semantics” (2007) by AloyzasGudavičius. LionginasPažūsis (2014) discusses problems that arise from the lack of equivalence at word level. There are many articles on approaches or strategies of equivalence (D. Masaitienė 1996; A. Leonavičienė 2010; L. Černiuvienė 2013). Some scholars choose to examine the strategies applied in the translation of some linguistic items in novels (V. Končius& A. Nausėda 2006; C. Caro Dugo 2010, 2014, 2015, 2016; A. Cerri; I. Janavičienė 2016). However, there is a lack of research that analyses the Spanish translation of the poem “Metai” or a particular linguistic aspect of this Spanish text. Recent years saw several attempts to fill this gap(C. Caro Dugo 2014, 2015, 2016; A. Cerri 2015). The current research aims to examine the equivalents of the verbs of activity (VAs) in the Spanish translation of the poem. The paper focuses only on those VAs that express actions performed by persons. The VAs which denote actions performed by other living beings or forces of nature were excluded. The research covers 52 verses with verbs of activity, selected from the poem, and their equivalents in the translation into Spanish, which are subjected to qualitative content analysis and means ofcomparative methodology. 52 constructions that express the concepts of Work, Damaging, Speakon topic, Motion, Ingestion and Entertainment were selected applying the qualitative content analysis. The Spanish equivalents of these constructions are examined through the comparative methodology. The obtained results indicated that the translator is faithful to the original text. In order to preserve the expressiveness of the poem, the Spanish translation uses an abundance of verbal lexemes. It was noticed that the equivalents of the same meaning or verbs with a more general meaning specified by an additional lexeme or construction were the main strategies adopted in VA translation into Spanish. In one case only was a Lithuanian verb changed into a Spanish noun. Idioms and figurative words were also chosen as a VA translation strategy in several instances. Nonetheless, all of these lexemes, as derivative of verbs or verbal forms, preserve the verbal nature.This workshould be useful tothe semanticists and translators.

All Romance languages have developed the definite and the indefinite article via the Vulgar Latin (Classical Latin did not use articles), the language of the Roman colonists. According to Joseph H. Greenberg (1978), the definite article predated the indefinite one by approximately two centuries, being developed from demonstratives through a complex process of grammaticalization. Many areas of nowadays` Romania were incorporated into the Roman Empire for about 170 years. After two military campaign, the Roman emperor Trajan conquered Dacia, east of Danube.The Romans imposed their own administration and inforced Latin as lingua franca.The language of the colonists, mixed with the native language and, later on, with various languages spoken by the many migrant populations that followed the Roman retreat resulted in a new language (Romanian), of Latin origins. The Romanian language, attested in the 16th Century, in documents written by foreign travellers, uses four different types of articles. Being a highly inflected language, Romanian changes the form of the articles according to the gender, the number and the case of the noun As compared to the other Romance languages, Romanian uses the definite article enclitically. Thus, the definite article and the noun constitute a single word. The present paper aims at discussing, analysing and providing an overview of the use of definite and indefinite articles. The general norm and its various exceptions are examined from a broader perspective, synchronically and diachronically. The pedagogical perspective is meant to offer a comprehensible synthesis to foreign learners.

In Brown and Levinson’s (1978) seminal classification of positive politeness strategies, commiserating is listed in the subgroup referred to as human-relations wants. The qualitative and quantitative ana­lysis of a corpus consisting of five Internet discussion boards has shown that it is also one of the most frequent positive politeness strategies used there. All the threads under examination are dedicated to the so-called women’s topics, such as dieting, pregnancy, infertility or mothering. The members of these close-knit communities formed upon the boards find it necessary to express sympathy in order to enhance each other’s (positive) face and avoid face-threatening acts arising from the sensitive nature of these topics. However, the analysis of the corpus has also revealed that to commiserate merely by saying they are sorry is not enough. The interlocutors find it necessary to add often complex redressi­ve actions to boost the illocutionary force of their statements. Thus the aim of the paper is to explore the formulaic character of commiserations and categorise the numerous redressive actions following them, taking into account their two main functions, i.e. building rapport and facilitating smooth communication within online communities.

In the past decade or two, there has been an obvious increase in the number of school children profici­ent in English. One of the reasons is the number of English classes per week, but even more important­ly, it is the influence of the media. Students are greatly exposed to video games. In this paper, a survey was conducted in order to find the connection between video-game playing and English proficiency. Ninety six students filled out the survey answering a range of question on the quantity and quality of their video game playing. The conclusion drawn was that video games have a profound impact on language learning. The areas of most benefit were vocabulary and pronunciation. As a form of highly desirable entertainment, video games provide a positive and motivating atmosphere, which is perfect for adopting a foreign language.

It is the purpose of this paper to examine some aspects of autonomy in language learning with a specific focus on the transition from high school to the first year at university. This transition can be problematic, in that study at a university level requires a degree of independence and initiative which is not generally required in the supportive learning environment of the school system. Our starting point is identifying those characteristics which make a good language learner (Naiman et al. 1978; Johnson 2001; Maftoon and Seyyedrezaei 2012) and to demonstrate that these characteristics are largely an innate capacity of some and not all learners. Among these characteristics there is the ability to establish a systematic and autonomous approach to the learning process on the basis of personal inclinations and individual life-skills (Dublin Descriptors 2005). In this sense the good learner is not a passive participant in the process, but, as Schön (1987) claims, acts as a ‘problem-solver’, able to make decisions and put those decisions into practice. That is to say, learning is ‘the creation of knowledge’ (Kolb 1984). Finally, an approach to developing learner autonomy is illustrated, based on the personal experience of the author within the context of a first year ESP course in Communication Studies at the University of Cagliari (Italy). The course makes extensive use of the new technologies through a Moodle platform. It will be demonstrated that a blend of traditional teaching and e-learning can provide a ‘bridge’ between school and university, allowing the learner to move within a flexible environment and acquire the skills necessary for successful learning.

The current paper focuses on the study of novel lexical items, i. e. the processes involved in the making of new words, in order to discover which methods contribute to the expansion of the current English lexicon. The research is based on the new words coined since 2004 which are included in the Oxford English Dictionary (OED) Online (ensuring that the items in the sample cover various semantic fields, are of diverse origins, and all are already accepted into the working vocabulary). Two objectives are completed to explore the subject and achieve its aim: 1) to establish the concept of new words and to overview the processes of lexical expansion in the English language, and 2) to determine which methods are employed and which are absent in the creation of new words in current English by analyzing the novel lexical items retrieved from the OED Online. Quantitative and qualitative methods are applied in this study. The results indicate that the concept of new words is not straightforward in the English language. More often than not, the terms neologisms and new words are used synonymously to refer to recent, novel lexical items recognized and used by the language community. English has an extensive inventory of word-forming tools classified into these distinct categories: word-formation, semantic change, borrowing, and other; each further subdivided into various processes. Overall, the subtypes of word-formation – derivation, shortening and compounding – are used the most in the creation of recent additions to the lexicon. Predominantly, the findings are consistent with the tendencies of lexical expansion observed in previous studies.

The present paper seeks to analyse person markers, which refer to “the use of first person pronouns and possessive adjectives” (Hyland 2014(1999), p. 104), in university learner English. Students are constantly encouraged to aim at academic register, one of the features of which is an attempt at objectivity. While this could be achieved by using an impersonal style, “writers gain credibility by projecting an identity invested with individual authority, displaying confidence in their evaluations and commitment to their ideas” (Hyland 2002, p. 1091). Writers, therefore, have to find the right level of balance between invisibility and visibility in their work. Person markers, as one of the most important linguistic means to create authorial presence (Burneikaitė 2013), being subjected to genre constraints, pose numerous problems to non-native students who have repeatedly been characterised as lacking in awareness of genre conventions and having problems with formal register (Breeze 2007). Though the topic of authorial stance has been researched widely, there has been little analysis of Lithuanian learners’ English data (cf. Burneikaitė 2008, 2013). In addition, no research has been found that analysed genre or institution variables in the use of person markers in Lithuanian undergraduates’ writing. This shows a need for the present study, which focuses on genre, language proficiency, institutional, and L1 variables. The data for the study was retrieved from a number of corpora representing non-native (Lithuanian) and native (English) university students’ language. The results indicate different roles of the variables in the explicit expression of authorial stance by person markers.

The epistemic modality consists of epistemic possibility and necessity. Particle “Unda” (must) is the main formative of the epistemic necessity. Originating from a notional verb, it still retains its verbal functions. In the conjugation of an object, “Unda” is the III person form. It means “wish”, “want”. However, in modern Georgian, it is a multifunctional particle, with the epistemic necessity being one of the meanings thereof. “Unda” is associated with a verb in the subjunctive mood and expresses the speaker’s opinion, evaluation and attitude to the reality, the speaker’s assumption, conviction or the lack thereof. The said modality expresses intellectual perception of the speaker. Sentence1.“ის ახლა სახლში უნდა იყოს” [is axla saxlshi unda ix’os] – He must be at home now. “Unda” (must) expresses the speaker’s certainty ensuing from the analytical assessment of reality. The sentence implies his belief that someone must be at home since it is the most logical possibility based on the fact that lights are on. 2. “მას კარგად უნდა გაეკეთებინა ეს საქმე” [mas k’argad unda gaek’etebina es sakme] – He must have done a good job of it. Here “Unda” implies that as far as I know him, his capabilities and sense of responsibility, I believe that he must have got on with the job well enough. So, the epistemic necessity is expressed by “Unda” modal particle and a verb in the subjunctive mood and implies a logical necessity based on the speaker’s belief. In the determination of the epistemic modality, not only the analysis of the modal particle and a verb matters but the definition of the semantic groups of the verbs involved in the pattern. The paper will contain the functional and semantic analysis of the patterns expressing the aepistemic necessity.

The current tendency to promote university teacher’s research capacities has long over-shadowed the demand for high-quality teaching and made educator’s human capital and professional intellect look insignificant and not appreciated. Moreover, though it is commonly recognised that co-operative strategic intelligence creates most of the professional intellect of an organization, some are dubious about the value of collaborative educator work in a university for the benefit of students and the reputation of the institution itself. The paper shares insights into how to boost the teacher’s confidence in self and others, and what affects such cultivated self-esteem would have in modern needs-based cross-cultural training environments. The reflections are based on the experiences in the CLIL project implemented by the Institute of Foreign Languages of Vilnius University, and comparisons are made regarding the purposes and ways of collaboration between subject and language teachers in secondary schools and universities. In addition, an analysis of the most interesting accomplishments and an overview of key learning experiences are shared for a development of similar projects in future. To place the experience in a broader context, observations are causally linked with the overall situation in higher education where a gradual shift away from conventional teaching methods to more unstructured, learner-centred programmes is being made.

The promotion of students’ mobility in the EU has had a huge impact in recent years in Lithuania, which has now become one of the countries with more students going abroad on an ERASMUS programme. Apart from being a means of studies and communication, languages offer access to cultural knowledge, diverse social and cultural identities and also contribute to cross-cultural communication both within Europe and with the rest of the world. The experiences gained while studying and living in another country give students a better sense of what it means to be a European citizen. The paper presents an analysis of the survey findings into MRU Erasmus Exchange students’ (20 respondents) reflections and communication experience through different languages in multicultural environment in host countries. The survey focuses both on students’ benefits and challenges they have encountered while applying their knowledge and language skills in the study process and everyday communication.

The new generation of students with a different mindset and completely changed possibilities and opportunities offered by the rapid development of IT in the changing globalized world need more specific English language skills at different stages of their studies. Most of the programmes at Vilnius University include English for Specific Purposes during the first 2–4 semesters of studies, however, specific future speciality-related subjects are usually studied in the later years; senior students become involved in academic research and communication, and it is then that the need for certain English language skills arises. In order to meet the students’ new language needs, teachers of the Department of English for Physical and Biomedical Sciences of the Institute of Foreign Languages of Vilnius University carried out a survey at the Faculties of Chemistry, Mathematics and Informatics, Medicine, Natural Sciences, and Physics. The study was conducted by means of an anonymous questionnaire covering students of senior years (those who have already completed the English language course and passed the final examination) as the target group. The aim of this paper is to present the results of the above multi-purpose survey: to obtain a retrospective feedback on the ESP taught, identify the dynamics in the students’ needs at higher levels of tuition as well as gain some insights into the possible gaps/lacks in the present scheme of the delivery of ESP which may have some implications for improvement / modifications in the further process of teaching ESP, thus contributing to the refinement of the quality of the course.

In the light of the European language policy, higher education institutions are assigned an enormous role and expectations when it comes to promoting individual multilingualism (i.e. plurilingualism). Drawing upon the language policy developments and research in this area, this paper aims to show the pathways to developing learners’ plurilingual/multilingual repertoires at the tertiary level. Accordingly, the author will outline the psycholinguistic tenets of individual multilingualism as well as current priorities and recent tendencies in what has been referred to as plurilingual education. Such concepts as partial and transversal competences, intercomprehension, learning L3 through L2, CLIL, interdisciplinary communicative competence and international cooperation will be highlighted. The emphasis will be placed on the design and implementation of a coherent language policy by higher education institutions; in addition, a number of good practices institutions may take pride in and the obstacles they ultimately face will be described.

Linguistic studies of collective consciousness are practically nonexistent though insightful ideas are found in works of many linguists (Chomsky 1985, Fowler 1996). The central tenet of this paper is that archetypes (mental representations of concepts in collective consciousness) are built around socially significant experiences of people and comprise meanings which incarnate collective sentiments and ideologies. The number and composition of such meanings can change and vary due to an interplay of environmental factors – social, political, economic, cultural, etc. – and can be drawn from discourses which perform an ideational function concerned with the representation of world views in a language. Two propositions are preconditional for the present research: first, the acknowledgement of the force of authorial intent (intentionality) in discourse and, second, the assumption that over a long history, language has learnt to suit the needs of the society it functions in (mainly the needs of dominant social groups) by legitimatizing some meanings (conventional meanings) and rejecting others. The concept chosen for the analysis is monetary DEBT. Debt plays an important role both in the economic life of a country and in private lives of individuals. The attitude to debt has been changing throughout the history, and we hypothesize that economic discourses have had a major impact on collective perception of the concept in question.