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The purpose of this paper is to show how the elements of oral literature interpolate in the contemporary literature for children and youth of the prominent Bosnian-Herzegovinian authors Alija Isaković and Ljubica Ostojić.Firstly, this Paper theoretically elaborates on the presence of the elements of oral literature in the literature for children and youth. These two different literary directions touch each other at their roots, and in the contemporary interpolation, they exist parallelly in the genre re-semanticization of the elements of oral literature. Following theoretical postulates of the most prominent authors from the South-Slavic Interliterary Community in the field of researching oral literature and literature for children and youth, we will show how the linguistic-stylistic heritage is re-interpreted through the traditional oral literary forms in the texts of contemporary authors, and how the elements of orality appear in new narrative structures- short stories and fairy tales of a new type. We will show how the rhetorical and rhythmical values of a text spill over in linguistic audacity, and how old oral structures; folk songs, and folk tales are narratively defamiliarized, deconstructed, and parodied.

Copyright of Journal of Languages for Specific Purposes is the property of University of Oradea, Faculty of Economic Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper covers a range of issues related to the specifics of Russian language mastering by Indian students studying in English and Russian. The research is based on an integrative methodological platform that combines approaches to multilingualism formation from the standpoint of psychological linguistics, cognitive linguistics, the theory of language contacts, discourse and communication science. The research involves the techniques of psychological and semantic analyses and verbal associations, the methods of contextual analysis and comparison. The material of the paper is the data obtained from online surveys of Indian students who have been studying at universities in North Ossetia-Alania for six years (elementary and pre-intermediate levels of Russian language proficiency). The study is aimed at identifying perception channels that represent the features of foreign students cognitive style in the Russian natural environment, descripting level-by-level interfering influence of native languages and weak interference of English. Based on text fragments and lexical units, vectors and methods of interlingual interference were demonstrated, its leading types were determined, that are phonetic, phonemic, graphemic, phonemic-graphemic, morphological and lexical. The role of English as a communicative mediator is defined. The analysis done confirmed complex application of auditory, visual and kinesthetic channels at the information input, and revealed the dominance of the auditory perception channel at the information output while learning the Russian language by Indian students. The Indian students cognitive style tends to be simplified through contamination of written and oral speech, compression, abbreviations usage, intensification of associative and semantic links. Strategies for using Internet translation, imitation of mastering the Russian language, literal translation from English into Russian, strategies for the implementation of graphic, phonetic-graphic principles of writing, phonemic and grammatical reduction were identified as the basic communication strategies of Indian students learning Russian.

Copyright of Acta Universitatis Lodziensis: Folia Germanica is the property of Wydawnictwo Uniwersytetu Lodzkiego and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper analyses morpho-syntactic interference errors committed by learners of French as a foreign language in four Tanzanian universities: UDSM, UDOM, DUCE and Makumira. The paper has three specific objectives: (i) to identify morpho-syntactic interference errors, (ii) to account for their sources and (iii) to recommend a corrective treatment. The study included a total of 61 respondents. The data was collected through learners’ written texts in French from which a corpus was developed. The study was guided by the interlanguage theory and the error analysis approach. Data analysis was qualitative. The findings reveal that errors included the use of nouns with English origins (18.87%), omission of prepositions (36.79%) and absence of determiners (44.34%). The findings further show that these errors are due to previously acquired or learned languages: Swahili, ethnic community languages and English. Different recommendations are given following the findings. As regards the use of definite and indefinite articles in French, teachers should provide a guided reading of different French texts through which learners will be able to understand how articles are used. To master the use of prepositions, teachers should encourage learners to read a variety of texts in French as this can make them understand and internalize the different prepositions. Moreover, through regular exercises on word formation in French, learners may be able to familiarize themselves with French nouns, hence internalizing their forms. Finally, the learning of French nouns should be done in context.

The focus of my research is to analyse, to describe and to explain the interference errors in the area of morphosyntax that occur in the written works of the Macedonian students who are studying German as a foreign language at the Faculty of Philology, the University "Goce Delčev" in Štip, as well as to describe the learning difficulties in studying and acquiring German as a foreign language (GFL). The work consists of two main parts, a theoretical part and a practical part. In the theoretical part, the basic terms and definitions that are closely connected to the subject of this paper are discussed in details. Since the focus of this work lies in particular on the interference at morphosyntactic level, we will ignore the spelling errors, although there were a number of them in the examined texts. Above all, the process of intralingual transfer is brought to the foreground. The results of this paper can serve as a basis for the preparation of teaching materials and GFL-techniques that will facilitate the Macedonian students‟ acquiring German language. In the practical part, the results of the analyzed interference errors in the written paper of the students, were described and explained. A main focus is laid on the morphosyntactic differences between the Macedonian and the German language system and the interference errors in the written works of GFL-students during the foreign language acquisition process.

Copyright of Journal of Language & Literary Studies / Folia Linguistica & Litteraria is the property of Journal of Language & Literary Studies / Folia Linguistica & Litteraria and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Der Kardiologe is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

If human rights are to be effectively protected in any country, the judiciary has to recognise that it also has a role to play in this regard. The rationale for this is that the judiciary has a duty to enhance and protect human rights. Across Africa and most notably in Zimbabwe political interference has been noted as a factor that limits judicial independence. In Zimbabwe the weak protection of judicial independence has contributed to gross human rights violations. Constitutional reforms have been conducted in order to improve the independence of the judiciary and consequently the judicial protection of human rights. These efforts have resulted in the adoption of a new Constitution in Zimbabwe which has replaced the Lancaster House Constitution. The Constitutional reforms have captured legal principles which will ensure an improvement in the human rights situation. Key to the reforms has been the independence of the judiciary. The Constitution guarantees the independence of the judiciary. Despite such guarantees there are a number of challenges with regards to this independence. The aim of this paper is therefore to analyse the judicial reforms introduced by the Constitution of Zimbabwe with a view to establishing whether or not such reforms are likely to improve judicial independence and in turn the protection of human rights in Zimbabwe.