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The present study aims at compiling a Literary Academic Word List (LAWL) based on the HEC recognized Pakistani journals of English literature published from 2010 to 2019. A corpus consisting 215734 words with 16362 word forms was manually filtered to extract the most frequently used vocabulary items in 40 literature based research papers. The acquired wordlist (LAWL) of 766 words with a high frequency list (HFLAWL) consisting 20 words were chosen for critical analysis and discussion, considering the short and long contexts of the concordance lines and the external sources like key literary works. The results indicated that the selected timeframe was the period of frequent application of literary theories and critical approaches in Pakistani academic and research circles. The findings further stress the need for the compilation of subject specific word lists not only for literature but also for linguistics and other branches of knowledge. Finally, it is hoped that the availability of LAWL is going to be a significant contribution to the general process of learning English and to the specific process of exploring literary vocabulary in a robust manner.

Emphasis is largely associated with the expression of emotional involvement in speech acts in general. In the fictional dialogue, the relevance of emphasis is multiplied due to several considerations. Firstly, the emphatic utterances impact the emotional content of the text and affect its style and reception. Secondly, it is the compromises and the careful linguistic and stylistic choices that authors have to make in order to effectively render the emphasis typical of speech in the written mode. Thirdly, if a work of literature is translated, the emphasis that the dialogue displays is to be equally forceful in its target language version. With these considerations in view, the study sets out to examine the possibility of obtaining a similarly emphatic content of an English source text in translational Romanian by means of lexical items. To this end, a relevant number of emphatic dialogic instances have been depicted for analysis from John Fowles’s novel Mantissa and from its translation into Romanian. The objectives of this study are to identify the level of equivalence in the two versions of the novel and to shed a comparative light on the lexical means that lead to the realization of emphasis in English and Romanian.

This article seeks to establish the relationship and extent of similarity between two Sesotho dictionaries, published in the 1800s and 2005 respectively. The two dictionaries under discussion are theSesuto–English Dictionaryby Mabille and Dieterlen andSethantšo sa Sesothoby Hlalele. The former dictionary, like most dictionaries of other African languages pioneered by the missionaries, is bilingual. The latter dictionary is the first monolingual dictionary for Sesotho and it was compiled by a mother tongue-speaker of the language. The closeness of the content of the two dictionaries is established by applying the user-perspective approach as the framework of analysis. Through an analysis of the designs and entries in the two dictionaries, the study discovers similarities and differences in terms of the use of non-standard symbols and atypical sound patterning, illustrative phrases/sentences and obsolete or archaic words. Given the amount of obsolete items inSethantšo sa Sesotho, one of the recommendations emanating from this study is thatSethantšo sa Sesothobe revised or that a new monolingual dictionary be produced which will include more modern words that will meet the needs of contemporary users. Hierdie artikel poog om die ver-houding en omvang van ooreenkoms tussen twee Sesotho woordeboeke, wat onderskeidelik in die 1800s en 2005 gepubliseer is, te bepaal. Die twee woordeboeke onder bespreking is die Sesuto–English Dictionary deur Mabille en Dieterlen en Sethantšo sa Sesotho deur Hlalele. Eersgenoemde woordeboek is tweetalig, soos die meeste woordeboeke van ander Afrikatale wat die pionierswerk van sendelinge was. Laasgenoemde woordeboek is die eerste eentalige woordeboek vir Sesotho en is saamgestel deur 'n moedertaalspreker van die taal. Die ooreenkoms in die inhoud van die twee woordeboeke word bepaal deur die toepassing van die gebruikersperspektiefbenadering as raam-werk van ontleding. Deur middel van 'n analise van die ontwerp en inskrywings in die twee woor-deboeke stel die studie ooreenkomste en verskille vas ten opsigte van die gebruik van nie-stan-daard simbole en atipiese klankkombinasies, verduidelikende frases/sinne en die gebruik van ouderwetse woorde. In die lig van die aantal ouderwetse inskrywings in albei woordeboeke, is een van die aanbevelings van hierdie studie dat Sethantšo sa Sesotho hersien moet word of dat 'n nuwe eentalige woordeboek opgestel moet word wat meer hedendaagse woorde insluit wat aan die behoeftes van huidige gebruikers sal voorsien.

Istaknuti jezični unos, kao vanjski mehanizam privlačenja pažnje, zasnovan na hipotezi razumljivoga jezičnoga unosa Stephena Krashena (1985) te implicitni i nenametljivi načini privlačenja pažnje u jezičnom ostvaraju, čije polazište čini hipoteza jezičnoga ostvaraja Merrill Swain (1985), dva su pristupa skretanja pozornosti učenika jezika na jezični oblik i značenje koji su u novije vrijeme pobudili zanimanje znanstvenika u području ovladavanja inim jezikom. Navedeni pristupi dijele jedno osnovno obilježje – „pokušaj usmjeravanja učenikove, inače neuhvatljive, pažnje na problematične aspekte unosa kako bi se potaklo njihovo usvajanje“ (Izumi 2002). Za razliku od većine prijašnjih istraživanja koja su se fokusirala na učinak jezičnoga unosa i ostvaraja na uočavanje morfoloških i sintaktičkih struktura stranoga jezika, ovim će se istraživanjem rasvjetliti učinak jezičnoga unosa i ostvaraja na uočavanje (Schmidt 1990, 2001) i ovladavanje leksičkim jedinicama u engleskom kao stranom jeziku. Glavni cilj predloženog istraživanja je ispitati učinke jezičnoga unosa i ostvaraja na uočavanje i usvajanje ciljnih leksičkih jedinica (niskofrekventnih jednočlanih leksičkih jedinica i formulaičnih izraza: dvočlanih i tročlanih leksičkih jedinica i idioma) u engleskom kao stranom jeziku. U istraživanju su se ispitale sljedeće hipoteze: 1. Aktivnosti s istaknutim jezičnim unosom (+IU) i jezičnim ostvarajem (+O) potiču uočavanje ciljnih leksičkih jedinica – niskofrekventnih jednočlanih jedinica i formulaičnih izraza u jezičnom unosu. 2. Temeljem svojih učinaka privlačenja pažnje, dva uvjeta, –IU +O te +IU-O neće imati isti ishod u pogledu usvajanja – niskofrekventnih jednočlanih jedinica i formulaičnih izraza. Najbolji ishod pokazat će se u kombinaciji +IU+O. Bolji ishod pokazat će se u kombinaciji +IU-O, nego u –IU+O, a najlošiji u kombinaciji –IU-O. Navedena glavna istraživačka pitanja razložili smo u više potpitanja s pripadajućim hipotezama. Kako bi se pružili odgovori na postavljena istraživačka pitanja te ispitale postavljene pretpostavke, u istraživanju su promatrane sljedeće zavisne varijable: 1) čitanje s razumijevanjem (Gray Silent Reading Test) 2) broj uočenih riječi i formulaičnih izraza – mjeren četirima zasebnim varijablama: potraživanje ciljnih leksičkih jedinica (klikom), zadatak vođenja bilježaka, zadatak rekonstruiranja priče, zadatak pisanja na temelju slikovnog poticaja; 3) broj usvojenih riječi i formulaičnih izraza – mjereno u četirima vremenskim periodima: inicijalni test vokabulara (TVok), neposredni test vokabulara, test vokabulara odgođen tjedan dana i test vokabulara odgođen mjesec dana. Od nezavisnih varijabli koristili smo istaknuti jezični unos na dvjema razinama – prisutan i odsutan te ostvaraj, također na dvjema razinama – prisutan ili odsutan. Temeljem dvije nezavisne varijable formirane su četiri skupine sudionika koje su detaljnije objašnjene u opisu uzoraka. Podatci dobiveni istraživanjem obrađeni su kvalitativno i kvantitativno. Kvalitativnim metodama obradili su se podaci prikupljeni inicijalnim testom vokabulara (TVoki) i tehnikom potaknutog dosjećanja. Kvalitativna metoda analize primijenjena je i u analizi podataka prikupljenih postupkom potaknutog dosjećanja koji je za svoj cilj imao utvrditi faktore koji su potakli ili utjecali na učenikovo uočavanje ciljnih leksičkih jedinica. Rezultati našeg istraživanja pokazali su sljedeće: Rezultati potraživanja ciljnih leksičkih jedinica upućuju na bolji ishod u pogledu potraživanja (uočavanja) ciljnih tročlanih leksičkih jedinica za skupinu s istaknutim jezičnim unosom s ostvarajem (+IU+O) od skupina bez istaknutog jezičnog ostvaraja (+IU-O i -IU-O), dok su obje skupine s istaknutim unosom pokazale veće potraživanje idioma smell a rat u usporedbi sa skupinama bez istaknutog jezičnog unosa. Za ostale ciljne leksičke jedinice (jednočlane i dvočlane) nema razlike među skupinama. Ovime je samo djelomično potvrđen učinak istaknutog unosa u slučaju tročlanih leksičkih jedinica te u potpunosti za idiom smell a rat. U zadatku vođenja bilježaka tijekom čitanja, nema razlike među skupinama u uočavanju ciljnih leksičkih jedinica, osim u slučaju najsloženijeg tipa formulaičnog izraza, idioma smell a rat, pri čemu rezultati ukazuju na statistički značajne razlike između skupina s istaknutim jezičnim unosom (+IU+O, +IU-O) i skupine bez istaknutog unosa (-IU+O), u korist skupine bez istaknutog jezičnog unosa, a s ostvarajem. Ovime nije potvrđen učinak istaknutog jezičnog unosa pri zadatku vođenja bilježaka. Nadalje, pretpostavilo se da će skupina s istaknutim unosom i ostvarajem (+IU+O) imati najbolji ishod u pogledu uočavanja ciljnih leksičkih jedinica mjereno zadatkom rekonstruiranja. Pokazalo se da hipoteza nije potvrđena, odnosno zadatak rekonstruiranja nije pokazao značajne statističke razlike među skupinama s istaknutim jezičnim unosom (+IU+O) i bez istaknutog jezičnog unosa (-IU+O). Navedeno nije neobično kada se stavi u kontekst rezultata iz prethodnog zadatka vođenja bilježaka gdje također nije potvrđen učinak istaknutog jezičnog unosa. Kod posljednjega zadatka, zadatka pisanja na slikovni poticaj, dobiveni rezultati upućuju na učinak istaknutog jezičnog unosa u ovom ostvarajnom zadatku. Skupina s istaknutim jezičnim unosom (+IU+O) zabilježila je više ciljnih leksičkih jedinica od skupine bez istaknutog jezičnog unosa (-IU+O), iako u samom početku, u prvom zadatku vođenja bilježaka, sudionici te iste skupine (+IU+O) nisu zabilježili statistički značajno više ciljnih leksičkih jedinica od skupine bez istaknutog unosa (-IU+O). To su potvrdili i neki sudionici tijekom postupka potaknutog dosjećanja jer su ih sličice podsjetile na audiovizualne anotacije, a time i na označene ciljne leksičke jedinice. Rezultati skupine s istaknutim unosom potvrdili su prednost tehnike isticanja jedinica u unosu naspram neisticanja ciljnih leksičkih oblika. Dodatnom analizom ustanovili smo da su višestruke prilike s ostvarajem potakle uočavanje istaknutih leksičkih jedinica u unosu i da postoji porast u korištenju ciljnih istaknutih leksičkih jedinica (formulaičnih izraza) od prvog do drugog (pisanog) ostvaraja. U drugom dijelu istraživanja zanimalo nas je rezultiraju li navedene kombinacije istaknutog jezičnog unosa i ostvaraja (-IU+O, +IU+O, +IU-O, -IU-O) usvajanjem ciljnih leksičkih jedinica – niskofrekventnih jednočlanih leksičkih jedinica i formulaičnih izraza. Očekivali smo da, temeljem svojih učinaka privlačenja pažnje, dva uvjeta, +IU-O te –IU +O, neće imati isti ishod u pogledu usvajanja ciljnih leksičkih jedinica, nego da će se najbolji ishod pokazati u kombinacijama +IU+O, zatim u +IU-O, te –IU+O, dok će najlošiji biti u kombinaciji –IU-O. Navedeno smo istražili mjerenjem usvojenosti ciljnih leksičkih jedinica, testom vokabulara: neposredno nakon tretmana (TVokN), odgođeno tjedan dana (TVoko1) i odgođeno mjesec dana (TVoko2). Dobivenim smo rezultatima pokazali da je skupina s istaknutim jezičnim unosom bez ostvaraja (+IU-O) pokazala bolji ishod u pogledu usvajanja jednočlanih leksičkih jedinica (condone, pound) u odnosu na skupinu bez istaknutog jezičnog unosa s ostvarajem (-IU+O) u svim trima mjerenjima (TVokN, TVoko1, TVoko2), u pogledu usvojenosti tročlanih leksičkih jedinica u tjedan dana i mjesec dana odgođenom testu vokabulara, i u pogledu usvojenosti formulaičnih izraza u mjesec dana odgođenom testu vokabulara. U pogledu usvojenosti dvočlanih leksičkih jedinica nije zabilježena statistički značajna razlika između ovih dviju skupina. Zaključno, rezultati testiranja zapamćenosti ciljnih leksičkih jedinica upućuju na bolji ishod u pogledu (neposrednog, tjedan dana odgođenog te mjesec dana odgođenog) pamćenja jednočlanih leksičkih jedinica u jednoj ili objema skupinama s istaknutim jezičnim unosom, naspram skupina bez istaknutog unosa. Time je primijećen učinak istaknutog unosa na pamćenje ciljnih jednočlanih leksičkih jedinica u svim trima mjerenjima vokabulara. Pretpostavka, da će veća frekvencija potraživanja ciljnih leksičkih jedinica potaknuti i olakšati usvajanje istih te da će sudionici s većim brojem potraživanja pokazati bolji uspjeh na neposrednom testiranju, je odbijena jer rezultati ukazuju na činjenicu da ne postoji statistički značajna povezanost između frekvencije potraživanja i ciljnih leksičkih jedinica i rezultata iz testa vokabulara u svim trima mjerenjima (TVokN, TVokO1, TVokO2). Jedina statistički značajna povezanost dobivena je za prosječni broj tročlanih leksičkih jedinica i test vokabulara nakon prvog tjedna. Korelacija je negativna odnosno s povećanjem klikanja smanjio se rezultat u tjedan dana odgođenom testu vokabulara (TVokO1) u slučaju ciljnih tročlanih leksičkih jedinica. Ovi rezultati upućuju da nismo potvrdili hipotezu da će postojati pozitivna povezanost između broja potraživanja i uspjeha na neposrednom testu vokabulara. Enhanced language input, as an external mechanism of attracting attention, based on the Comprehensible Input Hypothesis by Stephen Krashen (1985) and implicit and unobtrusive ways of attracting attention to language output, based on the Output Hypothesis by Merrill Swain (1985), are two approaches to attracting students' attention to the word form and meaning that have recently aroused the interest of scholars in the field of second language acquisition. These approaches share one basic feature - "an attempt to direct the student's otherwise elusive, attention to problematic aspects of input in order to encourage their acquisition" (Izumi 2002). Unlike most previous research that focused on the effect of language input and output on the noticing of morphological and syntactic structures of a foreign language, this research will shed light on the effect of language input and output on noticing (Schmidt 1990, 2001) and acquisition of lexical items in English as foreign language. The main goal of the proposed research is to examine the effects of language input and output on the noticing and acquisition of target lexical items (low-frequency one-part verbs and formulaic sequences: two-part and three-part lexical items and an idiom) in English as a foreign language. The following hypotheses were tested in the study: 1. Activities with enhanced language input (+IE) and language output (+O) encourage the noticing of target lexical items: low-frequency one-part verbs and formulaic sequences. 2. Based on their attention-grabbing effects, the two conditions, –IE+O and +IE-O will not have the same outcome in terms of the acquisition of low-frequency one-part verbs and formulaic sequences. The best outcome will be shown in the combination +IE+O. A better outcome will be shown in the combination +IE-O than in -IE+O, and the worst in the combination -IE-O. We have grouped these main research questions into several sub-questions with associated hypotheses. In order to provide answers to the research questions and examine the hypotheses, the following dependent variables were observed in the research: 1) Gray Silent Reading Test 2) the number of noticed words and formulaic sequences - measured with four separate variables: search for target lexical items (clicking), the note-taking task, the reconstruction task, the picture-cued task; 3) the number of acquired words and formulaic sequences - measured in four intervals: initial vocabulary test (TVok), immediate vocabulary test, vocabulary test delayed for a week and vocabulary test delayed for a month. The independent variables used were enhanced language input on two levels - present and absent, and output, also on two levels - present or absent. Based on the two independent variables, four groups of participants were formed, which are explained in more detail in the description of the samples. The data obtained by the research were processed qualitatively and quantitatively. The data collected by the initial vocabulary test (TVoki) and the technique of stimulated recollection were processed by qualitative methods. A qualitative method of analysis was also applied in the analysis of the data collected by stimulated recall, which aimed to determine the factors that stimulated or influenced the students' noticing of target lexical items. The results of our research showed the following: The results of clicking on the target three-part verbs indicate a better outcome for a group with enhanced language input with output (+IE+O) than groups without enhanced language output (+IE-O and -IE-O), while both groups with enhanced input showed a higher number of clicks on the idiom smell a rat compared to groups without enhanced language input. For other target lexical items (one-part and two-part) there is no difference between groups. This only partially confirms the effect of enhanced input in the case of three-part lexical items and completely for the idiom smell a rat. In the note-taking task during reading, there is no difference between groups in noticing target lexical items, except in the case of the most complex type of formulaic sequence, idiom smell a rat, where the results indicate statistically significant differences between groups with enhanced language input (+IE+O, +IE-O) and groups without enhanced input (-IE+O), in favor of the group without enhanced language input and with output. This did not confirm the effect of enhanced language input in the note-taking task. Furthermore, it was expected that the group with enhanced input and output (+IE+O) would have the best outcome in terms of noticing the target lexical items measured by the reconstruction task. It turned out that the hypothesis was not confirmed, i.e. the task of reconstruction did not show significant statistical differences between groups with enhanced language input (+IE+O) and without enhanced language input (-IE+O). This is not uncommon when placed in the context of the results from the previous note-taking task where the effect of enhanced language input has also not been confirmed. In the last, picture-cued, task the obtained results indicate the effect of enhanced language input in this output task. The group with enhanced language input (+IE+O) recorded more target lexical items than the group without enhanced language input (-IE+O), although at the very beginning, in the first note-taking task, participants of the same group (+IE+O) did not record statistically significantly more target lexical items than the group without enhanced input (-IE+O). This was also confirmed by some participants during the stimulated recall because the pictures in the picture-cued task reminded them of audiovisual annotations, and thus of enhanced target lexical items. The results of the group with enhanced input confirmed the advantage of the technique of enhancing input over not enhancing input. Additional analysis found that multiple opportunities with output encouraged the noticing of enhanced input and that there is an increase in the use of target enhanced lexical items (formulaic sequences) from the first to the second (written) output. In the second part of the research, we were interested in whether the above combinations of enhanced language input and output (-IE+O, +IE+O, +IE-O, -IE-O) result in the acquisition of target lexical items: low-frequency one-part verbs and formulaic sequences. We expected that, based on their attention-grabbing effects, the two conditions, +IE-O and –IE+O, would not have the same outcome in terms of acquisition of target lexical items, but that the best outcome would be shown in +IE+O combinations, then in +IE-O, and -IE+O, while the worst would be in the combination -IE-O. We investigated this by measuring the acquisition of target lexical items using the vocabulary test: immediately after treatment (TVokN), delayed for a week (TVoko1) and delayed for a month (TVoko2). The obtained results showed that the group with enhanced language input without output (+ IE-O) showed a better outcome in terms of the acquisition of one-part lexical items (condone, pound) compared to the group without enhanced language input with output (-IE+O) in all three measurements (TVokN, TVok1, TVoko2), in terms of the acquisition of three-part lexical items in the one-week and one-month delayed vocabulary test, and in terms of the acquisition of formulaic sequences in the one-month delayed vocabulary test. Regarding the acquisition of two-part lexical items, no statistically significant difference was recorded between these two groups. In conclusion, the results of testing the acquisition of target lexical items indicate a better outcome in terms of (immediate, one week delayed and one month delayed) memorizing of one-part lexical items in one or both groups with enhanced language input, compared to groups without enhanced input. Thus, the effect of enhanced input on the acquisition of target one-part lexical items in all three vocabulary measurements was noticed. The assumption that a higher frequency of clicking on the target lexical items will encourage and facilitate their acquisition and that participants with more clicks will show better success in direct testing was rejected because the results indicate that there is no statistically significant correlation between frequency of searching for/clicking on the target lexical items and performance in the vocabulary test in all three measurements (TVokN, TVokO1, TVokO2). The only statistically significant correlation was obtained for the average number of three-part lexical items and the vocabulary test after the first week. The correlation is negative, i.e. with an increase in clicking, the result in the one-week delayed vocabulary test (TVokO1) decreased in the case of the target three-part lexical items. These results suggest that we have not confirmed the hypothesis that there will be a positive correlation between the number of clicks and success in the immediate vocabulary test.

This article seeks to establish the relationship and extent of similarity between two Sesotho dictionaries, published in the 1800s and 2005 respectively. The two dictionaries under discussion are the Sesuto-English Dictionary by Mabille and Dieterlen and Sethantso sa Sesotho by Hlalele. The former dictionary, like most dictionaries of other African languages pioneered by the missionaries, is bilingual. The latter dictionary is the first monolingual dictionary for Sesotho and it was compiled by a mother tongue-speaker of the language. The closeness of the content of the two dictionaries is established by applying the user-perspective approach as the framework of analysis. Through an analysis of the designs and entries in the two dictionaries, the study discovers similarities and differences in terms of the use of non-standard symbols and atypical sound patterning, illustrative phrases/sentences and obsolete or archaic words. Given the amount of obsolete items in Sethantso sa Sesotho, one of the recommendations emanating from this study is that Sethantso sa Sesotho be revised or that a new monolingual dictionary be produced which will include more modern words that will meet the needs of contemporary users. Hierdie artikel poog om die verhouding en omvang van ooreenkoms tussen twee Sesotho woordeboeke, wat onderskeidelik in die 1800s en 2005 gepubliseer is, te bepaal. Die twee woordeboeke onder bespreking is die Sesuto- English Dictionary deur Mabille en Dieterlen en Sethantso sa Sesotho deur Hlalele. Eersgenoemde woordeboek is tweetalig, soos die meeste woordeboeke van ander Afrikatale wat die pionierswerk van sendelinge was. Laasgenoemde woordeboek is die eerste eentalige woordeboek vir Sesotho en is saamgestel deur 'n moedertaalspreker van die taal. Die ooreenkoms in die inhoud van die twee woordeboeke word bepaal deur die toepassing van die gebruikersperspektiefbenadering as raamwerk van ontleding. Deur middel van 'n analise van die ontwerp en inskrywings in die twee woor-deboeke stel die studie ooreenkomste en verskille vas ten opsigte van die gebruik van nie-stan-daard simbole en atipiese klankkombinasies, verduidelikende frases/sinne en die gebruik van ouderwetse woorde. In die lig van die aantal ouderwetse inskrywings in albei woordeboeke, is een van die aanbevelings van hierdie studie dat Sethantso sa Sesotho hersien moet word of dat 'n nuwe eentalige woordeboek opgestel moet word wat meer hedendaagse woorde insluit wat aan die behoeftes van huidige gebruikers sal voorsien.

In translation, interpretation is based on the practical necessity of selecting semantic features that are relevant in a given context, neglecting those that are part of the original lexical item but do not apply to the text. Translation thus reveals the semantic workings of a lexical item, choosing which parts of its syntactic, stylistic and cultural dimensions to abandon and which to keep as one chooses a different item in a different language. Studying basic semantic units, one realises that translation brings to light elements of variation within the word that show its complexity and its capacity to alter its relevance. When the word has an identical root in both languages, the conceptual divergence is still connected to possible semantic remanence. The semantic unity of a word is based on its heterogeneous nature, its stylistic and cultural uses and not simply its denotative function. Translation studies could be defined as the study of a process where semantic equivalence is grounded in the semantic heterogeneity of the lexical unit., Dans la traduction, l’interprétation repose sur des déterminations implicites, objets d’une visée pratique. L’herméneutique traductive prélève uniquement les éléments sémantiques pertinents dans la langue d’arrivée : l’identité du lexème passe par un ensemble d’usages (syntaxiques, stylistiques, culturels…) attachés au signe que l’acte traductif doit simultanément sacrifier et préserver en sélectionnant un signe dans un autre système. En analysant des unités sémantiques basiques, on constate que la traduction révèle des éléments de variation internes au domaine notionnel en sollicitant sa déformabilité. Les cas où le mot est identique dans les deux langues (rich, fresh, contemplate) montrent des phénomènes de divergence notionnelle et de rémanence diachronique. L’unité du signe linguistique repose sur son hétérogénéité, constituée d’usages stylistiques et culturels et non de la seule dimension dénotative. Cela permet de définir l’unité de la traductologie comme étude de l’opération tentant de résoudre l’hétérogénéité sémantique de l’unité lexicale., Szlamowicz Jean. Unité lexicale, invariance et discrépance sémantiques dans la pratique traductive anglais/français. In: Équivalences, 45e année-n°1-2, 2018. Des unités de traduction à l’unité de la traduction. pp. 67-84.

In this study, we summarize the semantic drift problem that occur in specific synsets of KeNet, a Turkish WordNet, which is caused by mis-merging of semantically-related lexical items, morphological markings and false part of speech (POS) matchings. We present our approach to these problems in order to eliminate the semantic drift. We have re-analyzed the dictionary definitions of the items, placed those that possess different verbal markings into separate synsets, and divided synsets based on the POS of the items in them. Publisher's Version

RESUMO O objetivo deste artigo é descobrir se os quatro tradutores de Heart of Darkness para o espanhol capturaram os marcadores de temática de incerteza apontados por Stubbs (2003, 2005). A pesquisa se afilia aos Estudos da Tradução Baseados em Corpus (BAKER, 2000; OLOHAN, 2004) e parte dos achados de Stubbs (2003, 2005) sobre preferências estilísticas do texto-fonte. A visão de estilo adotada é a de Saldanha (2011) e fez-se uso da metodologia de corpus para a investigação dos itens selecionados. Os resultados mostraram diferenças significativas nas escolhas individuais por padrões de colocações dos itens analisados, possibilitando a criação de um perfil estilístico individual das traduções e dos tradutores estudados. ABSTRACT This study aims to discover whether the four translators of Heart of Darkness into Spanish have captured the theme markers of vagueness and uncertainty pointed out by Stubbs (2003, 2005). The research is based on Corpus-Based Translation Studies (BAKER, 2000; OLOHAN, 2004) and it is motivated by Stubbs’ studies (2003, 2005) on stylistic preferences of the source-text. This investigation is based on the concept of style proposed by Saldanha (2011) and corpus methodology was used to look at the chosen lexical items. The results showed significant differences in the individual choices of collocational patterns of the analyzed lexical items, which enabled the creation of an individual stylistic profile of the studied translations and their translators.

Turku is an extinct Arabic-lexifier pidgin, formerly spoken in Chad. The only available description is found in Muraz (1926) and it consists of a brief grammatical sketch, a vocabulary, and six dialogues. Tosco & Owens (1993) have analyzed in great detail the phonology and morphosyntax of Turku; their study also includes two short sections on the vocabulary and an appendix containing the non-Arabic words in Turku, in which etyma are suggested only for borrowings from European languages. The present paper is the first investigation of the African component of the vocabulary of Turku, which consists of lexical items, including ideophones, as well as semantic calques. For each of these categories, wherever possible, their source languages are identified. It is shown that the source languages include mostly Sara-Bagirmi languages and Sango, but also Fulfulde, Hausa or Kanuri. A distinction is made between lexical items taken directly from various African languages and those which may have entered Turku via Western Sudanic Arabic, given their occurrence in Chadian varieties (Decorse & Gaudefroy-Demombynes 1905, Deredinger 1912, Lethem 1920, Jullien de Pommerol 1999, Behnstedt & Woidich 2011, Heath 2013, McKone 2013). The analysis of semantic calques makes reference to potential areal features, beyond genetic affiliations. The findings are briefly discussed in relation to the external history of Turku, with a focus on the sociohistorical context of its formation and use.

The review shows the new «Slovnyk zakhidnopoliskykh dіalektyzmiv u khudozhnii literature» published by famous researcher of language history and dialectology Hryhorii Lvovych Arkushyn; it is stressed on the diversity and uniqueness of lexicographic work, traced the tendency of consistency of works of the researcher.

The current article deals with functioning of youth sociolect in professionally-related and everyday communication. It relies on the concept of professional discourse. A special attention is given to professional interaction, based on professional interests. The field study is developed to investigate the usage of youth sociolect words, involving macro-sociolinguistic monitoring of frequency occurrence of English slang words in production sphere. The initial stage of the field study included the questionnaire development, defining the boundaries of monitoring, the number of lexical items under monitoring, the place of monitoring and the age of respondents. The second step in the project was monitoring. Finally, the results of monitoring were analyzed. The study was carried out through on-line questionnaire, face-to-face and remote interviewing, administered to respondents both in the production sphere and other spheres of activity. Native and non-native speakers from different countries and regions participated in the on-line questionnaire. The monitoring of frequency usage demonstrates that a limited number of lexical units of English youth slang are used in professional activity; the other part of lexicon presents a diverse picture. The article gives a number of diagrams and graphs to provide statistics confirming priority and universal use of English words of youth slang. © Published under licence by IOP Publishing Ltd.

This paper investigates the students’ English pragmatic competence in understanding crosscultural communication. There were eighteen communicative situations designed in three different speech acts namely; handling complaint, request and refusal. The situations presented were very similar to the authentic situation that students found during the job orientation for six months in tourism industry. Three instruments were used in collecting the data; questionnaires, discourse completion tests (DCTs) and interview. The multiple choice questionnaire was used to investigate the students’ pragmatic understanding in three deferent speech acts. Meanwhile DCTs was used to investigate the students’ pragmatic knowledge in giving response to the given situations related to three different speech acts. Interview question was used to clarify the missing information and to strengthen the reason why such responses were given in questionnaire and in DCTs. The sample of this study was 92 XI Grade students from Hotel Accommodation Program (AP) at SMK Negeri 1 Batulayar. The result show that the students ability in understanding pragmatic is considered very low, they only can understand the utterance from the literal meaning of words and phrases, but the implied meaning of some particular utterances were uneasy to deal with. It is seen from the reported data that the average of the students’ responses in understanding pragmatics of the three different speech acts is only 12.7%. The second three different speech acts in discour se completion test (DCTs) was also about giving response to the complaint, request and refusal. DCTs were used to investigate the students’ ability in using their pragmatic knowledge to response the nine situational communicative designed. The finding sho w that the students’ ability in giving the written response were vary and less impressive. The written responses in three different speech acts prompt were potentially led to a pragmatic inability in maintaining the smooth conversation in various situations.

RESUMEN: El presente trabajo tiene como objetivo la creación de una tipología de actividades para potenciar el aprendizaje de las colocaciones y de las combinaciones libres dentro de un curso de español con fines profesionales, concretamente en el ámbito de la moda. La primera parte de nuestro trabajo hace referencia a las bases teóricas de las lenguas de especialidad, el concepto de colocación y los supuestos metodológicos de estas dos nociones. En segundo lugar, hemos llevado a cabo una compilación de un corpus a partir de materiales auténticos, que nos ha permitido obtener un glosario de unidades léxicas aplicable a nuestra propuesta de actividades. Finalmente, la última parte de nuestro estudio lo compone la tipología de actividades que hemos diseñado junto con los materiales para el profesor. ABSTRACT: Our research pretends to create a typology of activities to improve the learning of collocations and lexical combinations in a course of Spanish for Specific Purposes, particularly Spanish for fashion. Our research is divided in three parts. Firstly, the theoretical framework is based on specialised languages, collocations and methodological aspects about these two notions. Secondly, we have compiled a corpus from real fashion texts; from this corpus we have devolepped a glosary with lexical ítems which is used to create our typology of activities. Finally, the third part of this research consists of the typology of activities and teaching material. Máster en Enseñanza del Español como Lengua Extranjera

This research is aimed at investiagting the influence of using pictorial mode towards children’s learning of L1 new lexical items. This study is based on an experimental design. To reach the goal, 20 children as the sample were randomly selected from nurseries in Shiraz, Iran. The participants were 3 years old children divided in two groups of experimental and control. To estimate the impact of pictorial mode on children’s learning of L1 new lexical items, the same lexical items (the name of 3 animals) were provided to each group with different media; flashcard used in the experimental group, and in the control group just used some explanations about the characteristics of the animals. To collect the data, the researchers recorded children’s voice and then transcribed and scored their answers. The data were then analyzed using independent-samples t-test. The result shows that inasmuch as those in the experimental group surpassed those in the control group, it came to light that the use of pictorial mode greatly influenced children’s learning of new L1 lexical items.