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The authors examine the main principles of the vocabulary of the semantic field “Cosmetics and cosmetic products” formation and development in the modern Russian language. The purpose of this study is to describe the functional status and semantic parameters of lexical units of foreign origin in comparison with their prototypes. The relevance of the work is dual: extralinguistic space transformation, the deepening of knowledge about it and the complication of the knowledge structure means the evolution of language systems, where the vocabulary demonstrates the most sensitive reactions and, therefore, higher dynamics. The material of the work included the data form advertising texts and audiovisual documents published in specialized magazines (articles and reviews), as well as users’ comments at beauty forums. The authors followed the system-synergetic model of foreign lexemes in the Russian language compared with their prototypes in the source language. The concept of language contacts is clarified and the main approaches to the typology of foreign vocabulary are provided. The authors establish the most significant differential semes that categorize the vocabulary of the sphere under study and clarify its etymological composition. The types of variability of foreign language units in the beauty vocabulary are described in detail and the wide distribution of these particular variants are explained. Based on a detailed structural analysis of lexical units, the authors draw conclusions about the productivity of some morphological ways of forming new words, such as suffixation and composition. The study also reveals the increasing frequency of the so-called phraseological (or combinability) calquing. A comparative component analysis of the meaning of a foreign word in Russian and its prototype identified ascending trends in semantics within the framework of the studied layer: the functioning of semantic rows where logical-hierarchical paradigms are built.

The article examines the changes that have occurred in family-related communication. The research is based on family speech handwritten notes and transcripts of voice records made by the author and the students of her special seminar, correspondence of family members and relatives in various messengers, as well as on the speech material presented in articles and books published by various researchers. The purpose of the study is to show how changes in everyday life, caused by new realities of the domestic sphere, various events in the country and the world, the development of information technology, aff ect family-related communication and speech, and by and large, the very existence of the family. Changes in the domestic sphere – the emergence of new social objects, new household cleaning supplies, development of fashion industry and everything that is, in one way or another, connected with the daily routine of a person – lead to expanding and updating the lexical fi eld of familyrelated communication. There is high penetration of new lexical units, primarily borrowings from other languages, into family speech, including the speech of children. The research has shown that such an active and rapid borrowing process can give rise to misunderstanding between diff erent generations in the family. The focus of the study is on the development of mediated communication in everyday life. Both positive and negative factors of information technologies infl uence are noted. Mediatization of the population, the use of cellular phones aff ect the nature of family communication, etiquette, and cultural norms and absorb free time. The line between work and home communication is blurred, which has a devastating eff ect on the life of the family as one of the most important institutions of society, designed to ensure the stability of its existence.

Retrieval practice of isolated words (e.g., with flashcards) enhances foreign vocabulary learning. However, vocabulary is often encountered in context. We investigated whether retrieval opportunities also enhance contextualized word learning. In two within-subjects experiments, participants encoded 24 foreign words and then read a story to further strengthen word knowledge. The story contained eight target words in a retrieval context, which required participants to recall word meaning from memory to understand the text (e.g., "She borrowed a knyga"), and eight target words in an inference context from which meaning could be inferred (e.g., "She read a knyga" [book]). After 1 to 2 days, a posttest measured word retention. Reading the words in either the retrieval or inference context increased retention, compared to control words not included in the story. Moreover, in Experiment 1, retention was significantly higher in the inference than in the retrieval condition. In Experiment 2, in which encoding before reading was more extensive and feedback was available, no differences in retention were found between the inference and retrieval + feedback condition (both increased retention, compared to control words). Overall, the findings suggest that the benefits of retrieval may be less pronounced during incidental, contextualized learning than during intentional exercises and that retrieval success must be considered when adding retrieval opportunities to contextualized learning. Under low retrieval success, the better comprehension afforded by an informative context may outweigh the benefits of retrieval opportunities (Exp.1). Yet even when retrieval success was enhanced and feedback was added (Exp. 2), retrieval opportunities were only as beneficial as exposure to rich contextual information. [ABSTRACT FROM AUTHOR]

The famous 17th century historical source "The Travels of Macarius, Patriarch of Antioch" written by Archdeacon Paul of Aleppo (ca. 1627-1669), who accompanied his father in his journey to the countries of Eastern Europe (1652-1659), is a unique travel account from a number of perspectives. On the one hand, the linguistic material of the text of the Journal reflects first of all the features specific to the Arabic Christian literature of that epoch (mixture of Standard and colloquial Arabic), on the other hand it presents features of the author's individual style, reflecting to some extent his identity. The Journal gives us some idea of the author's attempts to put his work in a context of the Arabic literary tradition (e.g. by using rhymed prose), but at the same time the text reflects the unique impact that the long-term contacts within the post-Byzantine Orthodox space had on the linguistic means used by the author. His lexical preferences, abundant foreign vocabulary (Greek, Turkish, Slavic, Russian, Romanian lexemes), its stylistic functions and the author's linguistic attitudes are of special interest for the research. [ABSTRACT FROM AUTHOR]

In the native language, abstract and concrete nouns are represented in distinct areas of the cerebral cortex. Currently, it is unknown whether this is also the case for abstract and concrete nouns of a foreign language. Here, we taught adult native speakers of German 45 abstract and 45 concrete nouns of a foreign language. After learning the nouns for 5 days, participants performed a vocabulary translation task during functional magnetic resonance imaging. Translating abstract nouns in contrast to concrete nouns elicited responses in regions that are also responsive to abstract nouns in the native language: the left inferior frontal gyrus and the left middle and superior temporal gyri. Concrete nouns elicited larger responses in the angular gyri bilaterally and the left parahippocampal gyrus than abstract nouns. The cluster in the left angular gyrus showed psychophysiological interaction (PPI) with the left lingual gyrus. The left parahippocampal gyrus showed PPI with the posterior cingulate cortex. Similar regions have been previously found for concrete nouns in the native language. The results reveal similarities in the cortical representation of foreign language nouns with the representation of native language nouns that already occur after 5 days of vocabulary learning. Furthermore, we showed that verbal and enriched learning methods were equally suitable to teach foreign abstract and concrete nouns. Hum Brain Mapp 38:4398-4412, 2017. © 2017 Wiley Periodicals, Inc. [ABSTRACT FROM AUTHOR]