Search

Egileak lan honetan Goizueta bere sorterriko 1427ko apeoa transkribatzen eta aztertzen du. Apeoaren helburua data horretan Nafarroako erresuman zeuden suak zein eta zenbat ziren jakitea da eta, horren karietara, goizuetarren zerrenda egiten da, bikaina garai hartako pupulazioa ezagutzeko. Agiria transkribatutakoan, apeoaren gaineko azalpen batzuk ematen dira, eta garai hartako bizimoduaz, eta zenbait erdal hitz aipatzen eta aztertzen. Azkenik, dokumentuaren fotocopia dator irakurleak jakin-mina ase dezan. The author of this article transcribes and analyses the Goizueta survey of 1427. The aim of the survey was to find out how many homes there were in the kingdom at the time and what these homes actually were. For this purpose, a list was drafted of the village’s casamantenientes, a superb resource to discover the population of the village at the time. After the transcription of the document, a set of observations on it and certain linguistic comments on some of the common and onomastic terms used in the text are made. Finally, there is a photocopy of the document analysed.

Este artigo visa a apontar que mesmo depois de cinco décadas do advento da Nomenclatura Gramatical Brasileira (NGB), ainda seja possível perceber, nas gramáticas do português, uma variedade de códigos terminológicos para se referir ao mesmo tipo de adjetivo. Visamos, com isso, levantar alguns questionamentos acerca dos motivos pelos quais ainda persiste um conflito de termos em torno da classe dos adjetivos, além de sinalizar a possibilidade de simplificação e padronização dos conceitos e da nomenclatura conflitante.

The aim of the article is to discuss translation regularities in correlations of words that denote culture-related phenomena that exist in many cultures or that are specific to certain cultures and languages. The focus is on Russian and English culturonyms. The authors dwell on the principle of functional dualism that claims that language can equally address internal and external cultures. This principle is developed in the new linguistic discipline termed interlinguoculturology (Kabakchi 1998, Kabakchi Beloglazova 2020). Nonetheless, under the impact of the World Englishes paradigm, the article points to blurring the concept of external culture - Russian bilinguals, speaking or writing in Russian English, use this variety for expressing their own culture; the same is true for other world Englishes that have branched from the prototypical British English model. Despite the polemical relations of the two research schools, which are close and yet different in some of their tenets, there is much in common in their semantic and pragmatic research of how varieties of English adapt and domesticate culturonyms, in particular binary words belonging to two languages and often associated with each other in translation. The paper discusses examples of binary polyonyms (universal culturonyms) whose meaning depends on the context of the situation and, therefore, is differently received in diverse cultures; binary analogues whose equivalent selection is based on scrutinizing the dictionary entry and on the knowledge of the cultural background, and binary interonyms that partly help translators and partly interfere with their work, being deceptive cognates differing in their referential or connotational meanings. The article concludes that the interpretation of culture-bound words in foreign-culture-oriented texts depends on various pragmatic and semantic processes and is grounded in a word semantic flexibility and its matter-of-course adaptation in a cultural and language environment.

Contemporary discourse studies face the necessity to develop the methods of contrastive sub-discourse analysis which apply numeric and comparable data to diversify and describe sub-discourse types. The aim of the research is to propose a method of discourse profiling serving the purpose, and to further test the method in the contrastive study of linguistic creativity in different types of English language childrens novels. The category of linguistic creativity being the leading form of language poesis receives parametric description on all language representation levels (in written form) and provides the discourse values for contrastive analysis. These values are explored in the fragments of non-autobiographic and autobiographic adventure novel sub-discourse types authored by J.C. George, F. Gibson, J.D. Ullman, and G. Durrell (a total amount of 120.000 signs) annotated manually for 52 linguistic creativity parameters on phonological, morphological, word-formation, lexical, syntactic, and graphic levels. The working hypothesis is that the linguistic creativity parametric activity distributions represent the sub-discourse profiles and may serve to contrast sub-discourse types by means of their vectors contingency values. The analysis in individual parameter activity and in parameter groups activity demonstrated significant variance in sub-discourse construal, with autobiographic sub-discourse of G. Durrell manifesting several higher activity values in word-formation (occasional compounding), lexical use (the use of professional language, lexical tropes, allusive names, higher register style) and syntactic use (the use of parallel structures and syntactic intensifiers). In terms of morphological activity, the parameter values tend to be lower (morphological category shifts), the same stands true of some syntactic (the use of elliptical structures) and lexical parameters (the use of lower register types and proper names). The sub-discourse profiles demonstrate several common features, evidently typical of the discourse type itself, and the features differentiating non-autobiographic and autobiographic discourse subtypes. Vector correlation analysis revealed lower correlation values for autobiographic sub-discourse, which proves its specificity and testifies to the discourse profiling method applicability.

Effective communication between people from different cultures requires not only the ability to speak a common language but also an awareness of sociocultural rules and sociolinguistics features, an important one being speech acts the realization of which realization by Emirati non-native speakers of English has not been studied sufficiently. This paper investigates a particularly face-threatening speech act - refusals. It explores Emiratis comfort level and the use of the refusal speech act in communicative exchanges with unknown tourists. The data set consisted of 94 participant responses to a pre-instructional activity in an introductory linguistics class. Both descriptive and inferential statistics were used to analyze the data sets. The key findings suggest that both male and female participants were rather comfortable conversing with a tourist couple that they had never met, but male participants reported being more at ease accepting the couples request to take a photo with the tourists at a statistically significant level. While more than half of the participants reported willingness to take the photo with the tourists, approximately 41.5% would decline such a request, with significantly more females declining the request. The most frequent components of the refusal speech act included a statement of regret, a thank-you note, and an excuse, reason, or explanation. Results also showed that linguistic devices for positive politeness purposes were used rather sparingly, and it was mainly the females who used them. Based on the results, it is helpful for visitors to the UAE to be mindful of Emiratis' sociocultural and sociolinguistic behaviors so that the nuances of communication can be understood and responses are appropriate, which can reduce the likelihood of communication breakdowns and increase the well-being of all involved in the interaction.

Genre analysis involves at least a ‘foray’ into the social/contextual dimension framing genre-exemplars. One way to explore this dimension is drawing on the concept of metapragmatics, which is primarily associated with (American) linguistic anthropology. However, with a few exceptions, genre studies have not consistently operationalized metapragmatics, either theoretically or practically. The purpose of this article is, therefore, to explore one possible angle of such operationalization by means of studying discourse fragments reflecting on fragments of (these very or other) discourses (so-called metapragmatic discourses) vis-a-vis any generic properties of the reflected discourse. Specifically, we analyzed comments sections for a number of YouTube videos exemplifying several lifestyle genres. The results indicate that generic references can range from simply using a generic label to refer to the discourse in question (as a token of a certain type/genre) to actually discussing the generic characteristics of the genre it instantiates, as well as projecting certain (generic) metapragmatic stances. Another observation is that different wordings used by the discourse community to refer to generic models can be, as it were, ‘proper’ generic labels, but they can also be words and phrases that would hardly qualify as proper names of genres from an analyst’s point of view. Both these ‘proper’ and other - ‘genre-like’ - labels are also often used in conjunction with or are replaced by other ways of metapragmatically referring to what the speaker ‘does’ or even what they ‘are’ in/by dint of using the discourse in question. This suggests that any generic labels or cues are just part of a large pool of other possible metapragmatic meanings, knowledge, and ideologies circulating in discourse communities. More broadly, the results may indicate that genre studies should see genre as an even less ‘stabilized’ entity because what a genre is depends on what people who actually use it ‘make of it’, as well as augment their standard toolkits with methods aimed at exploring metapragmatic discourse.

The surge of new words and phrases accompanying the sudden COVID-19 outbreak has created new lexical and sociolinguistic changes that have become part of our lives. The emergence of COVID-19s coinages has remarkably increased to establish a trending base of global neologisms. The present study attempts to investigate the nature of the new English words and expressions that emerged in the wake of the COVID-19 crisis. It also identifies the type of word-formation processes that contributed to the emergence of these neologisms in the English language. The researchers compiled a corpus of 208 COVID-19-inspired neologisms from different sources, including social networking websites, search engines, blogs, and news articles. The analysis revealed that word-formation processes were so varied to cover all possible forms of derivation, including affixation, compounding, blending, clipping, acronyms, among others, along with dual word-formation processes, with compounding and blending being the most discrete. The findings showed that the flux of new terms demonstrates the creativity and vitality of the English language to respond to emerging situations in times of crisis. The study recommends that further research be carried out on the new terms that have been transferred to other languages as loanwords, loan-translations and loan-blends.

Пересказ, или текст-дериват, объединяя в себе восприятие и порождение речи, является малоизученным и чрезвычайно сложным лингвокогнитивным феноменом, позволяющим обратиться к когнитивным особенностям порождения вторичных текстов, способам преобразования информации, а также к типам трансформаций первичного текста. Вторичность является общим свойством любых текстов-дериватов и представляет собой признак, по которому тексты-дериваты различаются между собой. Из этого следует, что от одного первичного текста может быть образовано множество вторичных текстов, представляющих с разным качеством и степенью полноты первичный текст. Предлагаемая работа посвящена изучению соотношения первичного письменного текста и его деривата - вторичного устного текста-пересказа. Цель работы состоит в моделировании пропозиционального содержания вторичных текстов-пересказов и выявлении специфики интерпретации главного события текста его реципиентами. В качестве материала использованы учебный текст-оригинал и 134 текста-пересказа, выполненных носителями русского языка. Для выявления специфики пропозиционального содержания вторичных текстов-пересказов и интерпретации главного события текста его реципиентами были использованы следующие методологические операции: описание семантических ролей и интерпретация первого и второго аргументов с позиций семантики предиката; применение концепции психолингвистической модели порождения высказывания; характеристика функционирования памяти как сложного познавательного и мнемического процесса, определение когнитивно-семантических структур актуального дискурса, понимание пропозиции как стабильного компонента, не зависящего от состава поверхностной структуры высказывания. Тексты оригинала и пересказов сравнивались на основе разработанных денотативных карт в зависимости от успешности передачи пропозициональных структур и основной идеи текста-оригинала. Классификация текстов включает четыре группы пересказов в зависимости от количества воспроизведенных пропозиций и типов (слабое/успешное) отображений денотативной карты первичного текста. Новаторским является предлагаемый авторами алгоритм изучения этапов и закономерностей смыслового восприятия письменного текста и его устного воспроизведения, включающий 11 этапов: первичное визуальное восприятие, первичная интерпретация, чтение, кодирование, рефлексия, подготовка к устному изложению, распредмечивающее понимание, интерпретация, рефлексия, устная реализация, текст. Работа заполняет ряд исследовательских ниш, таких как специфика порождения вторичных текстов, выявление метаморфоз пропозициональных структур неподготовленных пересказов, расширение эмпирической базы корпусных исследований в области составления словарей семантических ролей типа FrameNet, и может найти практическое применение в автоматической обработке текстов и лингводидактике.

The study aims to research the historical dynamics of the notions political correctness, inclusive language and freedom of speech, as well as to reveal the mechanisms and new tendencies of their realization in public discourse. The sources of practical material are represented by: a) 126 journal and Internet articles; b) 12 speeches of famous US and British politicians, scholars and celebrities reflecting the notions under study. The leading methods include critical discourse analysis, definition and contextual analyses. The research indicates that during its long and contradictory history, the term political correctness had both positive and negative connotations. When the negative attitude started to prevail, it was replaced by the notions inclusion and inclusive language based on similar mechanisms: ban on the use of offensive terms denoting different aspects of peoples identity; avoidance of stereotypes and false semantic associations; abundant use of euphemisms, etc. The paper reveals the new trends in the English language (non-binary expression of gender; changes in the conceptualization of race, age and disability) and social practices meeting the requirements of inclusive communication. Whereas political correctness and inclusive language aim to protect vulnerable social groups and improve the social climate, they produce certain undesirable tendencies: breach between social groups caused by inefficient communication; reverse racism; complex relationship of political correctness with science, literature and education; its speculative use; and restrictions on freedom of speech. The study also sheds light on the problems of politically correct intercultural communication caused by the non-stop language change, differences in social norms, values, grammatical structures, semantics, and cultural associations.

By displaying a certain fragment of reality in the linguistic consciousness of a person, socio-cognitive categories convey important information about the social structure of society, the lingua-cultural identity of its representatives and the values they share. This study focuses on kinship terms in the Syrian Arabic and Hindi languages. It is aimed at identifying similarity and the cultural specificity of kinship terms in two linguistic cultures and explaining the identified features through types of cultures and cultural values. The research is based on kinship terms that name consanguineal (blood) and affinal (non-blood) relatives in Arabic and Hindi. The material was collected through analysis of terms in dictionaries as well as anonymous questionnaires and observation. The collected material was systematized and analyzed using comparative, definitional, semantic and lingua-cultural methods. The results showed that both languages have a rich system of kinship terms, in which the line of kinship (paternal or maternal), the type of kinship (relatives by blood or through marriage), and age are recorded. They testify to the We-identity of the representatives of the cultures under consideration for whom family relations are of great value, and to the importance of determining the place of each member in society in the social system. The revealed features showed that age differences are more important in Indian society than in Syrian, although respect for elders is one of the most important values of both cultures. The results obtained once again confirm the importance of an interdisciplinary approach to the analysis of language, which in turn provides new data for other areas of humanities.

The current research answers the question how Twitter users express their evaluation of topical social problems (explicitly or implicitly) and what linguistic means they use, being restricted by the allowed length of the message. The article explores how Twitter users communicate with each other and exchange ideas on social issues of great importance, express their feelings using a number of linguistic means, while being limited by a fixed number of characters, and form solidarity, being geographically distant from each other. The research is focused on the linguistic tools employed by Twitter users in order to express their personal attitude. The subject chosen for study was the migration processes in Europe and the USA. The aim of the current investigation is to determine the correlation between the attitudes of English-speaking users towards migration and the way they are expressed implicitly or explicitly. The authors make an attempt to define which tools contribute to the implicit or explicit nature of the utterances. The material includes 100 tweets of English-speaking users collected from February 1 to July 31, 2017. The choice of the time period is defined by significant events in Trumps migration policy and their consequences. The research is based on the content analysis of the material carried out by means of the Atlas.ti program. The software performs the coding of textual units, counts the frequency of codes and their correlation. The results of the research show that Twitter users tend to express their critical attitudes towards migration, rather than approve of it or sympathise with migrants. Criticism is more often expressed implicitly rather than explicitly. In order to disguise the attitude and feelings, the English-speaking users of Twitter employed irony, questions and quotations, while the explicit expression of attitudes was done by means of imperative structures. It is also worth mentioning that ellipses, contractions and abbreviations were used quite frequently due to the word limit of tweets. At the same time, the lack of knowledge about extralinguistic factors and personal characteristics of users makes the process of interpretation of tweets rather challenging. The findings of the current research suggest the necessity to take into account implicit negative attitudes while carrying out the analysis of public opinion on Twitter.

В статье исследуется проблема взаимосвязи метафоричности текста и речевого воздействия на аудиторию в текстах публичных выступлений политиков. Целью исследования является выявление потенциально скрытого речевого воздействия публичных выступлений для того, чтобы понять интенции авторов речевого сообщения. Для этого проанализирована плотность метафор в тексте, их интенсивность, функции и позиции во внешней композиционной структуре. В исследовании проверяется метод комплексного анализа метафоричности, в основе которого лежит подсчет соответствующих индексов: индекс плотности метафор, индекс интенсивности метафор, индекс функциональной типологии метафор, индекс взаимосвязи метафоричности и структуры текста. В основе каждого индекса лежит математическая формула, которая позволяет наглядно определить (1) среднее количество метафор на сто слов текста; (2) среднюю интенсивность метафор (новые или конвенциональные метафоры доминируют в тексте); (3) функции, которые преимущественно выполняют метафоры в тексте; (4) в каких композиционных частях текста сосредоточены метафоры. Гипотеза о возможности использования подобного метода проверяется на материале трех текстов публичных выступлений политических лидеров России, США и КНР. Проведенный анализ показал, что наибольшим воздействующим потенциалом отмечено выступление Председателя КНР: текст его выступления отличался самой высокой плотностью метафор, они свидетельствуют о стремлении автора убедить аудиторию к реструктуризации передаваемых в тексте общественно-политических концептов, интенции по введению в общественно-политическую жизнь нового содержания внутренней и внешней политики своей страны. Данный метод комплексного анализа выявления метафоричности может использоваться для анализа потенциального речевого воздействия текстов политического дискурса и стать важным инструментом анализа различных аспектов использования метафоры в дискурсе.

The article examines the specifics of the translation of postmodern philosophical termi- nology. The authors explore Russian translations of the works of the modern French postmodernist philosophers Michel Foucault, Jean Baudrillard and Jacques Derrida. Postmodernism as a philosophical movement is based on the concept of radical plurality. It is characterised by the multiplicity of dimensions and types of analysis. The authors look into the problem of choosing strategies for the translation of postmodern terminology and analyse the dilemma translators have to face: how to manoeuvre between polysemy and ambiguity in the translation of philosophical terms. The article analyses the translation of Foucault’s seminal work Les Mots et les Choses (translated by Avtonomova and Vizgin). Special attention is paid to the problem of translation of the postmodern terms discourse and episteme. Another focus of research is the analysis of the translation of Baudrillard’s work Simulacres et Simulation (translated by Pechenkina). In the final part of the article, the authors analyse the peculiarities of the translation of Derrida's treatise into Russian.

Translation of philosophical texts is a special challenge because of specific philosophical idiom and conceptual complexity of the narrative. It is not surprising that such translations are often accompanied by commentaries where the translator steps out of the shadows to justi­fy the translational decisions. This kind of supplementary text called the “translational peritext” is under study in this paper aiming to reveal the cognitive effort the translation process involves, and to explore the author-translator-reader relationship. The purpose of the article is to analyze paratextual elements in the translation of an essay on philosophical aes­thetics in search of answers to three main questions: What does the translator choose to com­ment on, and why? What is specific about the role and function of translational peritext in philosophical artistic discourse? How do the commented translational decisions affect, if at all, the reader’s understanding of the author’s stance? The problem of revealing the translator’s agency, his/her motivations and decision-making is investigated on the basis of the essay Analysis of Beauty by the celebrated 18th century English artist William Hogarth — an in­fluential philosophical treatise whose ideas have never lost their relevance. The paper starts with the brief account of the concept of paratext, its types and functions; it will then proceed to specificities of philosophical translation. In the main part of the article, the background information on the material under study precedes the analysis of the identified commented translational issues.

Left dislocation, right dislocation, topicalisation, and extraposition involve a constituent in a non-canonical position at the edges of the sentence. In Biblical Hebrew, the differentiation of these four constructions is complicated by two additional constructions. At the left edge of the sentence is a construction that is like topicalisation in that it has no resumptive element within the sentence although it apparently occurs outside of the left boundary of the matrix sentence. At the right edge of the sentence, we identify for the first time a comparable construction of “heavy extraposition” which is like extraposition in that it has no resumptive element within the sentence although it apparently occurs outside of the right boundary of the matrix sentence. In this article, we examine the evidence that negation provides for differentiating the syntactic features of the six constructions. We present the data for negation involving each of these constructions with attention to the scope of negation as sentential negation or constituent negation (Snyman and Naudé 2003, Naudé and Rendsburg 2013). In particular, we examine the implications of negation for delimiting and defining the constructions, especially left dislocation and topicalisation, which are shown to involve important asymmetrical features. The facts about negated sentences provide important evidence that the presence (or absence) of resumption is critical to differentiating left dislocation and topicalisation (contra Westbury 2014, 2016). Negation thus provides important positive information for the syntactic structures of these six constructions and provides a crucial foundation for differentiating their functions with respect to information structure.

Writing centres play a vital role in guiding students in their academic writing. Central to this role is their physical location at tertiary institutions, where students usually walk in and schedule appointments with writing tutors. The recent #FeesMustFall protests saw the temporary closure of universities across South Africa. As a result, the functionality of the writing centres as physical locations was disrupted to the detriment of student development. This article evaluates the application of the principles that underscore the operation of physical writing centres as online spaces. First, it evaluates the writing centre as a physical space, and the resulting shift to an online space as a result of the #FeesMustFall protests. Secondly, with the methodological aids of Critical Interpretative Synthesis and my personal reflections as a tutor, I analyse the possible application of the principles that guide physical writing centres to the online environment.

The aim of this article is to explore how aspects of a Social Realist theoretical framework could be understood in relation to my professional development as a writing centre consultant and manager. I share the view that a Social Realist framework could enable consideration about processes of developing or extending knowledge about ourselves in relation to cultural and structural phenomena in society, and may explain how or why changes occur or remain unchanged in socio-cultural settings. The research question that this article sets out to address is: How can my internal reflexive conversations help explain my professional development? I begin the theoretical framing for this paper by means of a brief introduction to Critical Realism (Bhaskar 1998, 2008, 2009). This is followed by a discussion of Social Realism (Archer 1995, 1996, 2000, 2007, 2010). I present introductory explanations of the major concepts used in the Social Realist theoretical framework, namely ‘structure’, ‘culture and ‘agency’, and I explain related concepts necessary for analytical sense-making. The article focuses on the concept of ‘agency’ (Archer 2007, 2010), at which point the concepts of ‘reflexivity’ and ‘internal conversations’ are discussed. The research approach used is qualitative research, utilising an autoethnographic methodology developed from ethnographic records of my professional life over a period of 25 years. I use mini-narratives based on self-interviews as the research method. Part theoretical explanation, part reflexive account, this article attempts to convey a narrative about how I have used Social Realism to make sense of aspects of my development as a writing centre practitioner-researcher in South African higher education.

This study explores issues of language policy and language practice in the linguistic landscapes (LLs) of two South African universities located in the Western Cape province, namely the University of Cape Town (UCT) and the University of the Western Cape (UWC). It analyses language forms or modes as they are utilised in disseminating information in the public spaces of the higher institutions of learning, in line with Kress’s (2012: 205) assertion that modes are interactive channels of communication. This article specifically examines the modes of communication used in the selected universities, the influence of cultural overtones on language use and choice, and the depiction of power relations in the LLs of these universities. An in-depth, qualitative study was conducted using the explorative case study design. Data was collected in the form of photographs, and analysed thematically using Critical Discourse Analysis and Multimodality. The findings of this study reveal some contrasts between the National Language Policy of the Constitution of the Republic of South Africa 1996–2018, and the language practice portrayed in the public spaces of the selected campuses. They unveil incongruence between the espoused policy and policy in action. We examined the mode of presentation of the observed languages with regard to the language population of the institutions, authorship, and signage approaches (bottom-up and top-down placements). These presentation modes were considered in terms of their implications for practice and the move towards achievable racial and linguistic integration in these culturally, historically, politically, and linguistically diverse institutions. The study recommends a consistent implementation of language practice that is in harmony with the institutional, and the nation’s, language policy in a bid to ensure inclusivity in South Africa’s higher institutions of learning.

This article discusses extended exponence and headedness in the context of isiNdebele morphology. An attempt will be made to distinguish extended exponence from circumfixes. Headedness will be discussed in general, and how it is expressed in extended exponence. The main submission in this article is that isiNdebele has derivational and inflectional extended exponents, and that extended exponents are predominantly left-handed in nature. This assumption is founded on the premise that the terminal affixes of extended exponents can be done away with in some contexts. The study also establishes that morphological heads can either be right members of a word or left members.

Foreword - Eessõna - Eḍḍisõnā

Learner autonomy has attracted numerous researchers in language teaching for the last four decades. However, there exists still a need to investigate to what extent learners of foreign languages, in particular languages other than English, are autonomous. This study aims to investigate learner autonomy in learning French at a university in Turkey by exploring students' perceptions relevant to learner autonomy (i.e., responsibilities, abilities, and metacognitive strategies), motivation, and autonomous language learning activities. The study adopted a mixed-methods approach and the data were collected through a questionnaire (N = 57) and learning diaries (n = 14). The results revealed that the students seemed to hold teachers more responsible than themselves for learning French and in general they reported a moderate level of decision-making abilities and use of metacognitive strategies. Moreover, a considerable number of the students slightly motivated or did not feel motivated. The qualitative data on motivation analyzed based on the L2 Motivational Self System showed that the participants' ideal L2 selves were shaped by professional aspirations and/or integrative motives. However, most of them appeared to have difficulties in maintaining their motivation and only a few students seemed to have intrinsic motivation. Furthermore, the majority of the students engaged in limited autonomous language learning activities. Thus, most of the students did not appear to be autonomous learners in learning French. The implications of the study were provided in light of the findings. (C) 2021 EJAL & the Authors. Published by Eurasian Journal of Applied Linguistics (EJAL).

With the current advancement of technology and its potential for better teaching and learning outcomes, this paper compares the use of peer review in face-to-face settings and online platforms. The study recruited 142 students and 20 instructors from an American public mid-southern university. Data were collected over two academic semesters and included three instruments: questionnaires, observations, and interviews. Findings indicated that the participants generally hold a positive stance towards peer evaluation. They found face-to-face peer assessment during writing class time to be the most common and effective mode for they preferred immediate feedback in person. Contrary to laudable prior research findings, the majority of participants considered online review ineffective. They found various forms of technology quite distracting. Analyzing the extent to which native English speakers, non-native speakers, and instructors find virtual and face-to-face types of review worthwhile makes the study a valuable factor for instructors who wish to incorporate peer editing into their teaching.

Studies have found that morphology awareness could assist writers to increase productive vocabulary (e.g. Green et al., 2003; McCutchen & Stull, 2015), reduce vocabulary errors (e.g. Karakas, 2012; Ririn, 2010), and produce complex sentence structures using various forms of words. Postgraduate students as second language users of English (L2) were found to experience lack of vocabulary and have difficulties in their academic writing. Researchers have been concentrating on examining the relationship of morphological awareness with vocabulary reading, reading comprehension, receptive vocabulary knowledge, and spelling; however, there is still a shortage of studies examining the relationship of morphological awareness with academic writing, particularly among L2 postgraduate students. Therefore, this study aims to examine the correlation of morphological awareness with academic writing and investigate the extent to which the dimensions of morphological awareness and productive vocabulary knowledge predict the success of postgraduate students’ academic writing in an ESL context. The results showed that there was a significant correlation between morphological awareness and academic writing. The synthetic dimension of morphological awareness had a stronger contribution than the analytic dimension to the L2 postgraduate students’ academic writing. The results also showed that learning and teaching morphology could bring benefits to L2 postgraduate students, allowing students to improve their productive writing skills and enabling them to produce texts and convey their ideas meaningfully.

This study analyses variation sets in a sample of child-directed speech (CDS) in Turkish in terms of their structure and effect on child speech. The term “variation set” was first introduced to describe the sequences of repetitions, in which the intention behind expressions stays the same throughout the whole conversation while the form shows constant variation. This occurs in various ways such as lexical substitution, rephrasing and so on. This study attempts to investigate the speech of a child aged 1;8 in various conversations with a Turkish native speaker parent who engages in daily activities with her son. As a longitudinal study, the data was collected through video recordings for a period of three months covering the child’s developmental stages from the age 1;8 to 1;10. The videos were recorded by the mother on a regular basis during day-time activities in play, meal and leisure times each week. Initially, the recorded data was transcribed and variation sets were identified. Later, they were analysed by looking at their structure and functions in the speech. Finally, the findings were compared with each other (in three sets) for the changes in frequency, structure and functions between the ages of 1;8 to 1;10. The data provide ample evidence on how variation sets in CDS are modified for a successful interaction without a communication breakdown in line with the child’s linguistic competence.

From the last decade on, the matter of refugees in Turkey has become a key issue in almost all social and political areas including education. Following the refugee influx from 2011 on, Turkey has immediately taken action to provide the Syrian refugee students with necessary educational opportunities in its mainstream schools. The present study was targeted at revealing Turkish teachers’ attitudes towards these Syrian refugee students in their classrooms. A total of 95 in-service teachers from different fields participated in the study. The data were collected through a composite instrument. Teachers’ attitudes were categorized under three main subheadings; communication, adaptation, and efficiency. The statistical results indicated that the teachers were eager to help the refugee students overcome their adaptation problems which were mainly caused by their language-related deficiencies. They also had positive attitudes to communicate effectively with these students although they did not have enough practice in their undergraduate years in regards with the refugee education. Moreover, the teachers with high efficacy beliefs had better attitudes toward refugee students in their classrooms. The results were discussed in line with the refugee education and teacher education policies in the literature.

The paper presents an analysis of personal and place names on the tombstones of necropolises surveyed during a three-year fieldwork in Podlasie province (Hajnówka region), the area of high concentration of Orthodox East Slavic population. Apart from reflecting local dialect features specific to the East Slavic language situation on the Polish-East Slavic borderland, these epigraphic inscriptions made in Cyrillic are also a confessional marker that is highly relevant to the regional Orthodox population’s self-identification. Tombstone inscriptions evidence to the overlapping of Belarusian, Ukrainian, Russian (Church Slavonic), and Polish language contexts. Graphics (Cyrillic) and spelling features of different types of tombstone onyms not only give a picture of ethno-confessional and ethno-linguistic contacts, but also reflect live pronunciation captured in writing. Regarding personal name as a core component of the epitaph and analyzing specific examples, the authors address the following questions: 1) what do graphics and spelling convey in each particular case — the sound form of a name or toponym, writing traditions, focus on a particular spelling norm? 2) what is the reason for the variability in the spelling of the same name, surname, toponym? 3) can we trace the general trends in personal and place names rendering in the local tradition under study? 4) what effect does the Polish (state) language have in the texts that do not aim to comply with Belarusian, Ukrainian or Russian literary spelling norm? In the epigraphy of the studied region, there is a clear preference for using different spelling systems (not necessarily consistent), as reflected in the use of the letters и, ы, i in different combinations. Hence, the Polish spelling sometimes affects the Cyrillic transliteration of some names and surnames.

Learning collocations poses difficulties for foreign language learners despite their importance for fluency in the target language. Collocation learning and teaching should therefore be an integral part of foreign language instruction. With a focus on the receptive knowledge of collocations, this 5-week-long pretest/posttest quasi-experimental study aims to investigate the effectiveness of the use of an ONline COLLocation learning platform (ONCOLL) designed specifically for the explicit teaching of English adjective-noun collocations over traditional activities. Sixty-two first-year students from an English Language Teaching Department at a university were the participants of the study. Each week, the participants were provided with 10 sample sentences including the target adjective-noun collocations which were followed by two sets of exercises. While the control group (n=29) completed all the procedures with paper-and-pen materials and under the guidance of their teacher, the participants in the experimental group (n=33) used ONCOLL on individual computers and without the teacher’s involvement. For data collection, an achievement test including 50 items was used as the pre- and post-test to determine whether differences between the two groups were statistically significant. Based on the results, the experimental group participants scored significantly higher than the participants of the control group, indicating the effectiveness of ONCOLL in learning collocations in a foreign language. This discrepancy could be attributed to some of ONCOLL’s features such as 1) providing room for individualized learning, 2) requiring the analysis of all example sentences by the learners, and 3) requiring the learners to take the tests in the system repeatedly until they get a full score without any feedback.

The research aims at describing the types and functions of speech acts in the tourism slogan in Indonesia. There has already been much research on tourism slogan, but only a few studies focusing on linguistics. To broaden the study of tourism slogans from a linguistics perspective, the research focuses on the speech acts in the tourism slogans. It belongs to descriptive qualitative research by focusing on the phenomena of tourism slogans in society. The data of the research are tourism slogans of some cities in Indonesia found on the internet. The technique of data collection used is content analysis. The technique of data analysis consists of data reduction, data display, and verification. There is no data reduction in this research. Data is displayed in the table and the last step data is analyzed based on the problem statements. The researchers found 31 data of tourism slogans. There are 4 types of speech acts in tourism slogans namely representative speech acts (13 data), directive speech acts (7 data), commissive speech acts (3 data), and expressive speech acts (8 data). The researchers find 3 functions of speech acts in the tourism slogan such as giving information about the history of the city, nickname of the city, hope or idea of the city (19 data), asking (7 data), and promising (5 data). The findings show that there is a tendency to be very simple in the slogans found. Besides, the slogans come with an exclusive appeal by emphasizing the effective component in the message.Keywords: tourism, slogans, speech acts.

The purpose of this study is to criticize the gender language features proposed by Coates (2013) proposed in Lakoff's theory (1975) by investigating speeches expressed by two different genders in interviews. The method used in this research is the descriptive qualitative method. Data were analyzed based on the theory of Coates (2013) to find language features based on gender and use the taxonomy of the hedging strategy proposed by Martin-Martin (2008). The results of the research show that male-female language features can be used by the opposite gender by looking at the perspective of the use of hedges and strategies in the concept of speech expressed by gender (male, female).Keywords: feature language; gender; hedges; hedging

The article explores the modalities and features of onomastic units in the media coverage of the Eastern Ukraine military conflict in the Donetsk and Luhansk regions. Based on large empirical data of printed and online publications in Russian and Ukrainian media reporting on the hostilities in Donbass extensively for several years, the author has collected, classified, and analyzed the corpus of onomastic units of the military media discourse. These include place names, such as Donetsk People’s Republic (DPR), Luhansk People’s Republic (LPR), Luganda, Donbabwe, Debaltsevo pocket, Ilovaysk pocket, ORDLO (“separate districts of Donetsk and Luhansk regions”), Novorossiya, “Odessa Khatyn,” as well as the nicknames of field commanders that have become deeply associated with the conflict — Motorola, Bes, Givi. The study examines functional aspects of proper names usage in the media, and their role in shaping a general picture of the Donbass armed conflict for the readers. A special emphasis is made on the weight of onomastic units (militaronyms, toponyms, and anthroponyms) as constructive elements of the military discourse in Eastern Ukraine. In this regard, the presented analysis and its results can contribute to further studies of the media discourse related to armed conflicts of various etiologies and intensities.

Resumo: O objetivo deste artigo e analisar o apagamento do rotico em coda no portugues de Sao Tome (PST), uma variedade do portugues falada em Sao Tome e Principe. Para analise desse processo, nos pautamos na Sociolinguistica Variacionista e a analise quantitativa foi realizada nos softwares RStudio e Rbrul. Consideramos variaveis sociais (Sexo, Faixa Etaria e Grau de Escolaridade) e linguisticas (Classe Gramatical, Tonicidade, Posicao do Segmento e Contexto Fonologico Precedente) que poderiam favorecer ou desfavorecer o fenomeno. Examinando as 1523 ocorrencias de rotico em coda, verificamos o apagamento do rotico em 56,53% dos dados. A variavel mais significativa foi a Posicao do Segmento com o maior indice de apagamento constatado quando o rotico estava em posicao final (P.R. .71). A amostra foi, portanto, dividida em duas amostras menores analisadas separadamente: 712 ocorrencias do rotico em coda medial e 811 em coda final. Na analise do fenomeno em coda medial, o indice de apagamento foi de 32,6% e os maiores indices de apagamento foram verificados entre os informantes do ensino fundamental (P.R. .62) e do sexo feminino (P.R. .59). Ja em coda final, o indice de apagamentos foi de 77,5% e os falantes com ensino fundamental (P.R. .75) e mais jovens (P.R. .76) foram mais propensos ao apagamento, ademais, a classe verbal favoreceu o apagamento (P.R. .62). Os resultados sao cojetados com trabalhos previos (BOUCHARD, 2017; BRANDAO, 2018; BRANDAO; DE PAULA, 2018; BRANDAO et al. , 2017) e com resultados de estudos sobre variedades do PB e do PE. Palavras-chave: portugues santomense; apagamento do rotico em coda; variaveis sociais e linguisticas; contato linguistico. Abstract: The goal of this paper is to analyze rhotic deletion in coda in Santomean Portuguese (PST), a Portuguese variety spoken in Sao Tome and Principe. This process was analyzed based on Variationist Sociolinguistics. Quantitative analyses have been carried out by softwares RStudio and Rbrul. Thus, we consider social (sex, age and education level) and linguistic (grammatical class, syllable stress, position in morphological word and quality of preceding vowels) variables that might favor or not the phenomenon. By examining 1523 rhotic occurrences in coda, we verified r-deletion in 56,53% of the data. The most significant variable is Segmental Position with the highest rate of r-deletion in word-final syllables (P. R. 71). Then, the sample was divided into two samples separately analyzed: 712 occurrences in word-medial coda and 811 occurrences in word-final coda. In word-medial coda, 32,6% of rhotics are deleted . The highest rates of loss are associated to elementary school (P.R. .62) and women (P.R. .59). In word-final coda, 77.5% of rhotics are deleted, Speakers with elementary school (P.R. .75) and younger speakers (P.R. .76) are more likely to delete the rhotic in coda. Considering Grammatical Class, r-deletion is favored in verbs (P.R. .62). These outcomes are compared with previous studies (BOUCHARD, 2017; BRANDAO, 2018; BRANDAO; DE PAULA, 2018; BRANDAO et al. , 2017) and with studies on PB and PE. Keywords: Santomean Portuguese; deletion of rhotic in coda; social and linguistic variables; linguistic contact.

The success of language learners’ intercultural communication highly depends on their acquisition of not only grammatical knowledge but also pragmatic aspects of the target language. However, research examining English for specific purposes (ESP) learners’ request realization, as a crucial indicator of pragmatic competence, still remains a paucity of evidence. Addressing this issue, the present study aims to examine English for specific purposes (ESP) students’ most frequently used request strategy and their reasons behind the selected strategy. To this end, 36 ESP students of a public university in Surakarta Indonesia were involved in a descriptive qualitative study. A set of Discourse Completion Test (DCT), role-play, and semi-structured interview were employed as a means of data collection. The data were analyzed based on Blum-Kulka and Olshtain’s Cross-Cultural Study of Speech Act Realization Patterns (CCSARP) and followed by thematic content analysis for the interview responses. The results depicted that conventionally indirect requests were the most frequently used strategy by the students than other strategies, i.e. direct request, and non-conventionally indirect request. The semi-structured interview further revealed that cultural factors, degree of politeness, and social distance among the interlocutors became the primary reasons for the students’ massive selection of conventionally indirect strategies. These results offer fruitful insights for English language teaching stakeholders as an effort to equip ESP students with satisfactory pragmatic and cross-cultural knowledge.Keywords: acts of requesting, pragmatics, request strategies

The use of English articles is the most challenging task for the EFL learners particularly when there is no articles in their native language (L1). The purpose of this study is to investigate the underlying reasons for the difficulties in using English articles by analyzing the learners’ own experiences. The data was collected in the form of written feedback from seventy-five adult Pashto (L1) learners of English (L2) having three different educational backgrounds. The data were analyzed by using qualitative thematic analysis software ‘MAXQDA Analytics Pro 2020’. The results brought forth useful insights for learning and teaching the use of English articles for the adult EFL learners. The underlying reasons were found to be the failure in the identification of the concepts of countability, definiteness/indefiniteness of nouns, variability in physical form and concept of nouns, variability across languages, learners/teachers’ attitudes towards articles, lack of article-check in computer software and pedagogical instruction.

This paper continues the series of the authors’ works on the toponymy of charms previously published in Voprosy Onomastiki. It deals with proper names of trees (dendronyms) in East Slavic spells coming from East Belarusian, East Ukrainian, West and South Russian territories where the considered folklore tradition is particularly prominent. The naming of revered trees is a fairly common cult practice that occurs through cultural semiotization of significant plant properties: the most important features are the size and spreading of a tree, its situational connection with a person, the place of growth, etc. The folklore tradition (as reflected in charms) of naming trees follows the same logic, however, direct evidence of dendronyms “migration” from the real toponymic system to the texts of charms is lacking. The origins of mythodendronyms are established mainly in folklore, book and manuscript tradition. The paper explores functional features of charms that include names of trees (typically these are healing charms against fever and a snakebite). Hence, a classification of dendronyms from the point of view of their origin is proposed: deanthroponymic names (Yevim oak, Erofei tree, Katyarina byarosa, etc.), toponym-based names (Mamvriy oak, Buyan oak, Lukomor oak, etc.), ethnonym-based names (Sorochinsky oak, Vereisk oak, etc.), names derived form appellatives (karcolist tree, starodub oak, Rakitaniy oak, Kindyashnoe tree, and many others). The paper proposes etymological and motivational solutions for most of the mythodendronyms known to the authors, many of which are “opaque” and have not yet received a reliable interpretation.

Study/Teach abroad experiences, are shown to impact prospective teachers’ beliefs and values, offering exposure to diverse educational systems and teaching philosophies. This qualitative exploratory case study aimed to investigate the impact of the Comenius language assistantship program on the sociolinguistic perspectives and meaning schemes of Turkish pre-service teachers of English, in different intercultural educational contexts in Europe between 2011 and 2014. It incorporated both English as a Lingua Franca (ELF) and World Englishes (WE) perspectives. The theoretical framework in the study is Mezirow’s (1991) transformative learning theory. The data, collected via semi-structured interviews and reflective journals, were analyzed via content analysis. The findings indicated that although their social and educational backgrounds affected their interpretations of international teaching experiences, participants seemed to share an overarching sociolinguistic perspective. Changes emerged in four meaning schemes: inclusive pedagogical practices, teaching and learning English from the ELF- and WE-aware perspectives, creative and critical thinking activities, as well as intercultural awareness. The study underscored the necessity of integrating the following issues into pre-service language teacher education programs: intercultural awareness, competence, and communication, as well as linguistic and cultural diversity. The findings also emphasized the teacher educators’ role as facilitators in terms of enhancing the transformative potential of the international teaching experiences.

This paper is intended to give insights to the readers about the development of speech act theories which include categories, characteristics, validities, and strategies. The research begins with the classification of speech acts done by some experts and continues with the description of characteristics and validities carried out especially by Austin and Searle, and ends with speech act strategies developed by Parker and Riley, using examples taken from Indonesian, Javanese, Balinese, and English, four languages that the writer masters relatively well. Most Indonesian, Balinese, and Javanese data together with their context are created intuitively as a native or nearly-native speaker while some English utterances are created and the others extracted from pragmatic textbooks used as references in this study. Research findings show that there are various types of speech acts, and each speech act has its own validity conditions. Among them, illocutionary acts constitute the focal point of pragmatics’ studies. The description shows that every expert of pragmatics uses different categories in classifying illocutionary acts, and the kinds of strategies used to express them.Keywords: pragmatics, speech act, speech act strategy.

The paper uses three cases of folklore lexicography to substantiate its applicability and the methodological capacity it holds in the study of onomastic elements of different folklore genres. It is this original lexicographic approach that gives a new perspective and brings new results to the solution of some recurrent problems connected with the poetic language of folklore. The research builds on the lexicographic projects by Kursk linguists, focused on folklore studies: a dictionary of the language of bylinas and the concordances of Russian non-ritual lyric songs. The present study employs the overlay technique for comparing dictionary entries and gives three cases of its application. The first compares lexicographic descriptions of the Dunai (Danube) river name as one of the key images of Russian folklore, and how it is used in non-ritual lyric songs of the 19th century. This has allowed the authors to identify semantic differences in the river name across the regions. The second case illustrates that, lexicographically, the body of folklore proper names has a capacity to verbalize the emotional experience of the ethnic group that has both regional and gender-based specificity. The third case considers the meaning, usage, and derivational potential of exotic place names. Based on bylinas texts, the authors illustrate transformations of borrowed words in the vocabulary of Russian folk-tale narrators. On the general scale, embracing a lexicographic approach to the study of folklore vocabulary can solve a number of long-standing issues related to semantics, word-formation, generic and territorial features of the national poetic language. Apart from that, the authors conclude that folklore lexicography can open new interesting areas of onomastic research and gives a tool to explore them.

Resumo: O estudo ora apresentado presta-se a descrever a trajetoria da familia lexical de usura (constituida pelas formas usura , usurar , usurario , usureiro , usuravel , usurento , usuroso , usurador , zura , zuraco e usurariamente ) no percurso historico da lingua portuguesa. Para a constituicao de seu corpus de analise e como embasamento para a explicacao dos processos de emprestimo e neologia em abordagem historico-diacronica e historico-comparativa, fincou-se na integracao de dados dialetais e de publicacoes da web com uma grande variedade de bancos de dados em diversas linguas românicas e em ingles. Faz o exame etimologico desse grupo vocabular pela analise gradual das transformacoes semânticas e morfologicas de cada unidade que o constitui, fornecendo evidencia textual dos fenomenos discutidos. Definindo-se em um eixo interfacial entre Morfologia, Semântica e Lexico, o trabalho incorpora ao quadro descritivo resultante consideracoes sobre formacao de palavras, sinonimia corradical, sinmorfismo e variacao e mudanca morfolexicais. Palavras-chave: familia lexical; etimologia; morfologia historica; semântica historica. Abstract: This study is dedicated to describing the historical development of the word family of usura (which is constituted by usura, usurar, usurario, usureiro, usuravel, usurento, usuroso, usurador, zura, zuraco e usurariamente ) in the Portuguese language. It takes as a basis for its diachronic and comparative approach the integration of dialectal data and online posts with a variety of other data sources in several Romance languages and in the English language. These sources constitute its corpus and the foundation which underpins the elucidation of borrowing and neology processes. It examines the etymology of this lexical family via the gradual analysis of semantic and morphological changes in each word, which is supported by textual evidence for such phenomena. Being defined from an interfacial standpoint to Morphology, Semantics, and the Lexicon, it incorporates into the resultant etymological description the discussion of themes such as word formation, the synonymy of co-radical words, affix synonymy, and morpho-lexical variation and change. Keywords: lexical family; etymology; historical morphology; historical semantics.

The article reviews the volume Onomastics between Sacred and Profane (ed. by O. Felecan, 2019), highlighting its contribution to the field of onomastic research as well as to multidisciplinary spheres of knowledge dealing with the concepts of the sacred and the profane. The review follows the structural principles of the volume, summarizing the main findings presented in 26 chapters within five thematic sections: onomastic theory and divine names; toponymy; anthroponymy; ergonymy; literary onomastics and wordplay. In relation to sacredness, the essays cover such issues as genuinely sacred names (divine names) and secular names with motivational and functional exponents of sacredness. Most articles dealing with the concept of the profane, either explicitly or implicitly, confirm the modern tendencies of secularization/desacralization of the sacred and (pseudo-)sacralization of the secular, particularly in Western cultures or cultures, affected by westernization. These tendencies become evident in a number of onomastic practices as exponents of socio-cultural interaction (breaking onomastic taboos, renaming due to ideological reasons, naming secular things after sacred objects for manipulating purposes, etc.). The review is concluded with recommendatory remarks to continue this project and extend its representativeness by drawing data from other geographic regions and national cultures.

This book is an important contribution to the study of the early history of the Slavs in southern East Germany. As a professor at the University of Leipzig, the author spent more than 60 years at the core of the Leipzig Onomastic School which is internationally recognised for the works of its founders, Ernst Eichler and Hans Walter. As a language historian and Slavist, Walter Wenzel has authored numerous works on Slavic personal and place names in the area of distribution of Sorbian in the Middle Ages. For several years he has been the senior and the most influential figure in Slavic onomastic research in Leipzig. His endeavour is always directed towards an in-depth and exact evaluation of the sources of genuinely Slavic language forms, the historical works, and documents written in Latin from the 7th to the 14th century. The findings on Slavic-German language contact accumulated over many years of research allow to revisit and refine the results of the earlier publications of the Leipzig school, as well as to introduce new etymologies. With the new book, a further supplement to previously existing reference works is now available. A register of names also reveals the author’s new linguistic historical findings and their significance in understanding immigration and settlement history of the Slavs between the rivers Elbe and Saale in Central Germany.

The present paper deals with the perception of Iranian EFL teachers and learners in using humor in language classrooms. To this end, 10 English classes with a population of 70 female and male students and 5 male and female teachers in English language institutes in Esfahan were observed during spring and summer 2019. Using an ethnographic approach, the data were collected through observation and interview. The results showed that both teachers and learners had a positive attitude towards the use of L2 humor in the classroom. Language learners reasoned that having a sense of humor is one of the important qualities a language teacher should possess. The teachers and language learners acknowledged the positive effects of humor such as reducing the distance between teachers and learners, lowering learners' anxiety, boosting learners' retention of the lesson, as well as increasing their concentration and motivation. Moreover, language learners showed a preference for the use L2 humor, course-related humor, and L1 norm-oriented types of humor in their classroom.

In this pre-use evaluation study, the long-term effectiveness of the contents of the English language coursebooks provided by the Ministry of Turkish National Education for high school students (i.e., 9th to 12th graders) in Turkey were evaluated, exploiting Tomlinson and Masuhara’s (2013) fifteen universal coursebook evaluation criteria. In so doing, the evaluators initially used the criteria independently to evaluate the coursebooks before achieving a consensus on their average scores. They discussed each criterion along with the effectiveness of the activities in two units (i.e., Unit 2 & Unit 7). The results indicated that the coursebooks are potentially quite effective in respect of providing students with communicative opportunities, use of idioms, integrated technology, self-evaluation opportunities, and illustrations in use. Conversely, some of the common deficient characteristics of the coursebooks encompass the lack of activities that promote the use of English as a lingua franca, being void of opportunities for students to continue learning English after the course, offering no flexibility for effective localization and insufficient catering for the needs of the students. All in all, the coursebooks can only be partially effective in facilitating long-term acquisition of English.

This new book by Xavier Delamarre is the first volume of the dictionary of Gaulish nominal bases. Since onomastics is the source for most of its data, this book is of interest for the readers of this journal. Apart from Gaulish, the author considers data of other ancient Celtic languages such as Lepontic, Celtiberian, or British (Brittonic). The review surveys methodological aspects underlying this research, and particularly a number of questions related to suffixation in relation to the most recent research on Celtic morphology and word-formation. Undoubtedly, the book is the most complete collection of Gaulish onomastics up to date, although a number of missing forms can be brought forward, which is to be expected due to the amount of data at our disposal, and selection of several examples as Celtic should be questioned. The text contains etymological comments, and some of them appear in the book for the first time which deserves special attention. The dictionary is a very important contribution to Celtic studies in general, and to Gaulish onomastics in particular.

Resumo: Especialmente a partir dos fundamentos filosoficos sobre a linguagem pensados por Bakhtin e o Circulo russo (Volochinov e Medviedev), propoe-se analisar os sentidos do discurso coaching financeiro no enunciado video publicitario,“Meu nome e Bettina”, publicado em marco de 2019 no canal da Empiricus, no Youtube, e viralizado nas redes sociais. A hipotese de pesquisa e que o discurso coaching financeiro presente no enunciado video “Meu nome e Bettina” ancora-se no dialogo com os discursos de autoajuda e neoliberal, para a realizacao da comunicacao discursiva. No enunciado video “Meu nome e Bettina” observa-se que, por meio do discurso coaching financeiro, o enunciado video faz circular o enriquecimento facil do e autocentrado no individuo, apresentando ser constituido de relacoes dialogicas com discursos produzidos pelo capitalismo, com enfase no individualismo, como os discursos de autoajuda e neoliberal. Destaca-se, ainda, o cotejo de outros enunciados que circularam no Twitter que respondem ao enunciado video “Meu nome e Bettina”, de modo a ilustrar a caracteristica da responsividade do enunciado na esfera midiatica. Palavras-chave: enunciado; discurso coaching financeiro; discurso de autoajuda; discurso neoliberal; “Meu nome e Bettina”. Abstract: Especially based on the philosophical foundations about language thought by Bakhtin and the Russian Circle (Volochinov and Medviedev), it is proposed to analyze the senses of the financial coaching discourse in the utterance advertising video, “My name is Bettina”, published in March 2019 on the Empiricus channel, in Youtube, and viralized on social networks. The research hypothesis is that the financial coaching discourse present in the video utterance “My name is Bettina” is anchored in the dialogue with the self-help and neoliberal discourses, for the realization of discursive communication. In the video utterance “My name is Bettina” it is observed that through the financial coaching discourse, the video utterance circulates the easy enrichment of the self-centered in the individual, presenting being constituted of dialogical relations with discourses produced by capitalism, with an emphasis on individualism, such as self-help and neoliberal discourses. It is also worth mentioning the collation of other utterance that circulated on Twitter that respond to the video utterance “My name is Bettina”, in order to illustrate the characteristic of the responsivity of the utterance in the media sphere. Keywords: utterance; financial coaching discourse; self-help discourse; neoliberal discourse; “Meu nome e Bettina”.

Banyumas people have characteristics and personalities that can be observed through the use of language. This is seen in terms of lexical peculiarities, tone of speech, and grammar structure. Banyumas language is used as the identity of banyumas people who are blakasuta (cablaka, thokmelong, outspoken). With this identity, it can be described how the sociopragmatics competence of banyumas people. This sociopragmatics competency is related to the ability of banyumas people to use language in accordance with certain social contexts or certain social conditions. which are understood by speakers and identify models of communication competencies in banyumas people who are blakasuta. The purpose of this study was to uncover the characteristics of blakasuta used in banyumas community and identify the forms of speech resulting in daily communication. This research is qualitative descriptive research using a sociopragmatics approach. The method of data collection uses observation techniques by interviewing directly to the informant. The results of this study show that the characteristics of banyumas people who are blakasuta can show the sociopragmatics competence of banyumas people in speech. Banyumas community communication patterns can be identified from the form of speech acts, type of speech acts, and speech acts strategy in each communication process. This cannot be separated from the cultural characteristics of banyumas people. Pragmatics competence relates to the cultural principles underlying the way banyumas people communicate, namely the principle of respecting others and the principle of avoiding open conflict to maintain a harmonious relationship. Keywords : Sociopragmatics, Blakasuta, Banyumas

The article examines peasant traditions of collective labor and celebration through the prism of Russian folk chrononymy. To define the idea of collectivity in the Russian folk calendar, the author turns to the semantic and motivational analysis of names denoting time periods or calendar events. The choice of material is explained by the fact that chrononyms tend to retain the features of events most important for the peasant in their internal form. Generally, these references to folk traditions are represented indirectly. Collective labor practices can associate with the beginning or completion of agricultural work such as harvesting and sowing (Finogeevy zazhinki, Zasevki) or reference to labor conditions (Zarevnitsa). The tradition of joint celebration is revoked through collective preparation of a dish and a joint meal (Ilya-Baraniy Rog), holding fairs (Rybnyi bazar, Svistoplyaska), village fun and games involving each member of the community (Maslenitsa-Gulyanitsa, Igrovoye voskresen’ye, Shulikinskiye vechera). An indirect way of representing the traditions under consideration is the gender marking of the event (Babiy senokos, Babiy prazdnik). Unlike the idea of collective labor, the tradition of joint celebration can be expressed directly with a focus on the event’s scale (Vsemirnyy prazdnik, Vseobshchiy Spas). The author emphasizes that the traditions of collective work and rest marked by chrononymy are interconnected in the national calendar and form a cycle of labor and holiday periods. The study attempts to identify social values behind the considered traditions. Thus, both traditions aim at social cohesion, imply mutual assistance and respect, as well as serve as a means of self-expression. The paper highlights the relevance of chrononym vocabulary and context studies as these reveal the motivation of time period names and explain the referenced event.

The author focuses on hydronyms of the Balto-Slavic type, or the names of water bodies that include lexical and structural components prominent in both Baltic and Slavic languages. The article presents two onomastic sketches containing a historical and etymological analysis of some lake names in the historical lands of Novgorod and Pskov republics. The first study gives an etymological interpretation of the name Vselug that refers to a large lake in the headwaters of the Volga to the west of Seliger. It is substantiated that the hydronym is a baltism with a compound base *Vis(i)-lank-, lit. ‘with all bends’ (characteristic of a lake with meandering shoreline) that naturally transformed into *Vьselukъ on the Slavic linguistic soil. The second sketch focuses on the lake names on Dolos-/Dolys-. Like Vselug, they do not have full structural matches in the appellative vocabulary, but unlike the isolated Vselug, they make up a large, distinctively compact and dense group. The paper provides exhaustive geographical, historical, and microsystem-toponymic information about the names constituting this group of hydronyms. Etymologically, the author assumes the development of the Dolos-/Dolys- stem from the Baltic *Dаlbs-, a deverbative formed with the suffix -s that resulted in Lithuanian del̃bti in the meaning of ‘cut obliquely, hewn, beat, strike’ and in proto-Slavic *delbti ‘gouge, pick.’ The base is interpreted as a dialectal neologism of the ancient Balts living in the sources of the Volga, the upper reaches of the Msta, Western Dvina, and Velikaya rivers. This archaic structure dates back to the early centuries AD or even earlier, the 1st millennium BC. Its very existence attests to a centuries-long presence of the Baltic linguo-ethnic element in the southwestern part of the historical lands of Novgorod and Pskov.

This study examined the English extensive reading (ER) programs across the Arabian Gulf region. It investigated the ER models and approaches adopted by different higher education institutions (HEIs) in the region, their ER practices and activities, and the challenges they encountered in implementing their ER programs. Utilizing qualitative research design with seventeen (17) cases from prominent colleges and universities in Saudi Arabia, United Arab Emirates, Qatar, Bahrain, Oman, and Kuwait, the study found that most English ER programs in the region adopted the Graded Readers approach with the Supervised-Modified ER model and course-component integration scheme. The study further discovered that the ER programs varied in terms of duration, number of hours and sessions, target number of words, required number of books read, engagement and enrichment activities, and assessment system. Lastly, the study also found that HEIs in the region experienced challenges in sustaining meaningful, varied, and sufficient resources, changing the negative attitudes of the stakeholders toward extensive reading, providing more sufficient space for ER in English language curriculum, and building a strong culture of reading in the community as a whole. The study concludes with recommendations on how to improve English ER implementation in the Arabian Gulf region.