Negative existential constructions in bilingual Russian

Aims and Research Questions: The paper investigates variation in numeral constructions in the L2 Russian speech of bilinguals from different regions of Russia. The main research questions are the following: What factors prompt variation in this domain of grammar? Can we argue that non-standard marking is motivated by contact? Methodology: We conduct a corpus-based study of seven varieties of L2 Russian. The corpora contain spontaneous spoken texts collected between the 2000s and 2020s. Data and Analysis: Data from 181 participants born between 1920 and 1997, who are native speakers of 21 languages belonging to four different families, were analyzed based on a number of sociolinguistic and linguistic parameters that were modeled using hierarchical mixed effects logistic regression. Findings/Conclusions: We show that variation in numeral constructions is correlated with the speakers’ level of education and year of birth, the numeral type, and especially with the “collocationality” of numeral-noun combinations. The findings indicate that variation might be motivated by lower L2 proficiency and exposure to the input, but they do not provide strong evidence for contact influence. The negative correlation we found between higher “collocationality” and probability of non-standard marking supports a usage-based view of language acquisition as an experience-driven process in which frequency effects play a central role. Originality: This is the first study to provide a corpus-based analysis of this phenomenon in different varieties of L2 Russian. Implications: The findings have implications for the study of language variation in contact settings, and for the question of whether phenomena that apparently look like the result of pattern borrowing should rather be explained by other sociolinguistic and acquisitional factors that are not necessarily related to contact.

AoA is a unique psycholinguistic variable because of its link to the semantic architecture of the mental lexicon (e.g., Brysbaert, Wijnendaele & de Deyne, 2000). The role of AoA on free recall has been examined in English (Coltheart & Winograd, 1986; Dewhurst, Hitch & Barry, 1998) and recently in Turkish (Raman, Raman, Ikier et al, under revision) with contradictory outcomes. While an overall advantage was found for late acquired items in English, the contrary was reported in Turkish. Furthermore, this effect appeared to be modulated by frequency and whether items were presented in pure or mixed lists. The present study extends Raman et al study to monolingual Russian and bilingual Russian (L1) – English (L2) speakers in order to understand the extent to which AoA affects free recall. One interesting aspect of Russian writing system is that it consists of Cyrillic and Roman letters, hence creating a shared orthographic medium in Russian-English bilinguals. Participants were allocated to either picture or word condition and subsequently to either pure list or mixed list condition. Both monolingual Russian (N=42) and bilingual (N=40) Russian (L1) – English (L2) data show a robust main effect for AoA in free recall irrespective of list type for words and for pictures and no significant interactions. Overall, early acquired words and pictures had an advantage over late acquired items. These findings are contrary to what has been reported in the literature for monolingual English speakers (Dewhurst et al, 1998) but in line with findings for Turkish (Raman et al, under revision) and will be discussed within the monolingual and bilingual theoretical frameworks.

This article analyzes the formation of new meanings of ichthionyms on the basis of linguistic and extralinguistic factors. Among extralinguistic factors, naming methods based on external appearance, color, shape, characteristic, state, and functionality are examined. In particular, new meanings of fish names created through metaphor, metonymy, synecdoche, and functional analogy are explained with examples. Linguistic factors are interpreted through ellipsis and semantic calque methods and evaluated in terms of their effectiveness in expressing new meanings. The results of the study show that new meanings in ichthionyms are mainly formed through metaphor, but other methods also play an important role in enriching the vocabulary

The article examines the local level of national-territorial self-identification. Interest in this issue is due to extralinguistic and linguistic factors. Extralinguistic factors are associated with increased migration and globalization in the modern world, which leads to a smearing of the territorial and national identity. The relevance of the stated problem is due to its inclusion in the paradigm of modern linguistics that studies the issues of the relationship between language and thinking thus revealing the linguistic potential of the modeling of cognitive processes. The aim of the article is to determine factors on which local self-identification is based. Research materials are autobiographical short stories of people living in the villages of Tomsk Oblast. Local self-identification is understood as the awareness of one's belonging to a certain territory and its community, history and events, which manifests itself in the linguistic picture of the world, in the system of values, ideas, stereotypes and norms, and is reflected in the language. The main source of the material is the texts of the Tomsk dialect corpus, recorded during dialectological expeditions from 1946 to the present in the areas of distribution of Russian old-resident dialects of the Middle Ob region. As an additional source, recollections and oral autobiographical short stories of witnesses of dispossession and exile to the Narym region are used. Local self-identification is expressed most clearly by lexical units with the semantics of belonging to a territory, to a place of residence: mestnyy [local], zdeshniy/izdeshniy [of this place], privezennyy [brought/imported], derevenskiy [rural], korennoy [indigenous]. The analysis of autobiographical stories reveals the actualization of such criteria as birth and permanent residence in a certain area; the presence of ancestors who were born and lived in the same locus as the speaker; emotional attachment to the area, knowledge of the local language, and some others. Local self-identification is expressed in the nominations selo [village]/derevnya [country] and gorod [city], which are endowed with the attributive properties of “ours” (svoy [one's], nash [our], derevenskiy [rural], mestnyy [local], zdeshniy/izdeshniy [of this place], korennoy [indigenous]) and “theirs” (ne nash [not ours], chuzhoy [strange], priyezzhiy [newcomer]). The analysis of the autobiographical short stories of rural residents shows that local self-identification is determined not only by living in a certain territory, but also by the way of life of people, the system of norms, ideas and values. It is inseparable from self-presentation and characteristics of people living in a particular territory. The stereotypical image of a villager reflects, first of all, the specifics of rural existence, which is based on labor and closeness to nature. The local identity of the inhabitants of the Siberian village is formed through the system of oppositions “city-village”, “old-resident-migrant”, “Siberia-European part of Russia”.

This paper discusses the mode how is manifesting the process of Monophthongization in textual writing production of children who complete the cycle of childhood, name assigned to the first three years of schooling for literacy. It too describes, based on Quantitative Sociolinguistic (GUY; ZILLES, 2007), the set of linguistic – classes of words, tone of the syllable and context later phonological – and extra linguistic factors – age group, educational level and sex of informants – constraints of presence/erasure of decreasing oral diphthongs /ey/, /ay/ and /ow/ in writing of such subjects in the final years of the first stage of basic education. The Monophthongization consists in glide deletion of these diphthongs, reducing the vowel-to-vowel meeting. This description seeks to assist the teacher in mediation student self-monitoring process with regard to differences between oral language and writing. If adopted such as corpus analysis fifty texts written by students from third, fourth and fifth years of an urban public school of the municipality of Itabaiana – SE. The occurrences of diphthong and monophthong were submitted to statistical tool GoldVarb X (SANKOFF et al, 2005). The results achieved show that the presence/deletion of the glides / y / and / w / of the diphthongs in study is conditioned by extra linguistic factors: age group and education, and linguistic factors: phonological context later (type of consonant) and classes of words (no verb).

Danish and Swedish are closely related languages that are generally mutually intelligible. Previous research has shown, however, that Danes comprehend more spoken Swedish than vice versa. It has been suggested that this asymmetry is caused by extra-linguistic factors such as literacy, contact with, and attitudes held towards the test language. However, also linguistic factors, such as supra-segmental features or differences in speech rate, could cause or increase an asymmetry. The aim of the experiment reported in this article was to exclude three extra-linguistic factors (attitude, contact and literacy) in order to determine their role in mutual intelligibility. Participants were 19 Danish- and 26 Swedish-speaking illiterate preschoolers. Their task was to match 50 cognate nouns to corresponding pictures in a multiple-choice task. Results revealed that word-recognition scores in Danish children (63 percent) did not differ significantly from the Swedish scores (65 percent). That means that, in contrast to adult Danes, Danish children did not perform better on the word-recognition task than their Swedish peers. This finding suggests that extra-linguistic factors play an important role in intelligibility of a closely related language, and, as extra-linguistic factors develop, the intelligibility asymmetry develops.

The article focuses on the usage of idioms for characterizing the image of Russia in the English language media discourse. To understand the meaning of the phraseological unit one should apply the method of discourse analysis. The discourse analysis of the mediatext takes into account extra-linguistic, linguistic and cognitive factors. Extra-linguistic factors include political situation, current events, and ideology of a state and media outlet. Linguistic analysis provides for the investigation of the semantics of the idiom and its connotative potential. Cognitive analysis shows the intentions of the author to create either positive or negative opinion of events described. Connotative meaning is determined by means of linguocognitive analysis considering extra-linguistic factors. The semantics of the idiom contains subjective modalities (axiological, emotive and deontic) representing different assessments of the reality. Modality can be identified with cognitive-modal operators specifying different types of evaluation: rational, emotional, normative. The analysis of the semantic structure of phraseological units is conducted in our research. It is aimed at characterizing the role of Russia in the global world by means of idioms. The discourse approach enables to determine the connotative potential of phraseological units and to describe the image of our country in the English language mass media.

The article deals with the process of forming students’ foreign language communicative competence in Polish language classes in the context of modern requirements of multilingualism and multiculturalism. The article focuses on the importance of not only language knowledge, but also understanding of socio-cultural aspects, culture and extra-linguistic factors that influence the effectiveness of intercultural communication. The article analyzes lingual and extralingual factors that complicate the process of learning Polish as a foreign language, examples of the most common mistakes and ways to correct them are also given. The main stages of foreign language communicative competence formation, their tasks, methods and components at each level are reviewed. The article expresses the opinion that the perception of a foreign language inevitably passes through the prism of the native language, and therefore in the context of the development of Polish foreign language communicative competence it is important not only to compare it with Ukrainian, but also to consciously focus on lingual and extralingual differences in the learning process, as well as to develop communicative exercises and trainings that would take them into account. Therefore, linguistic factors include phonetic and phonological, grammatical and lexical features of the Polish language. Extralingual factors include socio-cultural features, the level of spontaneity and the format of communication. Extra-linguistic factors appear only in specific situations of communication, and therefore they can be said to have a situational influence. We believe that taking into account linguistic and extra-linguistic factors during practical language use in real or realistic conditions will improve students’ FLC and the quality of intercultural communication. Further research on this topic will be focused on the development of methodological materials, exercises, seminars and trainings, which will be implemented in the course of teaching the Polish language.

This study examines a case of receptive multilingual communication in academic counseling sessions with participants of Turkish and Turkmen languages. In particular, the study aims to explore the contribution of linguistic and extralinguistic factors that might facilitate and/or constraint interlocutors' understanding in receptive multilingual communications. To this end, elicited conversations of a Turkish academic advisor and a Turkmen university student were video recorded and analyzed. The analysis shows that linguistic factors such as morpho-syntactic and lexical similarities between these languages do not guarantee but facilitate understanding. As for the extralinguistic factors, the study confirms that the use of institutional keywords in academic counseling sessions activates interlocutors' common institutional knowledge and, thereupon, the interlocutors' understanding is facilitated.

Those linguistic and extra-linguistic factors which appear to be promising candidates for inclusion in a model of auditory workload are discussed. In particular, a method for measuring redundancy in a message set is suggested. Data is reported showing a highly significant correlation between measured redundancy and task performance. Future research directions are proposed.

The article considers the features of English military discourse development over several centuries (11 th –21 st centuries). Particular attention is paid to modern signs of the war discourse, which is treated as a part of political discourse. The material for diachronic analysis is represented with the written sources of ancient and Middle English epics. Modern English military discourse is considered on the basis of media publications. Historical sources give information about the methods of waging war with the use of steel and firearms, its scale, and the heroism of warriors. The analysis undertaken has made it possible to single out the features of modern English discourse of war: the use of euphemisms, numerous neologisms and techniques of speech manipulation. Euphemisms are often represented with lexemes from dictionary entries referring to the word war or lexical substitutes with the most generalized non-specific semantics. Neologisms of military discourse arise as a result of linguistic and extralinguistic factors. Linguistic factors are the creation and use of euphemisms for statements about the unsightly facts of war. Extralinguistic factors include the emergence of new types of warfare and military technology. Some new types of warfare that use information technology are considered. Conclusions concerning international character of military terminology and rapid development of war discourse at present are drawn in the article.

O objetivo desse artigo é refletir acerca do ensino e da aprendizagem de língua inglesa no Brasil partindo de uma perspectiva que contemple os fatores socioculturais e, também, os fatores linguísticos que podem influenciar o aprendizado de uma língua estrangeira. Weinreich, Labov e Herzog (2006 [1968]) veem quaisquer mudanças linguísticas como fruto de um processo de encaixamento linguístico entre variáveis internas ao sistema linguístico e aquelas externas a ele (i.e. fatores socioeconômicos). Questões como o sistema de ensino básico brasileiro, avaliação de proficiência, uso do inglês com outros falantes e questões de alfabetização e letramento podem ser considerados como fatores extralinguísticos (externos à língua, mas que nela exercem influência) que junto a fatores do sistema linguístico, como a questão da Interlíngua, podem levar os falantes brasileiros a desenvolver um "inglês brasileiro" (cotejando termos conhecidos como "inglês britânico" ou "inglês americano"), ou ao uso desse idioma como "língua franca", de forma a garantir que o propósito de qualquer mensagem seja passado adiante.

The article examines the morphology and syntax of English in India, which deserves special study from a linguistic and literary point of view. The development of literary English in India is caused by certain linguistic, social and cultural phenomena which can be attributed to extra-linguistic factors. The authors of the article, based on the study of factual and theoretical material, come to the conclusion that for a certain time the functioning of the English language as the language of interethnic communication in India, a new version of the English language is emerging against the background of the interaction of the native and English. Thus one can observe the overall process shaped by both intra- and extra-linguistic factors that caused the formation of the particular national variant of the English language. Sociolinguistic factors, though important, are so-called because they represent an interaction between linguistic and social factors. Such an interaction of social and linguistic factors in India may also lead to the formation of the norm of English in India, the obvious signs of which, at least in morphology and syntax, have already been noted. Keywords: British English, Indian English, morphology, norm, Standard English, syntax.

Reviewed by: Meaning predictability in word formation Christina L. Gagné Meaning predictability in word formation. By Pavol S.Tekauer. Amsterdam: John Benjamins, 2005. Pp. 289. ISBN 1588116336. $180 (Hb). People frequently create new words (e.g. blog and anthraxist) or use existing words in new ways (e.g. using porch as a verb to refer to the process of throwing something onto someone's porch). A challenging problem for researchers is to explain how words are formed. Pavol Štekauer has written extensively on the topic of word formation, and his ideas on this issue have been published in numerous articles and books (thirteen of which are cited in the current volume). Š points out that word-formation processes are highly productive; indeed, they are as productive as syntactic processes are in the formation of sentences and other utterances. In the current volume, Š tackles the problem of meaning prediction for novel words (or naming units). He presents and tests a general theory of meaning prediction that is intended to apply to compounds as well as other forms of word formation such as conversion. The overriding framework behind this work is that the process of word interpretation cannot be viewed in isolation from word formation. Š uses an onomasiological model of word formation as a starting point for his theory of word interpretation. Onomasiology is a branch of lexicology that is concerned with the question of how concepts (i.e. ideas, objects, activities, etc.) are expressed. For example, it asks: what are the naming units for X? This contrasts with semasiology, which starts with the naming unit and tries to determine its meaning (e.g. what is the meaning of X?). Š's framework incorporates three fundamental factors: (i) an object's extralinguistic relation, (ii) conceptual information about an object, and (iii) linguistic factors. After an introductory preface in which Š outlines the structure of the book and introduces the issue of meaning predictability, the book begins with a literature survey (Ch. 1, 1–39) that provides a brief overview of research by linguists, psycholinguists, and cognitive psychologists. The discussion of the literature is divided into two topics: morphological tradition and basic psycholinguistic models. The psycholinguistic models are further subdivided into slot-filling models, relation models, analogy-based models, and combined models. After reviewing the various viewpoints and models, Š outlines several important issues that either have not been addressed by past research or have been answered insufficiently. The chapter ends with the conclusion that word-formation and word-identification processes are closely interrelated, and as a result any viable theory of meaning predictability must take into account word formation. Before introducing his own theory, Š describes a general word-formation framework (Ch. 2, 43–54). This chapter is especially important in developing his argument because it provides an overview of an onomasiological theory of word formation that is the theoretical basis for the research presented in the current volume. The aim of Š's onomasiological theory is to use a single common mechanism to describe all productive word-formation processes. This theory views the cognitive capacity of the coiner (i.e. the producer of a new word) as playing an active role in the process, and in general the theory emphasizes the role of the object to be named (extralinguistic reality), the speech community, and cognitive factors, which include a lexical component and a word-formation component. A key idea underlying this theory is that the object to be named is viewed in relation to existing objects and that these relationships must be taken into consideration during the naming process. Consequently, the theory stresses the interaction between linguistic and extralinguistic factors. [End Page 661] The onomasiological theory of word formation includes seven levels: extralinguistic reality, speech community, conceptual level, semantic level, onomasiological level, onomatological level, and phonological level. Each of these levels is described in the chapter with the most emphasis placed on the onomasiological level, the central level of the model. Onomasiological categories are conceptual structures that are used to associate what is traditionally called the 'word level' with the semantic level. Items to be named are typically identified with a conceptual class and this class is represented at the onomasiological level. Elements within the onomasiological level...

This article is devoted to studying an important issue for any society – the identification of values that influence people’s psychological well-being. The authors focus on a cross-regional comparison, as previous studies have highlighted the role of regional context in shaping both the expression of values and the psychological well-being of regional populations. This suggests that there are both universal and region-specific patterns in the relationship between values and psychological well-being among residents of different regions of Russia. The study sample consisted of ethnic Russians from two Russian regions – Moscow region (N = 318) and Krasnodar Krai (N = 407). We analyzed the expression of ten values and indicators of psychological well-being (self-esteem and life satisfaction), controlling for respondents’ age, gender, education, and income. ANOVA and hierarchical regression were used for data analysis. The results indicate that Russians in Krasnodar Krai have significantly higher psychological well-being than those in Moscow region. This may be due to the region’s climatic characteristics and its well-developed recreational industry. Compared to residents of Moscow region, Russians in Krasnodar Krai place greater importance on the values of Stimulation, Hedonism, Achievement, and Benevolence, while those in Moscow region exhibit stronger values of Self-direction, Security, and Conformity. These differences are statistically significant. The values of Power, Tradition, and Universalism do not show significant regional differences. A universal pattern found in both regions is the positive relationship between Self-direction and self-esteem, as well as between Tradition and life satisfaction. However, certain value-psychological well-being relationships appear to be region-specific: in Moscow region, Benevolence and Conformity positively associate with psychological well-being, whereas in Krasnodar Krai, Universalism, Security, and Achievement show a positive relationship with well-being. In the context of the complex modern situation, where there is a perceived threat to the country, values associated with self-protection and anxiety avoidance – Tradition, Conformity, and Security – are found to predict psychological well-being among Russians across regions. The study’s findings highlight the importance of considering regional specificities when examining the value foundations of psychological well-being.