Spoken language in medieval legal charters? Revisiting some 8th century notitiae

Subject. Foreign language (linguistic) competence in the Civil Service of the Russian Federation Topic. Problems of linguistic competence in the Civil Service of the Russian Federation Goals. Analysis of normative acts and reference sources that define aspects of linguistic competence in the civil service of the Russian Federation. Identification of the practical need for foreign language (linguistic) competence in the civil service of the Russian Federation. Methodology. The method of comparative analysis of statistical data, assessment of the regulatory framework in the field of foreign language (linguistic) competence. Results. In the process of analyses of the foreign language linguistic competence of the civil servants development, practical and reputational incentives that contribute to an increase of the level of linguistic (foreign language) competence of the civil servants were identified. As a solution, it was proposed to develop a specialized advanced training course «The improvement of the linguistic communicative competence for the civil servants (72 hours)» on the basis of the RANEPA (Voronezh branch), contributing to the development of the linguistic competence of the civil servants of the Russian Federation, Voronezh region. Scope of application. State Service of the Russian Federation. Conclusions. The development of the advanced training course «The improvement of the linguistic communicative competence for the civil servants (72 hours)»on the basis of the RANEPA (Voronezh branch). This proposal will contribute to the development of the linguistic and communicative competence in the public sector. Keywords: competence, linguistic competence, state service of the Russian Federation, state civil service of the Voronezh region, languages, foreign language competence.

A linguistic competence is considered to be a measure of functional knowledge of the language. The authors have an opinion that any kind of communicative activity should be treated as a part of a wider approach towards linguistic competence. It means that linguistic competence is determined by the quality of regular language as well as by the speaker’s internal culture. The concept of competence is described as a combination of the following elements: knowledge, skills, values and personal qualities. The purpose of this study is to reveal the characteristics of linguistic competence of the police officers, and their linguistic competence experience. The objectives of this article were to analyse the role of language in the human communication process, linguistic competence and its expression in police work, as well as to compare linguistic competences of the Lithuanian and Slovak police officers. The role of language in communication process has been reviewed by analysing the concept of communication, the main component of communicative competence – language (linguistic) competence. The analysis part of the article involves presentation of the methodology and results of the survey on the Lithuanian and Slovak police officers’ approach towards the linguistic competence. Based on the analysis of the survey, confidence and positive evaluation of the police officers’ language knowledge have been defined. Police officers were found to be interested in a regular and ethical language and its use. Police officers recognized that familiar, impolite and irregular communication affects the public image of the police. The results showed that respondents possessed a positive approach towards their existing linguistic competence. Furthermore, the survey revealed that police officers appreciate knowledge and skills of communication in foreign languages.

Purpose of the study: Justification of the factors of efficiency of implementing Krashen's theory on the basis of the implementation of the ideas of content and language integrated learning (CLIL) for the development of students' language competence in the study of English on the example of Russian universities.
 Methodology: Questionnaire survey, a pedagogical experiment; correlation-regression analysis; the principal component method (Н5).
 Main findings: The linguistic competence in foreign language learning should be considered as a set of linguistic, communicative, and social competences consisting of a great variety of speech acts and communicative functions related to communicative behavior and social life. The most important component in the structure of linguistic competence is the linguistic competence proper that determines the level of foreign language proficiency. For students studying using the CLIL method, the learning material complexity level should be 2.5 times higher than the level of students' competence; for students studying in universities that do not use the CLIL method - 1.9 times higher. It is advisable to structure the training on principle from simple to complex content of the learning material, as well as training based on learning materials of higher complexity than the level of students' competence, using an individual approach.
 Applications of this study: The results obtained will serve as the basis for methodological materials development and an algorithm for organizing the learning process in such a way as to ensure the maximum possible level of language competence development among students using the CLIL method not only in the process of learning English but also other foreign languages.
 Novelty/Originality of this study: Empirical evaluation of factors of efficiency of practical implementation of the CLIL in the educational process and adaptation of Krashen's methodology in the process of forming students' language competence.

Demonstrating and claiming competence in language: Doing being better or worse than others

The Career Choice and the Study of English in Higher Technical Education

In this review we attempt to indicate the relations between the level of children's spatial competence and their linguistic skills (producing texts, connected with a description of a picture and giving oral instructions). After introducing theoretical findings connected with the development of competences we present our own research among children aged 5-10. To show the dependencies between the spatial and linguistic competence of the children we conducted two quasi-experiments. The first task for the children involved producing a description of the arrangement of bricks presented in a picture. In the second one the children were to produce oral instructions which allowed the interlocutor to build an arrangement of Lego bricks (dynamic system). We begin the presentation of the research results by analyzing the linguistic expressions used by the pupils to describe the spatial relations in the static description, and then we provide the analysis of the noticed dependencies between the spatial and the linguistic (text-producing) competences. We follow the same order during the analysis of the texts produced while children's giving instructions in a dynamic situation. Conclusions from the conducted research confirm the existence of significant dependencies between the spatial competence and the linguistic skill (including creating texts) of children.

Hebrew Studies 38 (1997) 97 Reviews tional organizations. In addition to reviewing some of the classical and more recent works in these areas, Scanlin presents some of the material now available for computer as well as some of the Hebrew dictionary projects which are now under way. The bibliography (pp. 242-276) has been updated (as far as 1993) and presented in a more user-friendly way compared to the first English edition. There are well over a hundred new titles which are listed alphabetically by author rather than according to the chapter divisions of the introduction. It is, of course, impossible to take into account every title of the ever-growing literature on biblical textual criticism, but a few which are lacking would have been useful. With regard to the Septuagint, the French translation in the series La Bible d'Alexandrie has now completed the entire Pentateuch. With regard to the Beuron project for the Old Latin (cf. p. 92), it should .be noted that Sapientia Salomonis (completed 1985) and Esaias (completed 1993) are now available for the Old Testament. Under the section on the Vulgate (cf. p. 99), the comprehensive edition of the Old Testament undertaken by the Benedictine Monastery of St. Jerome, Rome, was completed in 1995 with the publication of 1 and 2 Maccabees. Some minor errata: on page 46, read "IJ;~ for clJ;~; on page 190, note 2, read "invenimus" for "invenimur" in the quotation from Jerome; in the bibliography on page 269, read "Eugene Charles Ulrich" for "Ernest Charles Ulrich." The scope of this new edition remains the same as its predecessors-an introduction to the use of the Biblia Hebraica rather than a comprehensive introduction to the more theoretical aspects of textual criticism. In its updated version, it continues to be a welcome tool for students of the Hebrew Bible. Stephen Pisano Pontifical Biblical Institute Rome 1-00187 Italy THE REPRESENTATION OF SPEECH IN BIBLICAL HEBREW NARRATIVE: A LINGUISTIC ANALYSIS. By Cynthia L. Miller. Harvard Semitic Monographs 55. Pp. xx + 466. Atlanta: Scholars Press, 1996. Cloth, $44.95. In the introduction, the author gives a brief survey of previous studies about reported speech and concludes that they are inadequate in two Hebrew Studies 38 (1997) 98 Reviews respects: syntactic fonns of direct and indirect speech have not been catalogued from a linguistic perspective, and the distribution and discoursepragmatic functions of reported speech have not been taken into consideration within the contexts of dialogic exchange and encompassing narrative. As a remedy for this deficiency it is proposed to present a linguistic theory for situating represented speech within a theory of contextsof -speaking, to examine the features of varieties of indirect and direct speech, to consider reported speech within the broader contexts of conversation and narrative, and, finally, to detennine the discourse-pragmatic functions of the syntactic varieties of direct quotative frames. The second chapter deals with pragmatics and metapragmatics. Pragmatics is defined as involving the relationship between the linguistic signal and its interpreters. However, reported speech is not only speech within speech, but also speech about speech, and therefore also metapragmatic , to use a subcategory of lakobson's "metalanguage." Both quotative frame and quotation are metapragmatic, and the verb chosen in the frame is metapragmatic as well because it reflects the reporting speaker's pragmatic analysis of the purpose/function of the original locution. One of the parameters for distinguishing direct and indirect speech in biblical Hebrew is deixis. Deictics index person, time, and spatial location relative to the speech event. For example, speaker-oriented elements relating to the deictic center of the reported speech event are excluded in indirect speech. A second important parameter seems to be syntactic incorporation; indirect speech is nowhere embedded within direct speech. Merging these two parameters, biblical Hebrew testifies to the presence of free indirect discourse in which the voices of the reporting and the reported speakers are combined. The next chapter examines the syntactic varieties of indirect speech. A large part of the discussion is devoted to the problem of the so-called ki recitativum, and the author concludes that ,:> should be understood as the first word of the quotation rather than as a complementizer (p. 116...

In the article the author investigates the problems of forming of communicative competence in secondary schools. The concept of communicative approach is analyzed in the scientific literature, defined the importance of communicative competence of pupils of secondary schools, focuses on issues of competence of language education, including pupils’ poor motivation training . The author analyzes the process of formation of communicative competence in the context of the current Ukrainian language policy, focuses on the communicative approach as one of the priority and emphasizes the importance of the relationship between school language education and real needs of our society. The author notes that modern communicative focus of the educational process in educational institutions will create opportunities to realize value, development and educational aspects of the Ukrainian language as a school subject. In modern teaching methodology the implementation of communicative approach ensures the creation of a special space for child’s training; in which any pupil choose his own way of activity. Linguistic competence is a broad term which includes linguistic or grammatical competence, sociolinguistic or socio-cultural competence. Linguistic and communicative competence must combine to produce, general, overall, language proficiency which can be referred to as integration Although language competence does not determine the success of communication, but creates the conditions for participation in the communication process, which affect both extralinguistic (psychological, social, national, history, age, etc.) and intralinguistic (complexity of the language system) factors.

Several studies have highlighted that reading comprehension is determined by different linguistic skills: semantics, syntax, and morphology, in addition to one’s own competence in reading fluency (accuracy, speed, and prosody). On the other hand, according to the Linguistic Interdependence Hypothesis, linguistic skills developed in one’s own native language (L1) facilitate the development of these skills in a second one (L2). In this study, we wanted to explore the linguistic abilities that determine reading comprehension in Spanish (L1) and in English (L2) in Secondary Education students. To do this, 73 Secondary Education Students (1st and 3rd year) participated in this study. The students carried out a battery of tasks in English and Spanish, all of them related to reading comprehension (expository text) and different linguistic skills, which included syntactic awareness tasks, synonymy judgment tasks (vocabulary), and morphological awareness tasks. The results indicated a positive correlation between linguistic competencies in both languages (indicating a transfer effect between languages), which were determined by school year, with a lower performance in the 1st year than in the 3rd year. Moreover, we found more skills with correlations in English reading comprehension than in Spanish. Finally, reading comprehension in L1 was mainly explained English reading comprehension, while English reading comprehension was predicted by grade, and syntactic awareness, as well as Spanish reading comprehension. This could be explained by the different levels of exposure to L1 and L2 of sample subjects, as the linguistic variables have different influences on the reading comprehension of both languages.

In the document Eight key competences for life-long the first and the most important competence is communication in the mother tongue. If we have good knowledge of mother tongue, then we will be better in the process of foreign language learning. Language competence means to know the language on the level of phonology, morphology, syntax, lexicology, orthography and orthoepy. We have linguistic competence (knowledge about language) and communicative competence (using of language). At this moment, when we speak about European society, it is very important to have good competences in ICT and foreign language speaking. For these reasons, we made this research about language competences in mother tongue (Croatian language) and English in primary school and the attitude of children to Croatian and English language and the way they learn them or not. The research includes 3 primary schools in Zagreb (N = 120) in the first two periods of learning (1st - 6th class). Our aim is to measure linguistic and communicative competence in Croatian and English and how pupils are different in terms of sex, age and attitude. We expect that children in the first two periods of primary school have better developed linguistic competence (theory of language) than communicative competence (using language in everyday situations). It is expected because of methods of teaching and learning. Croatian teachers are more focused on theory than functional literacy in the process of teaching and learning of Croatian language. It is easier with English because teachers of English are more focused on using English in different situations. Also, we expect better results from girls than boys, from older than younger pupils as well as from pupils who have more positive attitudes to Croatian and English language.

In today's multilingual and multicultural world, where globalization and intercultural contacts are becoming more widespread, linguistic and conflict-related competencies of lawyers come to the fore as key factors for professional success and effective interaction. The study highlights the need for a deep understanding of cultural and linguistic nuances in legal practice. The main purpose of this study is to analyze modern strategies and approaches to the progress of linguistic and conflict-related competencies of lawyers. The research is based on a set of methodological approaches, including a review of relevant literature, conducting surveys among lawyers, and experiments among law students. Surveys and experiments have identified key areas for further studying the impact of intercultural communication and conflict management on the professional activities of lawyers. In particular, the effectiveness of educational programs and pieces of training aimed at developing intercultural sensitivity and intercultural communication skills was evaluated. The study confirms the importance of developing linguistic and conflict-related competencies for lawyers in the context of globalization and cultural diversity. The results of the study serve as a basis for improving educational programs and preparing lawyers for successful work, emphasizing the need to adapt cultural and linguistic competencies in professional activities.

In modern media, materials which are characterized by skillful organization of language tools to reveal the topic and focus on the recipient, are highly valued. Having professional journalistic skills and a thorough knowledge of the language helps to create texts according to such requirements. Actual in this context is the formation of skills in the years of study related to the observation of the linguistic and stylistic skills of practicing journalists. The purpose of the article is to present the sequence and example of linguistic-stylistic analysis of a journalistic text to clarify the place and role of word-forming and morphological means that form the semantic background and communicative orientation of the message.
 Methodological bases of linguistic and stylistic analysis of word-forming and morphological means are a set of approaches that take into account: selection of the publication according to certain criteria (relevance of the topic, genre, authorship, etc.); the structure of tokens and grammatical features of individual parts of speech that create the semantic and stylistic expressiveness of a particular journalistic text. Among the research methods are linguistic analysis, compositional-textual and functional-semantic analysis, the method of establishing semantic-functional paradigms, the quantitative method, and others.
 Results of the research. A linguistic and stylistic analysis of O. Suprunenko’s publication «Chym Pakhne Yevropa» («What does Europe smell like?») (Post-Postup. 2008) demonstrates the course of consideration of word-forming and part-of-speech means of a professional text; shows a way of coherent and consistent presentation of their own observations and opinions. In the analyzed text there is objective information, which includes specific names, words with direct meaning, construction terminology, quotes. Subjective information is the author’s reasoning about the topic covered. The tone of its disclosure is informative and skeptical, which aims to provoke a corresponding reaction from the reader. Stylistic originality of the presentation of the theme is manifested in the use of appropriate linguistic and stylistic means: individual innovations, the expressive potential of grammatical categories of nouns, adjectives, verbs, as well as in the creation of ironic imagery.
 Stylistic analysis of the text by language levels is an effective means of forming language and speech competence, as it develops the skills of identifying stylistic means in the text and determining their functions to reveal the author’s intention. This form of work also has a research and creative purpose, as it encourages careful study of the stylistic potential of certain means of speech and independently explain their feasibility in a particular text.

In the past decades, society in general has become strongly diverse. This change also affects schools. As a result, learning groups cannot be seen as homogeneous and taught in this way. One of the challenges is students' linguistic skills. Dealing with different linguistic competencies should not only be a focus of formal education in schools but supported by non-formal education such as student laboratories. Thus, there is a need for practical examples that are effective for teaching and learning of diverse groups of students and enables them to be an active part of the learning process. At the Ludwigsburg University of Education, learning settings for student laboratories that enable active participation for all students irrespective of their linguistic competencies are developed and implemented following the model of Participatory Action Research in three cycles. In a cyclical approach, language-sensitive and language-supportive learning materials are developed, implemented, and evaluated focusing on different chemical contents. Qualitative data are collected during the experimentation phase using a semi-structured observation sheet. In three phases, we evaluated semi-structured observations of eight learning groups of different grade levels and school types with a total of 163 students. The observations are analyzed using inductive qualitative content analysis. The results show an optimal composition of approved methods, tools, and activities as succesful examples. Furthermore, interdependence between different factors could be identified that have positive relations with active participation of all students.

Effective speaking involves not only linguistic competence but also pragmatic skills, which are often overlooked in traditional language instruction. While previous studies on vlogs in language learning have primarily examined linguistic aspects, the role of pragmatic competence remains underexplored. This study addresses this gap by investigating the impact of vlog-making assignments on pragmatic skill development among English as a Foreign Language (EFL) students, utilizing Speech Act Theory as the theoretical framework. Employing a qualitative descriptive approach, the research analyzed vlogs from five students. The findings revealed that students predominantly used Representatives and Expressives, demonstrating their capacity to convey contextually appropriate observations, opinions, and emotions. These results highlight the potential of vlog-making assignments in enhancing both linguistic and pragmatic communication skills. The study's limitations, notably the small sample size and qualitative design, underscore the need for expanded research with more diverse samples to comprehensively understand how vlog assignments influence pragmatic skill development. Despite these constraints, the research advocates for integrating digital tools in language education and emphasizes the importance of assessment methods that holistically evaluate linguistic and pragmatic competencies.

Integration issues among highly-skilled migrants were long considered rather irrelevant, a view being based on the image of a transnational, highly mobile elite that easily gets along at different workplaces during their respective duration of stay. Recent studies, however, indicate the heterogeneity of the group, for example with regard to vocational situation as well as migration trajectories. Accordingly, questions about their integration in the respective host society gain importance. Therefore, this article deals with integration processes of highly-skilled migrants in Germany. Based on a standardised survey (n=553) of foreign academics at the universities in Aachen, Bonn and Cologne, we examine aspects of the cultural and social dimension of integration processes in this group. In order to operationalise cultural integration, we chose linguistic competence indicators and social integration is operationalised using variables related to neighbourhood relationships. The study was primarily conducted using a cluster analysis.With regard to their linguistic skills, the respondents can be divided into five clusters. The members of the first two clusters assess their language proficiency as above the mean, while the members of the last two clusters assess their language skills as distinctly lower than average. With regard to neighbourhood relationships, we identified six clusters that again differ in the assessment of their neighbourhood contacts. However, no linear-hierarchical composition is apparent in the neighbourhood integration clusters as was for the linguistic clusters. Furthermore, we examined the reciprocal effects between linguistic competence and neighbourhood relationships and the influences of selected predictor variables on these two dimensions. There is a highly significant correlation between linguistic competence and the neighbourhood situation. The correlation between linguistic competence and neighbourhood situation and a series of predictor variables such as nationality, academic discipline, family and household structures and duration of stay is also highly significant. We can also assume that some of these correlations, such as the latter, are reciprocal.