Foreign Language Elements Research Articles

Лексико-семантические украинизмы в русском языке: стилистико-прагматический аспект

The article is devoted to the analysis of lexical units (as well as phraseological units and paremias) of the Ukrainian language and their functions in Russian, including those found in colloquial speech. Traditionally considered as borrowings from Ukraine (so called Ukrainianisms), and cases of so-called lexical transplantation, i.e. the inclusion to the oral or written text of foreign language elements in the original or transformed form (phonetic, morphological, lexical assimilation in the host language) are being examined. Today this phenomenon is a characteristic and specific feature of modern Russian-speaking conversational discourse. It is manifested at all levels of communication: from informal everyday communication to the language of the media and public discourse in general. Ukrainian words and expressions actively began to penetrate into the Russian language use thanks to the works of I.P. Kotliarevsky and N.V. Gogol. Today, the usage of Ukrainianisms in Russian (and, before all, in everyday speech, colloquial language), including lexical transplantants and other features of the Ukrainian language, is stipulated both purely linguistic and extralinguistic factors. The article presents a typological characteristic of the above-named units, on the basis of specific of given examples, their main stylistic and pragmatic functions are described. The present study also addresses the problem of interlingual convergence of two closely related languages.

CODE MIXING IN WRITING OPINION ON MEDIA INDONESIA NEWSPAPER

ABSTRACTIn comuniction and social interaction process appear a speaker to use language variation, like: code switching and code mixing. This research only focused in code mixing. Code-mixing was mixing foreign language elements in to the structure of main language. The purpose of this research was to describe the form, background and function of the use of code-mixing in the opinion writing of Media Indonesia News paper. This study used qualitative research. Based on the data analysis, obtainsed descriptions of the use of code mixing form of phrases, words, baster and clauses, description of the background of code- mixing that used outer code- mixing ie. ie using English. The description of the use of code- mixing which serves to identify the role, identification of diversity, and the desire to explain and interpret.Keyword : code mixing, writing opinion, news paper.

ИНОЯЗЫЧНЫЕ ЭЛЕМЕНТЫ В СОСТАВЕ ПРЕЦЕДЕНТНЫХ ТЕКСТУАЛЬНЫХ КОМПОНЕНТОВ: КОМИЧЕСКОЕ В ВЫСКАЗЫВАНИЯХ

The paper examines examples of comic textual components on the material that is based on a precedent phenomenon and can be sent to some precedent reading.The analyzed texts contain vocabulary, which can be conditionally divided into two groups: the vocabulary of Russian and other languages’ codes. These foreign language elements are frequency in the Internet space. One of the main questions is the study of some features of units interaction, which generates the process of bisociation.In the study of the comic, different directions are possible. Partly considering associative connections and turning to the process of bisociation, we also consider comic techniques. The logical-syntactic organization of statements demonstrates the principles of construction, which form certain methods.

LIETUVIŲ KALBOS DRAUDIMO INTERPRETACIJA 1889 m. „VARPO“ PUSLAPIUOSE

In all times, the status of the Lithuanian language has been associated with the development of Lithuanian state and its people as well as with the changing historical factors. At the end of the 19th century, the intellectuals enshrined the ideas of statehood and freedom. The first Lithuanian newspapers “Aušra” (1883–1886) and “Varpas” (1889–1905) are symbols of the national revival. The aim of this research is to reveal the essence of interpretations published in the newspaper “Varpas” (1889) concerning the language prohibition policy in Lithuania.The “Varpas” trends met the natural expectations of the Lithuanian nation in the end of the 19th century, especially to preserve the native language, while newspaper publishers’ arguments revealed the weakness of the czar’s government strategy regarding the Lithuanian language: Latin letters are connected with the Lithuanian language from the beginning of Christianity in the Lithuania (1387) and the institutional education; the most important criterion for renouncing the Russian alphabet is the nation’s decision. The Latin alphabet is a truly national thing; the prohibition to use the Lithuanian language in public life can be considered as a manipulation of the nation from the religious point of view, as part of the assimilation policy which forces Lithuanians to abandon not only their native language, but also their faith; participation of the church in politics shows its great moral decline.The low national self-awareness of Lithuanian families, scarce examples of a positive relation between the Lithuanian language and Lithuanian intellectuals (medics, priests), students’ receptivity to foreign language elements tattered confidence among Lithuanians. Therefore “Varpas” publishers decided to perform a mission – to explain the ways how to unite, to protect the nation’s foundation – its language, and to strengthen national self-awareness.

Cultural Exposure and Language Proficiency of Iranian EFL Learners

The present study aims at investigating the convergence to the target language culture. It seeks to discover if being exposed to the target culture may affect EFL learning. The 98 participants were randomly divided into two experimental and two control groups, the latter groups being just exposed to the foreign language elements, while the former groups being exposed additionally to the target culture. The findings revealed that the learners’ language proficiency in the experimental groups changed significantly in comparison with that of their counterparts in the control groups. The effect was stronger for the female students.

German Loanwords Related to Foods and Drinks

The English language, as any other spoken language, has undergone many changes in the course of time. It was and still is influenced by other languages and has incorporated many foreign language elements. This is particularly the case for English spoken in America, where people of numerous nationalities live together speaking a common language. Over the centuries, several million German speaking people immigrated to the United States and brought with them not only their cultural, political, and religious beliefs, but also a language which was their common denominator. From

Lexical Contrastive Analysis

CURRENT pedagogical theory holds that language students have most difficulty learning those foreign language elements which differ most from their native language. Contrastive analysis (or contrastive grammar) seeks to catalogue, through the comparative analysis of the native and foreign language systems, the points of difference, so that more effective language-learning materials, based precisely on these learning problems, can be developed. The validity of this procedure is especially evident at the levels of pronunciation, where student mistakes are consistently encountered as predicted, and syntax, where second language grammatical errors often follow the pattern of native language analogies. On the vocabulary level, however, it is at least possible to suggest alternatives to the contrastive procedure. One of the most frequently applied techniques of contrastive analysis is the search for second-language distinctions which are lacking in the native language. On the phonological level the investigation reveals points in the system at which new sound distinctions must be learned. For example, Spanish speakers must learn to distinguish /s/ and /z/ in English, where Spanish has only /s/. It identifies learning problems on the morphosyntactic level by indicating of sentence patterns which correspond to single patterns in the native language. The indicative/subjunctive contrast, vestigial in English but vital in Spanish, is an example. On the lexical level contrastive analysis brings to light what can be labelled pairs in the second language: of words which are (usually) represented by only one word in the mother tongue. Spanish examples are salir/dejar (English leave), ser/estar (be), conocer/saber (know), por/para (for). Teachers of other languages will easily recognize parallel cases, for such present well-known problems-students in practice certainly do confuse these words. Teaching experience and tradition support contrastive analysis for vocabulary learning. The results obtained at the University of Michigan during the experimental development of elementary audio-lingual materials for Spanish1 suggest a break with contrastive vocabulary procedure. No effort was made, in the elaboration of these materials, to apply the contrastive analytic technique on the vocabulary level. First appearance and subsequent drilling of new words depended primarily on structural and frequency (or utility) criteria. All of the more important problem occurred in the materials, but each member of the pair appeared separately, at a point determined by other criteria to be most appropriate. These words, traditionally presented in pairs, were never contrasted, no effort was made to point out the relation between them, and there were no drills designed to prevent their confusion. The fate of these (specifically salir/dejar, conocer/saber, and ser/estar) was in surprising contrast to expectations: Our students' control of the was markedly better than that of the usual first year Spanish students. No confusions were made; the students we questioned were not aware of any problem; they were even surprised to find later that, in translating sentences containing these words, two different words in Spanish were represented by only one in English. Thus, paradoxically, when of words which are known traditionally and shown analytically to be a problem are placed in juxtaposition, explained, contrasted and drilled, students tend to continue confusing them; when they are presented as if no problem existed students have little or no difficulty. How to view the paradox? One solution is to conclude that problem are not a problem after all and therefore contrastive analytic procedure applied in this way to vocabulary learning is incorrect, even harmful. It is possible to marshall certain arguments in support of such a conclusion. Consider first of all the following Spanish sentences: