This study examined the perceptual assimilation and discrimination of English coronal fricatives /s, z, θ, ð/ by Mandarin speakers. The focus was on the effect of L2 experience on L1-L2 assimilation and the validity between assimilation patterns and assimilation overlaps in predicting L2 discrimination. The perceptual assimilation task showed that the more experienced group demonstrated weaker L1-L2 assimilation, corroborating the Revised Speech Learning Model (Flege, J.E. & O.-S. Bohn. 2021. The revised speech learning model. In R. Wayland (ed.), Second language speech learning: Theoretical and empirical progress, 3-83. Cambridge University Press). For the discrimination test, both more and less experienced groups performed comparably with moderate accuracy for the place contrasts /s-θ/ and /z-ð/ (assimilated as "Category-goodness") and higher accuracy for the voice contrasts /s-z/ and /θ-ð/ (assimilated as "Two-category"). These results lent support to the predictions made by the Perceptual Assimilation Model-L2 (Best, C. T. & M. D. Tyler. 2007. Nonnative and second-language speech perception: Commonalities and complementarities. In O.-S. Bohn & M. J.Munro (eds.) Language learning & language teaching, vol. 17, 13-34. John Benjamins Publishing Company) based on the assimilation patterns (no group difference) rather than the assimilation overlaps (group difference). The current study suggested that the perceived L1-L2 similarities may decrease with the growth of L2 experience, and the place contrasts /s-θ/, /z-ð/ could render more challenges than the voice contrasts /s-z/, /θ-ð/ for Mandarin speakers. Theoretical implications were brought out through comparing controversial assimilation measurements and the effect of L2 experience on cross-language perception.

Abstract The hundreds of articles published in the Australian Review of Applied Linguistics since its inception in 1977, as noted by Curnow and Kohler in their longitudinal study (2017), constitute a key resource for examining the nature of research in applied linguistics in Australia and its mutations over time. This study updates the findings of Curnow and Kohler, firstly by adding to the data analysis the articles that have appeared in ARAL since 2016, when John Benjamins became the journal’s publisher, and secondly by including a discussion of the data derived from a selected number of congresses of the Applied Linguistics Association of Australia (ALAA) over the decades since the association’s first gathering in 1976. The aim is threefold: to highlight the fields of interest that have remained a feature of applied linguistics research in Australia during ALAA’s history; to identify any changes of emphasis the data reveal over time; and to contextualize these shifts within the evolving intellectual, institutional, and societal contexts in which applied linguistics research in Australia is undertaken.

ABSTRACT Multilingual university students increasingly engage with digital technologies (e.g. AI-powered translation tool, note-taking app) as part of their academic literacy practices (ALPs). While some view these practices as problematic and potentially encouraging academic misconduct, others recognize their crucial role in students’ language and literacy development, particularly as we move into a rapidly transforming digital future. This study advocates for a process-oriented view, shifting away from an exclusive focus on digital tools towards an understanding of how these tools function with multiple meaning-making resources within multilingual students’ ALPs. Set within a graduate coursework subject at an Australian university, this study investigates one multilingual university student's (Qian's) step-by-step processes of carrying out ALPs in writing an argumentative text. Applying narrative thematic analysis of interview data, screen recordings, and written assignments, our findings reveal that digital technologies serve as mediators in complex meaning-making processes that draw on multilingual students’ full linguistic and cultural repertoires. Through Cowley’s [2012. “Distributed language.” In Distributed Language, edited by S. Cowley, 1–14. John Benjamins Pub] ‘distributed language view’, this study emphasizes digital tools as just one part of a broader meaning-making meshwork which includes ecological (classroom environment), dialogical (peer interactions), and non-local (cultural identity, prior knowledge) elements. We conclude by proposing guiding questions to help educators reflect on pedagogical implications.

Book Review: <i>The Present Perfect and the Preterite in Late Modern and Contemporary English</i> The Present Perfect and the Preterite in Late Modern and Contemporary English by YaoXinyue. Amsterdam: John Benjamins (hardcover), 2024. xvii + 235. ISBN: 9789027214430.

Review of Influencer Discourse: Affective Relations and Identities. Pilar Garcés-Conejos Blitvich and Alexandra Georgakopoulou, John Benjamins Publishing Company, Amsterdam/Philadelphia, 2024, ISBN: 9789027215994

Misunderstanding in communication is a common occurrence. It often arises from gaps between literal and implied meanings, cultural differences, and contextual ambiguities. This research examines the use of Facebook memes as a pedagogical tool to teach about misunderstandings in communication within the EFL classroom. By analysing memes as multimodal artifacts that combine text, imagery, and cultural references, this study investigates how they can help students understand the complexities of meaning construction and interpretation. The research categorises misunderstandings into three types: misinterpreted speaker intent, the use of idiomatic expressions, and the contextual use of words. The study demonstrates how memes can illustrate these misunderstandings, fostering both linguistic competence and intercultural awareness by qualitatively analysing 20 selected memes. The findings align with Grice’s (1975) theory of conversational implicature and Thomas’s (1983) concept of pragmatic failure. This emphasises the importance of context, tone, and cultural knowledge in communication. The study highlights the potential of memes to bridge classroom learning with authentic communication, while also addressing challenges such as cultural specificity and the ephemeral nature of memes. By incorporating memes into EFL instruction, educators can enhance students’ pragmatic competence and prepare them for real-life cross-cultural interactions. This research contributes to the growing discourse on digital literacy in language education, offering practical insights for teaching communication skills in a globalised world. References Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters. Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Sage Publications. https://doi.org/10.2307/1523157 Dynel, M. (2016). The pragmatics of humour in internet discourse. John Benjamins Publishing Company. García-Sánchez, S., &amp; Luján-García, C. (2016). The use of memes in EFL teaching: A case study. Journal of Language Teaching and Research, 7(5), 964–971. https://doi.org/10.17507/jltr.0705.18 Godwin-Jones, R. (2019). Riding the digital wilds: Learner autonomy and informal language learning. Language Learning &amp; Technology, 23(1), 8–25. https://doi.org/10.125/44674 Grice, H. P. (1975). Logic and conversation. In P. Cole &amp; J. L. Morgan (Eds.), Syntax and semantics 3: Speech acts (pp. 41–58). Academic Press. Jawaid, A., Batool, M., Arshad, W., Haq, M. I. U., Kaur, P., &amp; Arshad, S. (2025). English language vocabulary building trends in students of higher education institutions and a case of Lahore, Pakistan. Contemporary Journal of Social Science Review, 3(1), 730–737.https://www.researchgate.net/publication/391545433_ENGLISH_LANGUAGE_VOCABULARY_BUILDING_TRENDS_IN_STUDENTS_OF_HIGHER_EDUCATION_INSTITUTIONS_AND_A_CASE_OF_LAHORE_PAKISTAN Jawaid, A., Batool, M., Arshad, W., Haq, M. I. U., Kaur, P., &amp; Sanaullah, S. (2025). AI and English language learning outcomes. Contemporary Journal of Social Science Review, 3(1), 927–935. https://www.researchgate.net/publication/391522256_AI_AND_ENGLISH_LANGUAGE_LEARNING_OUTCOMES Jenkins, H. (2009). Confronting the challenges of participatory culture: Media education for the 21st century. MIT Press. Knobel, M., &amp; Lankshear, C. (2007). Online memes, affinities, and cultural production. In C. Lankshear &amp; M. Knobel (Eds.), A new literacies sampler (pp. 199–227). Peter Lang. Kress, G., &amp; van Leeuwen, T. (2001). Multimodal discourse: The modes and media of contemporary communication. Arnold. Levinson, S. C. (2000). Presumptive meanings: The theory of generalised conversational implicature. MIT Press. Moleong, L. J. (2006). Metodologi penelitian kualitatif. PT Remaja Rosdakarya. Shifman, L. (2014). Memes in digital culture. MIT Press. Thomas, J. (1983). Cross-cultural pragmatic failure. Applied Linguistics, 4(2), 91–112. https://doi.org/10.1093/applin/4.2.91 Thorne, S. L., Sauro, S., &amp; Smith, B. (2015). Technologies, identities, and expressive activity. Annual Review of Applied Linguistics, 35, 215–233. https://doi.org/10.1017/S0267190514000257 Varis, P., &amp; Blommaert, J. (2015). Conviviality and collectives on social media: Virality, memes, and new social structures. Multilingual Margins, 2(1), 31–45. https://doi.org/10.14426/mm.v2i1.55 Warschauer, M. (1997). Computer-mediated collaborative learning: Theory and practice. Modern Language Journal, 81(4), 470–481. https://doi.org/10.1111/j.1540-4781.1997.tb05514.x Zappavigna, M. (2012). Discourse of Twitter and social media: How we use language to create affiliation on the web. Continuum.

Abstract Second language (L2) speaking research has highlighted intra-speaker variability of fluency performance across tasks. To better understand such task effects on fluency, the framework of speech processing demands has been proposed as a systematic approach to relating task characteristics to L2 speech production mechanisms and the limited capacity of attentional resources (Skehan 2009. Modelling second language performance: Integrating complexity, accuracy, fluency, and lexis. Applied Linguistics 30(4). 510–532, 2014. Limited attentional capacity, second language performance, and task-based pedagogy. In Peter Skehan (ed.), Processing perspectives on task performance, 211–260. Amsterdam: John Benjamins). However, the framework has been tested on a limited range of task types, using carefully designed experimental tasks. For the sake of the ecological validity of findings, the current study thus further explores how L2 learners’ fluency varies across four spontaneous speaking tasks differing in their processing demands. A total of 128 Japanese learners of English completed four speaking tasks: Argumentative task, Picture narrative task, Reading-to-Speaking task, and Reading-while-listening-to-speaking task. Their speech was analysed in terms of speed, breakdown, and repair fluency and was compared across tasks. The results of Generalised Linear Mixed-effects Modelling showed that conceptualising demands were reflected in the frequency of filled pauses, while formulation demands were associated with the articulation rate, mid-clause pause ratio, and mid-clause pause duration. These findings unveil the interrelationship between task characteristics, fluency measures, and how learners approach tasks.

ABSTRACT Multiple studies have linked fingerspelling to literacy learning for deaf students in the US [Padden, C., & Ramsey, C. (2000). American Sign Language and reading ability in deaf children. In C. Chamberlain, J. P. Morford, & R. I. Mayberry (Eds.), Language acquisition by eye (pp. 165–189). Lawrence Erlbaum Associates Publishers; Stone, A., Kartheiser, G., Hauser, P. C., Petitto, L. A., & Allen, T. E. (2015). Fingerspelling as a novel gateway into reading fluency in deaf bilinguals. PloS One, 10(10), e0139610]. However, there are no significant empirical studies in China addressing the role of fingerspelling in language and literacy teaching. The Chinese context is complex. The emphasis on oral and aural philosophy plays a decisive role in Chinese Deaf education. Two types of fingerspelling systems – one-handed and two-handed – spell out Pinyin (拼音), a written phonetic system that maps Putonghua sounds to the Roman alphabet [Taylor, I. & Taylor, M. (2014). Writing literacy in Chinese, Korean, and Japanese. 2nd edition. John Benjamins Publishing Company (130-149)]. Pinyin is a standard language and literacy teaching practice with hearing children [Shu, H., Chen, X., Anderson, R. C., Wu, N., & Xuan, Y. (2003). Properties of School Chinese: Implications for Learning to Read. Child Development, 74, 27–47]. This study aims to describe these fingerspelling systems, collecting hearing educators’ perspectives through semi-structured interviews. Seven hearing educators from Chinese deaf schools using fingerspelling systems were videotaped using spoken Chinese. The data were transcribed into written Chinese and English for analysis. Five themes emerged using an intrinsic case study design and thematic analysis, resulting in the core category “language versus literacy mapping tool.” Findings reveal that the role of the fingerspelling system in teaching Chinese reading and writing skills is unclear and does not meet the expectations of educators. Further research evidence is needed. Discussion, limitations, and research directions are provided.

Elen Le Foll. 2024. Textbook English: A multidimensional approach. Amsterdam: John Benjamins. 294 pp. ISBN: 978-9-0272-4680-6 (E-book).

This study aims to analyse power, dominance, racial discrimination, and power exercise that is narratively established through a subtle network of metaphors in a fiction work, The Kite Runner. The Kite Runner exposes the socioeconomic conditions in the borderlands of Pakistan and Afghanistan, revealing the differences between power manipulation and the domestic performance of powerful social groups. The work also explores how religious and status dichotomies circumvent the progress of minority groups and align their physical features with their receding power and financial features. An adopted model of critical discourse analysis (CDA) indicates power, economic, and racial dichotomies in the book while revealing the shades of metaphors through conceptual metaphor theory (CMT) in a post-colonial text. Dogmatic ideographs are perpetuated in every public sphere through language and established gradually through unprovoking tools of metaphors. The metaphors are uncovered through CMT, providing a helpful understanding of different conceptual domains. Rhetorically, CDA helped reveal the racial discrimination, human rights violations, and hatred against minorities embedded in the selected metaphors. This investigation is very significant in connection with the current scenario of cross-cultural studies, as it mainly depicts the prevailing social trends regarding two different settings. The study may benefit intelligentsia interested in post-colonial and decolonial discourse and diaspora literature. Keywords: Conceptual Metaphor Theory, Critical Discourse Analysis, Metaphor, Power Expansion, Racial Discrimination Agbo, I. I., Kadiri, G. C., &amp; Ijem, B. U. (2018). Critical metaphor analysis of political discourse in Nigeria. English Language Teaching, 11(5), 95–105. https://doi.org/10.5539/elt.v11n5p95 Burke, K. (2017). A rhetoric of motives. In Routledge eBooks (pp. 154–164). https://doi.org/10.4324/9781315080925-15 Chouliaraki, L., &amp; Fairclough, N. (1999). Discourse in late modernity: Rethinking critical discourse analysis. Edinburgh University Press. Fairclough, N. (2000). Discourse, social theory and social research: The case of welfare reform. Journal of Sociolinguistics, 4(2), 163–195. Fairclough, N. (2012). Critical discourse analysis. International Advances in Engineering and Technology, 7, 452–487. Foucault, M. (1976). The history of sexuality (Vol. 1). https://www2.warwick.ac.uk/fac/arts/english/currentstudents/undergraduate/modules/fulllist/special/endsandbeginnings/foucaultrepressiveen278.pdf Foucault, M., &amp; Sheridan, A. (1972). The archaeology of knowledge and the discourse on language. http://ci.nii.ac.jp/ncid/BA21964742 Gill, S. (1998). European governance and new constitutionalism: Economic and monetary union and alternatives to disciplinary neoliberalism in Europe. New Political Economy, 3(1), 5–26. https://doi.org/10.1080/13563469808406330 Gramsci, A. (1971). Selections from the prison notebooks. London: Lawrence &amp; Wishart. Halliday, M. A. K., &amp; Hasan, R. (1976). Cohesion in English. London: Longman. Hosseini, K. (2003). The kite runner. New York, NY: Riverhead Books. Jawaid, A., Batool, M., Arshad, W., Kaur, P., &amp; ul Haq, M. I. (2024). English language pronunciation challenges faced by tertiary students. Contemporary Journal of Social Science Review, 2(04), 2104-2111. https://contemporaryjournal.com/index.php/14/article/view/361 Jawaid, A. (2014). Benchmarking in TESOL: A Study of the Malaysia Education Blueprint 2013. English Language Teaching, 7(8), 23-38. http://dx.doi.org/10.5539/elt.v7n8p23 Jensen, D. F. N. (2006, April). Metaphors as a bridge to understanding educational and social contexts. International Institute for Qualitative Methodology. https://sites.ualberta.ca/~iiqm/backissues/5_1/HTML/jensen.htm Kövecses, Z. (2002). Metaphor: A practical introduction. Oxford University Press. Lakoff, G. (1987). Women, fire, and dangerous things: What categories reveal about the mind. University of Chicago Press. Lakoff, G. (1993). The contemporary theory of metaphor. In A. Ortony (Ed.), Metaphor and thought (2nd ed., pp. 202–251). Cambridge University Press. Lakoff, G., &amp; Johnson, M. (1980). Metaphors we live by. University of Chicago Press. Reddy, M. (1979). The conduit metaphor: A case of frame conflict in our language about language. In A. Ortony (Ed.), Metaphor and thought (pp. 284–324). Cambridge University Press. Talib, N., &amp; Fitzgerald, R. (2016). Micro–meso–macro movements: A multi-level critical discourse analysis framework to examine metaphors and the value of truth in policy texts. Critical Discourse Studies, 13(5), 531–547. https://doi.org/10.1080/17405904.2016.1182932 Van Dijk, T. A. (1988). News analysis: Case studies of international and national news in the press. Hillsdale, NJ: Lawrence Erlbaum Associates. Van Dijk, T. A. (1993). Principles of critical discourse analysis. Discourse &amp; Society, 4(2), 249–283. https://doi.org/10.1177/0957926593004002006 Van Dijk, T. A. (2001). Critical discourse analysis. Discourse and Society, 4(2), 249–283. Van Dijk, T. A. (2005). Discourse and racism in Spain and Latin America. Amsterdam: Benjamins. Van Dijk, T. A. (2009). Critical discourse studies: A sociocognitive approach. In R. Wodak &amp; M. Meyer (Eds.), Methods of critical discourse analysis (2nd ed., pp. 62–86). London: Sage Publications. Wodak, R. (2001). What CDA is about: A summary of its history, important concepts and developments. In R. Wodak &amp; M. Meyer (Eds.), Methods of critical discourse analysis (pp. 1–13). London: Sage Publications. Wodak, R. (2007). Pragmatics and discourse analysis. Amsterdam: John Benjamins Publishing Company.

Book review: Minna Nevala and Minna Palander-Collin (eds), <i>Self- and Other-Reference in Social Contexts: From Global to Local Discourses</i> NevalaMinnaPalander-CollinMinna (eds), Self- and Other-Reference in Social Contexts: From Global to Local Discourses. Amsterdam/Philadelphia: John Benjamins, 2024; 195 pp. EUR 110.00 (Hardbound).

Book Review: Minna Nevala and Minna Palander-Collin, <i>Self- and Other-Reference in Social Contexts: From Global to Local Discourses</i> NevalaMinnaPalander-CollinMinna, Self- and Other-Reference in Social Contexts: From Global to Local Discourses. Amsterdam and Philadelphia: John Benjamins Publishing Company, 2024; v + 195 pp., US$143.00 (e-book).

Arvioitu teos: Mikko Salmela: True emotions. Amsterdam/ Philadelphia: John Benjamins, 2014.

The Terminology and Lexicography Research and Practice series by John Benjamins aims to offer readers in-depth studies that report on recent advances in the area of terminology and lexicography. The works collected for this book series cover a wide range of cutting-edge topics such as dynamics of terminologies (see e.g. Kageura, 2012) and terminological variation (see e.g. Daille, 2017), featuring a number of research methodologies such as philosophical, computational and cognitive approaches. Marie-Claude L’Homme’s book entitled Lexical Semantics for Terminology: An introduction in this series is very interesting, because it clarifies the interplay between lexical semantics and terminology, specifically including meaning and concept, term identification, polysemy, equivalence in terminology and so forth. In particular, this monograph highlights the robustness of corpus approaches and elucidates for readers how corpus data can be used to help facilitate quantitative and qualitative analyses within various lexico-semantic models, all of which is an innovative step towards the complement to knowledge-driven approaches. Therefore, the book under review would appeal to a broad spectrum of readership including terminologists, lexicographers, trainee and professional translators, corpus linguists, language researchers, and particularly those who show an interest in studies involving specialised terms.

Abstract Mandarin numeral phrases display two characteristics. First, the numeral yi ‘one’ differs from other numerals in many respects. Second, classifiers can appear without any overt numerals, resulting in Cl-N phrases (e.g., ben shu ‘one book’): Cl-N phrases, like numeral phrases with yi ‘one’ (e.g., yi-ben shu ‘one book’), always denote singularity, but also contrast with numeral phrases with yi ‘one’ in various respects like scope. Although some of these patterns have been discussed before (e.g., Cheng, Lisa Lai-Shen &amp; Rint Sybesma. 1998. Yi-wan tang, yi-ge tang: Classifiers and massifiers. Tsing-Hua Journal of Chinese Studies 28(3). 385–412; Chen, Ping. 2003. Indefinite determiner introducing definite referent: A special use of ‘yi ‘one’ + classifier’ in Chinese. Lingua 113. 1169–1184; Huang, C.-T. James. 2015. On syntactic analyticity and parametric theory. In A. Li, A. Simpson &amp; W.-T. Dylan Tsai (eds.), Chinese Syntax in a cross-linguistic perspective. Oxford University Press; Li, Y. H. Audrey &amp; Shengli Feng. 2015. ‘yi’ zi shenglüe de yunlü tiaojian [The prosodic conditions on yi-deletion]. Yuyan Kexue [Linguistic Sciences] 14(1). 1–12; Zhang, Niina Ning. 2019. Complex indefinites and the projection of DP in Mandarin Chinese. Journal of East Asian Linguistics), previous analyses could cover some but not all these observations. This paper provides a unified account for these two puzzles and a number of related issues. It will be argued that due to an ongoing grammaticalization process, Mandarin yi is ambiguous between a numeral and an indefinite article. The grammaticalization of yi is an instantiation of a well-known phenomenon: specifier-to-head reanalysis (e.g., van Gelderen, Elly. 2004. Grammaticalization as economy. John Benjamins Publishing Company; van Gelderen, Elly. 2019. Cyclical changes and problems of projection. In Anne Breitbarth, Miriam Bouzouita, Lieven Danckaert &amp; Elisabeth Witzenhausen (eds.), Cycles in language change. Oxford University Press; Roberts, Ian. 1993. Verbs and diachronic syntax. Dordrecht: Kluwer; Roberts, Ian &amp; Anna Roussou. 2003. Syntactic change: A minimalist approach to grammaticalization. Cambridge: Cambridge University Press). Furthermore, with cross-linguistic evidence from Cantonese, I argue for an intermediate stage of specifier-to-head reanalysis: a functional category starts as a specifier of a phrase; it then adjoins to another head before being reanalyzed as an independent head projecting a separate phrase.

This review provides a concise overview of the book "Teacher Development for Immersion and Content-Based Instruction” by Laurent Cammarata and T. J. Ó Ceallaigh, published in 2020 by John Benjamins Publishing Company. The review highlights its significant contributions to the understanding of global language immersion programs. The book, which features significant input from respected scholars, focuses on filling the knowledge gaps regarding teacher development in the context of language immersion and content-based training. The book consists of seven chapters that address various subjects, including teacher language awareness, the development of professional identity, and the difficulties encountered by immersion educators. The review acknowledges the book's thorough approach but points out a possible omission in distinguishing between Content-Based Instruction and Content and Language Integrated Learning The review suggests that the book is a great resource for educators, academics, and policymakers. The extensive examination of both theory and practice renders it an invaluable resource for individuals engaged in language instruction and research.

Abstract Holmberg (Holmberg, Anders. 2005. Is there a little pro? Evidence from Finnish. Linguistic Inquiry 36(4). 533–564) and its revised version in Holmberg et al. (Holmberg, Anders, Aarti Nayudu &amp; Michelle Sheehan. 2009. Three partial null-subject languages: A comparison of Brazilian Portuguese, Finnish, and Marathi. Studia Linguistica 63(1). 59–97) derive the availability of null subjects in a given language from the interaction between T with/without a D(efiniteness)-feature and the features of subject pronouns. Their theory predicts the existence of consistent null subject languages, whose T has the D-feature, and partial null subject languages, whose T lacks the D-feature. This paper examines this D-feature approach to null subjects against the empirical evidence provided by Brazilian Portuguese, a partial null subject language, and European Portuguese, a consistent null subject language, showing that it cannot account for the range of microvariation observed with respect to different null subject pronouns and the type of T (finite vs. participle vs. gerund). We argue that, in comparison, the ellipsis account of null subject licensing put forward in Martins and Nunes (Martins, Ana Maria &amp; Jairo Nunes. 2021. Brazilian and European Portuguese and Holmberg’s 2005 typology of null subject languages. In Sergio Baauw, Frank Drijkoningen &amp; Luisa Meroni (eds.), Romance languages and linguistic theory 2018. Selected papers from “Going Romance” 32, Utrecht, 171–190. Amsterdam &amp; Philadelphia: John Benjamins) fares better. It retains from Holmberg (Holmberg, Anders. 2005. Is there a little pro? Evidence from Finnish. Linguistic Inquiry 36(4). 533–564 et seq.) the insight that the licensing of null subjects depends on the interaction between the features of T and the features of subject pronouns but resorts only to ϕ-features and Case. Crucially, it relies on the (theoretically and empirically) plausible assumption that the relation between abstract ϕ-features and verbal agreement morphology need not be transparent.

Review of:] E. Rakhilina, T. Reznikova, D. Ryzhova (eds.). The typology of physical qualities. Amsterdam: John Benjamins, 2022

Objective. The objective of the article is to study the peculiarities of the commonly used translation techniques in scientific and technical literature and to identify key problems and methods of their solution. To achieve this goal, the following tasks are set: to determine the ways of reproducing terms in translation; to analyze the ways of translating terms in scientific and technical literature; and to analyze the use of translation techniques in the scientific and technical literature. Methods. The main results are obtained by applying such research methods as: descriptive method was used to characterize the terms and terminology; comparative method was applied for the identification terms’ differences and similarities; contrastive method was used to analyze specific examples of the translation of terms. Results. The theoretical analysis of the terms in the scientific and technical literature has made it possible to identify the types of term structure. Six main types of term structure are outlined. The author considers generalized types of term construction: terms consisting of a base or root which has the basic meaning of the term; terms formed by affixation; terms consisting of two or more root words; new terms formed by combining two or more words; abbreviations of one or more words used as terms; terms consisting of symbols and letters reflecting certain concepts or concepts; terms used to describe a certain model or concept. The conceptual and categorical apparatus of the study is formed, which includes definitions of the most commonly used translation techniques in the scientific and technical literature: “calquing”, “transcoding” and “descriptive translation”. The commonly used translation techniques in scientific and technical literature are identified as follows: calquing, transcoding and descriptive translation technique. Examples of the above-mentioned translation techniques are given on the basis of technical terms of the construction industry, which will allow to successfully manage the educational process of students of both philological and technical specialties. References Abibilova, M. &amp; Bilokaminska, V. L. (2015). Osoblyvosti perekladu terminiv ukrainskoiu movoiu [Peculiarities of translating terms into Ukrainian]. Molodyi vchenyi [A young scientist], no. 2 (6), pp. 126–128. Vykhovanets, (1993). Typolohiia semantyko-syntaksychnykh vidnoshen [Typology of semantic and syntax relations]. Ukrainska mova. Teoriia i praktyka [Ukrainian language. Theory and practice], no.1, pp. 7–10. Hertsovska, O. Realiia yak linhvistychne yavyshche [Realia as a linguistic phenomenon]. Available at: http://dspace-s.msu.edu.ua:8080/bitstream/123456789/564/1/04.pdf Karaban, V. (1999). Posibnyk-dovidnyk z perekladu anhliiskoi naukovoi i tekhnichnoi literatury na ukrainsku movu [A guide to translating English scientific and technical literature into Ukrainian]. Kyiv, TEMPUS Publ., 317 p. Karaban, V. (2003). Pereklad z ukrainskoi movy na anhliisku movu [Translation from the English language into the Ukrainian language]. Vinnytsia, Nova Knyha , 608 p. Korunets, I. (2008). Bilia vutokiv ukrainskoho perekladoznavstva [At the origins of Ukrainian translation studies]. Vsesvit’08. Zhurnal inozemnoi literatury [Universe'08. Journal of foreign literature], 1–2, pp. 188–194. Krymets, O. (2023). Struktura terminiv nanotekhnolohii [Structure of nanotechnology terms]. Kreatyvnyi prostir [Creative space], 16, pp.173–174. Plyhun, O. (2014). Dyferentsiatsiia metaznakiv: termin, terminolohiia, terminosystema [Differentiation of meta-signs: term, terminology, terminosystem]. Naukovyi visnyk Chernyvetskoho universytetu: Hermanska filolohiia [Scientific Bulletin of Chernivtsi University: Germanic Philology], 692–693, pp.169–171. Fesenko, I. M. &amp; Stets, M. O. (2012). Vykorystannia perekladatskykh transformatsii u perekladi naukovo-tekhnichnoii literatury (na prykladi haluzevykh tekhnichnykh tekstiv ta instruktsii korystuvacha) [The use of translation transformations in the translation of scientific and technical literature (on the example of industry-specific technical texts and user manuals)]. Nova filolohiia [New philology], no 54, 127–129. Furt, V. (2018). Sposoby perekladu terminiv ukrainskoiu movoiu [Ways to translate terms into Ukrainian from English]. Filolohichni studii. Naukovyi visnyk Kryvorizkoho derzhavnoho pedahohichnoho universytetu [Philological studies. Scientific Bulletin of Kryvyi Rih State Pedagogical University], no.17, pp. 272–281. Anttila, (1989). Historical and Comparative Linguistics. Amsterdam, John Benjamins Publ., 370 p. Jespersen, O. (1946). Growth and Structure of the English Language. Ninth edn. New York, Doubleday &amp; Anchor Publ., 376 p. Vannerem, Mia; Snell-Hornby. (1986). Die Szene hinter dem Text:„scenes-and-frames- semantics“ in der Übersetzung. Übersetzungswissenschaft. Eine Neuorientierung. Tübingen, Francke Publ., pp. 184-205.

Photography in Children’s Literature, edited by Elina Druker and Bettina Kümmerling-Meibauer (John Benjamins, 2023) offers a transnational investigation of children’s photography spanning from the early 1870s to the late 1980s. It sets itself apart from many counterparts because of its wide range of analyzed topics, genres, and artistic techniques. This edited volume is recommended for all researchers and scholars interested in the transnationality of childhood politics and how photographs and children’s picturebooks play a vital role in promoting powerful transnational children’s images.