Linguistic School Research Articles

Научные идеи О. Б. Сиротининой и саратовская школа изучения единиц реальной коммуникации. К столетию со дня рождения ученого-педагога

The article is dedicated to the 100th anniversary of the outstanding Russian linguist, professor of Saratov State University Olga B. Sirotinina (born in 1923). The article presents and analyzes a number of scientific ideas of the scholar: the necessity to work out new approaches to syntactic units; the interaction of primary (factual) and secondary (organizational) levels of communication; attention of the author to the addressee as a leading principle of linguistic ecology; semantic diffusion as a dynamic process in the Russian discourse. In the late 20th century Olga B. Sirotinina in her research of the colloquial speech determined new approaches to communicative units: alongside the syntax of predicative units she developed the syntax of non-predicative ones. Her works prove that while studying real discourse a special focus should be put on the role of functional words as the effectiveness of communication is directly determined by the interaction of factual and organizational communication units. The author’s concern about the addressee is one of the main principles of linguistic ecology. It is the author who is primarily responsible for the success of communication, so they are supposed to make a number of reasonable efforts to facilitate for the addressee the perception of their message. The process of semantic diffusion is often connected nowadays with the violation of linguo-ecological principles. This problem is one of the main concerns of Olga B. Sirotinina: de to weakened and broadened meaning some words start to mean almost anything, are used widely and turn into fashionable words. Excessive use of diffused lexis leads to the language system impoverishment as well as to numerous social and professional risks. The ideas of Olga B. Sirotinina under discussion have organized the research of real communication units and determined the directions of the development of Saratov linguistic school in the late 20th – early 21st centuries. The article focuses on the tendencies in the development of these ideas by Saratov linguists.

Наука как призвание. К 85-летию профессора М. А. Кормилицыной

The article discusses the 85th anniversary of the Doctor of Philology, Professor of Saratov State University, M. A. Kormilitsyna. A wellknown scientist in Russia and abroad, Margarita Anatolyevna has devoted her whole life to scientific activity. Together with her teacher and friend, O. B. Sirotinina, M. A. Kormilitsyna was at the origin of Saratov Linguistic School of the functioning of the Russian language. The article highlights the main stages of the scientist’s scientific activity, presents the areas of scientific interests: syntax, stylistics and culture of the speech of the Russian language, colloquial speech, the language of the media, etc. All scientific and educational activities of Margarita Anatolyevna are based on the principles of Saratov Linguistic School, the main methodological principles of which are attentive and unbiased attitude to language, its facts, accuracy in their analysis, striving not for superficial, but for a deep understanding of the essence of linguistic phenomena. The article reveals the significance of the works of M. A. Kormilitsyna for modern linguistics: her works on colloquial speech, the language of the media, the effectiveness of communication, overcoming communicative risks, cause numerous responses in the scientific community. M. A. Kormilitsyna pays a lot of attention in her work to editorial activities (work on the interuniversity collection of scientific papers Problems of speech communication, participation in the editorial board of the journal Media Linguistics, etc.). The article reveals not only the scientific, but also the pedagogical activity of the scientist: students and teachers know Margarita Anatolyevna as a highly erudite, creatively working teacher. M. A. Kormilitsyna has been the head of the Department of the Russian Language, Speech Communication and Russian as a Foreign Language (the new name of the department) for 25 years. Colleagues respect Margarita Anatolyevna for her honesty, integrity, and friendly attitude towards people.

Filipp Fortunatov: An Underestimated Talent

This article marks the 175 anniversary of the famous Russian linguist Filipp Fortunatov and looks at his major findings. It is pointed out that in certain respects the scholar has contributed a lot to the linguistic science of his time. While working in the sphere of comparative linguistics, F. Fortunatov was actively involved in the studies of the Baltic-Slavic languages. In his contemplation of the sociological aspect of language, he forestalled the appearance of psycholinguistics. Concurrently, the scholar based his judgments on the then popular neogrammarian movement and the German psychological school. While analyzing the phonic aspect of the word, F. Fortunatov also used the provisions that would nowadays be deemed psycholinguistic. His contribution to the development of the theory of syntax and pedagogical ideas is undeniable, too. F. Fortunatov obviously deserves credit for having founded the Moscow linguistic school that fostered a constellation of talented scholars. Moreover, F. Fortunatov’s morphological classification of world languages is recognized as a most accurate one by modern typology. This classification was elaborated long before the linguists of the 20th century came to similar findings. The above mentioned achievements by F. Fortunatov seem to be misappreciated by Russian linguists let alone the Western ones. Russian textbooks of typology favor the morphological classification put forward by W. von Humboldt, although, as it is argued in the article, F. Fortunatov’s classification presents typological diversity of world languages more profoundly and precisely. If W. von Humboldt distinguished four language types, F. Fortunatov did five. His classification, except for minor terminological differences, overlaps with the five world language types singled out by scholars in the 20th century, in particular by V. Skalička. All this goes to say that the breakthrough in world language typology made by F. Fortunatov has really been misappreciated by modern linguistics and pedagogy.

The diachronic analysis of resultative constructions

AbstractThis study aims to illustrate a systemic functional framework for analysing the change of constructions which are inherently form-meaning correspondences. The study first discusses the value of systemic functional linguistics (hereafter SFL) to solving the perceived problems arising from the theoretical model of grammaticalisation. The dominance of grammaticalisation theory in historical linguistics has led some to equate grammaticalisation with language change. However, a systematic exploration of the semantic change is frequently lost in the literature on grammaticalisation. SFL, since its beginning in the early 1980s, has become a leading linguistics school in dealing with semantic and lexicogrammatical changes and the mapping between meaning and form. This study proposes a framework in which SFL theories allow us to address the critical issues in construction change, hence providing mechanisms for the diachronic analysis of both semantic and lexicogrammatical changes. On the basis of the framework, this study focuses its analysis on the change of resultative constructions (hereafter RCs) in Old Chinese and Old English. The diachronic analysis shows that new constructions emerge through a cycle of language change in which the interaction of semantics and lexicogrammar plays a central role. In addition, semantic condensing and compacting are critical steps in the creation of new constructions.

The Internal Structure of the Derived Word in Kurdish Language According to the Morpheme-Based Model and the Word-Based Model

Word-formation is part of linguistics that deals with the internal structure of words. It aims at creating a theory in order to describe and explain the lexical structures of all languages. This has derived from the hypothesis that if grammar is the systematic language knowledge of an interlocutor, then possibly there could be a substructure hypothesized inside the grammar structure that explains the lexical knowledge of the interlocutor. Thus, this study has focused on both models, base-morpheme and base-word, which are one of the language models that have been pointed out in the frame of the school of production linguistics so as to analyze and interpret the lexical system of language.
 This study, particularly, is based on the perspective of (Mark Aronoff, 1976) in the model of base-word. Also, in terms of base-morpheme, the perspective of (Morris Halle, 1973) has been taken into consideration. In fact, these two perspectives are considered the turning point in research on word-formation. Therefore, we have made attempts to analyze the structure of derivational words in the Kurdish language with reference to these two perspectives to obtain the morphological rules that exist in an orderly and abstract way in the cognitive parts of the native speakers of the Kurdish language. These rules are called the "pillars" of language because they are the foundation from which other elements are made.

Научното наследство на проф. д.ф.н. Иван Куцаров и постиженията на Пловдивската школа по морфология и функционална граматика

The article presents the scientific achievements of Prof. D.Sc. Ivan Kutsarov in the field of modern Bulgarian morphology, functional-semantic grammar and Slavic studies. Special emphasis has been placed on the development of the Plovdiv linguistic school of morphology and functional grammar established by Ivan Kutsarov.

Iraqi EFL University Learners' Productive Ability in Key Terms Used in the Main Linguistic Schools

Iraqi EFL University Learners' Productive Ability in Key Terms Used in the Main Linguistic Schools

Theoretical concepts of various schools of linguistics

Theoretical concepts of various schools of linguistics

Correlation of the terms "concept" and "meaning" in modern linguistics

The concept (from Lat. conceptio – understanding, system) – a certain way of understanding, interpreting any phenomena, the main point of view, the guiding idea for their coverage; a system of views on phenomena in the world, in nature, in society; a leading idea, a constructive principle in scientific, artistic, technical, political and other activities; a set of views related to each other and arising from one another, a system of ways to solve the chosen problem; a way of understanding, distinguishing and interpreting any phenomena that generate considerations and conclusions inherent only for this method. The concept defines the strategy of actions. Different concepts have their own terminological apparatus. This article examines the issues of differentiation of such terms as "concept", "concept" and "meaning". The linguistic differentiation of these terms is determined by comparing their content, basis and scope. The correlation of the terms “concept” is considered from the point of view of various linguistic schools and directions. The content of terms in the research of philosophers, logicians and psychologists is described. The list of basic characteristics of the concept that distinguish it from the concept is given. The cognitive essence of the concept as a meaningful unit of the conceptual system and human memory is characterized. One of the debatable issues of the communicative-cognitive paradigm is the ratio of "concept" and "meaning". The article examines the most common points of view of researchers on this issue as they appear. The dilution of these concepts is an important aspect in the lexicographic description of cognitive linguistics terms. This article analyzes the conceptual range of terms "concept", "meaning", closely related to each other and in constant interaction in modern linguistics. The analyzed terms have both unifying and distinctive properties. These are one ordinal, but not equivalent categories of thinking: they are considered in various communication systems.

A study of psycholinguistic meanings of the toponym "Vladikavkaz" (through linguistic associative experiments)

The study reveals ways to identify and describe the psycholinguistic meanings of lexical units (on the example of the toponym "Vladikavkaz"). Psycholinguistic meaning is one of the types of meanings along with the traditional type of meaning such as lexicographic meaning. The lexicographic meaning consists of a small set of logically meaningful features that reflect described phenomenon. The lexicographic meaning is presented in classical explanatory dictionaries. It is formulated on the basis of the principle of reductionism (minimization of features included in the meaning). The psycholinguistic meaning is the meaning in the minds of native speakers. This type of meaning is presented in psycholinguistic dictionaries. The psycholinguistic meaning can be identified by various methods. An effective method for identifying and describing psycholinguistic meanings is a psycholinguistic experiment, in particular, an associative experiment that involves native speakers. Associative experiments were carried out by the Russian Voronezh theoretical and linguistic school in the Russian Federation. The subjects were native Russian speakers in the North Caucasus and Voronezh. Toponyms of the Russian language were used as stimulus materials – "Derbent", "Dagestan", "Moscow", "St. Petersburg", etc. The experiments identified a lot of associative reactions, the distribution of which made it possible to construct associative fields. The semantic interpretation of associative fields revealed the psycholinguistic meanings of toponyms. This article presents the results of semantic interpretation of associative reactions to the stimulus "Vladikavkaz", obtained in the experiments. The associative fields of the toponym are described. The semantic components of the toponym are identified. The psycholinguistic meaning of the toponym "Vladikavkaz" is formulated in two regional variants.

Theoretical and methodological background to experimental research on semantics of proper names and linguistic consciousness

The article is concerned with new linguistics trends associated with turning scientists’ attention from the study of language being a system autonomous from a person to the study of language being a phenomenon of human consciousness. The anthropocentric paradigm is premised on the idea that, as Baudouin de Courtenay noted «language exists only in individual brains, only in souls, only in the psyche of individuals». The anthropocentric paradigm is one of the leading ones in modern world linguistics. In different countries, there are numerous scientific schools basing on the anthropocentric paradigm. In the Russian Federation, one of the leading schools in this field is the Voronezh Scientific Theoretical and Linguistic School of General and Russian Linguistics, whose members have made a significant contribution to the development of psycholinguistics, cognitive linguistics, and linguoculturology. The article describes the theoretical and methodological foundations of experimental studies on linguistic consciousness based on the example of a project on creating a new differential empirical model for describing the meanings of proper names as phenomena of linguistic consciousness. The article also describes the concept of linguistic consciousness (the central object of linguistic research in Russia), options for its modeling (construction of simple and complex models of linguistic consciousness) and experimental methods for its study. It is stated that a simple model of linguistic consciousness is an associative field, and a complex model of linguistic consciousness has a psycholinguistic meaning. The article specifies the algorithm for their description.

Audio testing as a method of classification of Dargin idioms

The article briefly discusses the assessment of the types of audio testing that have been used and can be used to classify Dargin idioms, since researchers have not yet accurately adopted a common classification of Dargin idioms (languages and dialects). A critical assessment of the methodology is given, the possibilities of audio testing using the RTT method and the “Pear stories” are investigated. The article also describes a methodology for creating a theoretical basis for testing Dargin idioms, including corpus of dialects with audio files created by the Laboratory for Formal Models in Linguistics of the HSE School of Linguistics.

Значение научных трудов профессора В.Г. Руделёва. Создание и развитие теории частей речи

The role played by the dynamic theory of parts of speech, created by Professor V.G. Rudelev, in the studies of the Tambov linguistic school. The part-of-speech theory used within the framework of the Tambov linguistic school is considered. Particular attention is paid to the information-theoretical method. Examples of oppositions and neutralizations within the framework of part-of-speech theory are given. The content of scientific works in which this theory was developed is analyzed. It is concluded that the dynamic theory of parts of speech made it possible not only to present the part-of-speech model as a system in which the hierarchy of each element was established, but also subsequently led to the solution of a number of fundamentally important problems that would have been impossible to describe without the use of new approaches, for example , in the field of poetics or the interaction of figurative and expressive means. The opposing method can be widely used in any language area, for example, in the literary texts analysis, in the study of figurative and expressive means.

PECULIARITIES OF THE DEVELOPMENT OF POLYSEMY IN RUSSIAN AND ENGLISH (ON THE MATERIAL OF THE MOST FREQUENT SUBSTANTIVE AND VERBAL LEXEMES)

Problem statement. The paper considers the peculiarities of the development of polysemy of 200 Russian (100 substantive and 100 verbal) and 200 English (100 substantive and 100 verbal) most frequent lexemes taken from the Frequency Dictionary of S.A. Sharov and the lists of frequency nouns and verbs of the British National Corpus. The development of polysemy in Russian and English is considered from the point of view of the integral theory of polysemy, according to which polysemy exists at two levels: lexical and lexico-grammatical (part-of-speech) in the form of lexical and lexico-grammatical polysemy. The latter exists in two types: lexico-grammatical polysemy proper and lexico-grammatical variation. Results. With the help of the comparative-parametric method of linguistic research developed by the Voronezh Theoretical and Linguistic School, the peculiarities of the development of lexical and lexical-grammatical polysemy in the compared languages are described. Lexical polysemy is considered from the point of view of the average sememic volume of semanthemes, as well as the development of denotative and connotative polysemy. Lexico-grammatical polysemy is considered from the point of view of the development of lexico-grammatical polysemy proper, as well as lexico-grammatical variation. The parts of speech at the level of which the development of lexico-grammatical derivation occurs in both languages are determined. The description is carried out in groups, depending on the volume of their semanthemes. Small-seme, multi-seme, hyper-seme and super-hyper-seme Russian and English substantive and verbal lexemes are studied. Conclusion. On the basis of the integral index of national-specific peculiarities and the scale of the degree of manifestation of national-specific peculiarities developed within the framework of the comparative-parametric method of linguistic research, it was found that in terms of lexical polysemy, national differences can be recognized as noticeable, while in terms of lexical-grammatical polysemy, they are bright.

THE EFFECTIVENESS OF TRANSFORMATIVE GENERATIVE RULES IN POETIC DISCOURSE ANTARAH BIN SHADDAD AS A MODEL

Poetry and prose are the binary that have been created by man and coincided with the The manifestations of his life and its potentials. The characteristics of each have varied, Poetry, in the perspective of scholars took the greater part of the celebration, because it embraced the confusion of the human soul and its transformations through time. It is not feasible for scholars to focus on the issues of poetry, its components and characteristics, examine and scrutinize them. Added to this, codify thier manifestations, and derive their laws according to many different visions and models. However, the grammatical perspective seems to be the furthest model for dealing with the poetic phenomenon and its stylistic transformations .So how is the way to combine the law with shifts or the grammatical inspiration and the constant tendency to looseness and transgression, as is the case with poetry. From here it seems to us the vitality of the angle through which we want to access the poetic phenomenon and its methods. Especially since one of the most important linguistic schools represented in the Generative Transformational Grammar School has very Very convenient tools to approach the idea of s shifts and transformations between depth and surface structures .Hence, we turned to trying to monitor and describe the poetic sentence system and its structures, an investment in the transformative rules, as it settled with Chomsky in Antarah bin Shaddad Ode as a model. Moreover, it aims at highlighting the effectiveness of the transformative generative rules in the Blog and attempting to reach the description of the grammatical system of the poetic text. besides, monitoring the relationship between the grammatical level and the semantic level. Keywords: Effectiveness, Grammar, Generative, Transformative, Poetic Discourse, Antara Bin Shaddad Ode

N.S. TRUBETSKOI AND THE PRAGUE LINGUISTIC SCHOOL

The paper considers those positive moments that were achieved in the works of N.S. Trubetskoi in morphonology, as well as the disadvantages that did not allow morphonology to be distinguished as an independent linguistic discipline. The views of N.S. Trubetskoi were further developed by the Prague Linguistic School. However, they failed to resolve the issue of the independent status of morphonology as a linguistic discipline, although they tried to single out independent morphonological units – morphoneme and alternant. KEY WORDS: morphonology, alternant, alternation, morphoneme.

From 1960 to the Present Day: The Influence of the Gestalt Theory on Didactic Devices for Language Teaching

The present work discusses from a historical perspective the influence that the Gestalt Theory has had in Italy on the development of language teaching models from the 1960s to the present day. Different sources have thus been investigated, taking into account in particular the Venetian school of educational linguistics. The second part of the article is devoted to the presentation of a model created for teaching and learning Italian for study purposes, that is a practical proposal also indebted to the Gestalt theory. The model results from the attempt to transfer to the field of educational linguistics both findings made available by psychological research and by neuroscientific studies, in particular those which rely on the embodied nature of language.

Communicative Aspect of the Literary Text

The subject of the study is a communicative aspect of poetic and prose texts. It is based on dialogization between the addressant and the addressee and a change in semantic positions. The purpose of the study is to analyze the features concerning the explication of dialogical relations in the outward monologic
 speech of literary discourse. The research, carried out on the basis of the communicative and cognitive approach, is based on the concepts, methods and results of the communicative stylistics of the text, first of all by N.S. Bolotnova and Tomsk linguistic schools.
 Moreover, we have taken into consideration the scientific substantiations by
 R.O. Yakobson and Yu.M. Lotman that a literary text (especially a poetic one) is
 associated with the concept of a secondary linguistic structure and its main prin-
 ciples are comparison and opposition.
 The resulting inferences allow us to determine the features of the commu-
 nicative approach to the analysis of a literary text: 1) external dialogization con-
 sists in the interaction of the author and the reader, which is expressed in the
 interpretative activity of the latter in decoding a poetic work; 2) the internal di-
 alogization of the narrative monologue manifests itself as a contact between the
 subjects of the work and is represented by lexico-grammatical and tropical means
 with the expression of subjective modality.
 The results of the study can be used in scientific-research and teaching
 activities related to the study of the artistic discourse communicativeness.

The Skills of Turkish Teacher Candidates to Use the Functions of Language in the Narrative Texts

Communication is an important part of our life. The realization of the communication and the achievement of its purpose is possible by understanding the function of the linguistic units used by the speaker or the text producer. In this case, the communication functions of the language, which is an important part of communication, must be known/recognised. Linguists, sociologists, and psychologists have taken different approaches to classify the functions of language. One of these approaches is the classification made by Roman Jakobson from the Prague linguistics school. Jakobson considers exchanging information between addresser and addressee as an essential element in communication. He also states that language has six functions: expressiveness, referent, call, relationship, metalanguage function and artistic function. In this research, the narrative texts of Turkish teacher candidates were examined in terms of the functions of the language by using Jakobson's approach. The model of the research is case study as it covers both the collection of field-based data, and the process is related to evaluations. Data were collected through documents during the process. The documents of the research are the narrative texts prepared by the 2nd year Turkish Language Teaching students studying at a state university within the scope of the linguistics course. The results of the study showed that there is a significant difference between the pre-service teachers' use of language functions in the narrative texts they wrote before learning Roman Jakobson's classification of language functions and the narrative texts they wrote after learning.

Martin East's essential bookshelf: Task-based language teaching

Martin East is Professor of Language Education in the School of Cultures, Languages and Linguistics, the University of Auckland, New Zealand. Prior to this, he spent ten years as a language teacher educator in the University's Faculty of Education and Social Work. He has also taught languages at a broad range of proficiency levels and in a variety of contexts, including leading a school languages department in the UK. His numerous publications in the field of language education include two books dedicated to the phenomenon of TBLT: Task-based language teaching from the teachers’ perspective (John Benjamins, 2012) and Foundational principles of task-based language teaching (Routledge, 2021).