Modern Literary Language Research Articles

LOANS OF WORD IN SYNONYMY OF THE TATAR LANGUAGE

The vocabulary of each language consists of words that enable people to call the things they see and express their attitude towards them, characterize and compare them with the others. To do it, one uses lexical and grammatical means of native language and the borrowed ones from other kindred languages and unrelated languages. If in the beginning these “foreign” words are perceived as exoticisms, with time, without suspecting of their foreign origin, they can enter into its active lexical fund, take a place in dictionaries, be actively used in oral and written speech. However, they may be forgotten, not accepted by the canons of the language, or become archaisms and historicisms. The relevance of the study is explained by the tasks of revealing the role of the activity of loan words with the synonymy of the Tatar language. The article presents the materials that reflect the experience of research of the teachers of the Kazan Federal University in cooperation with the colleagues from other countries on the study of Turkic languages, including the Tatar language in synchrony and diachrony. It is well known that the etymological affinity of the borrowed lexicon from different languages is not the same, as well as their morphological and semantic features. If the most active words are the words related to nouns and adjectives, then verb forms in Turkic languages are rarely borrowed. This paper aim is a lexico-semantic description of the synonymous connections of the verbs with borrowed stems in the Tatar language, as one of the representatives of the Turkic world. During the research, the authors got insight into modern works of Russian and foreign authors on linguistics, philology; analyzed the lexical material fixed in bilingual dictionaries and in “The Dictionary of Synonyms” of the Tatar language; made comparisons of the dictionary fund and practical Tatar speech; revealed the basic tendencies of development of the modern literary language.

Відображення розвитку української наукової термінології початку ХХ ст. в “Українсько-російському словнику” А. Ніковського

The article analyzes the specific features of the Ukrainian scientific terminology at the beginning of 20th century that appeared in the Ukrainian-Russian dictionary by A. Nikovsky (1926). The register of the analyzed edition exceeded the most complete at that time dictionary by B. Grinchenko about 10 thousand words. This dexicographic work reflects the strong development of the Ukrainian language at the beginning of the 20th century in the formation of the body of terminals. The article describes the most notable features of modern scientific discourse on its lexical, morphological, word-forming and spelling levels. Interesting thing on the lexical level of the modern terminology is the specific vocabulary presented in the dictionary, which in modern literary language is replaced by the borrowings. Also, A. Nikovsky’s dictionary gives a lot of specific words that disappeared from the active vocabulary due to imposing on our language lexical-word-building models that are close to Russian. On the morphological and word-formation levels we have defined five characteristic features of the Ukrainian-Russian dictionary by A. Nikovsky: significant productivity of non-affixal method of word formation; the presence of adjectives formed by other word-building models than modern language units; fixation of adjectives with the suffix “уват”, which were subsequently replaced by complicated adjectives calculated from the Russian language with the second part “подібний”; some names of persons whose specialty or type of activity in the analyzed dictionary differs in their morphological features from the modern ones; a series of nouns of the female genius presented in the form of a male language. The attention is also focused on some spelling features of the Ukrainian language in the beginning of 20th century which attracts our attention in view of the discussion of modern spelling reform. The study made it possible to outline the meaning of this dictionary for contemporary users and for current scholars.

Поняття “асоціація”, “асоціативність” у сучасній Поняття “асоціація”, “асоціативність” у сучасній лінгвостилістиці

Charles Bally’s works laid the basis for the linguistic interpretation of the conceptions of association and associativity and understanding of associative mechanisms with regard to the fundamentals of psychology and systemacy of semantic links in thinking and language. The foundation of the modern theory of associativity is the classification of associations (mnemonic and necessary, close and distant, internal and external) developed by Charles Bally in his works. In linguo-stylistics the conception of association and associativity are associated with understanding of the psycholinguistic mechanisms of figurative use of language units and the realization of the aesthetic function of a literary language (S.Ya. Yermolenko, A.A. Moisiienko, L.V. Tailor, O. Malenkov, H.M. Siuta). Among the mechanisms for the formation of linguistic associations are the following factors: objective, social and intellectual experience, dependence on cultural and historical traditions, the gender identity of the speaker, etc. One of them dominates in each specific communicative situation. Currently known classifications of types of associative links take into account the basic positions of psycholinguistics, and the needs of lexicology and stylistics, etc. General differentiation is carried out: 1) for contiguity, similarity and contrast, 2) according to the scheme “word-stimulus, word-reaction”, 3) according to the type of relationship between the stimulus and the associate). Deep differentiation of associations according to the type of relationship between stimulus and associate) determines the allocation of several associative types: paradigmatic (food – bread) / syntagmatic (food – consume); thematic (friend – childhood > childhood friend); empirical (associated with the subjective experience of the speaker); social (associated with the social experience of the speaker), etc. The use of other criteria motivates the allocation of these types of associations: a) audio, visual, adorational, tangential; b) the usual and unexpected; c) direct and indirect, mediated; d) positive and negative; e) cultural, ethnic and author’’s individual. Understanding the connection between associativity and imagery is a primary issue in the modern literary language theory. Being a basis of concrete and sensual perception of the literary text, associations serve as a basis of creation of character in literature (S.Ya. Yermolenko, L.O. Pustovit, L.O. Stavitska, V.A. Chabanenko). It is necessary to consider the ideas of Franko’s treatise according to the history of the formation of the associativity theory. In particular, the proposed division of poetic associations by content (“ordinary”, that is, simple, and “linked by force”, that is, complex), remains undeniable. During the twentieth century the understanding of the mechanisms of implementation of associativity significantly deepened. One of the main subjects of intensive processing was the paradigmatic ordering of words in language and in human memory, the presence of clear mental connections between certain objects, realities on the basis of commonality or adjacency of their individual traits, features, etc. (compare.: spring – green, light, sun, warmth, flowers, feelings). This motivates the associative grouping of words into semantic fields. From linguo-stylistics point of view the associative-semantic field is a text structure, the model of the functional and stylistic implication of lexical-semantic units. The core of such a field, as a rule, are the keywords – the semantic and estimated coordinates of the entire work. Another type of lexicon combination, taking into account the associative links between the components, is an associative and imaginative field. It arises on the basis of associative and semantic or lexical and semantic association due to the identity of the denotative properties of linguistic signs, the general tradition of common language and poetic usage. Its center is the most active unit (dominant) – the core component of the series, which organizes the relationship of all other components. Associative-figurative series (lexical-thematic lines) go from this dominant, which work together semantically with the center for associative and creative field. Associativity is one of the key concepts of modern linguistic style. Terminological functionality of the conception of association and associativity is associated with the activity of cognition of the problems of “language association”, “artistic association”, “associativity and creative work”.

Festivals, Weddings and Ceremonies of the Old Uzbek Literary Language in the XVI Century Writings

This article presents the actual materials in which the lexical and semantic features of the words expressing holidays, wedding and other events are given, translated in 1519 by Muhammad Ali ibn Darves Alm al-Bukhari from the works of "Boburname" by Babur and "Zafarnoma" by Sharafuddin Ali Yazdiyya two works that were created in the 16th century in Old Uzbek literary language and could incorporate the language of that time, as well as their relation to the modern literary Uzbek language.

The Fourth Abdullah Yusuf Ali Memorial Lecture : English as a Modern Literary Language for Islam : The Significance of Yusuf Ali's Translation of the Qur'an (IAIS Malaysia, 16 April 2016)

On 16 April 2016, IAIS Malaysia and Islamic Book Trust (IBT) co-organised the fourth Abdullah Yusuf Ali Memorial Lecture on “ English as a Modern Literary Language for Islam: The Significance of Yusuf Ali’s Translation of the Qur’an ” by Dr Surin Pitsuwan, an eminent diplomat and Islamic scholar who has served as Thailand’s Foreign Minister and ASEAN’s Secretary-General.

“Appertaining to thy young days”: The End of the Academe in Love’s Labour’s Lost

The remoteness of early modern literary language represents a crisis in the educational status of Shakespeare; the crisis calls for innovation. How can teachers present the Shakespearean text, especially an allegedly “festive” comedy, in ways that engage the attention of contemporary students? This essay proposes one such reconnection. Adolescence is said to be a period of intellectual emergence into adulthood because decision making is immature and underdeveloped. For this reason, many college students are still supervised by adults or surrogate adults, such as college teachers. The goal of helping college students to be more independent, capable and in control of their own environment is warmly recognized by child development experts. Shakespeare studies, however, stand aloof from this developmental commitment, imagining that students enjoy reading historically remote texts even if this postpones attention to immediate concerns such as financial competence, emergent sexuality, and social skills that underlie personal and professional success. The life skills examined in this paper are not randomly chosen. The adolescent characters of Love’s Labour’s Lost are explicitly identified as novices in financial transactions, safe sexual relations, and conversational effectiveness. These three life skill areas are the subject of a proposed new curriculum which combines traditional interpretive practices with learning centered on practical competencies that contemporary high school and college students desire to acquire.

FORMATION OF SPEECH CULTURE PRIMARY SCHOOL TEACHERS IN TODAY'S LANGUAGE SITUATION

Abstract The article considers the problems associated with the formation and perfection of speech culture of future primary school teachers. In this paper identifies the main features characteristic of the modern linguistic situation, the working methods aimed at the formation of linguistic and communicative competence of future teachers of primary school. Modeling speech situations is one of their effective exercise in the development of communication skills and mastery of the rules of modern literary language. Keywords: speech culture, norms, language personality, speech situation, modeling speech situations Петрова С . В . ФОРМИРОВАНИЕ РЕЧЕВОЙ КУЛЬТУРЫ БУДУЩИХ УЧИТЕЛЕЙ НАЧАЛЬНОЙ ШКОЛЫ В УСЛОВИЯХ СОВРЕМЕННОЙ ЯЗЫКОВОЙ СИТУАЦИИ кандидат филологических наук, доцент Белгородский государственный национальный исследовательский университет, ул. Победы, 85, г. Белгород, 308015, Россия; E-mail: petrova@bsu.edu.ru Today the issue of increase in the level of speech culture of Russian speakers gains in topicality. Speech culture represents part of the general human culture and plays an important role in the professional establishment of a person, in implementation of his communicative goals. Increase in the level of speech culture of bachelors is one of the main tasks of studying the Russian language at the university. As is known, well-bred speech, appropriate use of linguistic means during the process of communication is one of indicators of the general human culture, his intelligence. The efficiency of the communication process and success of professional communication depend on how accurately and properly according to the specific speech situation a future pedagogue can express his thoughts and ideas. There are a few definitions of the concept ‘speech culture’, but in our point of view the most accurate and comprehensive one is the definition suggested by the professor А.N. Ksenofontova, according to which we understand speech culture as ‘correctness of speech, i.e., compliance with the literature norms perceived by the speaker and writer as an ‘ideal’ or commonly accepted and traditionally protected ritual, image as well as speech excellence – i. e., not only adherence to the norms of the literary language but also the ability to select from the relevant options the most accurate in sense relation, stylistically and contextually appropriate, expressive, etc. one’ [7, p. 67]. Speech culture is based on standardized speech by which we mean speech compliance with the requirements set to the language within the specific language community during the particular historical period, observance of the rules of pronunciation, stress, language use in terms of lexical meaning, forming, making of syntactic constructions. Observations on the speech of high school students allow speaking of recession of their speech culture level. This is evidenced by difficulties experienced by perception and processing of text information, as a rule, of scientific content; rather frequently it is referred to insufficient formedness of

Запозичення як джерело формування лексичної бази публіцистики М. Грушевського

Статтю присвячено дослідженню чужомовної лексики латинського, німецького, польського та російського походження в публіцистичній спадщині М. Грушевського; здійснено аналіз семантичного складу, структурних і функціональних особливостей запозичень, з’ясовано їх стилістичний статус у сучасній літературній мові.

Sanctuary in the wilderness: a critical introduction to American Hebrew poetry

The effort to create a serious Hebrew literature in the United States in the years around World War I is one of the best kept secrets of American Jewish history. Hebrew had been revived as a modern literary language in nineteenth-century Russia and then taken to Palestine as part of the Zionist revolution. But the overwhelming majority of Jewish emigrants from Eastern Europe settled in America, and a passionate kernel among them believed that Hebrew provided the vehicle for modernizing the Jewish people while maintaining their connection to Zion. These American Hebraists created schools, journals, newspapers, and, most of all, a high literary culture focused on producing poetry. Sanctuary in the Wilderness is a critical introduction to American Hebrew poetry, focusing on a dozen key poets. This secular poetry began with a preoccupation with the situation of the individual in a disenchanted world and then moved outward to engage American vistas and Jewish fate and hope in midcentury. American Hebrew poets hoped to be read in both Palestine and America, but were disappointed on both scores. Several moved to Israel and connected with the vital literary scene there, but most stayed and persisted in the cause of American Hebraism.

Foucault, Philosophy, and Literature

This article focuses on Foucault's “archeological” books: Madness and Civilization, The Birth of the Clinic, and The Order of Things. It addresses two issues in particular: first, Foucault's criticism of modern philosophical and scientific knowledge about man, showing how this knowledge is based on Nietzsche's criticism of humanism in modernity; second, Foucault's thoughts about modern literary language, contending that it is an affirmative counterpoint to the historic-philosophical analyses of knowledge about man he carried out during this archeological phase. In addition, the objective is to situate Foucault's views on literature during this period of genealogies of power and subjectivity.

Modern literary language Hindi (development of grammatical thought)

Развитие грамматической мысли современного литературного языка хинди (далее СЛЯХ) представляет собой длительный и сложный процесс. Любой исследователь, разрабатывая собственную грамматическую концепцию СЛЯХ, не может игнорировать предшествующее лингвистическое наследие. Однако он не обязан канонически следовать за тем, что было написано его предшественниками, какими именитыми они бы ни были, поскольку время и более углубленное изучение предмета, которое опирается на определенный уровень развития грамматической мысли, вносят свои коррективы в любую, некогда казавшуюся совершенной схему

Dr John Davies of Mallwyd: Welsh Renaissance Scholar

Dr John Davies of Mallwyd: Welsh Renaissance Scholar, ed. Ceri Davies (Cardiff: U. of Wales P., 2004; pp. 286. £35). ‘The one outstanding Plato of our language’ was how John Davies's friend and fellow-scholar, Rowland Vaughan of Caer-gai, rightly categorised him. His acclaim was echoed by Davies's twentieth-century counterpart, John Morris Jones, who pronounced that his ‘analysis of the modern literary language is final; he has left to his successors only the correction and amplification of detail’. The volume under review brings within its scope all the most important aspects of John Davies's achievements: his masterly scriptural translations and original writings; his Grammar of the Welsh language and his Latin-Welsh Dictionary (both written in Latin); his interest in and generosity to poets and writers; and, less well known and more surprising, perhaps, his skill and accomplishments as an architect and builder. Its ten chapters consider in detail and depth...

Another Look at "The Life of 'Dead' Hebrew": Intentional Ignorance of Hebrew in Nineteenth-Century Eastern European Jewish Society

The study of language had always stood at the forefront of every Jewish movement of revitalization and cultural renewal. It served as bridesmaid as each new spiritual period began, accompanying it along up to its full ascendancy. —Reuven Fahn (1937), 31 The Hebrew Language—A "Lost Tongue" One hundred and fifty years of arduous attempts to revive Hebrew as a modern literary language preceded its revival as a spoken language. Yet, from its incipience to the end of the nineteenth century, modern Hebrew literature could barely gain itself a narrow circle of devoted readers. One of the more acute expressions of the distress of Hebrew authors in the last third of the century was voiced by Yehudah Leib Gordon (1830-92), the greatest of the Haskalah (Jewish Enlightenment) poets.1 In 1871 Gordon published the poem "For Whom Do I Labor?" out of a sense that, lacking an audience, he was perhaps the last of the Hebrew poets: [End Page 171] For Whom Do I Labor? Whilst poesy's muse upon me comes stealing Whilst heart conceives and with right hand composing Poems composing and in a language forgotten Where triumph, what bliss, may ever prevail And for whom do I spend my best years in travail Depriving my person of quiet and gain? My parents—adhering to their Lord and nation Commerce, Commandments, their life's occupation Reason revolts them, good taste never found "Deathly is poetry, and rhetoricheathen! "To lodge near a poet is strictly forbidden!" Thus do they taunt us, viciously hound.2 Gordon avers that his best years have been devoted to composing poetry in a "language forgotten"—a language in demand by no one. His lament is that the traditional Jewish society of his day treats writing poetry in Hebrew as an act of apostasy and attacks and isolates those engaged in it. This lament may strike the modern reader as odd. Scholarship on the origins of Hebrew, like research on the traditional Jewish educational system, rejects as superficial the characterization of Hebrew as a "dead language." Yet if Hebrew was not dead, why were there no readers for modern Hebrew texts? The conventional view can accommodate this difficulty: traditional education indeed prepared potential readers in the Hebrew language, but the community also imposed strict social sanctions on those who read the new Hebrew literature.3 Indeed, many researchers dwell on the preservation mechanisms that sustained the Hebrew language over the generations and kept it in continual use.4 Benjamin Harshav's "Essay on the Revival of the Hebrew Language" is a case in point.Harshav expounds on "the life of 'dead' Hebrew" and claims that explication of Hebrew texts, a central activity in religious life, served to sustain "awareness of the meanings of words and of the parallels between various texts in the Hebrew library."5 In his opinion, such "Education emphasized the understanding of texts" (his emphasis), both in the heder and in the yeshivah. Language comprehension was reinforced by the methods of study employed within the education system, which included reading and translating the Torah in the heder, quoting texts and interpreting them as part of Talmudic studies, and the dialogic method of study employed in the yeshivahs. Hebrew, furthermore, was the language used in religious literature, in responsa, in rabbinic decisions, and in community documents. All these, along with the Hebrew component of Yiddish, show, [End Page 172] in Harshav's opinion, that "unlike Latin, which the common folk did not know and whose primary students were monks, all Jews were required to study texts in the Holy Tongue. ... Even if in the lower classes of society the level of study was not advanced, in fact every male knew—or was supposed to know—how to read. Hebrew texts served also for daily prayer, blessings and so forth. Hebrew was understood well...

‘ (A)guisado’ in thePoema de Mio Cid: the Ghost of a Pun in Arabic?

Click to increase image sizeClick to decrease image sizeBSS Subject Index: HISPANO-ARABIC HISTORY, LITERATURE, CULTURE & INFLUENCEHISPANO-SEMITIC LANGUAGES & THEIR INFLUENCESJEWS — LANGUAGE, HISTORY, LITERATURE, CULTURE & INFLUENCEPOEMA DE MIO CID/CANTAR DE MIO CID Notes 1. Quotations are from a simplified adaptation of R. Menéndez Pidal's paleographic edition (Cantar de Mio Cid, tercera edición corregida, [Madrid: Espasa Calpe, 1956]). No indications are given where abbreviations have been expanded, & is rendered by e, and only one symbol is used for s. Pidal's capitals are maintained, but his other marks of punctuation are omitted. 2. There might well be undertaken a full study of the etymology and semantic range of ‘(a)guisado’, but this is not the place to do so. Modern and medieval senses will be found in María Moliner, Diccionario de uso del español (Madrid: Gredos, 1966), but, quite uncharacteristically, material is divided between the three alphabetic locations: ‘aguisado’, ‘guisado’ and ‘desaguisado’. It is curious to note that whereas ‘aguisado’ is identified as exclusively archaic (ant.) and ‘guisado’ is virtually restricted to culinary senses in modern times, ‘desaguisado’ is very much alive and productive in twentieth-century Spanish. For medieval usage see also Real Academia Española, Diccionario histórico de la lengua española, fascículo noveno [Madrid: RAE, 1970], s.vv. ‘aguisado’ and ‘aguisar’. 3. Repetition in the PMC has been extensively studied by John S. Miletich, See ‘Repetition and Aesthetic Function in the Poema de Mio Cid and South-Slavic Oral and Literary Epic’, BHS, LVIII (1981) 189–96 and even specifically with reference to the two Jews (p. 192 third para.) but ‘ (a)guisado’ is not mentioned. We must conclude that for Miletich the degree of repetition must be so slight as not to warrant attention. 4. Edward William Lane, An Arabic-English Lexicon (London and Edinburgh: Williams and Norgate, 1863–1893); R. Dozy, Supplément aux dictionnaires arabes, 12th edition (Leiden and Paris: Brill and Maisonneuve Frères, 1927); J. G. Hava, Arabic-English Dictionary for the Use of Students (Beirut: Catholic Press, 1899) ; Maan Z. Medina, Arabic-English Dictionary of the Modern Literary Language, (New York: Pocket Books, 1973). 5. See L. P. Harvey, ‘The Arabic Dialect of Valencia in 1595’ in Al-Andalus, XXXVI (1971), 81–115, especially p. 92. 6. A. D. Deyermond and Margaret Chaplin in ‘Folk-motifs in the Medieval Spanish Epic’ Philological Quarterly, LI (1972), 36–53 identify it with Stith-Thompson's categories K 455.9 and 476.2.2. 7. RFE, LIX (1977), 183–224; for the section in question see pp. 183–86. 8. A. Galmés de Fuentes, ‘Épica árabe y épica castellana (problema crítico de sus posibles relaciones)’ in La poesia epica e la sua formazione (Rome: Accademia Nazionale dei Lincei, 1970). 9. Francisco Marcos Marín, Poesía narrativa árabe y épica hispánica (Madrid, 1971). 10. Mikel de Epalza, ‘El Cid—el León: epíteto árabe del campeador?’ HR, XLV (1977), 67–75. Amongst other work going on at the moment is an investigation into parallels between Arabic heroic narratives and the Cid epic conducted by my research student Miss Brenda Fish. 11. Thus for example Abū'l-Laith al-Samarqandī, Tanbīh al-gāfilīm (I consulted the edition printed in Cairo: Maība'a al-Khairiyya, A. H. 1309) has as heading to Chapter LXXII ‘Faīd˙l al-ribāt˙’ (ed. cit. p. 164) where the aljamiado translation (MS. Biblioteca Nacional, Madrid, 4871) has as heading to Chapter LXXII ‘en la ibantalla de mantener frontera’ (see table of contents of the MS.). In this connection the occurrence of the expression ‘tenerle la frontera al diablo’ in Berceo may be of some significance. Commentators have not felt the need to provide any gloss, but I cannot help feeling the presence of the Islamic concept of ribat/jihād here. See Vida de Santo Domingo de Silos, ed. A. Andrés (Madrid: Padres Benedictinos, 1958), 7, copla 48 ‘Bien sabie al diablo tenerle la frontera’, and in the Vida de San Millán 1. 536 (an example which Professor Brian Dutton drew to my attention) ‘teniel las fronteras (al diablo)’. I am grateful to Professor Alan Deyermond and to Dr David Hook for looking at earlier drafts of this little article and making useful suggestions with regard to presentation. Neither is to be held as in any way accountable for the thesis I propose.

Miklošičev prispevek k oblikovanju slovenskega knjižnega jezika

Odločilno preusmeritveno razdobje v ·razvoju novoslovenskega knjižnega jezika se na začetku 19. stol. začenja s praktično in teoretično dejavnostjo pesnika V. Vodnika in jezikoslovca J. Kopitarja. Prvi je s svojo prosvetljensko tvornostjo in novinarstvom1 razširil vsebinski obseg knjižne dejavnosti na necerkveno območje. S tem je nujno moral po potrebi izmenjavati arhaič1rn jezikovna sredstva z novejšimi pogovornimi značilnostmi. Pozorno je uprl pogled k slovanskim slovničarjem in k bližnjim Slovanom.

Western Loanwords in Modern Pashto

area between the two countries; it is beside Persian the official language of Afghanistan, but only a regional language in Pakistan, which favors Urdu. A major part of the learned and scientific vocabulary of Pashto has been derived from the PersianArabic tradition, and the number and status of these loans troubled lexicographers in the past (e. g., H. W. Bellow; cf. his Dictionary of the Pukkhto Language, preface, p. vii). This study will deal with the loanwords from English, French, and German found in the modern literary language and in the educated speech of Afghanistan. It is based in the main on the investigation of the usage of the Kabul dailies Hewad and, particularly, Isldh from June, 1958, to May, 1959, as well as on work with educated speakers of Pashto.' We will deal with the following aspects of the loanword problem: the fields of meaning represented in the corpus (? 1); the phonemics of the loanwords and their sources (? 2); their morphological features (? 3); the morphemic variation among loanwords (?4).