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Yuliya Davydyuk and Nataliya Panasenko

Abstract

The article highlights the results of the investigation of the literary FIRE and WATER concepts and their basic characteristics from a cognitive point of view. The research of the literary FIRE and WATER concepts was carried out in three steps - revealing their notional, image- and sense-bearing components. The results show that the FIRE concept is mostly personified into the image of A MAN, while the WATER concept is mostly personified into the image of А WOMAN.

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Katrin Menzel

Abstract

This paper reports a part of the larger corpus-based study, which investigates English- German contrasts in text cohesion and discourse organisation. It has its focus on ellipsis-antecedent-relations that contribute to the cohesiveness of texts. The present work is intended to contribute to the development of a discourse-oriented contrastive grammar on the English-German language pair with relevance to theoretical and applied linguistics, translation studies and foreign language pedagogy.

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Nataliya Panasenko

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Anna Illinichna Prihodko

Abstract

The focal topic of this paper is the discussion of the actualization of the framing script that realizes the evaluative potential. Functional-semantic representation of the frame organization of the certain illocutionary potential is a complex formation in the form of a set of coordinated actions. They determine the communicants’ stages of interaction acts for the implementation of the defined aims.

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Lege Artis

Language yesterday, today, tomorrow

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Merima Osmankadić

Abstract

The aim of this paper is to view double negation in the light of its semantic and pragmatic meaning. While double negation in logic gives a positive value, in natural languages, besides having positive entailment, it can have a range of different implicatures and functions. Thus, depending on different discoursal factors, double negation can be used for different motives, e.g. the speaker is not sure whether a certain proposition is true or is sure that it is not true, to name just one. The analysis is carried out on the database consisting of the reports, interviews and articles of the High Representative and his associates in Bosnia and Herzegovina in the period from 1995 to 2001.

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Jolita Horbacauskiene and Ramune Kasperaviciene

Abstract

For several decades, there has been a heated debate about the value of providing corrective feedback in writing assignments in English as a foreign language (EFL) classes. Despite the fact that corrective feedback in writing has been analysed from various angles, learners’ expectations regarding feedback given by language instructors are still to be considered, especially in different learning settings. Student attitudes have been found to be associated with motivation, proficiency, learner anxiety, autonomous learning, etc. (Elwood & Bode, 2014). Thus, the aim of this paper was to compare EFL learners’ attitudes towards corrective feedback and self-evaluation of writing skills in different learning settings. Students at two technological universities in France and Lithuania were surveyed and asked to complete an anonymous questionnaire combining the Likert scale and rank order questions. The results indicate that frequency of writing assignments seems to have little or no impact on students’ self-evaluation of writing skills. Moreover, although the two groups of students showed preference for feedback on different error types (e.g., feedback on structure vs. feedback on grammar), nevertheless, indirect corrective feedback with a clue was favoured by all the respondents.

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Patrick C. Trettenbrein

Abstract

This short piece addresses the confusion over terminology that has reigned, and partly still reigns, when it comes to the concept of Universal Grammar (UG). It is argued that whilst there might be changes in terminology and theory, conceptually UG cannot be eliminated. From a biolinguistic perspective, UG is not a hypothesis by any rational epistemological standard, but an axiom. Along these lines, the contemporary evolutionary perspective on the language faculty (FL) is briefly discussed to then argue that UG is necessarily part of FL in both a narrow and broad sense. Ultimately, regardless of terminology, UG is inevitably one of the factors determining the growth of FL.

Open access

Maja Séguin

Abstract

Vocabulary acquisition is a dynamic process and there is a constant change in the way words are stored in the mental lexicon. Word association tests are used in linguistic research to observe to which extent mental mapping can be understood. This paper presents the results of a word association game consisting of seven words administered to second language speakers, and native speakers for comparative purposes. The results indicate the possibility of a link between experiences and associations, which leads to the recommendation for teachers to create activities and new experiences that demand the learner’s personal involvement in expanding their vocabulary.