Pub Date : 2021-10-01DOI: 10.37708/ezs.swu.bg.v19i3.17
Gergana Padareva-Ilieva
{"title":"LANGUAGE AGGRESSION AND POLITICAL CORRECTNESS. THE NOVELTY IN THE SPEECH OF MODERN BULGARIAN SOCIETY","authors":"Gergana Padareva-Ilieva","doi":"10.37708/ezs.swu.bg.v19i3.17","DOIUrl":"https://doi.org/10.37708/ezs.swu.bg.v19i3.17","url":null,"abstract":"","PeriodicalId":326223,"journal":{"name":"Ezikov Svyat volume 19 issue 3","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132473254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-01DOI: 10.37708/ezs.swu.bg.v19i3.2
M. Oleniak
This paper describes a way of expressing figurative similarity through Old English constructions employing the element swa ‘as’ (or its variants) as a comparison marker, which in early Middle English developed into two distinct lexemes: the adverb also and the conjunction as, the latter often found in clauses of comparison. The uniqueness of this type of Anglo-Saxon simile is its capability to create similes whose tenors and vehicles either nominate the referents standing behind them or provide a certain amount of information concerning their actions or states, being expressed either by lexemes or clauses, correspondingly. The constructions in question are scrutinised regarding their structure, which sheds some light on its interdependency and interconnectedness with part of speech semantics as well as emphasis. The data is quantified in terms of grammatical as well as information distribution-related issues. This analysis results in a detailed description of two major categories of the Old English swa simile depending on the number of verbalised components, their positioning, and grammatical expression; it also briefly touches upon the chronological peculiarities of the concerned constructions as well as the comparison with other means of figurative similarity expression in Old English. The analysis is carried out on material that has never been studied before.
本文描述了一种通过古英语结构来表达比喻性相似性的方法，该结构使用元素swa ' as '(或其变体)作为比较标记，在早期中世纪英语中发展成两个不同的词汇:副词also和连词as，后者经常出现在比较从句中。这种类型的盎格鲁-撒克逊明喻的独特之处在于它所创造的明喻的能力，这些明喻的语篇和喻体要么指明站在它们后面的指称物，要么提供有关它们的行为或状态的一定数量的信息，相应地通过词汇或分句来表达。对这些结构进行了详细的分析，揭示了它们与部分语义学和强调的相互依存和相互联系。这些数据是根据语法和信息分布相关问题进行量化的。这种分析的结果是对古英语比喻的两个主要类别的详细描述，这取决于语言成分的数量，它们的定位和语法表达;并简要介绍了相关结构的年代特点，以及与古英语中其他比喻相似表达方式的比较。分析是在以前从未研究过的材料上进行的。
{"title":"OLD ENGLISH SWA SIMILES: STRUCTURE OVERVIEW","authors":"M. Oleniak","doi":"10.37708/ezs.swu.bg.v19i3.2","DOIUrl":"https://doi.org/10.37708/ezs.swu.bg.v19i3.2","url":null,"abstract":"This paper describes a way of expressing figurative similarity through Old English\u0000constructions employing the element swa ‘as’ (or its variants) as a comparison marker, which in early Middle English developed into two distinct lexemes: the adverb also and the conjunction as, the latter often found in clauses of comparison. The uniqueness of this type of Anglo-Saxon simile is its capability to create similes whose tenors and vehicles either nominate the referents standing behind them or provide a certain amount of information concerning their actions or states, being expressed either by lexemes or clauses, correspondingly. The constructions in question are scrutinised regarding their structure, which sheds some light on its interdependency and interconnectedness with part of speech semantics as well as emphasis. The data is quantified in terms of grammatical as well as information distribution-related issues. This analysis results in a detailed description of two major categories of the Old English swa simile depending on the number of verbalised components, their positioning, and grammatical expression; it also briefly touches upon the chronological peculiarities of the concerned constructions as well as the comparison with other means of figurative similarity expression in Old English. The analysis is carried out on material that has never been studied before.","PeriodicalId":326223,"journal":{"name":"Ezikov Svyat volume 19 issue 3","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123294599","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-01DOI: 10.37708/ezs.swu.bg.v19i3.4
E. Cho
This article attempts to present some means of expressing inducement in Korean and Bulgarian and to suggest some features discovered in the translation corpus, composed of five original Korean novels and their translations in Bulgarian. Unlike imperative mood, which is a grammatically concretized notion of deontic modality, inducement is a complex unity formed by various elements such as morphological, syntactic and lexical elements. Therefore, it can be realized both directly and indirectly through the means, which express / do not express inducement in its own form. As for the direct way, Bulgarian has a synthetic and an analytic form. Korean has only a synthetic form, but it has six imperative endings, differing in terms of formality and politeness. Regarding the indirect way, some means like interrogative sentences with the verb in indicative mood and declarative sentences with modal verb are actively used in both languages, while others are used only in Bulgarian. For example, the use of a declarative sentence with a future tense verb in the indicative mood for the purpose of expressing inducement is clearly confirmed in Bulgarian, but in Korean this kind of sentence does not perform the same function at all. From the studied translation materials five main asymmetric features have been found – in the person of the addressee, the voice of the sentence, the way of expressing the inducement, the sentence structure and the way of strengthening the persistence.
{"title":"EXPRESSION OF INDUCEMENT IN KOREAN AND BULGARIAN","authors":"E. Cho","doi":"10.37708/ezs.swu.bg.v19i3.4","DOIUrl":"https://doi.org/10.37708/ezs.swu.bg.v19i3.4","url":null,"abstract":"This article attempts to present some means of expressing inducement in Korean and Bulgarian and to suggest some features discovered in the translation corpus, composed of five original Korean novels and their translations in Bulgarian. Unlike imperative mood, which is a grammatically concretized notion of deontic modality, inducement is a complex unity formed by various elements such as morphological, syntactic and lexical elements. Therefore, it can be realized both directly and indirectly through the means, which express / do not express inducement in its own form. As for the direct way, Bulgarian has a synthetic and an analytic form. Korean has only a synthetic form, but it has six imperative endings, differing in terms of formality and politeness. Regarding the indirect way, some means like interrogative sentences with the verb in indicative mood and declarative sentences with modal verb are actively used in both languages, while others are used only in Bulgarian. For example, the use of a declarative sentence with a future tense verb in the indicative mood for the purpose\u0000of expressing inducement is clearly confirmed in Bulgarian, but in Korean this kind of sentence does not perform the same function at all. From the studied translation materials five main asymmetric features have been found – in the person of the\u0000addressee, the voice of the sentence, the way of expressing the inducement, the sentence structure and the way of strengthening the persistence.","PeriodicalId":326223,"journal":{"name":"Ezikov Svyat volume 19 issue 3","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124934873","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-01DOI: 10.37708/ezs.swu.bg.v19i3.1
Teodora Ilieva
The concept of ‘cross’ is polysemantic. It is one of the three fundamental world emblems, a sacred Christian symbol in the religious, cultural-historical and linguistic continuum of the Slavic peoples. Therefore, it motivates the emergence of many various stable word combinations. The article discusses mostly real (full) phrasemеs and partly nonreal (non-full) phraseological units with component ‘cross’ (which forms 17 microsemantic cores with the first lexeme ‘a symbol of Christianity; a written mark, formed by two lines going across each other’ and 7 microsemantic cores with the Bulgarian homonym ‘krаst’ meaning lower back ‘the lower part of the back’), excerpted from Bulgarian and Russian phraseological dictionaries and media texts. A comparison is made between the phrases in both languages, highlighting the common Slavic uses and differences, the specific expressions (direct, metaphorical and metonymic use of ‘cross’), which are the linguistic picture of each ethnic phenotype. Phraseologisms are analyzed and categorized on several grounds: degree of desemantization of the constituent components – phraseological combinations, phraseological units, phraseological adhesions (fusions); grammatical structure (mono-element: only S; bi-element: only V + S, A + S, A + Adv; three-element: V+ A+ S, V + S + Pron, S + pr + S, S+ Adv + S , S + pr + Pron; poly-element: V+ S+ pr+ Pron, V+ Pron+ pr+ S, pr+ Pron+ V+ S, etc.).
{"title":"PHRASEOLOGICAL UNITS WITH A HEAD WORD ‘KRAST’ IN BULGARIAN AND RUSSIAN","authors":"Teodora Ilieva","doi":"10.37708/ezs.swu.bg.v19i3.1","DOIUrl":"https://doi.org/10.37708/ezs.swu.bg.v19i3.1","url":null,"abstract":"The concept of ‘cross’ is polysemantic. It is one of the three fundamental world emblems, a sacred Christian symbol in the religious, cultural-historical and linguistic continuum of the Slavic peoples. Therefore, it motivates the emergence of many various stable word combinations. The article discusses mostly real (full) phrasemеs and partly nonreal (non-full) phraseological units with component ‘cross’ (which forms 17 microsemantic cores with the first lexeme ‘a symbol of Christianity; a written mark, formed by two lines going across each other’ and 7 microsemantic cores with the\u0000Bulgarian homonym ‘krаst’ meaning lower back ‘the lower part of the back’), excerpted from Bulgarian and Russian phraseological dictionaries and media texts. A comparison is made between the phrases in both languages, highlighting the common Slavic uses and differences, the specific expressions (direct, metaphorical and metonymic use of ‘cross’), which are the linguistic picture of each ethnic phenotype. Phraseologisms are analyzed and categorized on several grounds: degree of desemantization of the constituent components – phraseological combinations, phraseological units, phraseological adhesions (fusions); grammatical structure (mono-element: only S; bi-element: only V + S, A + S, A + Adv; three-element: V+ A+ S, V + S + Pron, S + pr + S, S+ Adv + S , S + pr + Pron; poly-element: V+ S+ pr+ Pron, V+ Pron+ pr+ S, pr+ Pron+\u0000V+ S, etc.).","PeriodicalId":326223,"journal":{"name":"Ezikov Svyat volume 19 issue 3","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115321125","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-01DOI: 10.37708/ezs.swu.bg.v19i3.6
Violeta PLLANA ELEZI
This paper investigates the level of standard Albanian use by primary school teachers for grades 1-5 in Kosovo as well as in the cities of Presheva and Bujanoc in Serbia. This paper investigates concrete situations and problems of standard Albanian and other varieties use in school. The research was conducted with a total number of 66 teachers in the form of a questionnaire and test on concrete problems of standard Albanian spelling norm. In order to have an example of a fourdimensional space, information on sociolinguistic factors, such as: work experience, region of origin, education, and gender of respondents were collected intentionally as important dimensions for a language. The research is of a descriptive nature and does not intend to provide assessments of a prescriptive nature nor take a stance on the investigated cases. Instead, in a more complete way, through the survey corpus, it intends to process the data statistically and present the current situation of standard Albanian use in its written form by primary school teachers. According to the research results, standard Albanian is not well mastered by the primary school teachers in Kosovo. However, based on the research results, in school we have a diglossic situation of different varieties use: standard Albanian, literary Gheg, dialectical (local) Gheg, which coexist depending on the situations of formal and informal communication that can occur in school, although in this domain of formal communication it is the high variety that is intended to be used.
{"title":"THE USE OF STANDARD ALBANIAN LANGUAGE BY PRIMARY SCHOOL TEACHERS","authors":"Violeta PLLANA ELEZI","doi":"10.37708/ezs.swu.bg.v19i3.6","DOIUrl":"https://doi.org/10.37708/ezs.swu.bg.v19i3.6","url":null,"abstract":"This paper investigates the level of standard Albanian use by primary school teachers for grades 1-5 in Kosovo as well as in the cities of Presheva and Bujanoc in Serbia. This paper investigates concrete situations and problems of standard Albanian and other varieties use in school. The research was conducted with a total number of 66 teachers in the form of a questionnaire and test on concrete problems of standard Albanian spelling norm. In order to have an example of a fourdimensional space, information on sociolinguistic factors, such as: work experience, region of origin, education, and gender of respondents were collected intentionally as important dimensions for a language. The research is of a descriptive nature and does not intend to provide assessments of a prescriptive nature nor take a stance on the investigated cases. Instead, in a more complete way, through the survey corpus, it intends to process the data statistically and present the current situation of standard Albanian use\u0000in its written form by primary school teachers. According to the research results, standard Albanian is not well mastered by the primary school teachers in Kosovo. However, based on the research results, in school we have a diglossic situation of different varieties use: standard Albanian, literary Gheg, dialectical (local) Gheg, which coexist depending on the situations of formal and informal communication that can occur in school, although in this domain of formal communication it is the high variety that is intended to be used.","PeriodicalId":326223,"journal":{"name":"Ezikov Svyat volume 19 issue 3","volume":"99 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131168265","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-01DOI: 10.37708/ezs.swu.bg.v19i3.16
Boris Manov
The article develops two problem areas: The first substantiates the thesis that the basis of the “problems“ of the educational process in higher humanitarian education is not the Covid-19 pandemic crisis. This basis lies in the new historical (“human“) situation of the early 21st century. This situation requires the development of modern theoretical models in the humanities and social sciences and a new “propaedeutic“ model for their study. This new model must reject the traditions of “remembering“ and “reproducing“ a certain amount of information by students and provoke their active participation in the educational process. In addition, views on the “secondary“ and / or even the “death“ of humanitarian and social knowledge are asserted. That is why this study, especially at the university, is somehow isolated within the educational space. The second problematic area deals with the question of the essence, content and heuristic-propaedeutic possibilities of the reflexive synoptic paradigmatic approach. The position that the paradigmatic approach overcomes the extremes of the other two main approaches in the reflective methodology of scientific knowledge: philosophical-methodological historicism and contextualism is defended by uniting them in a new “synoptic“ “philosophical-contextual“ approach. This view does not allow to present the theory and history of humanitarian and social knowledge as the “chronology“ of its existence, nor only as a linear cumulative process of accumulation of ideas or a set of separate “contextual“ analytical texts, but as a “reconstruction“ which presents a theoretical model of the dialectical “becoming“ of the history and theory of humanitarian and social-scientific thought. This model is the means by which the methodological activity and heuristics of the “synoptic“ paradigmatic approach are “verified“, finding expression not only in the elaboration of the general explanatory scheme, but also in revealing the content of the separate theories, which gives huge opportunities for realization not of “reproducing“, but of “mental“, “creative“ research and educational process.
{"title":"THE HIGHER HUMANITIES AND SOCIAL-SCIENTIFIC EDUCATION IN A CRISIS - A NEW APPROACH OR A DEAD END? AN ATTEMPT TO UPDATE A “REPLICA“ OF HANS ROBERT JAUSS 'S IDEAS","authors":"Boris Manov","doi":"10.37708/ezs.swu.bg.v19i3.16","DOIUrl":"https://doi.org/10.37708/ezs.swu.bg.v19i3.16","url":null,"abstract":"The article develops two problem areas: The first substantiates the thesis that the basis of the “problems“ of the educational process in higher humanitarian education is not the Covid-19 pandemic crisis. This basis lies in the new historical (“human“) situation of the early 21st century. This situation requires the development of modern theoretical models in the humanities and social sciences and a new “propaedeutic“ model for their study. This new model must reject the traditions of “remembering“ and “reproducing“ a certain amount of information by students and provoke their active participation in the educational process.\u0000In addition, views on the “secondary“ and / or even the “death“ of humanitarian and social knowledge are asserted. That is why this study, especially at the university, is somehow isolated within the educational space. The second problematic area deals with the question of the essence, content and heuristic-propaedeutic possibilities\u0000of the reflexive synoptic paradigmatic approach. The position that the paradigmatic approach overcomes the extremes of the other two main approaches in the reflective methodology of scientific knowledge: philosophical-methodological historicism\u0000and contextualism is defended by uniting them in a new “synoptic“ “philosophical-contextual“ approach.\u0000This view does not allow to present the theory and history of humanitarian and social knowledge as the “chronology“ of its existence, nor only as a linear cumulative process of accumulation of ideas or a set of separate “contextual“ analytical texts, but as a “reconstruction“ which presents a theoretical model of the dialectical “becoming“ of the history and theory of humanitarian and social-scientific thought. This model is the means by which the methodological activity and heuristics of the “synoptic“ paradigmatic approach are “verified“, finding expression not only in the elaboration of the general explanatory scheme, but also in revealing the content of the separate theories, which gives huge opportunities for realization not of “reproducing“, but of “mental“, “creative“ research and educational process.","PeriodicalId":326223,"journal":{"name":"Ezikov Svyat volume 19 issue 3","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132410683","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-01DOI: 10.37708/ezs.swu.bg.v19i3.14
N. Isaeva-Gyunesh
Baby-eating, eye-gouging, rape, torture, "people packing into trucks like pigs" fleeing in fear of the war – Sarah Kane's first breathtaking play Blasted has been one of the most noted cultural events since the 1990s. Although Kane has shared that she wanted to attract attention to the war in Bosnia, to make people see the old woman from Srebrenica, and hear her plea for help (Sierz, 2001, pp.100-101), the name of Bosnia is never mentioned in the play. The playwright's intention to provoke reaction to the violence in the specific political context has not diminished the universality of her work. The following study explores the affective circulations within the fictional world of Blasted by analysing the Soldier's presence in terms of emotions. It offers three readings of the Soldier’s brutal behaviour within the play and suggests that ‘confession’ is of vital importance for the process of traumatic emotional and physical healing. The play is mainly approached in the context of the works of the socio-political and socio-cultural affect theorists – Sara Ahmed and Margaret Wetherell as well as the trauma theorist Cathy Caruth. The paper further offers a close reading of the complex affective circulations of emotions in the play and analysis what affects do and how they move and act upon the characters. By contributing to the considerably new way of analysing literature through affect theory, this work sheds light on the important role of emotions in war context.
{"title":"CIRCULATIONS OF AFFECTS: AFFECTIVE MEMORIES: THE SOLDIER IN SARAH KANE'S BLASTED","authors":"N. Isaeva-Gyunesh","doi":"10.37708/ezs.swu.bg.v19i3.14","DOIUrl":"https://doi.org/10.37708/ezs.swu.bg.v19i3.14","url":null,"abstract":"Baby-eating, eye-gouging, rape, torture, \"people packing into trucks like pigs\" fleeing in fear of the war – Sarah Kane's first breathtaking play Blasted has been one of the most noted cultural events since the 1990s. Although Kane has shared that she wanted to attract attention to the war in Bosnia, to make people see the old woman from Srebrenica, and hear her plea for help (Sierz, 2001, pp.100-101), the name of Bosnia is never mentioned in the play. The playwright's intention to provoke reaction to the violence in the specific political context has not diminished the universality of her work.\u0000The following study explores the affective circulations within the fictional world of Blasted by analysing the Soldier's presence in terms of emotions. It offers three readings of the Soldier’s brutal behaviour within the play and suggests that ‘confession’ is of vital importance for the process of traumatic emotional and physical healing. The play is mainly approached in the context of the works of the socio-political and socio-cultural affect theorists – Sara Ahmed and Margaret Wetherell as well as the trauma theorist Cathy Caruth. The paper further offers a close reading of the complex affective circulations of emotions in the play and analysis what affects do and how they move and act upon the characters. By contributing to the considerably new way of analysing literature through affect theory, this work sheds light on the important role of emotions in war context.","PeriodicalId":326223,"journal":{"name":"Ezikov Svyat volume 19 issue 3","volume":"108 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131962404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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