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Relevant bibliographies by topics / A foreign word

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Academic literature on the topic 'A foreign word'

Author: Grafiati

Published: 5 June 2025

Last updated: 11 July 2025

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Journal articles on the topic "A foreign word"

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BENT, TESSA. "Children's perception of foreign-accented words." Journal of Child Language 41, no. 6 (2014): 1334–55. http://dx.doi.org/10.1017/s0305000913000457.

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ABSTRACTThe acoustic-phonetic realizations of words can vary dramatically depending on a variety of within- and across-talker characteristics such as regional dialect, native language, age, and gender. Robust word learning requires that children are able to recognize words amidst this substantial variability. In the current study, perception of foreign-accented words was assessed in four- to seven-year-old children to test how one form of variability influences word recognition in children. Results demonstrated that children had less accurate word recognition than adults for both native- and foreign-accented words. Both adults and children were less accurate at identifying foreign-accented words compared to native-accented words with children and adults showing similar decrements. For children, age and lexicon size contributed to accurate word recognition.

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Oyunkhand, Demchigmaa. "Уламжлалт орчуулгын хэлний ойролцоо үгс, утга, түүхэн онцлог". Монгол судлал 47, № 1 (2024): 127–39. http://dx.doi.org/10.22353/ms20234710.

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Different types of translation of the same textwork are the basic fundaments of the synonym formation. The synonyms, one of the basic units of lexicology, express not only the nuances of the meaning but also play a crucial role in making the composition appropriate, meaningful, and eloquent. The synonyms can form in several ways, and here we tried to study the formation of the synonyms based on the several translations of “Subhashita” 1. Honourable word + ordinary word, 2. Written language word+ dialect word, 3. Synonym (mngon brjod ming) + ordinary word, 4. Archaic and historic words + new words, 5. Indigenous word + Indigenous word, 6. Indigenous word + foreign word, 7. foreign word + foreign word, 8. idioms + idioms within the framework of several different translations of the same work. During the research, while explaining some archaic and historic words, the origins of foreign words, the evolution of the meaning, and the usage with specific examples, we clarified from other sources, written monuments, and related dictionaries.

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Sharоpova, Rаno. "FEATURES OF FOREIGN WORDS IN THE UZBEK LANGUAGE." INTERNATIONAL JOURNAL OF WORD ART 5, no. 3 (2020): 70–76. http://dx.doi.org/10.26739/2181-9297-2020-5-12.

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There is no pure language itself, that is, no language consists only of words that are specific to this language. Under the influence of various factors, words from other languages to the language are mastered. Word mastering is to pick up a word from a foreign language. Oral and written speech, however, can not be called a word that has mastered all the foreign words used in the texts. Accordingly, foreign words that are used in Uzbek speech are divided into words according to their integration into the linguistic system of the Uzbek language, their assimilation and instruction

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HU, CHIEH-FANG. "Resolving referential ambiguity across ambiguous situations in young foreign language learners." Applied Psycholinguistics 38, no. 3 (2016): 633–56. http://dx.doi.org/10.1017/s0142716416000357.

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ABSTRACTFirst language learners can track word-referent co-occurrence information across situations and evaluate co-occurrence probabilities across situations to determine the best-of-fit mappings. However, cross-situational word learning can be difficult to foreign language learners, because in addition to aggregating information across situations, they have to build robust representations for foreign-sounding words. In Experiment 1, third-grade Mandarin-speaking children learned four English word-referent pairs in two conditions, varying in within-trial ambiguity. In one condition, information about word-referent association was determinable across trials but not within a trial. In the other, word-referent association within a trial was inferable. In Experiment 2, participants learned words in a condition where referential ambiguity across trials, though not within a trial, was reduced by successive presentation of certain word-referent pairs. The results revealed that participants learned more word-referent pairs than expected by chance. Reducing ambiguity within a trial facilitated word mapping and word retention (Experiment 1), but reducing ambiguity across trials did not (Experiment 2). Across two experiments, word mapping and retention performance was associated with phonological awareness, whether measured in children's first language or a foreign language, but not with digit span, suggesting that success in cross-situational word learning in a foreign language rests on specification of word forms.

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VITEVITCH, MICHAEL S. "What do foreign neighbors say about the mental lexicon?" Bilingualism: Language and Cognition 15, no. 1 (2011): 167–72. http://dx.doi.org/10.1017/s1366728911000149.

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A corpus analysis of phonological word-forms shows that English words have few phonological neighbors that are Spanish words. Concomitantly, Spanish words have few phonological neighbors that are English words. These observations appear to undermine certain accounts of bilingual language processing, and have significant implications for the processing and representation of word-forms in bilinguals.

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van den Boer, Madelon, and Maaike H. T. Zeguers. "Beyond words: An analysis of skills underlying reading and vocabulary acquisition in three foreign languages." Bilingualism: Language and Cognition 25, no. 2 (2021): 321–36. http://dx.doi.org/10.1017/s1366728921000900.

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AbstractTo capture the complexity of foreign language literacy acquisition, we investigated cognitive skills underlying word reading, sentence reading, word vocabulary and sentence vocabulary in three different foreign languages. Students fluent in Dutch simultaneously acquired three foreign languages that differed in orthographic transparency and writing system (Spanish, French, Chinese). Cognitive skills at the start of literacy acquisition (Grade 7) were longitudinally related to literacy attainment in each of the foreign languages after two years of instruction (end of Grade 8). Structural equation regression models indicated that three areas (word and sentence vocabulary, and sentence reading) related most strongly to verbal and nonverbal intelligence, indicating the involvement of academic skills. For word reading the influence of cognitive skills appeared language specific. Across languages, native reading skills seemed to be employed to varying degrees of efficiency to decipher foreign words, more so for foreign languages with a smaller orthographic distance from the native language.

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SCHMALE, RACHEL, GEORGE HOLLICH, and AMANDA SEIDL. "Contending with foreign accent in early word learning*." Journal of Child Language 38, no. 5 (2011): 1096–108. http://dx.doi.org/10.1017/s0305000910000619.

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ABSTRACTBy their second birthday, children are beginning to map meaning to form with relative ease. One challenge for these developing abilities is separating information relevant to word identity (i.e. phonemic information) from irrelevant information (e.g. voice and foreign accent). Nevertheless, little is known about toddlers' abilities to ignore irrelevant phonetic detail when faced with the demanding task of word learning. In an experiment with English-learning toddlers, we examined the impact of foreign accent on word learning. Findings revealed that while toddlers aged 2 ; 6 successfully generalized newly learned words spoken by a Spanish-accented speaker and a native English speaker, success of those aged 2 ; 0 was restricted. Specifically, toddlers aged 2 ; 0 failed to generalize words when trained by the native English speaker and tested by the Spanish-accented speaker. Data suggest that exposure to foreign accent in training may promote generalization of newly learned forms. These findings are considered in the context of developmental changes in early word representations.

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Macedonia, Manuela, and Katharina Von Kriegstein. "Gestures Enhance Foreign Language Learning." Biolinguistics 6, no. 3-4 (2012): 393–416. http://dx.doi.org/10.5964/bioling.8931.

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Language and gesture are highly interdependent systems that reciprocally influence each other. For example, performing a gesture when learning a word or a phrase enhances its retrieval compared to pure verbal learning. Although the enhancing effects of co-speech gestures on memory are known to be robust, the underlying neural mechanisms are still unclear. Here, we summarize the results of behavioral and neuroscientific studies. They indicate that the neural representation of words consists of complex multimodal networks connecting perception and motor acts that occur during learning. In this context, gestures can reinforce the sensorimotor representation of a word or a phrase, making it resistant to decay. Also, gestures can favor embodiment of abstract words by creating it from scratch. Thus, we propose the use of gesture as a facilitating educational tool that integrates body and mind.

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van Nus, Miriam. "The Recognition Of Words Spoken In Isolation In a Foreign Language." TTW: De nieuwe generatie 39 (January 1, 1991): 144–60. http://dx.doi.org/10.1075/ttwia.39.13nus.

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This article discusses some of the results of an experiment in which native speakers of English, Dutch advanced and intermediate learners of English listened to frequently occurring English words, which had been sliced into fragments of increasing duration. From the initial 100 ms. of a word onwards, each fragment contained the preceding fragment and an added 50 ms. of the word. The subjects were asked to write down the sounds they had heard and to identify the test words as soon as they had sufficient perceptual information about the words. Their responses show that the Dutch intermediate learners needed significantly more perceptual information before they were able to recognize a word than the advanced learners and the native speakers. This article discusses some of the results of an experiment in which native speakers of English, Dutch advanced and intermediate learners of English listened to frequently occurring English words, which had been sliced into fragments of increasing duration. From the initial 100 ms. of a word onwards, each fragment contained the preceding fragment and an added 50 ms. of the word. The subjects were asked to write down the sounds they had heard and to identify the test words as soon as they had sufficient perceptual information about the words. Their responses show that the Dutch intermediate learners needed significantly more perceptual information before they were able to recognize a word than the advanced learners and the native speakers.

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MENJIVAR, JENNIFER, and NAMEERA AKHTAR. "Language experience and preschoolers' foreign word learning." Bilingualism: Language and Cognition 20, no. 3 (2016): 642–48. http://dx.doi.org/10.1017/s1366728916001103.

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Four-year-old English speakers (N = 48) who were monolingual, bilingual, or regularly exposed to a second language were taught what they were told were foreign labels for familiar and novel objects. When task demands were low, there was no difference in word learning among the three groups. However, when task demands were higher, bilinguals learned more words than monolingual children, and exposed children's performance fell between the two. These findings indicate that the bilingual word learning advantage seen in adults may begin as early as the preschool years.

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Dissertations / Theses on the topic "A foreign word"

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Heung, Lok-yi, and 香樂怡. "Loan word compression in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B45007573.

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Lau, Chaak-ming, and 劉擇明. "Loanword truncation and optimal word length: evidence from Cantonese." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B42664299.

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Alseweed, Mohammed Ali. "The effects and training on word-solving strategies of Arab EFL readers." Thesis, University of Essex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310061.

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Maeda, Masako. "Foreign accent modification: association among word emphasis and risk-taking for adult Japanese English-language learners." Diss., Wichita State University, 2010. http://hdl.handle.net/10057/3637.

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The purpose of this study was to investigate possible associations between the application of word emphasis and risk-taking behaviors of adult Japanese English-language learners (ELLs) in the scope of foreign accent modification. The investigation was conducted through comparing 30 adult Japanese ELLs "first readings of a scenario with 30 age- and gender-matched native American-English speakers (NESs), the ELLs" first readings and second readings with an instruction to apply emphasis, and the ELLs' scores for a risk-taking questionnaire. Acoustical data were gathered from the recorded readings of the speakers for vowel duration, fundamental frequency (F0), and intensity of the pre-determined target words in the scenario. A second measurement tool involved seven listeners‟ evaluations of comprehensibility and foreign accentedness for each recorded token and their identification of the emphasized words. Results indicated that there were no significant differences in vowel duration, F0, and intensity of the pre-determined target words between the ELLs‟ and NESs‟ first readings. Although the Japanese ELLs made significant increases in the three acoustical elements on the target words after receiving instruction to apply emphasis in their second readings, the listeners‟ evaluations of comprehensibility and foreign accentedness did not correlate with the changes. Also, no correlation was found between changes the ELLs made and their scores on the risk-taking questionnaire. The findings may provide additional perspectives for foreign accent modification in addition to conventional methods. Overall outcomes may also be beneficial to help the increasing number of nonnative English speakers be more comprehensible and adaptable for American society.<br>Thesis (Ph.D.)--Wichita State University, College of Health Professions, Dept. of Communication Sciences and Disorders

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Kiel, David. "Russia in Word and Deed: An Analysis of Russian Foreign Security Policy in the 21st Century." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1339516106.

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Lauretig, Adam M. "Natural Language Processing, Statistical Inference, and American Foreign Policy." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1562147711514566.

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Romanov, Yu. "The Model of an Electronic Edition of a Scientific Language Text-book for the Foreign Students Learning Russian." Thesis, НТУ "ХПІ", 2014. http://repository.kpi.kharkov.ua/handle/KhPI-Press/21158.

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Furuhata, Takashi. "Exploring the relationship between English speaking subjects' verbal working memory and foreign word pronunciation and script recognition /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7741.

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Bozzetti-Engstrom, Marie Linnea. "What's in a word?: Connotation in teaching English to speakers of other languages." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2078.

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This thesis focuses on connotative meaning routinely ignored or difficult to locate in the available ESL textbooks and dictionaries. This perceived absence led to the following study: a review of ESL textbooks, a review of standard monolingual English and learner dictionaries, and a survey of ESL instructors.

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Buchan, Greg Lynn. "Student Attitudes Toward Word Processing and Writing in the English as a Second or Other Language Classroom." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/4873.

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This study examined the attitudes of English as a second or other language (ESOL) students who used computers/word processors to develop skills in writing English. Two primary questions were investigated: what are students' attitudes toward using computers to write English and what are students' attitudes toward learning computer and word processing skills? The subjects were 40 ESOL students enrolled at South Seattle Community College (SSCC) in technical programs and were required to complete a transitional English class that included business and technical writing . Students received 10 weeks of writing instruction on word processors. A 38-item attitude inventory created by Neu and Scarcella (1991) was used to measure students' attitudes toward ComputerAssisted Writing (CAW). An additional 13 questions helped identify subjects' native language, computer experience, and amount of time spent studying English. ChiSquare and t-test were used to examine the data. South Seattle Community College students' responses are reported and compared to Neu and Scarcella's ( 1991) results. The results of this study indicated that students' attitudes were significantly positive toward the writing process when using word processors. Foremost, students acknowledged that using a computer helped them develop confidence about their ability to write in English and they would recommend that other international students learn to use word processing for writing their papers. In addition, students' perceptions toward learning and developing personal computer (PC) skills were significantly positive. When SSCC data was compared to Neu and Scarcella's (1991) data, four statistically significant differences with respect to general attitudes towards writing emerged. Students stated that computers helped develop confidence in their ability to write (item I 0), helped them pay more attention to grammar (item 3 ), punctuation (item 33), and spelling (item 21). There were no statistical significant difference with respect to attitudes towards PC's: although SSCC students generally felt less positive about learning PC skills than their California counterparts.

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Books on the topic "A foreign word"

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Molinsky, Steven J. Word by word basic picture dictionary. 2nd ed. Pearson Longman, 2006.

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1948-, Pike-Baky Meredith, and Scarcella Robin C, eds. Word strands. Heinle & Heinle, 1996.

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Hall, Diane. Say the word. Nelson, 1987.

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An, Jiang. Chinese word book. Bess Press, 1990.

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Molinsky, Steven J. Word by word. Prentice Hall Regents, 1996.

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Molinsky, Steven J. Word by word. 2nd ed. Pearson Longman, 2008.

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Inc, Berlitz International, ed. Word-go!: English. Berlitz Languages, 1995.

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Molinsky, Steven J. Word by word basic picture dictionary: Teacher's resource book and activity masters. Prentice Hall Regents, 1996.

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Nguyẽ̂n-Phan, Kim-Anh, and Kim Anh Nguyẽ̂n-Phan. Vietnamese word book. Bess Press, 1994.

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Inc, Berlitz International, ed. Word-go!: English. Berlitz Languages, 1995.

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Book chapters on the topic "A foreign word"

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Tedam, Prospera, and Awura Adjoa. "A foreign land." In The W Word. Routledge, 2025. https://doi.org/10.4324/9781041057666-4.

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Milton, James, and Oliver Hopwood. "Vocabulary – what is meant by word in teaching words?" In Vocabulary in the Foreign Language Curriculum. Routledge, 2022. http://dx.doi.org/10.4324/9781003278771-2.

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Moskovljević Popović, Jasmina. "Word Awareness and Early Foreign Language Acquisition". У Рано и почетно учење страних језика у формалном образовању. Универзитет у Београду, Филолошки факултет, 2019. http://dx.doi.org/10.18485/fid.2019.9.ch8.

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Espinosa, Soraya Moreno. "Boys’ and Girls’ L2 Word Associations." In Gender Perspectives on Vocabulary in Foreign and Second Languages. Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230274938_7.

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Kempen, Gerard. "Language Technology and Language Instruction: Computational Diagnosis of Word Level Errors." In Intelligent Tutoring Systems for Foreign Language Learning. Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77202-3_12.

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Higueras García, Marta. "Lexical collocations and the learning of Spanish as a foreign language." In Spanish Word Formation and Lexical Creation. John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/ivitra.1.18gar.

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Margaza, Panagiota, and Anna Gavarró. "Word Order with Transitives and the Interface Hypothesis in L2 Greek and L2 Spanish." In Advances in Second/Foreign Language Acquisition. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-38522-3_5.

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Jiang, Wenying. "Acquisition of Word Order in Chinese as a Foreign Language." In Key Issues In Chinese as a Second Language Research. Routledge, 2017. http://dx.doi.org/10.4324/9781315660264-8.

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Pálvölgyi, Kata Baditzné. "Word Stress Prosody in the Spontaneous Declarative Utterances of Threshold Level Hungarian Learners of Spanish." In Advances in Second/Foreign Language Acquisition. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-38522-3_3.

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Zhao, Ting, and Victoria A. Murphy. "1. Factors Affecting the Speed of Word Retrieval in Children Learning English as a Foreign Language." In Learning Foreign Languages in Primary School, edited by María del Pilar García Mayo. Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783098118-003.

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Conference papers on the topic "A foreign word"

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Abdurahmanova, N. G. "Work on intonation while teaching word order in Russian sentences children - foreigners." In SCIENCE OF RUSSIA: GOALS AND OBJECTIVES. L-Journal, 2020. http://dx.doi.org/10.18411/sr-10-12-2020-01.

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The article discusses the work on intonation in the process of teaching word order in the Russian sentence of children - foreign phones. Learning a foreign language involves mastering the phonetic, lexical, grammatical, phraseological structure of the language. But the success of practical mastery of the language depends on mastering the syntactic structure of the language. The correct intonation design provides the correct understanding of the sounding speech and its work.

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Degraeuwe, Jasper, and Patrick Goethals. "Interactive Word Sense Disambiguation in Foreign Language Learning." In 11th Workshop on Natural Language Processing for Computer-Assisted Language Learning (NLP4CALL 2022). Linköping University Electronic Press, 2022. http://dx.doi.org/10.3384/ecp190005.

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“Word sense awareness” is a feature which is not yet implemented in most corpus query tools, Intelligent Computer-Assisted Language Learning (ICALL) environments or computer-readable didactic resources such as graded word lists (Alfter and Graën, 2019; Pilán et al., 2016; Tack et al., 2018). The present paper aims to contribute to filling this lacuna by presenting a word sense disambiguation (WSD) method for ICALL purposes. The method, which is targeted at Spanish as a foreign language (SFL), takes a few prototypical example sentences as input, converts these sentences into “sense vectors”, and integrates part of the training data collection process into interactive vocabulary exercises. The evaluation of the method is based on a selection of 50 ambiguous items related to the domain of economics and compares different types of input data. With a top weighted F1 score of 0.8836, the present study shows that the currently available NLP tools, resources and methods provide all the necessary building blocks for developing a WSD method which can be integrated into interactive ICALL environments.

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Krupchenko, Anna. "Axiology Of Foreign Language Education." In X International Conference “Word, Utterance, Text: Cognitive, Pragmatic and Cultural Aspects”. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.08.55.

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Suarez, Lidia, Kimberly J. Cheah, Yet Wei Lee, and Sabrina M. H. Lim. "The Biscriptal Language Background Advantage during Foreign Language Word Acquisition." In Annual International Conference on Cognitive and Behavioral Psychology. Global Science and Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2251-1865_cbp36.

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Kurilova, Samona. "FOREIGN ACCESSORY MORPHEMES IN YUKAGHIR: A YAKUT WORD-BUILDING AFFIX -LAA." In 4th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/32/s14.093.

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Jun, Chen. "Word Alignment Model Based on Maximum Entropy in Foreign Language Translation." In 2020 5th International Conference on Smart Grid and Electrical Automation (ICSGEA). IEEE, 2020. http://dx.doi.org/10.1109/icsgea51094.2020.00144.

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Mavlonova, Sevinchoy, and Maksatxan Abdraxmanova. "METHODS OF LITERARY TRANSLATION REQUIRED FROM THE TRANSLATOR DURING THE TRANSLATION PROCESS." In MODERN APPROACHES AND NEW DIRECTIONS IN TEACHING FOREIGN LANGUAGES. BOOKMANY PRINT, 2025. https://doi.org/10.52773/tsuull.conf.2025./ohos4093.

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This article is devoted to the study of literary translation methods required of a translator in translation studies. It also discusses the use of equivalents of words in translation, word-for-word translation, content translation, contextualTranslation, synonym translation, and equivalence (choosing an alternative equivalent) analysis were performed.

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Petrova, Olga. "Can Any Foreign Language Teacher Also Teach Translation?" In X International Conference “Word, Utterance, Text: Cognitive, Pragmatic and Cultural Aspects”. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.08.125.

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Khan, Irfan Ajmal, Hansol Lee, and Jin-Tak Choi. "Dictionary based Unknown Foreign Word Extraction and Updating method from Korean Corpus." In 10th International Workshop Series Convergence Works. Global Vision School Publication, 2016. http://dx.doi.org/10.21742/asehl.2016.10.41.

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Amemiya, Satoko, Kazunori Hasegawa, Keiichi Kaneko, Haruko Miyakoda, and Wataru Tsukahara. "Long-term Memory of Foreign-word Learning by Short Movies for iPods." In Seventh IEEE International Conference on Advanced Learning Technologies (ICALT 2007). IEEE, 2007. http://dx.doi.org/10.1109/icalt.2007.179.

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Reports on the topic "A foreign word"

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PODDUBSKAYA, O., V. DARJINA, and E. MAKSIMKINA. PECULIARITIES OF STORITELLING APPLICATION FOR SPEECH DEVELOPMENT OF FUTURE FOREIGN LANGUAGE TEACHERS. Science and Innovation Center Publishing House, 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-2-3-7-15.

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The article is devoted to the study of storytelling possibilities as a means of speech development, including the ones in a foreign language. This determines its relevance, since fluency in the word is necessary for a teacher to solve learning problems and create an atmosphere of interest, creativity and psychological contact with students.

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Lyzanchuk, Vasyl. THE CHARITABLE ENERGY OF THE JOURNALISTIC WORD. Ivan Franko National University of Lviv, 2022. http://dx.doi.org/10.30970/vjo.2022.51.11415.

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The article investigates the immortality of books, collections, including those, translated into foreign languages, composed of the publications of publications of worldview journalism. It deals with top analytics on simulated training of journalists, the study of events and phenomena at the macro level, which enables the qualitative forecast of world development trends in the appropriate contexts for a long time. Key words: top, analytics, book, worldview journalism, culture, arguments, forecast.The article is characterized intellectual-spiritual, moral-aesthetic and information-educational values of of scientific and journalistic works of Professor Mykola Hryhorchuk “Where are you going, Ukraine?” and “Freedom at the Barricades”. Mykola Ivanovych’s creative informational and educational communication are reviews, reviews, reviews and current works of writers, poets, publicists. Such as Maria Matios, Vira Vovk, Roman Ivanychuk, Dmytro Pavlychko, Yuriy Shcherban, Bohdan Korsak, Hryhoriy Huseynov, Vasyl Ruban, Yaroslav Melnyk, Sofia Andrukhovych. His journalistic reflections are about memorable events of the recent past for Ukrainians and historical figures are connected with them. It is emphasized that in his books Mykola Hryhorchuk convincingly illuminates the way to develop a stable Ukrainian immunity, national identity, development and strengthening of the conciliar independent state in the fight against the eternal Moscow enemy. Among the defining ideological and political realization of the National Idea of Ukrainian statehood, which are mentioned in the scientific and journalistic works of M. Hryhorchuk, the fundamental ones – linguistic and religious – are singled out. Israel and Poland are a clear example for Ukrainians. In these states, language and religion were absolutized and it is thanks to this understanding of the essence of state-building and national identity that it is contrary to many difficulties achieve the desired life-affirming goal. The author emphasizes that any information in the broadest and narrow sense can be perceived without testing for compliance with the moral and spiritual mission of man, the fundamental values of the Ukrainian ethnic group, putting moral and spiritual values in the basis of state building. The outstanding Ukrainian philosopher Hryhoriy Skovoroda emphasized: “Faith is the light that sees in the darkness…” Books by physicist Mykola Hryhorchuk “Where are you going, Ukraine?” and “Freedom at the Barricades” are illuminated by faith in the Victory over the bloody centuries-old Moscow darkness.

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Pikilnyak, Andrey V., Nadia M. Stetsenko, Volodymyr P. Stetsenko, Tetiana V. Bondarenko, and Halyna V. Tkachuk. Comparative analysis of online dictionaries in the context of the digital transformation of education. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4431.

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The article is devoted to a comparative analysis of popular online dictionaries and an overview of the main tools of these resources to study a language. The use of dictionaries in learning a foreign language is an important step to understanding the language. The effectiveness of this process increases with the use of online dictionaries, which have a lot of tools for improving the educational process. Based on the Alexa Internet resource it was found the most popular online dictionaries: Cambridge Dictionary, Wordreference, Merriam–Webster, Wiktionary, TheFreeDictionary, Dictionary.com, Glosbe, Collins Dictionary, Longman Dictionary, Oxford Dictionary. As a result of the deep analysis of these online dictionaries, we found out they have the next standard functions like the word explanations, transcription, audio pronounce, semantic connections, and examples of use. In propose dictionaries, we also found out the additional tools of learning foreign languages (mostly English) that can be effective. In general, we described sixteen functions of the online platforms for learning that can be useful in learning a foreign language. We have compiled a comparison table based on the next functions: machine translation, multilingualism, a video of pronunciation, an image of a word, discussion, collaborative edit, the rank of words, hints, learning tools, thesaurus, paid services, sharing content, hyperlinks in a definition, registration, lists of words, mobile version, etc. Based on the additional tools of online dictionaries we created a diagram that shows the functionality of analyzed platforms.

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Yatsymirska, Mariya. KEY IMPRESSIONS OF 2020 IN JOURNALISTIC TEXTS. Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.50.11107.

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The article explores the key vocabulary of 2020 in the network space of Ukraine. Texts of journalistic, official-business style, analytical publications of well-known journalists on current topics are analyzed. Extralinguistic factors of new word formation, their adaptation to the sphere of special and socio-political vocabulary of the Ukrainian language are determined. Examples show modern impressions in the media, their stylistic use and impact on public opinion in a pandemic. New meanings of foreign expressions, media terminology, peculiarities of translation of neologisms from English into Ukrainian have been clarified. According to the materials of the online media, a «dictionary of the coronavirus era» is provided. The journalistic text functions in the media on the basis of logical judgments, credible arguments, impressive language. Its purpose is to show the socio-political problem, to sharpen its significance for society and to propose solutions through convincing considerations. Most researchers emphasize the influential role of journalistic style, which through the media shapes public opinion on issues of politics, economics, education, health care, war, the future of the country. To cover such a wide range of topics, socio-political vocabulary is used first of all – neutral and emotionally-evaluative, rhetorical questions and imperatives, special terminology, foreign words. There is an ongoing discussion in online publications about the use of the new foreign token «lockdown» instead of the word «quarantine», which has long been learned in the Ukrainian language. Research on this topic has shown that at the initial stage of the pandemic, the word «lockdown» prevailed in the colloquial language of politicians, media personalities and part of society did not quite understand its meaning. Lockdown, in its current interpretation, is a restrictive measure to protect people from a dangerous virus that has spread to many countries; isolation of the population («stay in place») in case of risk of spreading Covid-19. In English, US citizens are told what a lockdown is: «A lockdown is a restriction policy for people or communities to stay where they are, usually due to specific risks to themselves or to others if they can move and interact freely. The term «stay-at-home» or «shelter-in-place» is often used for lockdowns that affect an area, rather than specific locations». Content analysis of online texts leads to the conclusion that in 2020 a special vocabulary was actively functioning, with the appropriate definitions, which the media described as a «dictionary of coronavirus vocabulary». Media broadcasting is the deepest and pulsating source of creative texts with new meanings, phrases, expressiveness. The influential power of the word finds its unconditional embodiment in the media. Journalists, bloggers, experts, politicians, analyzing current events, produce concepts of a new reality. The world is changing and the language of the media is responding to these changes. It manifests itself most vividly and emotionally in the network sphere, in various genres and styles.

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Kapelyushnyi, Anatolyi. TRANSFORMATION OF WORD-FORMS DURING THEIR SPONTANEOUS CREATION IN LIVE TELEVISION BROADCASTIN: ADJECTIVES ADVERBS. Ivan Franko National University of Lviv, 2022. http://dx.doi.org/10.30970/vjo.2022.51.11409.

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The article analyzes transformation of word-forms during spontaneous creation in live television broadcasting. Particular attention is paid to adjectives adverbs. The specific properties of adverbs makes it easier to trace general trends in their transformations, because adverbs are not burdened with many different forms and their variations, that occur in the process of word change of some other class of words at the same time adverbiatives allow to analyze in more detail the semantical and grammatical structure of speech. The main method we use is to observe the speech of live TV journalist, we used during the study methods of comparative analysis of comparison of theoretical positions from the work of individual linguists and journalists. Our objective is to trace these transformations and develop a certain attitude towards them in our researches of the language of the media and practicing journalists to support positive trends in the development of the broadcasting on TV and give recommendations for overcoming certain negative trends. All studies of the problems of transformation of grammatical forms in different ways relate to translation studies, mostly investigate the grammatical transformations, that the translator resorted to, when reproducing the original by means of another language. At first glance, it would be logical, if the live speech of television journalists was dominated by transformations? Associated with the translation from internal to foreign broadcasting in cases where natural for this TV journalists is Russian-speaking internal broadcasting and he reproducing the text from internal Russian-speaking. The transformation of grammatical forms however this cannot be seen in the live use of adverbiatives. An interesting trend can also be seen in the transformation of different types of grammatical forms. In particular, negative interference is mostly characteristic of the forms of corporate adverbs. Forms of the same word with the same grammatical meaning is such overlapping of two forms of the same grammatical meaning is practically impossible outside of adjectives adverbial and adjectives themselves. Only a small number of transformations are associated with the forms of superlatives.

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Semenets, Olena. Метафора «війна проти коронавірусу» в українському та зарубіжному медійному просторі (2020–2021 рр.). Ivan Franko National University of Lviv, 2023. http://dx.doi.org/10.30970/vjo.2023.52-53.11725.

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The main objective of the study is to reveal the specifics of the functioning of the metaphor “war against coronavirus” in Ukrainian mediatized discursive practices of 2020-2021 compared to the trends of using this metaphor in the media environment of Western countries. A research methodology is based on the approach of critical discourse analysis. The work also takes into account the results of the study of the «war against coronavirus» metaphor, conducted using the materials of public discourses in Italy, Bulgaria, and Greece. A comparative analysis of the specifics of the functioning of this metaphor in mediatized discursive practices was carried out by the author of the article as part of a joint study of an international team of scientists – a contextualized online dictionary «In Other Words» (https://www.iowdictionary.org). Mediatized discursive practices mean communications with a mass audience through various media platforms, i.e., not only through mass media, but also with the use of blogs, social networks, messengers, video hosting, etc. The findings of the study of “war” metaphors in the domestic official discourse on the problems of combating the Covid-19 pandemic during 2020-2021 are based on the analysis of public speeches and greetings presented on the official website “President of Ukraine Volodymyr Zelenskyy. Official Internet representation”, as well as interviews of the President with leading domestic and foreign publications. The result of the research is the conclusion that, in general, the metaphor “war against the coronavirus” has not gained such widespread use in Ukrainian official, political, and media discursive practices as in Western countries. This is due to the fact that starting in 2014, Ukraine repels the military aggression of the Russian Federation in the east of the country. Therefore, in 2020–2021, the word war was actively used in the public and personal discourses of Ukrainians primarily not in a metaphorical, but in a direct, denotative sense: war as an armed struggle in the east of Ukraine. Key words: Covid-19, metaphor “war against coronavirus”, political discourse, President of Ukraine Volodymyr Zelenskyy, mediatized discursive practices, critical discourse analysis.

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Dumas, Bernard, and Bruno Solnik. The World Price of Foreign Exchange Risk. National Bureau of Economic Research, 1993. http://dx.doi.org/10.3386/w4459.

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Haastrup, Toni. Making Feminist Foreign Policy Work for Africa. APRI - Africa Policy Research Private Institute gUG (haftungsbeschränkt)., 2023. http://dx.doi.org/10.59184/sa.021.

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McNally, Xavier, and Simon Brawley. UK foreign policy in a changing world. Parliamentary Office of Science and Technology, 2025. https://doi.org/10.58248/hs107.

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Fan, Joseph P. H., Randall Morck, Lixin Colin Xu, and Bernard Yeung. Institutions and Foreign Investment: China versus the World. National Bureau of Economic Research, 2007. http://dx.doi.org/10.3386/w13435.

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