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Relevant bibliographies by topics / English and Dutch words, with words

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Academic literature on the topic 'English and Dutch words, with words'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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Journal articles on the topic "English and Dutch words, with words"

1

DEGANI, TAMAR, and NATASHA TOKOWICZ. "Ambiguous words are harder to learn." Bilingualism: Language and Cognition 13, no. 3 (2010): 299–314. http://dx.doi.org/10.1017/s1366728909990411.

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Relatively little is known about the role of ambiguity in adult second-language learning. In this study, native English speakers learned Dutch–English translation pairs that either mapped in a one-to-one fashion (unambiguous items) in that a Dutch word uniquely corresponded to one English word, or mapped in a one-to-many fashion (ambiguous items), with two Dutch translations corresponding to a single English word. These two Dutch translations could function as exact synonyms, corresponding to a single meaning, or could correspond to different meanings of an ambiguous English word (e.g., wisselgeld denotes the monetary meaning of the word change, and verandering denotes alteration). Several immediate and delayed tests revealed that such translation ambiguity creates a challenge for learners. Furthermore, words with multiple translations corresponding to the same meaning are more difficult to learn than words with multiple translations corresponding to multiple meanings, suggesting that a one-to-many mapping underlies this ambiguity disadvantage.

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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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DIJKSTRA, TON, JANET G. VAN HELL, and PASCAL BRENDERS. "Sentence context effects in bilingual word recognition: Cognate status, sentence language, and semantic constraint." Bilingualism: Language and Cognition 18, no. 4 (2014): 597–613. http://dx.doi.org/10.1017/s1366728914000388.

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In two lexical decision experiments, we investigated how sentence language affects the bilingual's recognition of target words from the same or a different language. Dutch–English bilinguals read Dutch (L1) or English (L2) sentences, presented word by word, followed by English (Experiment 1) or Dutch (Experiment 2) target words. Targets were Dutch–English cognates or non-cognates in isolation or preceded by sentences providing a high or a low semantic constraint. English cognates were facilitated irrespective of whether they were preceded by high or low constraining English sentences (no language switch) or Dutch sentences (switch). For Dutch cognates, inhibition effects arose in low constraining sentences (irrespective of Dutch or English) and in English (switch) sentences (irrespective of semantic constraint). Thus, under mixed language conditions, sentence constraint modulates target word processing but does not always completely eliminate cross-linguistic effects. The results are interpreted in a BIA+ model that extends monolingual views on sentence comprehension.

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Dijkstra, Ton, Ellen De Bruijn, Herbert Schriefers, and Sjoerd Ten Brinke. "More on interlingual homograph recognition: language intermixing versus explicitness of instruction." Bilingualism: Language and Cognition 3, no. 1 (2000): 69–78. http://dx.doi.org/10.1017/s1366728900000146.

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We contrasted the effect of instruction-induced expectancies and language intermixing in an English lexical decision task performed by Dutch–English bilinguals. At the start of the experiment, participants were instructed to respond to interlingual homographs and exclusively English words by giving a “yes” response, and to English non-words and exclusively Dutch words by giving a “no” response. In the first part of the experiment the stimulus list did not contain any Dutch words. In the second part of the experiment, Dutch items were introduced. No significant differences were found between interlingual homographs and controls in the first part of the experiment, while strong inhibition effects were obtained for interlingual homographs in the second part. These results indicate that language intermixing rather than instruction-based expectancies drives the bilingual partipants' performance. Consequences for current views on bilingual word recognition are discussed.

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Boot, Peter, Hanna Zijlstra, and Rinie Geenen. "The Dutch translation of the Linguistic Inquiry and Word Count (LIWC) 2007 dictionary." Dutch Journal of Applied Linguistics 6, no. 1 (2017): 65–76. http://dx.doi.org/10.1075/dujal.6.1.04boo.

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Abstract The words we use in everyday language reveal our thoughts, feelings, personality, and motivations. Linguistic Inquiry and Word Count (LIWC) is a software program to analyse text by counting words in 66 psychologically meaningful categories that are catalogued in a dictionary of words. This article presents the Dutch translation of the dictionary that is part of the LIWC 2007 version. It describes and explains the LIWC instrument and it compares the Dutch and English dictionaries on a corpus of parallel texts. The Dutch and English dictionaries were shown to give similar results in both languages, except for a small number of word categories. Correlations between word counts in the two languages were high to very high, while effect sizes of the differences between word counts were low to medium. The LIWC 2007 categories can now be used to analyse Dutch language texts.

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Hoeijmakers, Marieke, Elise de Bree, and Merel C. J. Keijzer. "English spelling performance of Dutch grammar school students." Dutch Journal of Applied Linguistics 2, no. 2 (2013): 152–69. http://dx.doi.org/10.1075/dujal.2.2.02de.

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The present study investigates English spelling performance of Dutch grammar school students to establish whether Dutch grammar school students are able to spell words differing in complexity, as well as whether they are sensitive to the information available in the spellings (phonological, orthographical, and lexical frequency). Twenty-one Dutch foreign language learners of English were presented with an English dictation task (from Kemp, Parrila, & Kirby, 2009). They had to spell base (uninflected) and derived (inflected) words and pseudowords which were matched on the basis of their phonological or orthographical patterns. Students also had to complete a Dutch dictation task, and a word and pseudoword reading task. Findings show that the students obtained higher scores on spelling words versus pseudowords, base versus derived targets, and on phonological versus orthographical targets. There was no correlation between Dutch and English spelling proficiency. These data are interpreted within a usage-based model of language acquisition.

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Nakai, Satsuki, Shane Lindsay, and Mitsuhiko Ota. "A prerequisite to L1 homophone effects in L2 spoken-word recognition." Second Language Research 31, no. 1 (2014): 29–52. http://dx.doi.org/10.1177/0267658314534661.

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When both members of a phonemic contrast in L2 (second language) are perceptually mapped to a single phoneme in one’s L1 (first language), L2 words containing a member of that contrast can spuriously activate L2 words in spoken-word recognition. For example, upon hearing cattle, Dutch speakers of English are reported to experience activation of kettle, as L1 Dutch speakers perceptually map the vowel in the two English words to a single vowel phoneme in their L1. In an auditory word-learning experiment using Greek and Japanese speakers of English, we asked whether such cross-lexical activation in L2 spoken-word recognition necessarily involves inaccurate perception by the L2 listeners, or can also arise from interference from L1 phonology at an abstract level, independent of the listeners’ phonetic processing abilities. Results suggest that spurious activation of L2 words containing L2-specific contrasts in spoken-word recognition is contingent on the L2 listeners’ inadequate phonetic processing abilities.

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DEGANI, TAMAR, ALISON M. TSENG, and NATASHA TOKOWICZ. "Together or apart: Learning of translation-ambiguous words." Bilingualism: Language and Cognition 17, no. 4 (2014): 749–65. http://dx.doi.org/10.1017/s1366728913000837.

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In a multiple-session training study, native English speakers learned foreign Dutch vocabulary items that mapped to English either in a one-to-one way (translation-unambiguous) or in a one-to-many way (translation-ambiguous), such that two Dutch words corresponded to a single English translation. Critically, these two translation-ambiguous Dutch words were taught on consecutive trials in the same session, or were presented separately, such that each word was taught in a separate session. Translation-ambiguous words were produced and recognized substantially less accurately than translation-unambiguous words on tests administered one and three weeks after training. An ambiguity advantage emerged, however, in a free-recall test. Interestingly, teaching both translations together led to superior performance over teaching them in separate sessions, in which case the translation learned first enjoyed a considerable advantage over that learned second. These findings underscore the importance of order of acquisition in second-language vocabulary learning, and have practical implications for language instruction.

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DIJKSTRA, TON, HENK VAN JAARSVELD, and SJOERD TEN BRINKE. "Interlingual homograph recognition: Effects of task demands and language intermixing." Bilingualism: Language and Cognition 1, no. 1 (1998): 51–66. http://dx.doi.org/10.1017/s1366728998000121.

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A series of three lexical decision experiments showed that interlingual homographs may be recognized faster than, slower than, or as fast as monolingual control words depending on task requirements and language intermixing. In Experiment 1, Dutch bilingual participants performed an English lexical decision task including English/Dutch homographs, cognates, and purely English control words. Reaction times to interlingual homographs were unaffected by the frequency of the Dutch reading and did not differ from monolingual controls. In contrast, cognates were recognized faster than controls. In Experiment 2, Dutch participants again performed an English lexical decision task on homographs, but, apart from nonwords, Dutch words were included which required a “no” reaction. Strong inhibition effects were obtained which depended on the relative frequency difference of the two readings of the homograph. These turned into frequency-dependent facilitation effects in Experiment 3, where participants performed a general lexical decision task, responding “yes” if a word of either language was presented. It is argued that bilingual word recognition models can only account for the series of experiments if they explain how lexical processing is affected by task demands and stimulus list composition.

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van Meurs, Frank, Hubert Korzilius, and Liset Bergevoet. "English words and phrases in Dutch job advertisements." Dutch Journal of Applied Linguistics 4, no. 1 (2015): 21–38. http://dx.doi.org/10.1075/dujal.4.1.03meu.

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It has been suggested that differences in mental processing affect the persuasiveness of language use. Within the Elaboration Likelihood Model framework, we examined if there were differences in the persuasiveness of English versus Dutch words in job ads depending on the way the job ads were processed, either by the central or the peripheral route. In an experiment, 144 participants evaluated ads for lower level jobs. Persuasiveness was measured in terms of text, job, and company evaluation, and application intention. There were no differences in persuasiveness for job ads containing English words depending on whether they were processed via the peripheral or the central route. However, under peripheral processing the jobs in the ads with English words were seen as being more attractive and as having a lower salary than the jobs in the all-Dutch ads, providing some limited evidence that English words may function as peripheral cues.

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Dissertations / Theses on the topic "English and Dutch words, with words"

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Diepeveen, Ariane [Verfasser]. "Modifying words: Dutch adverbial morphology in contrast / Ariane Diepeveen." Berlin : Freie Universität Berlin, 2012. http://d-nb.info/1028496885/34.

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Hockey, Hannah. "Which skills influence pre-school children's repetition of words, non-words and sentences?" Thesis, City University London, 2014. http://openaccess.city.ac.uk/14454/.

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This study explores the role of existing language knowledge and phonological short-term memory (PSTM) on pre-school children’s non-word, word and sentence repetition (NWR, WR and SR). Previous studies have revealed that children with language difficulties find these tasks difficult, but there is debate about which skills are measured. This study aimed to contribute to this understanding. Identification of the underlying skills would enable speech therapists to plan targeted therapy to support the children’s difficulties. Data was collected at two time points: at time one from fifty-four participants, aged 3-3 ½ years old; and at time two from fifty-two of the original sample (aged 4 -4½ years). The study is split into four parts. First it explores three influences on the children’s WR and NWR: knowledge of the words, speech sound skills and PSTM, at both time-points. The second part divides the group into children with and without identified speech and language difficulties. It explores differences in performance by the two groups. Part three explores the influence of grammar (morphology) and PSTM on sentence repetition. Part four investigates relationships between children’s NWR and WR at both time points with their SR at the second time-point. There was evidence at both time-points that children draw on long-term word knowledge during WR and no evidence of them using PSTM in this task. There was a clear influence of PSTM on their NWR. The children’s speech affected both NWR and WR. The clinical group repeated both known words and non-words less accurately than the non-clinical group. They showed a similar pattern of performance in their repetition of non-words, but achieved lower scores across all syllable lengths. Children aged 4 years used existing grammatical skills when repeating sentences. There was limited evidence of the influence of PSTM. A correlation was found between children’s NWR and later SR. The relationship was due to the influence of language knowledge and PSTM on both tasks. Results from the study suggest that for both NWR and SR language knowledge and PTSM interact in their effect on accuracy. The tasks are however useful clinically because children’s scores are influenced by their existing language knowledge.

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Tillaeus, Fredrik, and Malin Hällefors. "Working with Words." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32991.

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A comparative essay between the findings of research and practical methods in the English classroom conserning vocabulary learning in a foreign language.<br>En jämförande uppsats mellan forskningsrön och praktisk tillämpning i klassrummet rörande ordinlärning inom undervisning i engelska.

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Randall, Anthony Michael. "Recognising words in English and Arabic." Thesis, Birkbeck (University of London), 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390017.

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Thompson, Carrie A. "500 Essential English Words for ESL Missionaries." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd884.pdf.

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Raffelsiefen, Renate. "Relating words : a new approach to English morphology /." Thesis, Connect to this title online; UW restricted, 1992. http://hdl.handle.net/1773/8438.

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Kiriakos, Bernard. "Detection of lexical stress in English isolated words." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61710.

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Dunai, Amber Munshi Sadaf. "Semantic shift and the link between words and culture." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9785.

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Ellis, Robert. "Verba Vana : empty words in Ricardian London." Thesis, Queen Mary, University of London, 2012. http://qmro.qmul.ac.uk/xmlui/handle/123456789/8821.

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Verba Vana, or ‘empty words’, are named as among the defining features of London by a late fourteenth-century Anglo-Latin poem which itemises the properties of seven English cities. This thesis examines the implications of this description; it explores, in essence, what it meant to live, work, and especially write, in an urban space notorious for the vacuity of its words. The thesis demonstrates that anxieties concerning the notoriety of empty words can be detected in a wide variety of surviving urban writings produced in the 1380s and 1390s. These include anxieties not only about idle talk – such as janglynge, slander, and other sins of the tongue – but also about the deficiencies of official discourses which are partisan, fragmentary and susceptible to contradiction and revision. This thesis explores these anxieties over the course of four discrete chapters. Chapter one, focusing on Letter-Book H, Richard Maidstone’s Concordia and Geoffrey Chaucer’s Cook’s Tale, considers how writers engaged with the urban power struggles that were played out on Cheapside. Chapter two, examining the 1388 Guild Petitions, considers how the London guilds legitimised their textual endeavours and argues that the famous Mercers’ Petition is a translation of the hitherto-ignored Embroiderers’ Petition. Chapter three, looking at several works by Chaucer, John Gower, the Monk of Westminster and various urban officials, explores the discursive space that emerges following justified and unjustified executions. Chapter four, focusing on Chaucer’s Squire’s Tale and John Clanvowe’s Boke of Cupide, contends that the crises of speech and authority that these poems dramatise can be productively read within the context of the Merciless Parliament of 1388. Through close textual analysis, this thesis analyses specific responses to the prevalence of empty words in the city, while also reflecting more broadly on the remarkable cultural, linguistic, social, and political developments witnessed in this period.

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Middleton, Theodora Elizabeth. "Music and Compound Words." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1333671995.

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Books on the topic "English and Dutch words, with words"

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Verholen verwanten: Verwantschap tussen woorden in het Nederlands en het Engels. Acco, 2010.

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Hendrickx, Jos. Dwaalduiders: Schijngelijkenis tussen Engelse en Nederlandse woorden. Acco, 1987.

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Lurquin, Georges. Elsevier's dictionary of Greek and Latin word constituents: Greek and Latin affixes, words, and roots used in English, French, German, Dutch, Italian, and Spanish. Elsevier, 1998.

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Lurquin, Georges. Elsevier's dictionary of Greek and Latin word constituents: Greek and Latin affixes, words, and roots used in English, German, French, Dutch, Italian, and Spanish. Elsevier, 1998.

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Smits, Rik. Peptalk & pumps: Engels woordgebruik in de Nederlandse taal. T. Rap, 1989.

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Total Dutch: Een Engels-woordboek : meer dan duizend woorden en uitdrukkingen met Dutch, vertaald, verklaard en toegelicht. Contact, 1999.

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Sijs, Nicoline van der. Cookies, coleslaw, and stoops: The influence of Dutch on the North American languages. Amsterdam University Press, 2009.

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Taalunie, Nederlandse, ed. Cookies, coleslaw, and stoops: The influence of Dutch on the North American languages. Amsterdam University Press, 2009.

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Van-Cauter, Doreen. Words, words, words. (s.n.), 1996.

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Timmers, Corriejanne. Faxen, faxte, gefaxt: De juiste spelling van ruim 700 aan het Engels ontleende werkwoorden. Auctor, 1993.

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Book chapters on the topic "English and Dutch words, with words"

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Blaj-Ward, Lia. "Words, Words, Words..." In Language Learning and Use in English-Medium Higher Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-63239-1_3.

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Wakabayashi, Judy. "Words." In Japanese–English Translation. Routledge, 2020. http://dx.doi.org/10.4324/9781003018452-1.

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Leech, Geoffrey, Margaret Deuchar, and Robert Hoogenraad. "Words." In English Grammar for Today. Macmillan Education UK, 2006. http://dx.doi.org/10.1007/978-1-137-23685-2_4.

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Smakman, Dick. "Stressful words." In Clear English Pronunciation. Routledge, 2019. http://dx.doi.org/10.4324/9780429347382-10.

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Burton, S. H. "Using Words." In Work Out English GCSE. Macmillan Education UK, 1987. http://dx.doi.org/10.1007/978-1-349-09446-2_7.

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Burton, S. H. "Misusing Words." In Work Out English GCSE. Macmillan Education UK, 1987. http://dx.doi.org/10.1007/978-1-349-09446-2_8.

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Wallwork, Adrian. "Words are illusions." In Easy English! Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-67241-0_7.

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Sinclair, John. "Words and Phrases." In English Grammar. Routledge, 2018. http://dx.doi.org/10.4324/9781351164962-43.

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Burton, S. H., and J. A. Humphries. "Using words." In English GCSE Key Stage 4. Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-13836-4_15.

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Burton, S. H., and J. A. Humphries. "Misusing words." In English GCSE Key Stage 4. Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-13836-4_16.

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Conference papers on the topic "English and Dutch words, with words"

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Pereira, Fernando, Naftali Tishby, and Lillian Lee. "Distributional clustering of English words." In the 31st annual meeting. Association for Computational Linguistics, 1993. http://dx.doi.org/10.3115/981574.981598.

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Pitakpawatkul, Kitanan, Atiwong Suchato, Proadpran Punyabukkana, and Chai Wutiwiwatchai. "Thai phonetization of English words using English syllables." In 2013 10th International Conference on Electrical Engineering/Electronics, Computer, Telecommunications and Information Technology (ECTI-CON 2013). IEEE, 2013. http://dx.doi.org/10.1109/ecticon.2013.6559561.

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Hu, Jinwu, Liuling Dai, and Bin Liu. "Measure Semantic Similarity between English Words." In 2008 9th International Conference for Young Computer Scientists (ICYCS). IEEE, 2008. http://dx.doi.org/10.1109/icycs.2008.92.

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Li, Xuezhi. "Color Words between English and Chinese." In International Conference on Education, Language, Art and Intercultural Communication (ICELAIC-14). Atlantis Press, 2014. http://dx.doi.org/10.2991/icelaic-14.2014.186.

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Cao, Min. "On Computer English New Words' Cognitive Semantics." In 2016 International Conference on Education, Sports, Arts and Management Engineering. Atlantis Press, 2016. http://dx.doi.org/10.2991/icesame-16.2016.235.

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Aswani, Niraj, and Robert Gaizauskas. "Aligning words in English-Hindi parallel corpora." In the ACL Workshop. Association for Computational Linguistics, 2005. http://dx.doi.org/10.3115/1654449.1654472.

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YArovaya, O. V. "How to memorize English words easier using associations." In Scientific trends: Philology, Culturology, Art history. ЦНК МОАН, 2020. http://dx.doi.org/10.18411/spc-26-07-2020-06.

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Bellaachia, Abdelghani, and Ghita AmorTijani. "OOV words in an English-Arabic CLIR system." In 2008 IEEE Symposium on Computers and Communications (ISCC). IEEE, 2008. http://dx.doi.org/10.1109/iscc.2008.4625724.

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Husna, Nida. "University Students’ Perception in Using English Swear Words." In 2nd International Conference on Islam, Science and Technology (ICONIST 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200220.006.

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Nagata, Ryo, Hiromi Sugimoto, Jun-ichi Kakegawa, and Yukiko Yabuta. "Recognizing noisy romanized Japanese words in learner English." In the Third Workshop. Association for Computational Linguistics, 2008. http://dx.doi.org/10.3115/1631836.1631840.

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Reports on the topic "English and Dutch words, with words"

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Horikawa, Naoko. English Loan Words in Japanese: Exploring Comprehension and Register. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.913.

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Mack, M., J. Tierney, and M. E. Boyle. The Intelligibility of Natural and LPC-Vocoded Words and Sentences Presented to Native and Non-Native Speakers of English. Defense Technical Information Center, 1990. http://dx.doi.org/10.21236/ada226180.

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Zhytaryuk, Maryan. UKRAINIAN JOURNALISM IN GREAT BRITAIN. Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.50.11115.

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Professor M. Zhytaryuk’s review is about a book scientific novelty – a monograph by Professor M. Tymoshyk «Ukrainian journalism in the diaspora: Great Britain. Monograph. K.: Our culture and science, 2020. 500 p. – il., Them. pok., resume English, German, Polish.». Well-known scientist and journalism critic, Professor M. S. Tymoshyk, wrote a thorough work, which, in terms of content, is a combination of a monograph, a textbook and a scientific essay. This book can be useful for both students and practicing journalists or anyone interested in the history of the Ukrainian diaspora, Ukrainian journalism and Ukrainian culture. The author dedicated his work to Stepan Yarmus from Winnipeg, Canada – archpriest, journalist, editor, professor. As the epigraph to the book were taken the words of Ivan Bagryany: «Our press, born under the sword of Damocles of repatriation», not only survived and survived to this day, but also showed a brilliant ability to grow and develop. It was shown that beggars that had come to the West without money at heart can and know how to act so organized. It was also an example of how a modern «enbolshevist» and «denationalized» by the occupier man person is capable of a combined mass action».

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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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