Journal articles on the topic 'English language, dictionaries, serbo-croatian'

The paper aims to study European and Hungarian organisations and institutions that are related to the terminology of education. Then we analyse glossaries, dictionaries and databases that can be found online at the webpages of UNESCO and the European Union, and also those that contain education terminology in Hungarian (online and offline). Finally, we are going to introduce our planned database. The terminology of education is a key area at the national level and in the context of the European Union equally. There are existing word lists, glossaries and dictionaries in certain languages that contain the terminology of education in one or more languages. Our aim is to design and prepare a multilingual terminology database in the field of education terminology. The languages we plan to work with are Hungarian, English, and the official languages (Romanian, Slovak, Ukrainian, Croatian, German, Serbian, Slovenian) of the territories in the neighbouring countries where there is a substantial Hungarian minority, who attend school either in the official language of that country or in Hungarian.

AbstractCollins and Postal (2014) postulate that English NPIs represent two distinct structures: a unary NEG structure and a binary NEG structure. Some NPIs, such asanyandeverexpressions, can instantiate either of these two structures in different contexts. Others (such as one use ofjackshit) have only unary NEG structures. The present article seeks to provide cross-linguistic support for this hypothesis by showing that the two series of NPIs in Serbian/Croatian (Progovac 1994) should be analyzed in terms of the two structure types postulated for English NPIs.

The paper analyzes the concept of the FOLK in the Serbian language in accordance with the methodological foundations of the Lublin Ethnolinistic School. The introduction gives an overview of selected papers dealing with the terminological and theoretical aspects of the concepts FOLK, NATION and COUNTRY, as basic socio-political categories, with the aim of comparing the naive linguistic picture of these concepts with their conception in contemporary anthropological, sociological and political approaches. In the main part of the article, the systemic language material from all the relevant dictionaries of the Serbian (Serbo-Croatian language) is considered on the data related to the main lexem folk, wich names the concept, its synonyms, hypernyms, co-hyponyms, semantic and grammatical derivatives, attributes and collocations. It was found that the seme of ?community? (of people) appears as the superior term (hypernym) for this concept in the definitions. The content of the concept of the FOLK has been reconstructed by pointing to relevant aspects (biological/genetic, social/political/ economic, physical) and thus reffering to basic values that are generally positive in the Serbian language.

On the basis of binding facts, I argue that Serbo-Croatian (SC) does not project DP and that DP is not a universal property of language. I show that a number of binding contrasts between English and SC follow straightforwardly from independently motivated differences in their nominal structure, most notably from the assumption that DP is present only in English. I also discuss in detail the potential significance of this puzzling set of facts for the binding theory in general. Specifically, I propose that SC employs Condition C as defined in Lasnik 1989 and, in addition to the core binding conditions, a competitive mechanism adopted from Safir 2004 , which regulates the distribution of reflexives, pronouns, and R-expressions. I also argue that the binding domains for pronouns and reflexives in SC need to be formulated differently.

This article addresses the question of L1 transfer in L2 acquisition of reflexive binding. It incorporates recent research on Binding Theory which focuses on the relationship between morphological complexity of anaphors and the occurrence of long-distance binding of reflexives (cf. Yang, 1983; Pica, 1987; Hellan, 1988; Battistella, 1989; Huang and Tang, 1989; Cole et al., 1990; Progovac, 1992). Reflexives typically fall into two categories: simple (X0) reflexives that may take long-distance antecedents and complex (XP) refle xives that may not. Acquisition of the English binding pattern by native speakers of Serbo-Croatian requires recognition of the morphological com plexity of English reflexives. Prior to reanalysis, learners are predicted to transfer the L1 X0anaphor type and incorrectly assign long-distance antece dents to English XP reflexives.The interpretation of English reflexives by native speakers of Serbo- Croatian was investigated using two types of written sentence comprehension tasks. A picture identification task and a multiple-choice questionnaire were administered to intermediate ( n = 20) and advanced (n = 20) L2 learners and a group of English native speaker controls (n = 20). Results consistent across task type support the transfer hypothesis and suggest learners have access to Universal Grammar in second language acquisition.

It has been suggested that child L1 learners overuse the definite article in indefinite contexts due to maturational/pragmatic factors such as egocentricity and an inability to differentiate common ground contexts from speaker beliefs-only contexts (Maratsos 1976; Schaeffer & Matthewson 2005). Knowledge of semantic features such as specificity and definiteness is also implicated in L1 learners’ (in)correct article use (Ionin et al. 2004; 2009). In the context of child bilingualism, on the other hand, difficulties in acquisition of articles are expected to be doubled when one of the languages of the child does not have a corresponding article system. To address these issues and to identify parallels between monolingual and bilingual language acquisition, we examine the use of English articles by a Serbo-Croatian-English simultaneous bilingual child and two monolingual English-speaking children. The results reveal qualitative and quantitative differences between monolingual and bilingual children’s use of English articles, possibly due to the influence of Serbo-Croatian (an article-less language). The findings suggest that in simultaneous child bilingualism, cross-linguistic transfer overrides maturational/pragmatic or semantic factors that are tied to incorrect article use (cf. Zdorenko & Paradis 2008).

ABSTRACTAdult illiterate and semiliterate speakers of Serbo-Croatian were assessed on reading, writing, phonological, and control tasks. Most subjects had acquired measurable literacy skills despite a documented lack of formal instruction. The individual differences in these skills were highly specific. They were related to measures of phoneme segmentation and alphabet knowledge, but only weakly related to general cognitive abilities. Three groups, categorized with respect to the subjects' ability to identify the letters of their Cyrillic alphabet, differed on phoneme deletion and phoneme-counting tasks, but not on syllable-counting, picture vocabulary, or tone-counting tasks. Alphabet knowledge was more tightly coupled with phoneme awareness than has been found in speakers of English. Cross-language similarities and differences are discussed, highlighting the role that phonological transparency of the orthography may play in the acquisition of literacy.

In this paper chronologically are presented several periods of development of police terminology in Kosovo and Albania. Below are some of the topics which will be elaborated:- Development of police terminology in Albania;- Development of police terminology in Kosovo;- Word formation of police terminology in Albanian language;- Influence of foreign languages (Serbo-Croatian, Italian and English).Police terminology in Albania differs based on time period and historic developments, two World Wars from 1913 until 1945, with main influence from Italian language police terminology. Influence by Russian language is present during the communist time in Albania from 1945 until 1990 when the Italian influence returns again and it also starts influence by English language with the establishment of democratic pluralist system. In Kosovo, as a result of historic developments, development of police terminology was mainly influenced by Yugoslav system of government, Serbo-Croatian language, which was the dominant language in use in comparison to other languages in ex-Yugoslavia: Slovenian, Macedonian, Albanian and Hungarian. Whereas, after declaration of Kosovo independence in 2008 the dominant influential language in police terminology in Albanian language has been English after 10 years (1999-2008) during which Kosovo Police was led by United Nations Mission (UNMIK) and the police force in Kosovo was called UNMIK Police.

The article is discusses the problem of translating psychological texts into closely related languages (Serbian and Croatian). It is a theoretical and empirical analysis of the problems of translating psychological texts into closely related languages (Serbian and Croatian). Despite the relatively close relationship of the Russian language with Serbian and Croatian, as well as the abundance in psychological texts of internationalisms and terms that are calqued from English-language sources, certain specific nuances of translation are stated. They are due to the prevailing linguistic traditions and differences in language policy in the Serbo-Croatian language areal. The widely and actively carried out expansion of foreign language vocabulary should not violate the established linguistic traditions in the formulation of terms (in particular, from the sphere of psychology), but only encourage the increase and enrichment of the main lexical fund of the largest languages of the Balkan Peninsula: Serbian and Croatian, as well as Russian.

Metres are typically classified as being accentual (mapping stress, as in English) or quantitative (mapping weight, as in Sanskrit). This article treats the less well-studied typology of hybrid accentual-quantitative metres, which fall into two classes. In the first, stress and weight map independently onto the same metre, as attested in Latin and Old Norse. In the second, stress and weight interact, such that weight is regulated more strictly for stressed than unstressed syllables, as illustrated here by new analyses of Dravidian and Finno-Ugric metres. In both of these latter cases (as well as in Serbo-Croatian), strictness of weight-mapping is modulated gradiently by stress level.

This article investigates the validity of the theory of mediated predication by examining one of the proposed overt realizations of Pred0. Taking the law of parsimony as our starting position and using evidence from English, Russian, and Serbo-Croatian, we argue that the element that looks like the preposition ‘for’ is, in fact, a preposition (not Pred0), and we show how it explains the syntax and the semantics of the relevant ‘for’ sequences. Cases of apparently predicative interpretation of ‘for’-PP result from the interplay between the meaning of the preposition ‘for’ and the metaphorical reinterpretation of motion and locative verbs that ‘for’-PPs combine with.

The paper deals with non-verbal semiotics, the field focusing on language and body language. The authors analyze gesture names containing adaptors, primarily body-adaptors such as the English idiom a slap on the cheek and Russian poshchechina ‘ditto’ (indicating a passive organ, i.e. an affected body part), French pichenette ‘flick on the nose’ (a passive organ), Serbo-Croatian šaka ‘slap on the cheek, strike with an open hand’ (an active organ). In some cases, a body-adaptor is reflected in the word’s inner form indicating the sound that goes along with the gesture (e.g. the sound of hitting a passive organ, such as the onomatopoeic Russian shlepok , English slap , and Spanish bofetada ), the impact mark (e.g. the French idiom giroflée à cinq feuilles ‘impact mark of four fingers on the cheek; slap on the cheek’), and the possible result or consequence of the gesture (e.g. Italian sganascione ‘a slap so hard that it can dislocate the jaw’). The paper also deals with the semantic transitions from gestures with adaptors to gesture idioms.

Australia is a multicultural society and nowhere is this more evident than in Sydney where 25 percent of the population speaks a language other than English. In one of the largest area health services in New South Wales, the five most frequently spoken languages at home are Arabic, Serbo-Croatian, Spanish, Turkish or Vietnamese, with these language groups comprising 12percent of Sydney's population. Yet nurses speaking one of these five languages comprise less than 1 percent of the nursing workforce. A cost-effective method of addressing the shortage of nurses speaking languages other than English is to recruit students who already speak another language into the profession.This study examined high school students' perceptions of nursing in order to determine appropriate methods of recruiting students speaking one of these languages.Implications for the design of recruitment campaigns are also discussed.

TRANSLATION TOOLS FOR EU LEGISLATION: EUROPEAN PRACTICES AND THE CASE OF BCMS The aim of this paper is to analyse the issue of memory through tools for storing linguistic data (terminological databases, parallel corpora, thesauri, glossaries and dictionaries) deployed in the context of the translation of EU legislation. On the one hand, we present an overview of the tools used within the EU, distinguished by a complex and highly specific linguistic regime, currently including 24 official languages. On the other hand, we review the preparations and implementation of various tools in the former Serbo-Croatian countries, namely the language framework of their accession to the EU. Within the BCMS languages, a parallel has to be drawn between Croatia, which has been a member of the EU since 2013, with the most developed mechanisms in this area, of the one part, and Montenegro, Serbia and Bosnia and Herzegovina, of the other part. Keywords: European Union, translation, tools, databases, accession to the EU, BCMS.

On the basis of a number of cases where the status of X with respect to phasehood changes depending on the syntactic context in which X occurs, I argue for a contextual approach to phasehood whereby the highest phrase in the extended projection of all lexical categories—N, P, A, and V (passive and active)—functions as a phase. The relevant arguments concern extraction and ellipsis. I argue that ellipsis is phase-constrained: only phases and complements of phase heads can in principle undergo ellipsis. I show that Ā-extraction out of an ellipsis site is possible only if the ellipsis site corresponds to a phasal complement. I also provide evidence for the existence of several AspectPs, all of which have morphological manifestations, in the VP domain of English and show that they crucially affect the phasehood of this domain. The article provides a uniform account of a number of superficially different constructions involving extraction and ellipsis from Serbo-Croatian, Japanese, Turkish, and English.

As in other Balkan languages, Serbo-Croatian vocabulary is of mixed origin Ever since its earliest days, some of the commonest words were borrowed from Greek, Latin, Italian, Turkish, Hungarian, and in more recent times from Russian, Czech and German. For this reason most loanwords are received without resistance in Serbia. The same openness is shared by practically all Serbian linguists, while purist attitudes are only to be found among laymen. A less relaxed policy might prove to be advisable towards the Anglicisms of today, since global English is more universally present and more penetrating than any foreign language in the past. In Croatia, on the other hand, purism was adopted as an official policy, first as a response to the threats of Germanization (within the Austro-Hungarian empire) and later to the presumed Serbian domination (in Yugoslavia). As a consequence, the mechanisms of word formation are better developed in Croatian, but at the same time many artificial coinages and recycled archaisms have been launched, leading to what is known as the 'Croatian Newspeak'. While Croatian linguists are constantly on the guard against Serbianisms, in Serbia many Croatian words have been adopted almost without resistance, especially when they are shorter, more practical or more precise than their Serbian equivalents.

Most language acquisition research to date focuses on monolingual infants. In American society there is a burgeoning population of bilingual families where infants must learn the nuances of two languages simultaneously. To extend understanding of language development to this population, research specific to bilingual infants is needed. This study investigates 19-20 month old infants’ abilities to understand English when exposed to varying levels of alternate languages, including Hebrew, Hindi, Italian, Japanese, Korean, Portuguese, Punjabi, Serbo-Croatian, Spanish, and Urdu. Participants included 26 babies whose language exposure consisted of at least 99% English, and 22 babies exposed to English and at least 15% of an alternate language. Infants’ English noun comprehension was measured using the Intermodal Preferential Looking Paradigm. During a four minute session, infants’ gazes were tracked while they looked at simultaneous images, one of which corresponded to a spoken English noun. Before or afterwards, parents identified which of the 16 trial words they believed their infants were able to understand and say. Comparisons were made through two-tailed t-tests that assumed unequal variances. Results showed that infants whose daily language exposure consists of 15-39% of an alternate language understood more English nouns than infants exposed to 40-90% of an alternate language and more than monolinguals. Comparisons of parental reports of infants’ speech similarly showed that infants exposed to higher levels of alternate language said fewer English nouns than infants exposed to lower levels of alternate language and fewer than monolingual infants. Validity of parental reports was evaluated through comparisons of parental estimations and experimental results. Monolingual parents reported higher levels of English comprehension than infants showed in the experimental task, while parents of bilinguals did not demonstrate this effect. Possible explanations for these results are discussed in light of past research and implications for English acquisition of bilingual children are considered.

MacWhinney, Bates, and colleagues developed the Competition Model in the 1980s as an alternate to Chomskyan models that encapsulate syntax as a special-purpose module. The Competition Model adopted the functional perspective that language serves communicative goals and functions. In contrast to the premise that knowledge of language is innate, the Competition model asserts that language is learned and processed through general cognitive mechanisms that identify and weight phonological, morphological, syntactic, and semantic cues in the language experiences of the learner. These weighted cues guide the language user in the comprehension and production of language forms. The present article provides background on the Competition Model, describes machine simulations of linguistic competition, and extends the principles of the Competition Model to new machine models and applications through deep learning networks. References Bates, E. & MacWhinney, B. (1982). A functionalist approach to grammar. In E. Wanner & L. Gleitman (Eds.), Language acquisition: the state of the art. New York: Cambridge University Press. Bates, E., & MacWhinney, B. (1989). Functionalism and the competition model. In: The Crosslinguistic Study of Sentence Processing, (pp 3-76). B. MacWhinney and E. Bates (Eds.), New York: Cambridge University Press. Devescovi, A., D’Amico, S., Smith, S., Mimica, I., & Bates, E. (1998). The development of sentence comprehension in Italian and Serbo-Croatian: Local versus distributed cues. In: Syntax and Semantics: Vol. 31. Sentence Pocessing: A Cross-Linguistic Perspective, (pp. 345-377). D. Hillert (Ed.), San Diego: Academic Press. Hauser, M. D., Chomsky, N., & Fitch, W. T. (2002). The faculty of language: What it is, who has it, and how did it evolve? Science, 298, 1569-1579. Just, M. A., & Carpenter, P. A. (1980). A theory of reading: From eye fixations to comprehension. Psychological Review, 87, 329-354. Langacker, R. (1989). Foundations of cognitive grammar. Vol. 2: Applications. Stanford: Stanford University Press. Li, P., & MacWhinney, B. (2013). Competition model. In: The Encyclopedia of Applied Linguistics. C. A. Chapelle (Ed.), Malden, MA: Wiley. MacWhinney, B. (1987). The competition model. In: Mechanisms of Language Acquisition, (pp.249-308). B. MacWhinney (Ed.).Hillsdale, NJ: Lawrence Erlbaum. MacWhinney, B. (2001). The competition model: The input, the context, and the brain. In: Cognition and Second Language Instruction, (pp. 69–90). P. Robinson (Ed.), New York: Cambridge University Press. MacWhinney, B. (2008). A Unified Model. In: Handbook of Cognitive Linguistics and Second Language Acquisition, (pp. 341-371). P. Robinson & N. Ellis (Eds.). Mahwah, NJ: Lawrence Erlbaum Associates. MacWhinney B. (2012). The logic of the Unified Model. In: The Routledge Handbook of Second Language Acquisition, (pp. 211–227). S. Gass and A. Mackey (Eds.). New York: Routledge. MacWhinney, B. (2015). Multidimensional SLA. In: Usage-Based Perspectives on Second Language Learning, (pp. 22-45). S. Eskilde and T. Cadierno (Eds.). New York: Oxford University Press. MacWhinney, B., Bates, E. & Kliegl, R. (1984). Cue validity and sentence interpretation in English, German, and Italian. Journal of Verbal Learning and Verbal Behavior, 23, 127-150. MacWhinney, B., Leinbach, J., Taraban, R., & McDonald, J. (1989). Language learning: Cues or rules? Journal of Memory and Language, 28, 255-277. McClelland, J. L., & Rumelhart, D. E. (1986). Parallel Distributed Processing. Explorations in the Microstructure of Cognition. Volume 2: Psychological and Biological Models. Cambridge, MA: MIT Press. Presson, N. & MacWhinney, B. (2011). The Competition Model and language disorders. In: Handbook of Psycholinguistic and Cognitive Processes, (pp. 31-48). J. Guendozi, F. Loncke, and M. Williams (Eds.). New York: Psychology Press. Sokolov, J. L. (1988). Cue validity in Hebrew sentence comprehension. Journal of Child Language, 15, 129-156. Taraban, R. (2004). Drawing learners’ attention to syntactic context aids gender-like category induction. Journal of Memory and Language, 51(2), 202-216. Taraban, R. (2017). Hate, white supremacy, PTSD, and metacognition. In: Improve With Metacognition [online]. L. Scharff, A. Richmond, & J. Draeger (Eds.). Retrieved from: www.improvewithmetacognition.com. Taraban, R., & Kempe, V. (1999). Gender processing in native and non-native Russian speakers. Applied Psycholinguistics, 20, 119-148. Taraban, R., McDonald, J., & MacWhinney, B. (1989). Category learning in a connectionist model: Learning to decline the German definite article. In R. Corrigan, F. Eckman, & M. Noonan (Eds.), Linguistic categorization (pp. 163-193). Philadelphia: Benjamins. Taraban, R., & Roark, B. (1996). Competition in learning language-based categories. Applied Psycholinguistics, 17, 125-148.