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Региональная лексика как составляющая филологической компетенции учащихся и студентов

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Чернышева М.
General and Professional Education
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2011
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issue 1
9-12
EN
The article touches upon lexical regionalisms of the language as a component of linguistic competence of the students. It also contains definitions and specific features of the regional / national variant, describes the principles of treating French lexical regionalisms at class.
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DVA PRÍSTUPY KU KULTIVOVANIU SPISOVNÉHO JAZYKA

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Dolník J.
Slovenská reč (Slovak Language)
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2019
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vol. 84
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issue 2
131 – 143
EN
This paper deals with the opposition between the “natural” and the “artificial” cultivation of the standard language. The author gives arguments in favour of the standpoint that adequate regulation of the standard language requires taking into consideration its character. He defends the thesis about authentic cultivation of this language, i.e. about the “genuin” linguistic activities causing adaptation changes in the language or acting against changes. This cultivation supports the autonomous character of the behavioural linguistic competence, and in this way also the tendency at asserting endogenous linguistic standards. It means the supporting of the development of linguistic activities within the spirit of their rationality and in the name of the expansion of the linguistic comfort in communication life. Such cultivation supports the optimization of the interaction of linguistic behaviour (behavioural linguistic competence) and linguistic activities (action-based linguistic competence), hence the optimal functioning of the intentional-emergent mechanism governing linguistic activities.
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FOUR QUINE’S INCONSISTENCIES

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Picazo G.
Organon F. medzinárodný časopis pre analytickú filozofiu
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2015
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vol. 22
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issue 2
163 - 177
EN
In this paper the author argues that the idiosyncrasy of linguistic competence fosters semantic conceptions in which meanings are taken for granted, such as the one that Quine calls ‘uncritical semantics’ or ‘the myth of the museum’. This is due to the degree of automaticity in the use of language which is needed for fluent conversation. Indeed, fluent conversation requires that speakers instinctively associate each word or sentence with its meaning (or linguistic use), and instinctively resort to the conceptual repertoire of our language, without calling into question that the meaning of a particular word, or the conceptual repertoire of our language, could have been different than they are. This habit of taking meanings for granted, inherent to our linguistic ability, sometimes interferes with our semantic research, hampering it. In order to illustrate this problem, the author pinpoints four places in Quine’s work where, despite his acknowledged analytical rigour, and despite his congenital aversion to the habit of taking meanings for granted, he himself appears to slip into this habit, inadvertently.
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LANGUAGE AS A SYSTEM OF GROUNDED SYMBOLS: RELATIONS BETWEEN LINGUISTIC AND COMMUNICATIVE COMPETENCES

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Raczaszek-Leonardi J.
Kolokwia Psychologiczne (Psychological Colloquia)
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2006
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vol. 15
49-60
EN
The following article is an attempt to understand crucial notions for modern psycholinguistics (and thus also for works of Kurcz 2000, 2005) of 'linguistic competence' and 'communicative competence' in the light of relatively new theories of grounding and embodiment of linguistic symbols. This perspective allows for seeing the independence of the two competences in a new light. Grounding and embodiment of linguistic symbols also enables seeing the characteristic features of language (systematicity and compositionality) as stemming from communicative competence and not only - as often thought - from linguistic. Although it is possible that language learning based solely on the latter competence could lead to a communicative system, it is suggested that such a system would be characterized by a rigid, inflexible semantics.
5
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'Spentany jezyk' or on substitutions and calques in the language borderland, based on the materials from braslawski region in Belarus

100%
Smulkowa E.
Acta Baltico-Slavica
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2007
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vol. 31
283-289
EN
The article is concerning the semantic and structural dependence of the Polish language actually functioning on the Belarussian-Polish-Lithuanian border line on the Belarussian basis and Russian influence. One of the ways to maintain the usage of Polish language under the conditions of considerable limitation of its usage and, at the same time, its knowledge is a phonetic substitution and calquing of Belarussian and Russian vocabulary and a permanent link of words. This opinion is illustrated by examples originating from field research, performed by the present author and her Belarussian coworkers among rural population in the Braslav region in Belarussia. Considered are, among others, such examples as 'spentany jenzyk' (tangled, mixed language) came into being as a result of semantic difference between the Rus. 'putat', sputat' (to mistake), Brus. 'putats', 'sputats' (to mistake and to fetter (to hobble)) and Pol. 'petac', 'spetac' (to fetter); 'pentaniny' ('mixed people', users of tangled language), 'spotykac sie' (to joust in speaking) from Brus. 'spatykatssa' (the same), 'przelot' (a span In the fence), Brus. 'pralet' (the same), 'przymak' (the husband coming to the farm of his wife) and phrase 'w przymaka poszedl' (from Brus. 'paishou u prymaki, paishou u prymy' and others. Encountered in the area examples of difficulties in qualifying the language affiliation of the used lexemes leads the authoress to the conclusion that a tendency is appearing to loose the ability to delimitation of closely related languages functioning on the border line.
6
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Formation of a linguistic competence of pre-school children in the language learning developmental environment

88%
Spiridonova A.
General and Professional Education
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2011
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issue 3
41-51
EN
The problem of early language education is discussed in the paper. The components of the linguistic competence of pre-school children are described. Definitions of such concepts as the environmental approach and the Language Learning Developmental Environment (LLDE) are given. The article also focuses on the LLDE components illustrating theoretical data with practical examples. The most efficient means of early language learning and of forming the linguistic competence of pre-school children are analyzed.
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