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Free media is essential for a democratic society. The limitations of media freedom and freedom of speech despite of pluralism of the press in former communist countries in Southeast of Europe, including Romania, are related to media ownership, but also with gaps in the national legislation. But it is also not to be overlooked that today not only in these countries the original information journalism has often changed to an entertainment journalism. In times of crisis, sober and factual information is particularly important. This article examines the structures that occur in reports and news about Corona, in the Romanian media and also in comparable language and style elements in the German press. The examples concern the language of the online media of the most popular information sources (from publications as well as from audio media and news agencies). The criteria of the chosen examples are mainly lexical aspects, but also stylistic differences. The characteristics of media language during the Corona pandemic include specific constructions such as the use of new formations and technical terms, as well as compound words and foreign words, but also differences in the style of reporting. The observed difference in the style of reporting contributes to increased uncertainty and feelings of fear during Corona times. The flood of information in particular creates the risk of narcotic dysfunction in the mass media. There is the possibility of under informing or even failure of the information function of the media due to different media usage and the use of information sources that often do not correspond to quality journalism. In times of crisis, the threat to freedom of the press also increases. The conclusion of the article is that a better media education and media training is needed to avoid manipulation but also the tabloidization of the press. [ABSTRACT FROM AUTHOR]

Comparative analysis of the specifics of representation of the concept of LERNEN as a cognitive dominant of the educational discourse in the modern German language textbooks of elementary level for foreigners was carried out. The aim of this research is to identify lexical elements marking the educational discourse of Germany and verbalizing the concept of LERNEN in the textbooks. In line with this aim, the following tasks were set: to reveal and categorize lexical elements representing the concept of LERNEN in all structural components of the selected textbooks; to quantify the revealed representatives and show their relations graphically; to perform both qualitative and comparative analysis of the representatives of the thematic groups of each textbook separately and in comparison with each other. The main method used during the research was conceptual analysis of the educational discourse on the basis of the textbooks of elementary level. The obtained results demonstrate that the representatives of the concept of LERNEN can be divided into 13 thematic groups. Their quantitative ratio was established on the basis of the textbooks. The thematic groups with a predominant number of representatives were determined. All lexical elements representing the concept of LERNEN were qualitatively investigated and their positions in the educational discourse were established. We found the ways of representing the concept of LERNEN as a large and crucial cognitive dominant and marking it with the help of the studied representatives associated with not only the modern educational discourse in the field of foreign languages learning, but also with the educational policy of Germany in general, which is highly relevant because of the high attraction and active influx of foreign students, tourists, and migrants to Germany. The results obtained are of great importance for further research of the cognitive basis of modern German language textbooks.

The subject treated by us in the present study reflects the analysis done on some lexical elements of Latin origin extracted for interpretation from Manuscript 67 from the Library of the Romanian Academy in Bucharest. It contains the complete translation from the Slavonic language of the book Ithica Ieropolitica by the monk scholar Vartolomei Măzăreanu, in 1764. In interpreting lexical elements, after the etymology of one term or another is established, the meaning of the words is taken into account, where the context requires it. In most cases, the etymologies were extracted in particular from reference dictionaries such as DA and DLR, in order to determine precisely the lexical elements under study here. The terms encountered in the work of the archimandrite Vartolomei Măreanu were selected starting from a semantic dissociation, possible to see clearly, from certain locations, expressions and syntagms in which different lexemes appear attested. Regarding the aspect in which I chose to group the terms, in order not to resemble the way of presenting a dictionary, they were ordered according to their origin, in this case, in elements of Latin origin which, on one hand, they are no longer met in the modern version of the literary Romanian or which have a very limited use, being little known, obsolete or preserved only in certain dialect areas, and, on the other hand, in words created on Romanian land, also derived from words of Latin origin. [ABSTRACT FROM AUTHOR]

This study investigated the use of lexical elements of cohesion in the essay writing of students of English as a Second Language. Two hundred essays of final year students of the University of Nigeria, Nsukka were collated and analyzed by the researchers in order to identify the lexical elements used to achieve cohesion in writing. The result showed that students used three lexical elements as postulated by Gutwinski in varying degrees in their writings. These include: repetition, synonyms, and lexical sets (collocations). Students tended to use more of repetitions and made minimal use of synonyms and lexical sets to achieve cohesion in writing. This has led to poorly written essays by students. It also implies that lexical cohesion elements should be taught in schools to enable students use them appropriately in writing. [ABSTRACT FROM AUTHOR]

This article presents some of the main characteristic features of the Bulgarian Malomirovo dialect (from South-Eastern Bulgaria). The village of Malomirovo, where it is spoken, is situated near the town of Elhovo, in the so-called Zagorian enclave - a territory inhabited by Bulgarians who came there from North-Eastern Bulgaria (Moesia) about 150200 years ago, and mixed with Thracian Bulgarians. The dialect in question is a mixed one, and incorporates elements of at least three other Bulgarian dialects: the Moesian, the Balkan, and the Thracian ones. [ABSTRACT FROM AUTHOR]