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The focus of this study is the potential reduction of first language (L1) use during group activities in the second language (L2) classroom through the introduction of L2 support phrases with the goal of enabling learners to carry out three information exchange tasks without resorting to communication in L1. Many language instructors tend to limit group interaction because learners would typically revert to the language they are comfortable with and thus receive less comprehensive input and feedback from peers or get a chance to modify their output in the target language. Group work in the second language classroom is, however, most beneficial as it maximizes the number of turns students take and their overall speech production. In the study I conducted, the participants were 16 students, forming eight pairs, from beginning Spanish language classes. Those in the L2 support class received linguistic assistance while those in the no L2 support class did not receive any additional help during the three information-exchange activities completed by the participants four to five weeks apart. The transcribed learner-learner interactions were analyzed in order to reveal the extent to which beginning Spanish language learners use the L1 rather than the target language during group work, and to make observations about the communicative functions of the languages used. The findings revealed that providing L2 support phrases to manage tasks and deliberate over language use did not have an impact on the amount of the use of L1. On the contrary, it demonstrates that verbalizing less in the L1 in learner-learner interactions does not produce more target language. Thus, this study contributes to the theoretical explanation for the use of an L1 during learner-learner interactions, which does not always align with pedagogical practices.

A figurative fantasy function presented in the article is meant to provide a link between language and imagination by sparing consciousness copresence. The article reflects the scholars’ controversy concerning the determination of a key function of language. A communicative function of language is replaced by an adaptive one with ever increasing frequency, and language capacity is considered as a biological property of a living organism. The adaptive function of language implies the modification of the behavior of communicants such that the reality provides them with the best conditions for interaction. A communicant modifies their speech behavior, enhancing their general adaptational capacity in the surrounding. Thus, linguistic signs perform the function of orienting toward a more effective type of interpersonal interaction. The method of analytical reconstruction made it possible to obtain a systematic understanding of verbal and cogitative processes and conceptualization of semantic experience through the prism of understanding the functions of language.

The review of existing approaches to the study of the problem of language planning is carried out. The features of the implementation of its main aspects are studied. The definitions of the term “language planning” in domestic and foreign sociolinguistics are compared. The activity of actors is studied at the macrolevel and microlevel of language planning. Attention is paid to the goals of language planning, which include not only work on changes in the areas of language use, but also counteraction to the speech shift, which can ultimately lead to the death of the language. Language planning is viewed as a combination of three main areas: status planning, corpus planning and planned language acquisition. The article presents the results of a comparative analysis of these components in relation to some of the title languages of the Russian Federation: Tuvan, Kalmyk and Karelian. It is argued that prestigious planning is the foundation for successful language fore-casting. The importance of considering both social and political components in language forecasting is emphasized. The relevance of the study is due to the need to create a base for the subsequent linguistic forecast, which is impossible without an analytical assessment of the existing linguistic situation.

The paper uses Roman Jakobson’s conceptual framework to study the development of communication of children. It sets out to explain how cardinal functions of verbal messages – referential, emotive, conative, phatic, metalingual and poetic – understood in terms of Jakobson’s communication model – progressively differentiate during children’s language acquisition. The differentiation of these functions is apparent in changes in children’s use of language, as it corresponds to the gradual formation and adoption of various linguistic structures in the development of speech. Children’s acquisition of the use of grammatical subject and predicate, corresponding to the appearance of specifically metalingual speech, among other linguistic structures, is related to children’s adaptation to the linguistic environment. The article relates differentiation of metalingual and poetic functions to the development of children’s thinking using the example of crib talk.

The article presents the concept of ASMR (Autonomous Sensory Meridian Response) from a general and a linguistic perspective. The definition of the notion and a review on the state of research is followed by a classification of ASMR triggers based on the senses which constitute the source of experiencing the ASMR effect. The author argues that touch and smell be included in the classification of the triggers. The linguistic analysis focuses on the following issues: the phonetic properties of the voice triggers, onomastics – a grammatical and conceptual study of the 17 classes of medionyms (names of ASMR channels) which were distinguished in the present research, and the ASMR discourse as the space where phatic and social functions are carried out on the part of ASMRtists as factors developing bonds within the ASMR community and where evaluative and persuasive functions are prominent in the comments of the recipients. Artykuł prezentuje zjawisko ASMR (Autonomous Sensory Meridian Response, tłum. pol. samoistna odpowiedź meridianow czuciowych) z perspektywy ogólnej i lingwistycznej. Definicja pojęcia i zreferowanie stanu badań stanowią wprowadzenie do klasyfikacji wyzwalaczy ASMR ze względu na zmysły stanowiące źródło doświadczania tzw. efektu ASMR. Autor przedstawia argumenty za włączeniem dotyku i zapachu do klasyfikacji wyzwalaczy. Lingwistyczna analiza zjawiska koncentruje się wokół fonetycznych właściwości wyzwalaczy głosowych, aspektów onomastycznych – analiza gramatyczna i konceptualna wyodrębnionych 17 klas medionimów (nazw kanałów ASMR) oraz dyskursu jako przestrzeni, w której realizowane są funkcje – fatyczna i socjalizująca (budujące więź w obrębie społeczności ASMR; ich realizacja leży po stronie artysty ASMR) oraz ewaluatywna i perswazyjna (ich realizacja leży po stronie odbiorców nagrań).

Adolescents all over the world have communicated with one another throughthe Internet by means of personal sites called Blogs, in which they say whatthey think and feel about life, and interact electronically with people from differentplaces. This is a new mode of literacy which is leading adolescents to writingspontaneously about diverse topics. They use multimodal texts in which theyintegrate different types of semiosis. In this paper, we will examine the languageof this new genre according to critical discourse analysis (Fairclough, 1992),genre analysis (Bakhtin, 1992) and systemic functional linguistics (Halliday, 1985).

Introduction . Recently, there has been a cardinal restructuring of university preparation. Linguistic education takes up nearly the last position in the new model of the higher school dictated by economic interests. Investments in linguistic projects are considered as unprofitable today. The linguistic component in educational programs of a bachelor degree is reduced to a minimum, and focused on language knowledge promoting as communication technologies. The aim of the work purposes to trace how the scientific and the linguistic paradigm shift have an impact on the domestic linguistic education system, and to show the unrealized potential capacity of linguistic knowledge. Methodology and research methods . The methodology of the offered research is based, on the one hand, upon the domestic periodical press review on the linguistic education problems for the last 15 years, on the other – on the philosophical analysis of science historical forms which change has caused the past, the present and the future of linguistics and linguistic education. The inductive methods to integrate different approaches are also used. Theoretical significance. The author emphasizes the need to consider the problems of higher education in philosophical aspect, through the interaction of a scientific and educational paradigm. Results and scientific novelty . At a time of global changes in domestic higher education the linguistic education is considered to be a display of the convergence process of natural sciences, technology and humanities. The philosophical study of the scientific paradigms – classical, non-classical and post-non-classical has revealed the regularities of the linguistic scientific paradigms – structural, communicative and cognitive. Each of the paradigms was traced in the frame of linguistic education functions alternation and constantly changing academic programs. A new take on the U-turn of a centrifugal vector in science has obviously demonstrated the tendencies of the domestic linguistic education flimsiness: fundamental linguistic education tends to become popularized linguistic knowledge; there is no conception of linguistic education based on all the basic language functions. However, the author notes the natural language to be the most difficult, most multipurpose and multidimensional sign system. Language simultaneously performs various functions: a form, way, tool, and means of structuring and systematized description of knowledge. Artificial computer languages provide the speed and efficiency of storage, processing and information transfer, i.e. perform tool function support not being a means of thought broadcasting. Semantic information processing is carried out by linguists «manually»; therefore, fundamental linguistic knowledge is required in the fields of semantics, syntactics, pragmatics of the language sign, laws of linguistic nominations, laws of references, regularities of perception and reproduction, mechanisms of understanding and interpretation, etc. Practical significance . Philosophical conceptualization of a modern paradigm of scientific linguistic knowledge allows to draw a conclusion on the need of fundamental linguistic education support at the high level on behalf of preservation, realization and full development of all unique functions of a natural language as means of thinking and communication, a tool of information technologies and a sign system, and, at last, as a cultural phenomenon.

This paper presents the process of acquiring Serbian language as a native language, from birth to pre-school age. The paper is based on the assertion that the same language development stages apply to all languages of the world and to all children of the world, and that there are two stages in speech development: pre-lingual and lingual. The pre-lingual stage is dominated by vocals. Hence, this stage is termed vocalisation stage. The transition from the pre-lingual to the lingual stage is marked by the occurrence of the first word, and this is so-called holophrastic stage. In the lingual stage the first utterances represent a vocal manifestation of a child expressed in the form of a meaningful word used for the purposes of communication or for the purposes of expressing a child's reactions to his/her experience of reality. The paper presents the development order in the course of acquiring certain word categories, as well as phenomena which accompany speech development (omission, metathesis, adopting clusters). The author also discusses the manner of acquiring the case and verbal systems. Likewise, the paper deals with lexical and morphophonemic neologisms, which children produce spontaneously. The study of neologisms indicates something extremely important, and that is the manner in which a child acquires the grammar of his/her native language. The paper also emphasizes the most significant language functions: significative (signifying), communicative (objective) and egocentric (private).

Our work aims to study the valorization of the aphoristic style of expression. We are trying to answer the question whether the aphorism may be a heuristic tool. In order to construe the strength or value of an aphorism, we will resort to the problematological method. The problematological inference is the methodological tool through which the problematological discourse is being investigated as radical interrogativity of the interrogativity itself. In parallel, we are developing the theory on the functions of language. We assert that on top of the four functions of the language (expressive, communicative, descriptive and argumentative) comes the aphoristic function.

The aim of this paper is to look at how The Common European Framework of Reference for Languages (CEFR) can facilitate research of pragmatic competence development. Central to developing pragmatic competence are the language functions (or speech acts) and the conventions of politeness. In particular, we focus on how Macedonian learners of English at B2 level express their disagreement, and we put their performance in relation to the functions and the politeness maxims postulated in Vantage (van Ek/Trim 2001) and the Common European Framework of Reference for Languages (2001). Data for the analysis was compiled by means of a Discourse Completion Task (DCT) consisting of nine tasks which required the students to express an opposing view to the one given in the tasks. In our analysis, we classified disagreement as strong, weak, direct and hints. We focus on the linguistic means that learners used to express and to modify their disagreement. In particular, we discuss the use of lexical and syntactic modifiers, putting more emphasis on the use of modal verbs and I think. We end the paper with a conclusion that the CEFR and the accompanying books provide a valuable tool not only because they list the exponents of the functions, but also because they explain the principles that these exponents are motivated by. Finally, we raise two issues that we believe are important for further consideration. One is development of further research across all levels with the aim of better understanding the processes governing the acquisition of pragmatic competence. The other is developing research on what teaching methods and techniques should be employed to facilitate it. Cilj prispevka je raziskati, kako lahko Skupni evropski okvir za jezike olajša raziskovanje razvoja pragmatične zmožnosti. Osrednjo vlogo v razvoju te zmožnosti imajo jezikovne funkcije (ali jezikovna dejanja) in vljudnostne konvencije. V raziskavi se osredotočamo na makedonske govorce, ki so pri učenju angleščine na ravni B2; opazovali smo, na kakšen način izražajo nestrinjanje in njihovo jezikovno performanco povezali s funkcijami in vljudnostnimi načeli, kot so definirana na višji ravni sporazumevalnega praga, Vantage (van Ek/ Trim 2001) in Skupni evropski jezikovni okvir. Korpus za analizo je bil sestavljen z metodo discourse completion task (DCT) in je vseboval devet nalog, v katerih smo od študentov zahtevali, da izrazijo mnenje, nasprotno mnenju, izraženemu v nalogah. V analizi smo nestrinjanje razvrstili v različne kategorije: močno, šibko, direktno in namige. Osredotočamo se na jezikovna sredstva, ki so jih študentje uporabili, da so izrazili in omilili svoje nestrinjanje, še posebej na leksikalna in sintaktična sredsta, modalne glagole in glagol mislim. Članek sklenemo z mislijo, da so SEJO in spremljevalni dokumenti dragocena orodja, ne le zato, ker razvrščajo eksponente teh funkcij, pač pa tudi zato, ker razlagajo, kako ti eksponenti nastanejo. Na koncu opozorimo še na dve zadevi, pomembni za prihodnje razprave: prva je nadaljnje raziskovanje na vseh ravneh, s ciljem boljšega razumevanja procesov, ki upravljajo nadziranje pragmatične kompetence, druga pa razvijanje raziskav na področju učnih metod in tehnik, ki lahko omogočijo usvajanje te kompetence.

Introduction. Recently, there has been a cardinal restructuring of university preparation. Linguistic education takes up nearly the last position in the new model of the higher school dictated by economic interests. Investments in linguistic projects are considered as unprofitable today. The linguistic component in educational programs of a bachelor degree is reduced to a minimum, and focused on language knowledge promoting as communication technologies. The aim of the work purposes to trace how the scientific and the linguistic paradigm shift have an impact on the domestic linguistic education system, and to show the unrealized potential capacity of linguistic knowledge. Methodology and research methods. The methodology of the offered research is based, on the one hand, upon the domestic periodical press review on the linguistic education problems for the last 15 years, on the other – on the philosophical analysis of science historical forms which change has caused the past, the present and the future of linguistics and linguistic education. The inductive methods to integrate different approaches are also used. Theoretical significance. The author emphasizes the need to consider the problems of higher education in philosophical aspect, through the interaction of a scientific and educational paradigm. Results and scientific novelty. At a time of global changes in domestic higher education the linguistic education is considered to be a display of the convergence process of natural sciences, technology and humanities. The philosophical study of the scientific paradigms – classical, non-classical and post-non-classical has revealed the regularities of the linguistic scientific paradigms – structural, communicative and cognitive. Each of the paradigms was traced in the frame of linguistic education functions alternation and constantly changing academic programs. A new take on the U-turn of a centrifugal vector in science has obviously demonstrated the tendencies of the domestic linguistic education flimsiness: fundamental linguistic education tends to become popularized linguistic knowledge; there is no conception of linguistic education based on all the basic language functions.However, the author notes the natural language to be the most difficult, most multipurpose and multidimensional sign system. Language simultaneously performs various functions: a form, way, tool, and means of structuring and systematized description of knowledge. Artificial computer languages provide the speed and efficiency of storage, processing and information transfer, i.e. perform tool function support not being a means of thought broadcasting. Semantic information processing is carried out by linguists «manually»; therefore, fundamental linguistic knowledge is required in the fields of semantics, syntactics, pragmatics of the language sign, laws of linguistic nominations, laws of references, regularities of perception and reproduction, mechanisms of understanding and interpretation, etc.Practical significance. Philosophical conceptualization of a modern paradigm of scientific linguistic knowledge allows to draw a conclusion on the need of fundamental linguistic education support at the high level on behalf of preservation, realization and full development of all unique functions of a natural language as means of thinking and communication, a tool of information technologies and a sign system, and, at last, as a cultural phenomenon. Введение. В последнее время произошла кардинальная переструктуризация университетской подготовки. В продиктованной экономическими интересами новой модели высшей школы лингвистическому образованию отводится едва ли не последнее место. Вложения в лингвистические проекты сегодня считаются нерентабельными. Лингвистическая составляющая в образовательных программах бакалавриата сведена до минимума и ориентирована на популяризацию знаний о языке как технологии коммуникации. Цели публикации – проследить, каким образом смена общенаучной и лингвистической парадигм отразилась на состоянии отечественного лингвистического образования, и показать нереализованный потенциал знаний о языке. Методология и методики. Для раскрытия сути обсуждаемой проблемы автором были использованы индуктивные методы, позволяющие интегрировать разные методологические подходы. Изложенное в статье исследование опирается, с одной стороны, на аналитический обзор отечественной периодики по проблемам лингвистического образования (обозреваются статьи, напечатанные за последние 15 лет), с другой – на философский ретроспективный анализ складывавшихся исторически и существующих форм науки, объективная смена которых обусловила прошлое, настоящее и будущее лингвистики и лингвистического образования в вузах. Теоретическая значимость работы. Доказывается необходимость решения проблем высшего образования в философском аспекте, через взаимодействие научной и образовательной парадигм. Результаты и научная новизна. Лингвистическое образование рассмотрено как отображение процесса конвергенции естественных, точных и гуманитарных наук. Философский анализ изменений научных парадигм – классической, неклассической и постнеклассической – позволил выявить закономерности смены лингвистических научных парадигм: структурной, коммуникативной, когнитивной, каждая из которых отражалась на транформации набора функций лингвистического образования и содержании образовательных программ. Смена центробежного вектора развития науки на центростремительный обусловила разрушение системы российского фундаментального лингвистического образования, что, в частности, выражается в отсутствии в рамках данного направления подготовки концепции, ориентированной на использование всех функций языка. Однако автор напоминает о том, что естественный язык – это самая сложная, самая многофункциональная и самая многомерная знаковая система. Язык является одновременно и формой, и способом, и инструментом, и средством структурирования и систематизированного описания знаний. Искусственные машинные языки обеспечивают скорость и эффективность хранения, обработки и передачи информации, т. е. выполняют вспомогательную, инструментальную функцию, поскольку не являются средством трансляции мышления. Смысловая обработка информации осуществляется лингвистами «вручную», для чего требуются фундаментальные лингвистические знания о семантике, синтактике, прагматике языкового знака, о законах номинации, законах референции, закономерностях восприятия и воспроизведения, механизмах понимания и интерпретации и т. д. Практическая значимость. Философское осмысление современной парадигмы научного лингвистического знания позволяет сделать вывод о необходимости поддержки фундаментального лингвистического образования на высоком уровне ради сохранения, реализации и полноценного развития всех уникальных функций естественного языка – как средства мышления, средства общения, как инструмента информационных технологий, как знаковой системы и, наконец, как феномена культуры.

A bstrak Tujuan dari komunikasi adalah untuk mendapatkan pesan dari orang lain secara jelas dan tidak ambigu. Melakukan komunikasi memerlukan usaha dari pengirim maupun penerima. Proses komunikasi dapat terganggu dengan adanya kesalahan, sehingga pesan akhirnya disalah-tafsirkan oleh penerima. Ketika gangguan tersebut tidak terdeteksi, hal ini dapat menimbulkan kebingungan, usaha yang sia- sia dan kesempatan yang hilang. Kenyataannya, Komunikasi akan sukses bila kedua pihak memahami informasi yang sama sebagai hasil dari komunikasi. Jadi, dapat diasumsikan bahwa pendekatan yang dapat menciptakan situasi pembelajaran bahasa kedua (asing), terutama dalam kemampuan komunikasi lisan adalah dalam bentuk pragmatic. Tulisan ini mencoba membahas alasan mengapa ada nilai dalam pembelajaran pragmatic secara eksplisit pada pembelajar bahasa kedua (L2) dalam target bahasa. Pentingnya isu dalam gagasan pragmatic sangat dipertimbangkan, termasuk dalam menentukan kontribusi pragmatic dalam mendukung kemampuan berbicara siswa, bagaimana mempersiapkan pembelajar bahasa dalam memahami hubungan pragmatic dan fungsi bahasa dalam terma komunikasi yang dapat diterima, dan peranan sintaksis dan semantic dalam mem fasilitasi pembelajaran pragmatik --- Abstract The purpose of communication is to get the message across to others clearly and unambiguously. Doing this involves effort from both the sender of the message and the receiver. And it's a process that can be fraught with error, with messages often misinterpreted by the recipient. When this isn't detected, it can cause tremendous confusion, wasted effort and missed opportunity. In fact, communication is only successful when both the sender and the receiver understand the same information as a result of the communication. So, it is assumed that the approach which can creat the situation of second language learning, especially oral communication skill is pragmtics. This paper discusses a rationale why there is value in explicitly learning pragmatics for second-language (L2) learners in the target language. The importance of issues in the notion of pragmatics is considered, including determining the contribution of pragmatics in supporting the students’ speaking skill, how to preapre the language learners understand the relation of pragmatics and language functions in the term of acceptable communication, and the role of syntax and semantics in facilitating the learning of pragmatics.

Until recently, use has been made almost exclusively of text-based concordancers in the analysis of spoken corpora. This article discusses research being carried out on Padua University's Multimedia English Corpus (Padova MEC) using the multimodal concordancer MCA (Multimodal Corpus Authoring System, Baldry, 2005). This highly innovative concordancer enables the retrieval of parts of video and audio from a tagged corpus and access to examples of language in context, thereby providing non-verbal information about the environment, the participants and their moods, details that can be gleaned from a combination of word, sound, image and movement. This is of use to language learners of all levels because if “communication is to be successful, a relevant context has to be constructed by the discourse participants” (Braun, 2005: 52). In other words, transcripts alone are not sufficient if learners are to have anything like participant knowledge and comprehend spoken language. In the article it will be demonstrated how language functions expressed in the multimedia corpus of spoken English are retrieved using MCA. Online learning materials based on the multimodal concordances take into consideration not only language, but also the way in which it co-patterns with other semiotic resources, thereby raising the issue of the importance of learner awareness of the multimodal nature of communication.

This study intends to analyse the conversation sections of Top Notch 1 textbook from the pragmatic viewpoint of language functions and speech acts. Out of the 10 units of the book 10 conversations were randomly selected and the two pragmatic models of Halliday's (1975) language functions and Searle's (1976) speech acts were applied to analyse the functional domain of the conversations. The results indicated the conversations in this textbook are not functionally appropriate from pragmatic point of view. Finally, some suggestions for teachers and material developers were proposed to compensate for the deficiencies of the conversations in Top Notch series.