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The paper deals with different functions of conditional in Italian and Serbian language from the semantical and pragmatical point of view. The research is aimed at investigating possible distinctions between two moods. The written corpus examined for this analysis represents the newspaper discourse in two mentioned languages. The first scope of the research is to propose a new taxonomy of possible functions. The second goal of our research is to compare the semantic and pragmatic characteristics of two conditionals. The results shows that the use of conditionals in both languages reveals high-frequency in this type of discourse. As for both languages, there are eleven functions that can also overlap. For example, the function of assumption can overlap with the function of doubt. The overlaping characteristic of these functions is an obvious sign of conditional polyfunctionality in Italian and Serbian language. Besides the fact that one type of discourse is used in our research, this study has a lot of perspectives for future studies. [ABSTRACT FROM AUTHOR]

The article continues a series of studies dedicated to teaching the Ukrainian language to foreign students who either know or have experience in studying Russian. This group comprises foreigners from post-Soviet countries, as well as foreign master’s and postgraduate students who previously studied in Ukrainian higher education institutions in Russian. In compliance with the Law on Education, they are now studying Ukrainian or learning it as the state language of their current country of study. The mastery of a new foreign language, as is commonly known, is built upon existing speaking experience, which determines the methodological necessity of comparing the systems of the known language with the language being studied. Such a comparative analysis allows the identification of common features in both languages and facilitates the application of previously acquired knowledge and skills in learning a new foreign language. Interference, understood as the interaction of different language systems, directly impacts the acquisition of a new language system. The foundation for studying and regulating interference processes lies in the contrastive approach. Contrastive linguistics aims to identify differences and similarities between modern languages, aiding in determining the directions of interference and explaining the cause of typical errors. In our previous articles, we explored interference effects when Russian-speaking foreigners studied the Ukrainian language, focusing on phonetics, grammar, and syntax. These studies involved a comparative analysis of the functional-communicative organization of sentences, exemplified by the examination of ways to express subject-predicate relations in Ukrainian and Russian. Functional-communicative grammar emphasizes the pivotal role of syntax as a system that organizes all other language levels. It views a sentence from a communicative organizational perspective as an utterance formed according to a specifically defined structural scheme, with the structural core being the predicate. The predicate designates specific positions for the participants in the situation described by the proposition (subject names or actants) and their quantity. The proposed article investigates various types of extenders for the predicative centre of sentences, considers primary methods of expressing object, meaning, and circumstantial relations in both simple and complex sentences, and highlights key differences in expressing these relations between Ukrainian and Russian. These differences merit the attention of Russian-speaking learners to prevent interference errors. The methodical recommendations provided herein may prove beneficial to teachers and methodologists in developing training programs, crafting textbooks, and designing teaching materials for Ukrainian language instruction tailored to specific groups of foreign learners. They also serve as valuable resources for novice teachers in preparing for practical classes.

Copyright of Philologist / Filolog: Journal of Language, Literary & Cultural Studies is the property of University of Banja Luka, Faculty of Philology / Univerzitet u Banjoj Luci, Filoloski Fakultet and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Studia Romanistica is the property of University of Ostrava, Faculty of Arts and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this study is to compare rose-containing idiomatic expressions from English, German, French, Italian and Romanian in order to determine their equivalents. The first part of the analysis focuses on theoretical factors connected to the description and classification of these structures in the literature. An overview of several idiomatic expressions that can be found in various languages that make use of “roses” is presented, together with their definitions, histories, Romanian equivalents, and, when available and relevant, their etymological roots. The research concludes by comparing and contrasting the idioms in all the above mentioned languages that use the word “rose”. [ABSTRACT FROM AUTHOR]

This article is devoted to the particular qualities of the second foreign language teaching in terms of the new State Educational Standards ' introduction. The investigation deals with such problems as the second foreign language teacher's training for the purpose of his professional competence forming, and the necessity to consider by teaching some psycholinguistic factors caused by the subordinate trilingualism.

This paper revisits the translational practices of Dominican missionaries who worked in multilingual settings in the Guatemalan highlands in the colonial period. It is argued that the missionaries developed the emerging ideas of European Renaissance linguistics and applied methods of contrastive linguistics to indigenous languages long before this discipline came into being. The main argument derives from an 18th-century collection of missionary writings in Q'eqchi' and Poqomchi', two Mayan languages spoken in Guatemala. An uncommon phrase-by-phrase alignment of bilingual texts allows for the assumption that a contrastive approach to genetically related languages could be the underlying principle in language learning and translation at that time. [ABSTRACT FROM AUTHOR]

Copyright of Studies in Contrastive Grammar / Studii de Gramatica Contrastiva is the property of Universitatea din Pitesti and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The study has blossomed form our observation that middle school students experience great difficulties when it comes to understanding and using the tense 'plus-que-parfait' in accordance with other tenses. We carried out an experiment with Algerian students of 3rd year middle school in order to show interest in using the Arabic language in the acquisition of tenses of verbs in French. The contrastive approach used, based on simultaneous presentation of the 'plus-que-parfait- and its equivalent in Arabic, corroborated our hypotheses from the start and showed valid results.

Copyright of Studies in Contrastive Grammar / Studii de Gramatica Contrastiva is the property of Universitatea din Pitesti and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper analyses English sentences with thematic locative subjects. These subjects were detected as translation counterparts of Czech sentenceinitial locative adverbials realized by prepositional phrases with the prepositions do (into), na (on), v/ve (in), z/ze (from) complemented by a noun. In the corresponding English structure, the initial scene-setting adverbial is reflected in the thematic subject, which results in the locative semantics of the subject. The sentences are analysed from syntactic, semantic and FSP aspects. From the syntactic point of view, we found five syntactic patterns of the English sentences with a locative subject (SV, SVA, SVO, SVpassA and SVCs) that correspond to Czech sentences with initial locative adverbials. On the FSP level the paper studies the potential of the sentences to implement the Presentation or Quality Scale. Since it is the “semantic content of the verb that actuates the presentation semantics of the sentence” (Duškova, 2015a: 260), major attention is paid to the syntactic-semantic structure of the verb. The analysis of the semantics of the English sentences results in the identification of two semantic classes of verbs which co-occur with the English locative subject.

The research is an exploratory study to real condition STAI Cianjur students who find the difficulties whileBalagha by using the book which is intended for the native Arabs. Due to that reason, the researcherconsiders that it is necessary to design Balagha Curriculum which is easily understood by the students inIndonesia. The solution proposed is presenting the materials of Balagha contrastively: that is, by comparingthe similarities and differences with Indonesian Language system. The method used in this study is quasiexperimentalmethods. The experiments were carried out through giving pre-test and post-test to the students.Pre-test is to determine students’ prior understanding before the contrastive approach in learning Balagha isimplemented. Post-test is to determine students’ comprehension after the use of the approach. The result showsthat presenting Balagha materials through contrastive approach improves students’ learning outcomessignificantly. Thus, the development of Balagha teaching materials through contrastive approach can improvestudents’ understanding of Balagha materials.

Copyright of Procesamiento del Lenguaje Natural is the property of Sociedad Espanola para el Procesamiento del Lenguaje Natural and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of the present paper is to briefly illustrate and assess the main uses of intensifiers and intensification in English and Romanian, trying to hint at the complexity of the phenomenon in the two languages, while sketchily suggesting ways to improve the teaching and learning activities in Romanian schools, as well as much of the activity of translators in this country. The authors’s illustrative treatment tackles the broader sphere of intensification, not only such intensifiers as very, terribly, awfully, really, definitely, kind of. The main subsections of the paper deal, respectively, with semantic aspects, word formation, syntactic aspects, stylistic issues, and a few remarks on usage.

Semiotics offers the possibility of an in-depth understanding of the connotations we transmit within various situations of communication. Culture is an assembly of symbolical systems, organized around some implicit codes, with language occupying the most important position.We consider that the possibilities of Semiotics are not fully explored when it comes to the social-cultural domain of foreing language aquisition, in spite of the role Semiotics play when developping learners' intercultural competences.To emphasize on this, we have applied, when teaching French as a Foreign Language, Umberto Eco's distinction between the conventional meaning of a word, and the situational sense, in a phrase/expression. There are words, expressions, phrases which convey implicit cultural significance in certain communication situations.We consider that, to develop authentic communication competences in a foreign language, one should pay close attention to the intercultural dimension of language; this intercultural dimension is identifiable at a lexical level. In this respect we aim at illustrating, by means of examples, seen in contrast (Romanian vs. French language), the cultural differences identifiable at the level of language, in certain communication situations. It is thus neccessary to conceive a learning pattern comprising both Semantics and Pragmatics, so that one no longer thinks of foreign language "dictionary-wise", but sees is as a complex system of intercultural competences. [ABSTRACT FROM AUTHOR]

Copyright of Croatica: Magazine for Croatian Language, Literature & Culture is the property of University of Zagreb, Faculty of Humanities & Social Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Fluminensia is the property of Fluminensia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

RESUMEN: El presente artículo pretende ofrecer una sistematización en lo que atañe al régimen preposicional en dos lenguas afines: español e italiano. Por ello, el trabajo se inscribe dentro de un marco didáctico, con el objeto de brindar a todo docente de español algunas pautas metodológicas de interés e utilidad a la hora de abordar el tema en la clase de E/ LE. Para nuestros propósitos, pasaremos someramente revista a los estudios contrastivos más emblemáticos con los que contamos y, a continuación, para nuestro análisis, adoptaremos un enfoque contrastivo y traductológico (español-italiano), con miras a encuadrar la cuestión en un ámbito específico y determinar hasta qué punto las dos lenguas estudiadas guardan parentesco desde el punto de vista sintáctico y morfológico. ABSTRACT: This article aims to offer a systematization with regard to the prepositional system in two related languages: Spanish and Italian. To this end, this study adopts a didactic framework in order to provide every teacher of Spanish with useful methodological guidelines when it comes to addressing this grammar point with students in an SSL class. For our purposes, we will analyze the most important studies on this subject and we will then adopt a contrastive and translation approach (Spanish-Italian), in order to frame the question within a specific field and determine to what extent the two languages are related from a syntactic and morphological point of view.

The present paper aims at stressing the need for applied linguistics in dealing with didactic and lexicographical instruments, not only in the traditional manner, but also – or mainly – in the novel modalities suggested and allowed by the new information and communication technologies, concepts and devices. Proceeding from the contrastive and didactic view of the lexicon and the lexicographer’s task, and also taking advantage of the various models that good learner’s dictionaries in use have already set, the author presents the main aspects involved by compiling a complex, grammaticized Romanian-English dictionary – in fact, one of a larger series projected. In such a complex / grammaticized Romanian-English dictionary, meant as a polyfunctional, flexible, ready-to-use tool of learning, based on an interconnective approach blending the semantic description proper and the grammatical regimen, every relevant item is explained in terms of grammatical usage, and relevant diverging data about morphological markers and irregularities, collocation and syntactic rules, pronunciation, spelling are provided, as well as a number of frequent Romanian proper names with their English equivalents. To do that, an accessible code-system was used. The material that was used as illustrations in the present approach was provided by the author’s experience as a lexicographer and teacher. Similarly, the development is proposed of interactive, software implements usable by advanced students, and also by translators and teachers of ESL; such devices can be a valuable help, a kind of learn-while-working instruments, combining the classical dictionary and the grammar manual, plus the efficiency and rapidity of modern ICT. After mentioning and illustrating the main problems related to the lexicon within the field of TEFL (viz. contrastive semantics, collocation, anomalous grammatical forms, divergent spelling and pronunciation, divergent phraseological and syntactic structures, idiom, proper nouns, lexical and semantic fields, synonymy and related terms), the author goes on to present the main priorities implied by the complex dictionary mentioned above (which is ready for print), and then a synopsis of the experience represented by the compilation of a pair of pocket-size bilingual dictionaries, and the main aspects of the activity in the field of applied linguistics that is involved by the lexicographer’s efforts. To this were added similar illustrations, the fruits of the author’s personal experience and reflective writing, meant to provide part of the database usable for furthering this didactic endeavour.

Copyright of Acta Universitatis Carolinae Philologica is the property of Charles University Prague, Karolinum Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper is devoted to the study of errors and analysis of problems faced by students of the Albanian language, which are not native speakers of Albanian, in the process of translating from Albanian to Serbian and vice versa. The success of the process, which we call translating, depends on many factors, among which good knowledge of the language system (grammatical and lexical) of both languages, source as well as target language, including the knowledge of the out language reality and the context, take a crucial place. The aim of the paper is to analyze those elements of the language system that are the bearers of the intent in these two languages and to clarify the relationship between the lexical and grammatical categories of the Albanian and Serbian languages, which may be the cause of possible mistakes and problems in translation. In this paper, we are analyzing examples of errors that are characteristic for the beginner levels, as well as higher levels of mastering the Albanian language - errors that arose as a result of the discrepancy between the corresponding language categories (indefinite and definite article of the noun, the inconsistency of the genus of correspondent nouns, the correspondent with the broader meaning range, etc.). [ABSTRACT FROM AUTHOR]

In the Netherlands, the similar origin Dutch shares with German lends itself to a contrastive approach to teaching and learning German and, for this reason, is promoted on all levels. This leads to Dutch textbooks and grammars being almost exclusively contrastive in nature, irrespective of the targeted language level, which is also reflected in the unanimous scientific debate. This paper discusses to which degree construction grammar approaches and/or contrastive approaches can assist the Dutch learner of German in their language acquisition. Advanced Dutch learners of German's use - or lack thereof - of sollen 'are supposed to' vs. sollten 'should' in written texts is analyzed and compared to the presentation of this topic in Dutch teaching materials for German as a foreign language. Furthermore, the questions are raised whether a contrastive approach mainly promotes the strategy of avoiding errors stemming from L1 inferences as well as whether a construction grammar approach leads to a more adequate acquisition of the target language. Based on these discussions, possible implementations for teaching soll(t)en to Dutch learners of German are proposed. [ABSTRACT FROM AUTHOR]

A major educational aim which can be identified at the level of teaching/learning foreign languages, is the development of an “intercultural personality”. According to the European Frame of Reference For Languages, the knowledge, awareness and understanding of the relationships that should be established, the similarities and contrasts between “the world we come from” and “ that of the target-language community” are at the core of achieving that cultural awareness. Starting from these considerations, through our paper, we set to emphasize on the contribution of the aquisition of French as a Foreign Language to the development of intercultural skills and competences on our students part. From the point of view of theoretical or descriptive linguistics, language is a highly symbloic, complex system, which vehicles, in certain communication situations, implicit cultural significance belonging to the field of behavioral, existential culture. It is important to get our learners familiar with such words and expressions through which this new type of culture travels. These communication tools, analysed from a contrastive approach contribute to the learners' developing real communication ability. This should further enable them to manage efficiently the communicational flaws, miss-understandings or cultural conflicts. [ABSTRACT FROM AUTHOR]

Approaches to the concept of culture and teaching cultural competence in a foreign language classroom have been changing over the last decades. The paper summarises, compares, contrasts and evaluates four major approaches to teaching cultural competence in foreign language teaching, that is, knowledge-based approach, contrastive approach, Communicative Language Teaching and intercultural communicative competence approach. [ABSTRACT FROM PUBLISHER]

In the past (and today as well), the contrastive approach was often used when teaching foreign languages. After the communicative approach became the most popular one for teaching foreign languages, the question emerged, whether the contrastive approach is meaningful and necessary.

The aim of this study is to describe the illocutionary acts from the perspective of modal verbs in order to highlight both the similarities and the dissimilarities between the Romanian and French languages - the two languages which are compared in this paper - and to justify the contrastive approach in this field.We will attempt to analyse the speechacts in terms of illocutionary function and to focus upon the illocutionary value of the modal verbs pouvoir, vouloir and devoir. The illocutionary modalities we propose to discuss have the modal interpretation of performativity from the source language into the target language as a common nucleus and the other way round. The final part of the study will consist in an inventory of the modal verbs and their possible translations with reference to the synonymy in the Romanian and French languages. [ABSTRACT FROM AUTHOR]

Since the contribution of applied linguistics to developing new, more efficient didactic and lexicographical instruments is undeniable, mainly when based on the contrastive and didactic view of the lexicon; and, on the other hand, given the fact that the lexicographer can derive benefit from the novel information and communication technologies and devices, we think that a dictionary compiler's own reflective writing can also be an aid in improving their products, mainly when they are didactic-oriented and open to what is new on the market. So, the present paper is about what a lexicographer can learn about compiling bilingual dictionaries from their own work. The author presents and illustrates some aspects of his experience in compiling two medium-sized bilingual (i.e. learner's) dictionaries, with specific reference to semantics, form, and functional and stylistic description in glossing. [ABSTRACT FROM AUTHOR]

The concessive value of alors que in French and its translation into Italian are studied through the translations of a group of 30 Italian students. Since there is a difficulty in identifying alors que - mostly in its concessive form - we examine it in monolingual and bilingual French-Italian dictionaries. In addition, we compare the different studies of alors que in a selection of French grammars and specialized works, as well as in French grammars for italophones. As a matter of fact, only the French monolingual dictionaries seem to fully analyse alors que. The last part of the article puts forward a new proposal for the analysis of alors que on the basis of contextual and syntactical criteria. [ABSTRACT FROM AUTHOR]

It is generally accepted now that learners of a foreign language need to have command of different word combinations, particularly collocations. However, in spite of the fact that collocations have recently been discussed by many linguists, there is still a lack of understanding of how word combinations, and among them collocations, are learned. It is of great importance that collocations are taught intensively to students who have already acquired the basis of a foreign language they wish to master. Collocations are also of the utmost importance in the study of language for specific purposes. Teachers of a foreign language try to approach this issue in different manners. This paper addresses different ways of making students aware of word combinations and their importance. Moreover, teachers of a foreign language are provided with some ideas for teaching collocations and correcting collocational errors students of a foreign language make when they write or speak. Some mistakes made by Slovene speakers of English are listed. The paper also provides some examples of exercises that may be of help when correcting collocational errors made by Slovene speakers of English. Finally, there is some information about different types of dictionaries.

This essay analyzes a corpus of university student writing samples, in particular some e-mail messages sent by Spanish- and Italian-speaking students to their teachers. We reflected upon L2 pragmatics teaching and learning and upon the importance of the study of linguistic politeness, which should be part of language and culture learning. Our aim is to provide samples of a currently very popular discursive practice, without venturing into generalizations. Our objective is to teach students to communicate in Spanish as L2, taking into account the cultural context and the implicit pragmatic rules governing language use, which often cause misunderstandings. Spanish and Italian and typologically similar languages which nonetheless significantly differ, for example, at the pragmatic level. Therefore, a contrastive approach, especially in this case, is a valuable teaching tool to encourage students to conscientious language learning (Calvi 1995: 161). [ABSTRACT FROM AUTHOR]

Forming the plural of nouns is one of the most difficult chapters of the nominal inflection for the native French speakers studying the Romanian language, and this is mainly due to the far larger system of oppositions in Romanian as compared to French. The major goal of the present paper is to underline several particular aspects concerning the obstacles faced by French-speaking students in the process of learning plural formation in the Romanian language, while insisting upon the factors favouring interferential errors (essentially, false number analogies with elements in the native tongue - that is French) as well as upon pedagogical strategies which might be used in order to prevent the appearance of such errors. [ABSTRACT FROM AUTHOR]

Copyright of Life & School: a Magazine for the Theory and Practice of Education / Život i škola : časopis za teoriju i praksu odgoja i obrazovanja is the property of Zivot i Skola and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this study, we will focus on time deixis, in particular that of verb tenses. We adopted the contrastive approach, which was made popular in France by H. Adamczewski. This method involves corpus analysis. In this case, we intend to examine Le Petit Prince by Saint-Exupéry, in the original version and in the Portuguese translation by Joana Morais Varela. Before enticing the analysis itself, we would like to establish two guiding lines: The verbal system of the Portuguese and the French languages are, as we shall see, in complete opposition: without referring to the present tense, the most frequent verb tenses in French are the least frequent in Portuguese and vice versa. In accordance with the theory of M. Maillard, among others, to whom the French verbal system is more aspectual and modal than temporal, we understand that it is the same in Portuguese, in which, for example, the future tense is not necessarily associated with the future or the imperfect tense with the evocation of the past, as is sometimes written in some school grammars. The interest of corpus work is to discover ad hoc examples which some grammarians pass on from generation to generation, without ever showing concern about the way languages really work. Furthermore, the contrastive study allows for both languages to become mutually disambiguated, in light of, sometimes enormous, differences, between two languages as close as the French and the Portuguese ones. [ABSTRACT FROM AUTHOR]