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        <title>LANGUAGE: Codification, Competence, Communication Feed</title>
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            <title><![CDATA[From the Editor]]></title>
            <link>https://reference-global.com/article/10.2478/lccc-2024-0010</link>
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            <pubDate>Tue, 31 Dec 2024 00:00:00 GMT</pubDate>
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        <item>
            <title><![CDATA[Climate Change Disclosures by the Bank of England: A Framing Analysis]]></title>
            <link>https://reference-global.com/article/10.2478/lccc-2024-0007</link>
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            <pubDate>Tue, 31 Dec 2024 00:00:00 GMT</pubDate>
            <description><![CDATA[The Bank of England (further – the Bank) is one of the leading actors in the financial sector both in the United Kingdom and worldwide. The Bank is known for publishing its corporate disclosures on climate change. Whilst they are freely accessible on the Bank’s official website, there is insufficient research that investigates them from a qualitative perspective. Seeking to bridge the current gap, the article presents a qualitative study that aims to establish how the Bank frames the issue of climate change in its corporate disclosures. The study involves a corpus of the Bank’s disclosures on climate change published from 2020 to 2024. The corpus is analysed by means of a qualitative framing methodology. The results of the corpus analysis show that the Bank frames the issue of climate change as the following frames (i) an international approach, (ii) the Bank’s leading role, (iii) carbon footprint reduction, (iv) carbon-neutral economy, (v) renewables, (vi) risk, and (vii) threat. The findings are discussed in conjunction with the prior studies on corporate discourse concerning climate change.]]></description>
            <category>ARTICLE</category>
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        <item>
            <title><![CDATA[Perfective Negation İn Crimean Tatar]]></title>
            <link>https://reference-global.com/article/10.2478/lccc-2024-0009</link>
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            <pubDate>Tue, 31 Dec 2024 00:00:00 GMT</pubDate>
            <description><![CDATA[This paper investigates perfective negation in Crimean Tatar, focusing on the interplay between verbal and nominative features of participial constructions formed with -GAn. The study examines how these constructions interact with negation, aspects, and nominalization, highlighting their dual grammatical nature. The paper underscores the dual nature of -GAn participles, bridging verbal and nominal domains. Their flexibility enables their use in various syntactic positions, from predicates to noun phrases.]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[Reading the Unnamable, Naming the Visible, Telling Stories in a New Way: Picturebooks in Teaching Polish as a Foreign Language]]></title>
            <link>https://reference-global.com/article/10.2478/lccc-2024-0008</link>
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            <pubDate>Tue, 31 Dec 2024 00:00:00 GMT</pubDate>
            <description><![CDATA[Background.In the domain of education, particularly in the teaching and learning languages, the image assumes a pivotal role. Plenty of methodologies and instruments, rooted in the utilization of images, have been formulated. This article sets out to explore the possibilities of the picturebook – the example of the synergy of image and text as a tool in the teaching of Polish as a foreign language, with a particular focus on the development of all language skills, with a focus on the skills of speaking, writing, and reading texts and images (visual literacy).Purpose.The aim of this article is to emphasize the function of the picturebook in the teaching of the Polish language as foreign, not limited to a children’s audience, but extending this to adult learners at different levels of language. The study investigates the potential role of picturebooks for the development of all language skills.Methods.The content analysis method, which is a fundamental component of qualitative research methodology, was utilized in this study. Additionally, the method of participant observation was employed, which entailed attending sessions, conferences and meetings on picture books organized by various institutions and groups, following the Polish Section of IBBY and the Astrid Lindgren Memorial Award. The critical content analysis method was employed in a case study of a book in the context of teaching Polish as foreign language. The study builds on prior research and contributes to understanding the effectiveness of the picturebook as a tool in the teaching Polish as foreign language – in the development of all language skills, (and in particular the skills of speaking, writing and reading texts and pictures – visual literacy). The theoretical considerations are complemented by an analysis of two picturebooks by Iwona Chmielewska W kieszonce and O tych co się rozwijali, indicating their use in teaching Polish as a foreign language to adult learners.Results.Researchers encourage multichannel transmission and multisensory perception to activate the right hemisphere and thus stimulate the brain to work more efficiently to facilitate more effective language acquisition and learning. The picture book seems to be a fitting example that illustrates the method of intersemiotic translation, and even develops it, because what takes place here is the reading of images and text in mutual correlation, unity, and interdependence. There is mediation between the verbal and non-verbal code, which creates synergy between the two hemispheres and improves brain performance, leading to more effective language learning. In addition, a multisensory perception of the message takes place – the images created by Iwona Chmielewska give the impression of being three dimensional – as collages, intricately cut out, woven, stitched, and embroidered despite obviously existing in two dimensions, they seem to move the sense of touch. And here the multichannel nature of the message meets interpretation, the visual metaphor comes alive and speaks. Research shows that picturebooks can be used to train all communication skills and increase students’ language proficiency in vocabulary and grammar, spelling, pronunciation, intonation of a foreign language. (M. Zirkel) Although picturebooks are primarily used to develop communicative skills and contextualise words and parts of a specific semantic field to expand learners’ vocabulary (S. Mourão), picturebooks can also promote many more skills e.g. the promotion of literary competence, which includes empathetic, aesthetic and stylistic competence, the development of cultural and discursive competence, interpretative competence, as well as reading competence and general language competence (M. Zinker).Discussion (Conclusions and Prospects).The mentioned examples of the usefulness of the picture book in teaching foreign language to children and young learners can be extended to adult learners. The objectives of teaching a foreign language to both groups are similar, it is merely a matter of appropriately selecting the material. Picturebooks in Polish as foreign language classes provide extraordinary opportunities for activities developing all linguistic proficiencies: listening comprehension, reading comprehension, vocabulary, and grammar, speaking and writing, as well as mediation (when simplifying, expanding, or translating content). The synergy of text and image gives rise to a new view of language as a cultural designator. The Picturebook as a cultural artefact brings us closer to an understanding of language and the art of language (in the sense of its extraordinary possibilities to express and describe reality) and the language of art (through the presence of an image). It introduces the adult learner to the world of adult and children’s literature. The picture books of Iwona Chmielewska serve as excellent models for the implementation of these requirements.]]></description>
            <category>ARTICLE</category>
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        <item>
            <title><![CDATA[From the Editor]]></title>
            <link>https://reference-global.com/article/10.2478/lccc-2023-0008</link>
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            <pubDate>Fri, 29 Dec 2023 00:00:00 GMT</pubDate>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[Response Particles in Lithuanian Conversation and Turn Design]]></title>
            <link>https://reference-global.com/article/10.24025/2707-0573.9.2024.292852</link>
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            <pubDate>Fri, 29 Dec 2023 00:00:00 GMT</pubDate>
            <description><![CDATA[The paper deals with response particles in Lithuanian conversation. The results of the analysis provide evidence that sequential environments response particles are used in turn out to be central. Thus, the distinctive usages and functions of the particles are investigated in the following sequences: questionsanswers, assertions-reactions and directives-reactions. The paper considers similarities and contrasts among the Lithuanian affirmative as well as negative particles. The results of the analysis show that the particles mainly appear in positive responses, thus the inventory of the affirmative particles is much more abundant than that of negative particles. The primary functions of the particles encompass responding to a previous turn: they occur as positive or negative answers to polar (yes-no) questions, as responses to assertions or directives, and as so-called feedback (or back-channel) elements. Affirmative particles firstly operate as confirmation and agreement markers, while negative particles, on their turn, primarily operate as disagreement markers, though at times they have also a capacity of functioning as agreement devices. Sequential contexts appear to have an impact on the emergence of discursive (resp. interactional) meanings of response particles that have not been discussed in Lithuanian grammars.]]></description>
            <category>ARTICLE</category>
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        <item>
            <title><![CDATA[Difficulties in Translating Modality Categories in Business Correspondence (based on Polish and Russian materials)]]></title>
            <link>https://reference-global.com/article/10.24025/2707-0573.9.2024.291448</link>
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            <pubDate>Fri, 29 Dec 2023 00:00:00 GMT</pubDate>
            <description><![CDATA[Purpose. The purpose of the study is to compare those linguistic means expressing modality in Russian and Polish written business texts which may cause difficulties in the translation process due to the close origin of both languages. The object of our study is business letters as a type of business document. According to observations supported by teaching experience, they most effectively enable foreigners learning Russian or Polish to acquire the ability to use various types of modalities. The subject of the study is the identification of linguistic means expressing modality in the original and translated Russian and Polish business texts and typology of these means from the point of view of the sender’s intentions.Background. The study of modality is a problematic issue for linguists due to the lack of consistency in the theoretical approaches to this phenomenon. Modality has been analyzed, among others, by Bellert (1971), Boguslawski (1971), Jodlowski (1971), Boniecka (1976), Rytel (1982), Holvoet (1989), Koseska-Toszewa (1996), Komendziński (1997, pp. 95–104), Ligara (1997), Korytkowska (1997) and from more recent works we should mention: Tutak (2003, pp. 51–69), Maldžieva (2003), Greszczuk (2006), Malinovsky (2006), Labocha (2019; 2020), Dudek-Waligóra (2017), Heliasz-Nowosielska (2023) and Paducheva (2023). Among the abovementioned studies, there is a lack of solutions for the study of modality in business texts. Broadly speaking, two positions can be distinguished regarding the definition of modality. The first approach treats modality as “expressing the attitude of the statement sender to the transmitted content”, while the second approach sees the essence of modality “in the relationship between the transmitted content and the objective state of affairs” (Labocha 2020, pp. 205–206). In this study, we understand modality as the sender’s expression of the relationship between the content transmitted by them and the objective state of affairs.Methods. The methodology of the study is constructed of the following components: comparative analysis (V. Zmarzer. J. Wawrzyńczyk), functionalpragmatic analysis (O. Leszczak), observation method (B. Malinowski, M. Weber) and qualitative method, mainly discourse analysis (T. van Dijk, J. Labocha). The research material consists of authentic texts of business correspondence taken from Internet sources and own translations.Results. The language of business communication, mainly business correspondence, relies on a specific discursive modality, manifested in standard phrases and word combinations. It should be emphasized that the predominant type of modality in this type of communication is the informative, volitional, imperative and obligatory modality. Modality in business letters is verbalized with the help of template constructions, which in the linguistic image of the users’ worldview are associated with official professional discursive activity.Discussion. Modality as a necessary component of every sentence in business letters is a universal speech category in both Polish and Russian. However, when translating, it is necessary to take into account the discursive peculiarities of each language.]]></description>
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        <item>
            <title><![CDATA[Advantages and Disadvantages of Globalization of the English Language for Ukrainian People]]></title>
            <link>https://reference-global.com/article/10.24025/2707-0573.9.2024.293258</link>
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            <pubDate>Fri, 29 Dec 2023 00:00:00 GMT</pubDate>
            <description><![CDATA[Since English is primarily the medium of communication for international business and trade. In addition to being the official language of many international organizations (such as the UN, WHO, etc.), it has become a lingua franca in the modern world. English language lessons are delivered and required in many secondary schools globally. English is taught by many public schools as a compulsory subject, sometimes at the expense of other languages. Taking into account the rapid global spread of the English language, the article examines the main advantages and disadvantages of English being a global language providing an example of Ukrainians living abroad and in their home country. Postcolonial and globalization theories are analyzed to demonstrate that the spread of English is a result of the British Empire and the rise of the United States as a global actor in international relations thereafter. On the contrary, the linguistic human capital theory and theory of cultural capital underline that language proficiency may serve either as a limitation or a getaway in socioeconomic situations. The article deploys a qualitative research method, namely, online surveys of Ukrainians in Poland, Estonia, Germany, Spain, and Ukraine. The results indicate that English as a global language provokes inequalities for Ukrainians whose English skills are even below pre-intermediate level, both within Ukraine and outside their home country. The driving motivation for both groups to learn English is better job opportunities.]]></description>
            <category>ARTICLE</category>
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        <item>
            <title><![CDATA[Metonymy in Online Discourse on Facebook by Greenpeace Australia Pacific]]></title>
            <link>https://reference-global.com/article/10.24025/2707-0573.9.2024.292828</link>
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            <pubDate>Fri, 29 Dec 2023 00:00:00 GMT</pubDate>
            <description><![CDATA[Greenpeace Australia Pacific is an “independent campaigning organization that uses peaceful protest and creative confrontation to expose global environmental problems” (Greenpeace Australia Pacific, 2023), such as the issues of climate change and environmental sustainability. The aforementioned problems are often communicated by Greenpeace Australia Pacific to its stakeholders and the general public via online means, for instance, Facebook. Given that currently there is insufficient research that investigates Greenpeace Australia Pacific’s online discourse on Facebook, this article presents a mixed-methods study that aims to explore how metonymy is used in disseminating environmental and climate changerelated issues by Greenpeace Australia Pacific. In order to do so, the study involves a corpus of status updates that are found on Greenpeace Australia Pacific’ official Facebook page. The corpus is searched manually for the presence of metonymy and the types of metonymic mappings. The results of the qualitative analysis indicate that there are the following metonymic mappings in the corpus: “from a fossil fuel corporation to a polluter”, “from the name of the corporation to its actions”, “from the name of the country to the country’s government”, “from the name of the environmental organisation to its actions”, and “from the name of the vessel to its actions”. Thereafter, a quantitative analysis of the corpus is carried out in order to calculate the most frequent types of metonymic mappings. The results indicate that the metonymic mapping “from the name of the corporation to its actions” is the most frequent in the corpus, whose occurrence is concomitant with multimodality. These findings and their discussion are further presented in the article.]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[The Framing of Climate Change Discourse on Facebook by Greenpeace Aotearoa]]></title>
            <link>https://reference-global.com/article/10.2478/lccc-2024-0003</link>
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            <pubDate>Tue, 25 Jul 2023 00:00:00 GMT</pubDate>
            <description><![CDATA[Whilst climate change discourse has been widely researched (Zurru, 2024), still not much is known about how Greenpeace and, in particular, its New Zealand branch Greenpeace Aotearoa (further – GA) frame their discourses on the issue of climate change. The present article introduces a qualitative study whose research aim is to gain insight into the framing of climate change discourse by GA on its official Facebook page. The results of the qualitative framing analysis have revealed that GA frames its climate change discourse on Facebook via the frames A Battle, A Threat to the Ocean, Climate Extremists, Emissions, Extreme Weather Events, Fast Track, Fossil Fuel, Industrial Animal Farming, and Renewables. The results are further discussed in the article.]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[Mother Tongue as a Resource for Learning German as a Language of Instruction in Austria]]></title>
            <link>https://reference-global.com/article/10.2478/lccc-2024-0005</link>
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            <pubDate>Tue, 25 Jul 2023 00:00:00 GMT</pubDate>
            <description><![CDATA[Background.Since the outbreak of a large-scale war in Ukraine on 24 February 2022, tens of thousands of Ukrainian children have found themselves in a situation of forced migration, had to adapt to the Austrian school system, learn a new foreign language and adapt to a new team and teachers. The main task of the school was to create a safe, stable and reliable environment. But at the same time, a school in Austria is a place where another language is spoken and taught, which added even more stress to the difficult situation in which Ukrainian students found themselves. In this context, the possibility of identifying, recognising and supporting the potential of a child in forced migration, which is fully reflected in the process of written or oral communication in the mother tongue, as opposed to communication in a foreign language, plays a significant role in establishing emotional and psychological balance and influences the acquisition of a new language.Purpose.The aim of the article is to highlight the peculiarities of interaction between the native Ukrainian language and German as a language of instruction in Austria in written communication using the tool for analysing the acquisition of early written language competence developed within the framework of the international ELA project.Methods.To achieve the aim of the study, the tool for analysing the acquisition of early written language competence ELA (Erfassung früher literaler Aktivitäten in Ukrainisch, Türkisch, Russisch und Deutsch) was used, which aims to identify and analyse the early bilingual or multilingual written competence of children based on samples of written texts. ELA provides an opportunity to consider the process of acquiring German as a language of instruction from a resource-based perspective and can also serve as a basis for purely scientific research. The method of elicitation was used to obtain the sample texts. The elicitation was carried out with the help of a stimulus-illustration and a stimulus-sentence formulated in Ukrainian and German.Results.Based on the resource-based approach to learning a foreign language, it can be stated that the mother tongue is the resource that allows us to see the child’s abilities that remain hidden if we take into account only German-language texts. The collected and analysed written samples show that more creativity and diversity in linguistic means are recorded in texts written in the mother tongue. An interesting observation was that characters and aspects that go beyond situational depiction (illustration from Serena Romanelli’s children’s book ‘Kleiner Dodo, was spielst du?’) are almost exclusively found in texts written in the mother tongue, where descriptions are much more detailed and differ from texts written in German in being more emotional and imaginative. Texts in German are shorter and have a simpler structure. In the absence of certain words, the children replaced them with their Ukrainian or English equivalents and gave proper names to animals whose names were unknown to them in German. This strategy allowed them not to remain silent and successfully complete the task. In the German-language samples, nouns that did not come at the beginning of a sentence were often written with a lowercase letter, which can be interpreted as a transfer of Ukrainian spelling to German.The names of animals in some Ukrainian-language samples were capitalised, even if they did not appear at the beginning of the sentence. It can be assumed that these animals were perceived as the main characters of the story, or that the German spelling rules, where all nouns are capitalised, were transferred to the Ukrainian language. Very often, the main character was used in the diminutive form, which is typical for the Ukrainian language.Discussion.The ELA tool makes it possible to objectively assess the abilities and skills of children whose mother tongue is not German, to perceive their mother tongue as a resource and to promote the successful acquisition of German as the language of instruction in Austria. The testing of the tool for analysing the acquisition of early written competence by teachers of German as a language of instruction has allowed to change the focus and move from a monolingual (namely, German) and deficit-oriented approach to a multilingual and mother tongue-oriented approach to learning a second foreign language, which corresponds to the modern pedagogical strategy called Translanguaging, which allows students to use the entire language repertoire in solving problems.]]></description>
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        <item>
            <title><![CDATA[From the Editor]]></title>
            <link>https://reference-global.com/article/10.2478/lccc-2024-0001</link>
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            <pubDate>Tue, 25 Jul 2023 00:00:00 GMT</pubDate>
            <category>ARTICLE</category>
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        <item>
            <title><![CDATA[Immigrant Women Fiction: Self-Identification and Translanguaging as Everyday Practices]]></title>
            <link>https://reference-global.com/article/10.2478/lccc-2024-0004</link>
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            <pubDate>Tue, 25 Jul 2023 00:00:00 GMT</pubDate>
            <description><![CDATA[Exploring themes such as cultural identity, language diversity, and transnational perspectives, this article examines the linguistic practices of Russophone émigré women in literary works and raises questions about how these women express themselves, the cultural influences on their language use, and the intersection of language with gender and migration. The research aims to understand the role of language in conveying experiences and perspectives gathered abroad and demonstrates how Russophone women describe their linguistic environment and their integration into a new reality.]]></description>
            <category>ARTICLE</category>
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        <item>
            <title><![CDATA[Scientific and Didactic Parameters of Teaching Serbian Linguistics Online to Post-Graduate Students in Ukraine]]></title>
            <link>https://reference-global.com/article/10.2478/lccc-2024-0006</link>
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            <pubDate>Tue, 25 Jul 2023 00:00:00 GMT</pubDate>
            <description><![CDATA[The formulation of the problem.In the context the transforming concept of education in times of globalization and digitalization in Ukraine, as well as in response to the challenges of the dramatic realities, the research tasks of the employees of the Potebnia Institute of Linguistics at the National Academy of Sciences of Ukraine have been enriched with new content. In particular, the Institute has successfully transformed from a traditional research institution into a research and educational establishment where post-graduate students are offered a variety of lecture courses in a range of specialties. New forms of teaching various disciplines to the graduate students online have also become a priority, where courses in linguistic Serbian studies occupy a prominent place, focusing on the Serbian language and, accordingly, theories, scientific schools, research papers and linguistic explorations by Serbian, Ukrainian scientists and researchers from other countries in the field of the Serbian language. The relevance of the research topic is determined by the significant interest displayed by the post-graduate students of the Potebnia Institute of Linguistics to the Serbian linguistics, as well as a wide range of issues studied by the modern Serbian linguistics. The well-known and time-tested overall theoretical requirements developed by Serbian scientists at the time remain a reliable scientific basis for teaching disciplines related to Serbian linguistic studies. The lectures offered at date ensure the following scientific and didactic parameters: reliance on traditional scientific principles; objectivity; expediency; obviousness; conscious activity; systematization and graduality; profound knowledge, skills, and abilities characteristic of offline classes. An essential feature of up-to-date online teaching for graduate students is the combination of solid theoretical requirements and interactive teaching methods with wide technical capabilities of modern multimedia.The aim of the article.This investigation aims to study the modern concept, content, specifics, advantages, and disadvantages of online teaching of the Serbian Linguistic courses for post-graduate students of the Potebnia Institute of Linguistics under harsh conditions of the full-scale Russian-Ukrainian war.Research methods.The following methods were applied to research the synthesis of scientific material and analyse the online course on Serbian Linguistics: the method of linguistic observation; descriptive and empirical methods; functional method; comparative-historical method; the method of comparative analysis of lexical and grammatical material of Serbian and other Slavic languages at the synchronous level; typological method; the method of statistical calculations, etc.The main results of the study.The research results on the online process of teaching postgraduate students of the Potebnia Institute of Linguistics majoring in Serbian Linguistic Studies demonstrated that the modern concept of teaching linguistic disciplines related to Serbian Studies to postgraduate students is based on the principles of modern scientific and didactic parameters of online teaching, primarily on the presentation of new knowledge, that is, on special courses that are not taught at Ukrainian universities and which, accordingly, do not duplicate them, but significantly expand and deepen the scope of young academics’ knowledge, filling potential gaps. To increase both the level and the quality of teaching, the educational, methodological, and informational support of the post-graduate course has been significantly deepened and expanded over the past few years. The syllabi of various academic disciplines (compulsory and optional) are offered to postgraduate students. The analysis of the online educational process experience proved that the selected approach is appropriate and the audience’s interest of in the courses “Slavic Lexicography, Phraseography, and Paremiography”; “Modern Ukrainian Slavic Studies: Problems, Prospects”; “Introduction to Translation Studies”; “Prominent Representatives of Linguistic Slavic Studies of the XXXXI centuries” has been constantly increasing. The institute’s online research project “Potebnian Collegium” also appears to be successful, resulting in the decision that lectures on Serbian Linguistics should become an integral part of it.Conclusions and perspectives.The results of online lectures for graduate students are quite satisfactory and testify to their high efficiency. The overall ratio of advantages and disadvantages of the online educational process for postgraduate students of the Potebnia Institute of Linguistics at the National Academy of Sciences of Ukraine unequivocally forms in favor of its advantages. The course includes disciplines without which any high-quality training of modern qualified Slavists of a broad profile is impossible. Online teaching is technically convenient and favorable, since it unlocks the possibility of assimilating large amounts of information at once; uses interactive methods and the latest multimedia capabilities; enables a flexible schedule; saves the students’ time and other resources, etc. However, as of late, due to the traditionally known shortcomings of online teaching in the conditions of the full-scale Russian Federation invasion into Ukraine, serious difficulties have arisen, which have inadvertently affected the quality of such classes. We can mention several factors: air alarms, the need to interrupt lectures and descend to the underground shelter, serious damage to the critical infrastructure of Ukraine, and, accordingly, problems with the technical support for the online classes, the need to find alternative methods of energy support for classes in the difficult conditions of a full-scale Russian-Ukrainian war. Despite the circumstances mentioned, the specified pipelines should be qualified as a proper temporary measure. In general, the online course of Serbian linguistics teaching for postgraduate students of the Institute of Linguistics looks promising, since it unlocks multiple opportunities to continue and dynamize centuries-old cultural cooperation between Ukraine and Serbia.]]></description>
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            <title><![CDATA[The APT Means in Ukrainian to Convey Regular Repetition]]></title>
            <link>https://reference-global.com/article/10.2478/lccc-2024-0002</link>
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            <pubDate>Tue, 25 Jul 2023 00:00:00 GMT</pubDate>
            <description><![CDATA[Background.The Ukrainian language has a comprehensive system of specific means to convey regular repetition, which includes adverbs, adverbial adjectives and adjectival nouns with the initial shcho- meaning “each”, as well as phrases with similar meanings, the first word of which is shcho-, the second is a numeral (a noun having a quantitative meaning) or an adjective, and the third is the corresponding noun. This system has been fragmentarily described in many publications, where numerous discrepancies are observed, moreover, relevant dictionaries and texts contain differing spellings of certain phrases, which causes spelling errors. Therefore, this system of means requires a comprehensive linguistic study, which necessitates the proposed article.Purpose:Methods:Analyses of dictionaries and grammar-related publications.Results.The results demonstrate that adverbs of regular repetition are compound words (juxtaposites) formed by the coalescence of two words of full meaning, i.e. the relative pronounand a noun with the corresponding meaning in the genitive or accusative case. The corpus of noun stems from which such adverbs can be derived is determined. It has been found that the emergence of a numeral (a noun having a quantitative meaning), the particleor an adjective between two coalesced stems breaks up the coalesced single-word adverb and transforms it into a three-component multi-word phrase. It is proved that the coalescence of the pronounwith a quantitative numeral is even theoretically impossible, while in case of ordinal numerals such coalescence occurs only when this two-word phrase becomes a syntactic noun. shcho ne shchoDiscussion.We propose: – to revise the provisions of grammar-related publications and the representation of models in word-formative dictionaries, having clearly defined that the initial- in the meaning of “each” is a relative pronoun, not a particle, and having presented the formation of adverbs of regular repetition as a coalescence of twoword phrases; shcho – to amend specific provisions on the current Ukrainian Orthography in order to cover the existing gaps and eliminate discrepancies.]]></description>
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        <item>
            <title><![CDATA[Predicative and Attributive of the Implementation with the “Absence” Core in the and English Languages]]></title>
            <link>https://reference-global.com/article/10.2478/lccc-2023-0002</link>
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            <pubDate>Sat, 15 Jul 2023 00:00:00 GMT</pubDate>
            <description><![CDATA[The article deals with possibilities to develop formal models for implementing the cognitive structures with the conceptual core “Absence”. The paper is devoted to the analysis of the material obtained from three languages. The objective of the study is to build linguistic predicative and attributive models that implement cognitive structures with the “Absence” core by analyzing factual material of the three proposed languages.]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[Evidentiality in Argumentative Essays by Upper-Intermediate EFL Students]]></title>
            <link>https://reference-global.com/article/10.2478/lccc-2023-0004</link>
            <guid isPermaLink="false">/article/10.2478/lccc-2023-0004</guid>
            <pubDate>Sat, 15 Jul 2023 00:00:00 GMT</pubDate>
            <description><![CDATA[The article presents a study that aims at casting light on evidentiality in a corpus of argumentative essays written by a group of upper-intermediate university students of English as a Foreign Language (EFL) whose first language is Norwegian (henceforth – participants). The corpus of the participants’ essays was examined for the markers of evidentiality, which was operationalised as the source of textual information that originated outside the current text (Hyland, 2005). Specifically, the corpus was searched for reporting verbs associated with evidentiality (for instance, to indicate, to posit, to show, etc.). The results of the corpus analysis indicated that the participants’ argumentative essays appeared to be marked by such verbs associated with evidentiality as to argue, to claim, to say and to state. These findings were discussed in the article through the lens of didactic considerations that would be relevant to tertiary EFL contexts.]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[The Relationship Between Dialogue Forms and Verbs of Non-Speech in Russian and Japanese Novels]]></title>
            <link>https://reference-global.com/article/10.2478/lccc-2023-0001</link>
            <guid isPermaLink="false">/article/10.2478/lccc-2023-0001</guid>
            <pubDate>Sat, 15 Jul 2023 00:00:00 GMT</pubDate>
            <description><![CDATA[In literary works, the dialogue is expressed by direct speech construction. The direct speech construction consists of author’s words (AW) and character’s words (CW). The predicate verbs of AW in the dialogue form include not only verbs indicating speech (TVS) but also verbs that do not denote speech (TVN). The dialogue forms are divided into four types according to the positional combinations of AW and CW. Type A: AW is in preposition to CW; Type B: AW is in postposition to CW; Type C: AW is in interposition to CW; Type D: AW includes CW. Previous studies have not paid sufficient attention to the relationship between TVN and the dialogue forms. This paper proposes two analysis criteria: 1) frequency of the 4 types indicated above and frequency of TVN, 2) frequency of the 4 types and frequency of TVN depending on semantics. Here, we study the material selected from Russian novels and Japanese novels of the second half of the 19th – second half of the 20th century. Our analysis has revealed the following: 1) in Russian novels, TVN appears intensively in type C, while in Japanese novels TVN does not appear disproportionately in a specific type of the dialogue form while the use of TVN depends on the most frequently used dialogue form. 2) TVNs meaning ‘facial expression’ and ‘gesture’ are frequently used in all dialogue forms in Russian and Japanese novels. Theoretically, TVN and type C are closely related, but it seems that TVN appears differently in type C due to the difference in recognition of type C between Russian and Japanese.]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[Enhancing Registers and Styles: Grammatical Dimension]]></title>
            <link>https://reference-global.com/article/10.2478/lccc-2023-0003</link>
            <guid isPermaLink="false">/article/10.2478/lccc-2023-0003</guid>
            <pubDate>Sat, 15 Jul 2023 00:00:00 GMT</pubDate>
            <description><![CDATA[This study explores the issue of acquiring stylistic grammar by University students – teacher-trainees. The results of the observation made it possible to arrive at the conclusion about the expedience of teaching stylistic grammar to junior students of language schools, but with different levels of stylistic loading. With this in mind, a corresponding methodology is designed, which incorporates a system of stylistically oriented activities. They embrace non-communicative receptive, quasi-communicative receptive-reproductive and communicative productive exercises to be employed in the English classroom. It is maintained that the employment of the proposed system of activities begins in the junior years and continues through the University course in order to obtain expected learning outcomes.]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[From The Editor]]></title>
            <link>https://reference-global.com/article/10.2478/lccc-2022-0006</link>
            <guid isPermaLink="false">/article/10.2478/lccc-2022-0006</guid>
            <pubDate>Tue, 17 Jan 2023 00:00:00 GMT</pubDate>
            <category>ARTICLE</category>
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