Taikomoji kalbotyra最新文献

{"title":"Politeness Speech Acts in the Speech of Children: Pragmatic Mistakes and Acquisition","authors":"Viktorija Kavaliauskaite-Vilkiniene","doi":"10.15388/tk.2019.17234","DOIUrl":"https://doi.org/10.15388/tk.2019.17234","url":null,"abstract":"The paper aims to discuss the expression and development of politeness speech acts, i.e. greeting, saying goodbye, thanking, usage of the word please, apology, congratulation and wishes,  in the speech of a Lithuanian boy, aged 1;6–2;7, and a girl, aged 1;8–2;8. The source of data contains two corpora of transcribed conversations of the children mostly interacting with their mothers (about 20 and 27 hours of recordings are transcribed). The corpora are developed by scholars of Vytautas Magnus University, Lithuania. One of the foci of analysis is to discuss the expression and development of the above-mentioned politeness speech acts and common pragmatic errors regarding the usage of politeness formulas in the children’s speech. Another focus is the investigation of the socialization strategies applied by the parents. Based on the current research by different scholars, the article raises the hypothesis that Lithuanian children in the second or third year of life acquire the majority of politeness speech acts as discussed in this paper. \u0000The analysis revealed that at the beginning of the observation children lacked communicative competence to use politeness speech acts in a pragmatically appropriate way. They confused situations when to use politeness formulas of thanking, apology and the word please and lacked the knowledge of how to use politeness adjacency pairs. The study also shows that the repetition of parents’ politeness formulas was common. Furthermore, the appropriate use of spontaneous and pragmatic greeting and saying goodbye was observed first, and only later the usage of thanking and the word please appeared.  However, only few examples of other politeness speech acts (i.e. apology, congratulation and wishes) were observed in the corpus. Therefore, further research is necessary. \u0000The results demonstrate that at the beginning of the third year the children used most of the politeness speech acts appropriately. An early acquisition was affected by children’s familiarisation with politeness routines taught by their parents. The parents directed and prompted their children to repeat politeness formulas, elicited them by questions or performatives and sometimes taught children to be polite by producing metalinguistic comments. Current research seems to indicate that other Lithuanian children could demonstrate similar developmental patterns of politeness speech acts and make similar pragmatic errors as well as being similarly socialized to use politeness formulas.","PeriodicalId":34080,"journal":{"name":"Taikomoji kalbotyra","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45939007","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Visy, kity, abū. Is the lengthening of the word ending typical of all Vilnius residents?","authors":"Ramunė Čičirkaitė","doi":"10.15388/tk.2018.17444","DOIUrl":"https://doi.org/10.15388/tk.2018.17444","url":null,"abstract":"The current article analyzes the variability of length of /i/ and /u/ in stressed word endings characteristic to Lithuanian residents of Vilnius. Some Vilnius residents of Lithuanian origin pronounce these vowels as long or semi-long, though in written language they are written as short vowels. \u0000In the Lithuanian standardization ideology, such variability is characterized negatively and is referred to as the lengthening of the word ending. It is socially stigmatized, associated with the speech of uneducated Vilnius residents, speakers that belong to the working class, have a lower social status, or are affected by a Slavic language. \u0000The main goal of this survey was to identify the length of the stressed /i/ and /u/ in word endings and to determine with which social categories their longer variants correlate in Vilnius speech.  A computerized sound analysis programme was applied to study 800 variants of /i/ and /u/ vowels, which were selected from interviews with 40 Vilnius city dwellers of different age, gender, professional activity, and social status. \u0000The analysis has revealed that in the Lithuanian speaking community of Vilnius the length of stressed vowels in word endings functions as a marker of speaker’s age, professional activity, and educational background. A statistically significant higher average length of /i/ and /u/ is typical of those Vilnius residents who are older, educated, and work in traditional industries or manufacturing, but not for service providers.","PeriodicalId":34080,"journal":{"name":"Taikomoji kalbotyra","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48727502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The geolect of Pasvalys: a dialectometric approach to dialectal features","authors":"Agnė Čepaitienė","doi":"10.15388/tk.2019.17232","DOIUrl":"https://doi.org/10.15388/tk.2019.17232","url":null,"abstract":"Using dialectometric methods and instruments, the article analyzes one of the new dialectal derivatives – the geolect of Pasvalys, located in the northern part of Eastern Aukštaitians of Panevėžys. The aim is to find the strong and weak dialectal features of this geolect and to identify its dominant dialectal variants. \u000010-hour recordings and 60 simple-structure sentences reflecting the primary, secondary and tertiary dialectal features have been analyzed in order to achieve the research aim. The recorded sentences were uttered by nine respondents of three generations: the oldest, the middle-aged and the youngest. The respondents live in the regions of Joniškėlis, Pasvalys and Daujėnai, which are interconnected by the strongest, closest, densest and the most complex socio-cultural networks. \u0000The dialectal data, which includes the recorded sentences transcribed by IPA, was statistically calculated and quantified using the tools of the Gabmap software. The network pseudo map, reference point pseudo maps, cluster analysis pseudo maps and differential dialectal features were analyzed. \u0000  \u0000The quantitative data analysis has shown that the dialectal variant used in the regions of Joniškėlis, Pasvalys and possibly Daujėnai is affected by the processes of convergence. The most stable dialectal features are used in the region of Joniškėlis. They (as well as the forms of standard language) change or supplement the dialectal features of the subdialects of Pasvalys and Daujėnai spoken in the eastern part of the area of Eastern Aukštaitians of ​​Panevėžys (the direction of its spread is the eastern part of the area of ​​the subdialect) and form the basis of the dialectal features of Pasvalys geolect. \u0000Both stable and changing primary, secondary and tertiary dialectal features were found in the speech of the respondents of all the three-generations. The change of dialectal features, or convergence, is the strongest in the youngest generation. It is similarly strong in the middle-aged and in the oldest generations. However, in the speech of young people, most of the primary dialectal features coexist with the secondary and tertiary ones. \u0000Thus, the formation of Pasvalys geolect is based on the more stable (rather than changing) strong variant used in Joniškėlis, which is marked by a high degree of vitality.","PeriodicalId":34080,"journal":{"name":"Taikomoji kalbotyra","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41585326","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cleaning mums and brave policemen: gender representation and gender-inclusive language in EFL teaching materials in Lithuania","authors":"Annika Klein","doi":"10.15388/tk.2019.17233","DOIUrl":"https://doi.org/10.15388/tk.2019.17233","url":null,"abstract":"Gender representation in textbooks used for teaching English as a foreign or second language (EFL/ESL) has been analysed extensively and in various countries since the 1980s. According to most studies (e.g. Hellinger 1980; Porreca 1984; Ansary and Babaji 2003; Pihlaja 2007; Lee 2016), females tend to be underrepresented and depicted in stereotypical ways, which risks reinforcing gender clichés in students (Britton and Lumpkin 1977; Peterson and Lach 1990). To date, only a few studies (Brusokaitė and Verikaitė-Gaigalienė 2015) have focused on gender representation in teaching materials used in Lithuania; moreover, teaching materials other than textbooks remain underexplored. Using corpus analysis tools and criteria adapted from previous analyses of gender representation and language use in textbooks, this study takes a both quantitative and qualitative approach to the analysis of two EFL exercise books and two EFL test books published in Lithuania between 2005 and 2017 and currently available on the Lithuanian book market. More precisely, areas of investigation were the numerical visibility of males and females, stereotypical contexts in which characters appear, and strategies used by the authors to make the language more gender-inclusive. The results show that males are more visible numerically: not only are there more male than female characters in all four books, males are also more likely to be named first in paired constructions. With regard to stereotypical contexts, both males and females tend to be represented in traditional gender roles: males are typically represented as leaders, the breadwinners of the family and the main decision-makers; females, on the other hand, are depicted as working in stereotypically female professions or in the home domain, and they are more often described as weak, fearful and in need of assistance. Moreover, there is very little variation with regard to the traditional image of a family, typically consisting of a mother, a father and two to three children. As for the use of gender-inclusive language, the use of certain (e.g. naming both male and female pronouns when referring to a person of unknown gender), yet not all available strategies (e.g. singular they) could be observed. These findings suggest that the authors were heavily influenced by the strategies that exist for the Lithuanian language. The language used in the four books can, therefore, be said to differ to some extent from both actual language use (Pauwels 2001; Romaine 2001; Baker 2010) and the language used in teaching materials employed in countries where English is spoken as a first or second language (Jacobs 1999). Finally, this article recommends authors of future teaching materials to pay more attention to the representation of males and females and to also give importance to deviation from what is generally seen as the norm. Arguably, this would provide children with a more truthful picture of contemporary British and North American soc","PeriodicalId":34080,"journal":{"name":"Taikomoji kalbotyra","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66987295","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Discourse variation of vague language: vague quantifiers in spoken and written Lithuanian","authors":"Jurate Ruzaite","doi":"10.15388/tk.2018.17443","DOIUrl":"https://doi.org/10.15388/tk.2018.17443","url":null,"abstract":"Vagueness is a controversial issue, which was long stigmatised by both researchers and laypeople and largely neglected in linguistics until the publication of Channell’s (1994) study, which demonstrated that vague language (VL) is a multi-faceted phenomenon of high pragmatic importance. The present study focuses on one of the most central categories of VL in Lithuanian, i.e. vague quantifiers, which can be defined as non-numerical expressions used for referring to quantities, e.g. daug (“a lot”), mažai (“little/few”), keletas (“several”), or šiek tiek (“a little bit”). The meaning of quantifiers frequently encodes some evaluative content concerning the significance of a quantity. The evaluative function is an important and intended speaker’s message, expressed by choosing a vague expression, and is lost if reformulated into a precise expression. A systematic account of this pragmatic category has not been carried out yet in Lithuanian, and the vast majority of research on vague quantifiers focuses mainly on English with only very few exceptions. \u0000  \u0000  \u0000  \u0000VL is omnipresent and is used in all discourse types, but to a different extent and for different purposes; therefore, this investigation has a two-fold aim: (a) to determine the distribution of quantifiers in different discourses including spoken interaction and a variety of written texts (i.e. academic texts, newspapers and magazines, publicist texts, administrative texts, and fiction); and (b) to overview when and why vague quantifiers are prioritized over precise numerical references. \u0000The data for this investigation has been obtained from the Corpus of the Contemporary Lithuanian Language (tekstynas.vdu.lt), which is a reference corpus comprising over 140 mln words; it represents five major discourse types analysed in this paper. The present analysis has been carried out within the framework of corpus linguistics, pragmatics, variationist sociolinguistics, and discourse analysis; it is primarily quantitative, but to explain some dominant tendencies in the results, it also deals with some qualitative aspects. \u0000The findings obtained from spoken and written discourse have revealed that quantifiers are distributed very unevenly in the two modes of language; the results have also shown some dramatic differences in the use of quantifiers in different written texts. Their distribution and functions depend on the formality of quantifiers and their semantic type. Multal quantifiers (i.e. those referring to large quantities) are emphatic, whereas paucal quantifiers (i.e. those referring to small quantities) are mainly used for mitigation and are more prone to soften the effect of negatively loaded lexemes. Importantly, quantifiers are used for persuasion since they evaluate a quantity and convey the speaker’s interpretation of its significance. They can be important in discourse structuring, in shaping interpersonal relationships, and as a face-saving strategy. Due to the large variety of communicati","PeriodicalId":34080,"journal":{"name":"Taikomoji kalbotyra","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46326859","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Discours et contre-discours autour de l’enseignement de la littérature à l’université","authors":"Gabriela Scripnic","doi":"10.15388/tk.2018.17247","DOIUrl":"https://doi.org/10.15388/tk.2018.17247","url":null,"abstract":"Cette étude prend en considération quelques extraits de discours scientifique / académique (trois contributions parues le volume du colloque Enseigner la littérature à l’université aujourd’hui qui s’est déroulé à l’Université Aix-en-Provence, du 10 au 12 mars 2011) qui plaident en faveur de (continuer) l’enseignement de la littérature, afin de faire ressortir quels sont les arguments enchaînés et la typologie du raisonnement argumentatif utilisé pour gagner l’adhésion du public. En outre, cette analyse du discours rend possible le parallèle avec des exemples de discours ordinaire (la section de commentaires qui suit l’article « Pourquoi il faut continuer d'enseigner les classiques de la littérature ? » écrit par Catherine Marle-Guyon et publié le 23 mars 2013) où des locuteurs, dont l’appartenance socio-professionnelle n’est pas toujours présentée et, si elle l’est, elle n’est pas vérifiable, introduisent leur position en mobilisant des ressources linguistiques qui seront, elles-aussi, soumises à notre analyse. De surcroît, en prenant comme cadre théorique général le modèle dialogal de l’argumentation (Plantin 2005, 2010), cette étude vise à répondre aux questions suivantes: a) quels sont les points faibles et les points forts du contexte socio-économique qui favorisent ou, au contraire, entravent l’étude de la littérature ? b) dans quelle mesure le couple « discours / contre-discours » est-il actualisé dans le corpus sur l’enseignement de la littérature? \u0000Discourse and counter-discourse on the teaching of literature at university \u0000The fact that the teaching of literature goes through a period of questioning and reconsideration is no longer a novelty: numerous conferences, scientific publications and opinions of non-specialists disseminated through media point to an epistemological crisis in the teaching of literature in general, and to a didactic and methodological crisis in the teaching of French literature to foreign learners, in particular. In this context, this study takes into account several cases of scientific/ academic discourse, namely, three contributions published in the proceedings of the conference Enseigner la littérature à l’université aujourd’hui which took place at Aix-en-Provence University, France, 10–12 March 2011. These contributions argue in favour of (continuing) teaching literature and are discussed in this study in order to highlight the arguments and the typology of argumentative reasoning used to gain and/or to strengthen the audience’s commitment. In addition, this discourse analysis makes it possible to draw parallels with examples of ordinary speech, as seen in the comment section that follows the article Pourquoi il faut continuer d'enseigner les classiques de la littérature? written by Catherine Marle-Guyon and published 23 March 2013. In the comment, the speakers, whose socio-professional status is not always identifiable, express their attitude by mobilizing linguistic resources, which will be subjected to our a","PeriodicalId":34080,"journal":{"name":"Taikomoji kalbotyra","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48538937","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Briser les barrières ou enseigner-apprendre le FLE par le jeu théâtral","authors":"E. Munteanu","doi":"10.15388/tk.2018.17245","DOIUrl":"https://doi.org/10.15388/tk.2018.17245","url":null,"abstract":"A l’ère de la mondialisation, l’accès illimité à l’information modifie de plus en plus le rapport des jeunes gens mais surtout la vision des adultes du troisième âge à l’égard des barrières de l’apprentissage. De nos jours, de nombreuses institutions d’enseignement et des ONG proposent aux derniers une large panoplie d’activités dans le but de leur faire acquérir de nouvelles compétences et capacités linguistiques, culturelles, techniques, artistiques, etc. En tant que formateurs en FLE, nous avons cherché à briser les barrières qui séparent les générations et à favoriser la communication entre adultes au-delà des frontières géographiques, culturelles, linguistiques à travers un projet européen PLALE. Réunies autour du coordinateur italien de Pavie, cinq autres institutions partenaires se sont proposé de partager leur expérience dans l’enseignement-apprentissage des langues par le jeu théâtral. Pendant deux années, des professionnels et des apprentis de la langue provenant du système formel universitaire se sont servis de leurs compétences didactiques et de leur expérience liée à l’emploi du jeu théâtral pour transformer le contexte non formel de l’Ecole populaire d’arts et de métiers de Bacau en Roumanie en un laboratoire pour l’expérimentation de nouvelles techniques et méthodes d’acquisition par les adultes des connaissances en L2.  Le déroulement du projet et la création d’un spectacle théâtral joué à Bacau par les apprenants par les apprenants adultes des six partenaires nous ont permis de faire l’apprentissage d’une pédagogie vivante mais aussi de l’andragogie et de prendre conscience du rôle des relations intergénérationnelles pour assurer la santé de la société actuelle. \u0000Breaking barriers, or teaching and learning French by playing drama \u0000In the era of globalization, due to unlimited access to information, the relationship and the attitude among the young people have increasingly modified. In addition, the adult’s point of view regarding traditional limits of learning has also changed. Nowadays, more and more institutions of teaching and NGOs are proposing to them a variety of activities which offer them a possibility to develop not only their computer skills but also linguistic, artistic and cultural abilities. As foreign language teachers, we have tried to create a connection between generations, so as to ease the communication between adults which would not have been possible without the existence of a European project. Entitled PLALE or Playing for Learning, it integrates five partners from France, Spain, Portugal, Germany and Romania coordinated by an Italian specialist from Pavia. The specialists’ purpose is to share their experience in the field of foreign language teaching and learning through drama. \u0000Key words: European project; pedagogy; andragogy; language teaching and learning; theatre performance; relations between generations.","PeriodicalId":34080,"journal":{"name":"Taikomoji kalbotyra","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42496937","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Les étudiants algériens face au français","authors":"N. Bedjaoui","doi":"10.15388/tk.2018.17243","DOIUrl":"https://doi.org/10.15388/tk.2018.17243","url":null,"abstract":"L’Algérie est le deuxième pays francophone après la France. 132 ans de colonisation ont été suffisants pour implanter cette langue dans l’esprit des Algériens. Après l’indépendance, les français ont certes quitté l’Algérie, mais ils ont laissé derrière eux leur langue qui s’est immiscée jusque dans la langue arabe, et est devenue de la sorte une partie de l’identité du locuteur algérien. L’avènement de l’arabisation, a fait basculer la balance, en imposant l’utilisation de la langue arabe, seule, dans tous les domaines et dans toutes les institutions. Le français est devenu langue étrangère, voire étrange, dans certaines parties du pays. L’université n’a pas été épargnée par ces changements de statut opérés sur la langue française. L’étudiant algérien trouve, désormais, des difficultés à l’appréhender. De ce fait ses études ne se déroulent pas dans de bonnes conditions. Une prise en charge de l’enseignement de la langue française à l’université algérienne s’impose. Algerian students and the French language Algeria is the second largest French - speaking country after France. 132 years of colonization were sufficient to implant this language in the minds of Algerians. After leaving Algeria, the French left behind their language, which has interfered in the Arabic language, and has thus become part of the identity of the Algerian speaker. The advent of arabization has tipped the scales, imposing the use of the Arabic language in all areas and in all institutions. In some parts ofthe country, French has become a foreign language. Algerian students  find it difficult to understand. The situation of French has become rather cumbersome. Therefore, it becomes essential to preserve French at Algerian universities. Key words: Algeria; arabization; French; education; specialty; level.","PeriodicalId":34080,"journal":{"name":"Taikomoji kalbotyra","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44883569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"L’enseignement de la lexicologie FLE: les nouvelles approches","authors":"Iryna Smouchtchynska","doi":"10.15388/tk.2018.17249","DOIUrl":"https://doi.org/10.15388/tk.2018.17249","url":null,"abstract":"Le but principal de cet article est de montrer les principaux problèmes de la lexicologie moderne aussi que d’améliorer l’enseignement de la lexicologie comme cours universitaire en tenant compte de nouvelles théories apparues à la fin du XXe siècle. L’enseignement moderne exige l’introduction de nouveaux termes comme éponymie, énantiosémie, méronymie, etc., et la révision des théories et des thèmes dits classiques comme polysémie, évolution sémantique, formation du mot, emprunt.  L’auteur se propose de montrer le développement des théories et des approches lexicales au cours des XXe et XXIe siècles. On estime qu’il faut fournir aux étudiants des renseignements sur les nouvelles orientations et les différentes méthodes existant dans la linguistique contemporaine, avant tout sémiotiques, cognitives, discursives, contrastives, même si elles sont présentées sous diverses versions parfois contradictoires. En même temps, une consultation des manuels de lexicologie montre que plusieurs phénomènes connus restent en marge de leurs études, il s’agit avant tout du calque, du mot international, de l’occasionnalisme, de l’archaïsme sémantique, etc. Donc, l’emploi et la définition corrects du terme, la précision de ses particularités au sein de son paradigme sont indispensables pour l’étude lexicologique contemporaine. L’approche principale est de présenter le vocabulaire français en tant que système spécifique d’unités nominatives. \u0000Teaching FFL lexicology: opening new approaches \u0000The main aim of this paper is to show major problems of modern lexicology as well as to improve the teaching of lexicology at the university by taking into account new theories that appeared at the end of the 20th century. Modern education requires the introduction of new terminology such as eponymy, enantiosemy, meronymy, etc., and the revision of the so-called classical theories and themes such as polysemy, semantic evolution, word formation or borrowing. It is also essential to introduce several topics and approaches including, above all, field theory, connotation theory, the problem of the concept, cognitive semantics, prototype theory and stereotype theory, linguistic and cultural aspects, semantic universals, etc. \u0000We seek to identify the main problems posed by the study of French vocabulary, to show the development of theories and lexical approaches during the 20th and the 21st centuries. It is thought that students should be provided with information on the new orientations and methods existing in contemporary linguistics, primarily semiotic, cognitive, discursive and contrastive, even if presented in different or even contradictory versions. \u0000At the same time, an overview of lexicology textbooks shows that several rather well-known phenomena remain on the margins of study; these include calques, international words, occasionalisms, semantic archaisms, etc. Therefore, adequate definitions of terms and their use, precise identification of their peculiarities within relevant ","PeriodicalId":34080,"journal":{"name":"Taikomoji kalbotyra","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44215044","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Quelle pragmatique enseigne-t-on en ce moment (2017) en Roumanie en filière LEA?","authors":"Florinela Şerbǎnicǎ","doi":"10.15388/tk.2018.17248","DOIUrl":"https://doi.org/10.15388/tk.2018.17248","url":null,"abstract":"En Roumanie, l’enseignement du français langue étrangère au niveau de licence se réalise dans le cadre des deux filières: Langues et littératures ainsi que Langues Étrangères Appliquées (LEA). Initiée il y a plus d’une vingtaine d’années, la filière LEA a connu un réel succès auprès du public étudiant roumain et fonctionne actuellement dans plusieurs universités à côté de la formation littéraire traditionnelle. A travers une analyse panoramique de quelques documents de référence utilisés dans les universités roumaines (plans d’enseignement et fiches des disciplines), nous nous proposons de parvenir à une meilleure projection du cours de Pragmatique que nous assurons dans notre université, avec une sélection des contenus, méthodes et supports didactiques qui illustre mieux les principes de la filière LEA et qui offre à nos diplômés des compétences professionnelles appropriées au marché du travail actuel. Ce travail liminaire est une première exploration des fiches de formations dans lesquelles on retrouve des thèmes liés à la pragmatique. \u0000What pragmatics are we currently teaching (2017) in Romania in applied foreign languages study programmes? \u0000In Romania, French as a foreign language at the undergraduate level is taught in two study programmes: Languages and Literatures and Applied Foreign Languages (LEA). Initiated more than twenty years ago, the LEA programmes have been a real success with Romanian students and, alongside traditional courses in literature, are currently implemented in several universities. Having analysed some key reference documents of Romanian universities (mainly syllabi and course descriptions), I propose how to achieve better results in a course on pragmatics offered at the University of Piteşti. My proposals focus specifically on the selection of contents, methods and teaching aids aimed at equipping our students with professional skills appropriate to the current job market. \u0000Key words: course description; language and literature; LEA; syllabus; pragmatics.","PeriodicalId":34080,"journal":{"name":"Taikomoji kalbotyra","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47924924","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}