Summary The article deals with the phonetic and orthographic adaptation of Latin terms in English clinical terminology in the context of Latin terminological competence formation of foreign medical students with English as the language of instruction. About 8,000 of the most common clinical terms selected from various lexicographic English sources have been studied on the basis of etymological and comparative approaches to demonstrate the grade of inconsistency in the reflection of Latin terms in modern English medical terminology. The quantitative analysis allowed us to determine and classify the main tendencies in the process of phonetic and orthographic development of Latin terms: (1) imitation of classical Latin spelling; (2) ‘simplification’ of classical Latin spelling; (3) syncretism of the first and second tendencies (parallel use of classical Latin and ‘simplified’ variants as synonyms). The analysis has also identified in some cases the phenomenon of ‘hypercorrectness’. The lack of a unified norm is reflected in all the analyzed reference sources, complicating the lexicographic description of medical terms as well as the process of teaching / learning the medical terminology. The proposed solution is to develop and implement some unified criteria for phonetic and orthographic adaptation of Latin terms in English. The possible ways to solve the problem are either to adhere to the etymological principle, returning ad fontes of medical terminology, and to use only non-monophthongized and non-simplified forms or to use monophthongized and phonetically and graphically simplified forms following the norms of modern English. Consistent adherence to one system of rules for the development of Latin terms is a needed requirement for the proper formation of terminological competence in medical students and correct use of terminology in their further professional activity.
The article is devoted to the study of peculiarities of persuasiveness expression in the Demosthenes’ speeches on the material of the first and second Philippics. The analysis of the text of these speeches made it possible to distinguish a number of linguistic and rhetorical means used by the author to increase the level of persuasiveness of the speeches. In particular, emphasis is placed on the Demosthenes’ usage of numerous particles and conjunctions (with different meanings: conditionality, amplification, negation and opposition), syntactic constructions (Genetivus absolutus, Accusativus / Nominativus cum infinitivo), emphatic usage of the personal pronoun in the first person. The rhetorical techniques by which the speaker convinces the audience are identified and commented upon: alternation of direct and impersonal appeals to the audience; paradox, hyperbole, metaphor, erothema, antithesis, rhetorical question, as well as syntactic and semantic pleonasm. Demosthenes combines different principles according to Aristotelian categories of logos (logical reasoning and sequences, calculations of costs), ethos (oaths to Zeus, gods; usage of one’s authority for persuasion; emphasis on service to the common good as the main principle) and pathos (pathetic, sometimes even angry appeals; appeal to strong emotions of listeners).
The article focuses on the Language Pedagogy research conducted at the Institute of Philology, Taras Shevchenko National University of Kyiv. In particular, it gives an overview of the publications as well as the doctoral theses defended at the above-mentioned university within 2014-2019. The research areas cover from teaching classical languages at university to teaching Germanic languages or Translation at both secondary and tertiary schools. The variety of the topics discussed and research problems solved is a perfect indication of the necessity and urgency of Language Pedagogy in Ukraine.
The results of ancient Greek phraseological units study, which represent the emotional and evaluative characteristics of different professions and activities by ancient Greeks, are presented. 138 ancient Greek phraseological units were analyzed, which include lexemes of the semantic field "professions and activities" (in particular, those that denote the object, result, tool, place of (professional) activity, as well as people's proper names – representatives of a profession that have become a precedent). The lexemes of the semantic subgroups "musical art", "judiciary", "poetic art" have been found to have the highest phraseological productivity, "military affairs", "philosophy", "criminal activity", "medicine" and "sports" have the lowest one. It is important to emphasize that the core lexemes in the analyzed proverbs do not have an evaluative component in their semantics, but in the structure of phraseological units represent a socially fixed assessment or certain social stereotypes due to previous historical experience and cultural preconditions. Quite often stereotypical ideas of the ancient Greek linguistic and cultural community about the representatives of a certain profession or type of activity and their assessment depending on their place of residence or origin are verbalized in phraseological units. Quantitative analysis of phraseological units by type of axiological component revealed a significant advantage of proverbs with a negative connotation over positively or neutrally marked units. Professions and activities in the ancient Greek proverbs are evaluated in two aspects: the relationship between the subject and activity (matching skills, abilities of the subject of activity, effectiveness and benefit to society from the work performed) and personal characteristics of the subject of activity those that are associated in ethnic consciousness with representatives of certain professions and activities, that affect the quality and performance of work (such as mental abilities, taciturnity, truthfulness, ambition, greed, etc.).
The article contains the results of the analysis of the specific features for representing the comic aspect of the TRADITIONS concept in the novels "L’Esclusa", "Il Turno", "Il Fu Mattia Pascal", "Suo Marito" by Luigi Pirandello. The basis for understanding how the author comprehended the comic within the TRADITIONS concept lays in his original interpretation of the categories of humour and comic which he elaborated under the influence of H. Bergson’s and G. Simmel’s theories. The thoughts of a literary critic A. Tilgher also had a great impact on L. Pirandello’s creative evolution and worldview, specifically on the writer’s approach to the category of comic. Moreover, the article deals with the ethnic specificity (all-Italian, and Sicilian in particular) as one of the main factors that determined the author’s works. L. Pirandello shows ironic and satyric attitude towards the Sicilian society which is mainly noticeable in the descriptions of the characters inflicted by a conservative worldview. The comic side of the TRADITIONS concept is represented (predominantly in a metaphorical way) in a dichotomy of the closed static social system and the spiritual freedom merged with true deep feelings of an individual. The microconcepts FAMILY and SOCIETY were defined and analyzed within the TRADITIONS concepts. The important qualities of FAMILY and SOCIETY are their static, mechanic, cycle nature, and social determination which the author unifies under a common idea of degrading. One of the main components in the TRADITIONS concept comic representation structure are the generalized characters used for creating the conflict "group VS individual". The TRADITIONS concept represents for L. Pirandello a deformed reality which he verbalizes with the age, religion, invective markings towards conservative characters and their society. The comic side of the TRADITIONS concept is realized through an ironic counterpositioning of a conservative and contemporary worldview.
The article deals with the integrative and differentiated nature of the discipline Latin in the paradigm of education of philologists – specialists in Romance and Germanic languages. It is proved that Latin, integrating with a number of disciplines of professional training of philologists in the context of philological education, contributes to the theoretical training of linguists. At the same time, it is determined that the course of Latin should clearly meet the needs of future professionals, and thus take into account their professional orientation. Therefore, there is a need to differentiate the content of education depending on the specialty of philology students.
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