No abstract

No abstract

No abstract

The article summarizes the goals and the current state of the Catalogue of sematic shifts (CSSh), its primary notions being those of a semantic shift, which is understood as a relation of cognitive proximity between two linguistic meanings, and a realization of a semantic shift, i.e. one polysemic word or a pair of cognate words of the same language or different languages that act as "exponents" of this relation. The typology of semantic shifts occupies a position at the crossroad of semantic, lexical and grammatical typologies, overlapping each of these areas of study in terms of linguistic data and methods used; however, the domain of CSSh does not coincide with any of them. The framework of CSSh provides the theoretical foundation for identifying recurring cross-linguistic semantic shifts, and collecting them in the Database of Semantic Shifts for further analysis. The article demonstrates that the notion of semantic shift as defined in CSSh is just a formalization of an instrument of linguistic analysis that is already quite common in various areas of linguistics. Semantic shift provides a basis for the notion of semantic parallel used in the historical linguistics and etymology, for motivational models in word-formation, it is a central notion for grammaticalization theory; finally, semantic shift is one of various types of implicit meanings (along with presuppositions and connotations) that shape the "linguistic model of the world". Linguistic data contained in the Database of Semantic Shifts can be used in all these areas, in order to provide semantic plausibility criteria for linguistic reconstruction, to act as empirical evidence for cognitive mechanisms of linguistic conceptualization, to aid in identifying specific features of the semantic system of a given language or group of languages.

Background. Studying the concept of secondary language identity is one of the main problems in educational psychology since it involves the ability to use a foreign language effectively in various fields. Since languages don't exist in a vacuum but are culture-bound, a person's process of psychological transformation into having a secondary language identity entails profound psycholinguistic and psycho-sociological character changes. However, professional communication differs significantly from everyday cross-cultural communication, which means that it should be studied separately. Objective. The aim of this paper is to propose a theoretical approach to the development of secondary language identity within professional communication. Design. Particular interest is paid to how language is taught, and which teaching methods and techniques will ensure the development of secondary language identity in the professional context. In this article we propose that the method of foreign language teaching is one of the factors underlying the development of secondary language identity in a professional context. Results. As professional communication is always culture-specific and culture-dependent, culture influences language teaching in two ways: linguistically and pedagogically. Linguistically, it affects the semantic, pragmatic, and discourse levels of language. Pedagogically, it influences the choice of language materials. Conclusion. We apply the methodology of Content and Language Integrated Learning (CLIL) and the use of the translation method to analyzing the development of secondary language identity in a professional context.