El artículo trata de un estudio exhaustivo de los colorónimos en inglés y alemán en textos periodísticos. El propósito del estudio es identificar las características semánticas de los colorónimos y su funcionamiento en el periodismo inglés y alemán. El procedimiento de estudiar los colorónimos en inglés y alemán en un texto periodístico se implementa a través de métodos de investigación lingüística, a saber: método etimológico, análisis de definiciones de diccionario, análisis semántico y análisis de contexto. Los resultados del estudio se presentan en la separación de campos asociativos y colorónimos en inglés y alemán, determinando la frecuencia de uso de colorónimos básicos en el discurso periodístico inglés y alemán. Se ha descubierto que los colorónimos reflejan cambios en la sociedad de habla inglesa y alemana, así como en el mundo en general. Asimismo, se encontró que las unidades para el mismo color en inglés y alemán pueden tener diferentes connotaciones.

The present paper seeks to further develop an interdisciplinary research into language variation and contact studies. Integrating cognitive-onomasiological and ecolinguistic approaches, it addresses lexical diversity in the Caribbean English. The permanent contacts between English and other local and transported languages have caused a wide range of modifications in the Caribbean English lexicon, including allonymy. Allonymy is treated as a contact-induced type of lexical variation leading to the formation of alternative names for the same referents. By tracing the sources of allonyms and disclosing cognitive mechanisms involved in their formation, this study explains the vitality of allonymic lexical items in the complex language ecology of the Caribbean region. It is argued that variation in naming processes is determined by speakers’ cognitive preferences as well as their cultural vigour that manifest in multilingual and multicultural ecology.

The purpose of the study is to identify how the speech production component of the linguistic competence, which seems to be a deficiency of using the Moodle LMS in the language training, can be enhanced through the use of the voice-administered language tests. Ten Moodle-based voice-administered language tests were designed, piloted, and employed to influence the stages of speech production component and English language proficiency level both seen as an approach to enhancing the linguistic competence of students majoring in foreign language Philology. The tests assessed the components of linguistic competence such as cohesion and coherence, vocabulary (lexical resource), along with grammar, and accuracy. The course satisfaction survey was used to study the experimental group students’ perceptions towards the use of voice-administered language tests to develop linguistic competence. It was found that the designed Moodle-based voice-administered language tests could be considered a feasible and reliable option to enhance the linguistic competence in the students majoring in Foreign Language Philology. The tests had influenced the stages of the speech production component and English language proficiency level, in general. They also improve students’ cohesion and coherence, vocabulary (lexical resource), grammar, and accuracy that are seen as components of linguistic competence. Due to the intervention, there was a considerable shift in the EG students’ English vocabulary profile. There was a movement to higher levels of proficiency in the use of vocabulary compared to the CG students whose growth was marginal, mostly in the B1 level. It was also found that the EG students were generally satisfied with the intervention, the design and content of the tests, and the effectiveness of the tests in developing linguistic competence.