<abstract xmlns="http://www.w3.org/1999/xhtml">

The absence of morphological forms of the present indicative contrasts with the great diversity of its uses in the current moment but also in the past and the future. This simplicity is treated differently depending on the theories: proof that the present tense is whithout temporality or that it contains a "zero" morpheme that explains its value.
Our study shows that the simplicity of the present tense is that in reality there are many and frequent forms specific not on the suffix inflection but on the stem.
</abstract>

A propos de l’absence de forme du présent de l’indicatif

<abstract xmlns="http://www.w3.org/1999/xhtml">

Il s’agit de montrer que la linguistique saussurienne a maintenu les positions conventionnelles de la psychologie d’alors. Les développements de cette dernière permettent de mieux comprendre la visée du « psychologisme » de Saussure. Cet arrière-fond conceptuel explicite l’origine et la portée de certains concepts-clés saussuriens : l’arbitraire du signe linguistique; le « signifiant » saussurien en tant « représentation du son »; la relation signifié/signifiant conçue comme « recto-verso d’une feuille de papier »; le modèle saussurien du signe linguistique. Ces éléments, déterminants pour sa portée et son influence, se rattachent aux développements de la psychologie de cette période : l’hétérogénéité constitutive du « Moi » tel qu’il est défini par Herbart et son école; la distinction entre l’acte de représenter (<italic>Vorstellen</italic>) et l’objet représenté (<italic>Vorgestellt</italic>) conçus respectivement comme une détermination ontologique et comme expression de la représentation; l’aperception; la notion de « représentation verbale » (<italic>Wortvorstellung</italic>) telle qu’elle a été successivement élaborée par la psychologie de la conscience au cours du XIXème siècle et résumé par W. Wundt en 1900
</abstract>

Le « psychologisme » de Saussure à l’« âge psychologique » des sciences humaines

De la parole à la langue de bois : linguistique théorique et écrits profanes

<abstract xmlns="http://www.w3.org/1999/xhtml">

This article’s purpose is to analyse the derived forms of term frère in French culture, where its correspondent is <italic>frérot</italic>, and in Italian culture, where the correspondent is <italic>fratè</italic>. We will try to show how and why, if yes or not, the two terms represent the same realities in both languages; if there is a same semantic extension and how the speakers of both languages use the two derived forms in their conversations. This study is contrastive, and its objective is also to define convergences and divergences of the use of the two forms <italic>fratè</italic> and <italic>frérot</italic> in the languages under analysis, that is to say French and Italian.
</abstract>

Termes d’adresse dans la société contemporaine: deux cultures à l’aune du regard du chercheur

<abstract xmlns="http://www.w3.org/1999/xhtml">

The dichotomy between the good and the bad student seems really outdated today. The method used to summarize academic results and to report about them in writing has changed in a positive manner despite the routines still rooted in teachers’ practices. In this paper, we will analyze the semantic orientation of the word “student” when it is used in school reports’ assessments.
The concordances drawn from a certified body will be compared to the student as modelled in official guidelines and in educational sciences, or as sketched in the representations of the teachers in the field whether they are beginners or veterans. We will demonstrate that the use of this word and its almost systematic collocations in school reports show semantic qualities that betray an underlying definition of the perfect student, who is obviously unattainable since he or she is actually a future individual, the perfect student who is already highly praised. These praises are linked to his or her personality traits more than his or her school work strictly speaking. The perfect student is complimented through afferent semes which paradoxically end up excluding the teacher from this raison d’être although it is necessarily a two-way relationship
</abstract>

L’elève des bulletins scolaires : le spectre sémantique d’un modèle utopique

<abstract xmlns="http://www.w3.org/1999/xhtml">

Le XIXe siècle connaît un grand intérêt pour les sciences naturelles, intérêt qui va également se ressentir dans le domaine des sciences humaines. De nombreux scientifiques commencent à repenser leur domaine par le prisme des grandes théories comme le darwinisme, formulé en 1859 dans <italic>De l’origine des espèces</italic>. On remarque dès la moitié du XIXe siècle la volonté d’utiliser les savoirs et outils offerts par les sciences naturelles dans le cadre des sciences humaines, notamment la littérature. Plusieurs auteurs commencent ainsi à chercher à théoriser un nouveau type de critique littéraire qui serait basé sur une démarche purement scientifique. Nous chercherons ici à étudier l’influence des théories darwiniennes sur la théorie de l’évolution des genres proposée par Ferdinand Brunetière, plus particulièrement dans son ouvrage <italic>L’évolution des genres dans l’histoire de la littérature</italic>, issu de leçons données à l’Ecole Normale Supérieure de Paris en 1889.
</abstract>

Ferdinand Brunetière : la critique littéraire « scientifique » et le darwinisme littéraire

<abstract xmlns="http://www.w3.org/1999/xhtml">

The article explores a number of conceptual parallels in the developments of L. Vygotski and “psychological linguistics” (Humboldt, Steinthal, Potebnia). Ideas from the nineteenth-century psycholinguistic current occupy a very important place in the conceptions of “psychology by action” of the psychological school of L. Vygotski and A. N. Leontiev. Therefore, the true understanding of the psychology of Vygotsky and his school, passes through these founding texts. The concept of "internal form" founds the psychology of Vygotsky and his disciples. The article shows the Humboldian origin of the notion of activity (<italic>dejatelnost</italic>) by tracing it back to the famous concept of <italic>Tätigkeit</italic> in Humboldt linguistics.
</abstract>

Lev Vygotski et son école : de la « paléontologie du psychisme » à la « psychologie par action »

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Volume 6 (2023): Issue 3 (December 2023)

Volume 6 (2023): Issue 2 (September 2023)

Volume 6 (2023): Issue 1 (June 2023)

Volume 5 (2022): Issue 3 (December 2022)

Volume 5 (2022): Issue 2 (September 2022)

Volume 5 (2022): Issue 1 (June 2022)

Volume 4 (2021): Issue 3 (December 2021)

Volume 4 (2021): Issue 2 (September 2021)

Volume 4 (2021): Issue 1 (June 2021)

Volume 3 (2020): Issue 2 (December 2020)

Volume 3 (2020): Issue 1 (June 2020)

Volume 2 (2019): Issue 1 (June 2019)

Volume 1 (2018): Issue 2 (December 2018)

Volume 1 (2018): Issue 1 (March 2018)

Linguistic Frontiers

 Linguistic Frontiers is a peer-reviewed academic journal focusing on research and collaboration in linguistics, life science, mathematics, social science and the humanities, applying formal and experimental approaches from linguistic interdisciplines like quantitative linguistics, psycholinguistics, biosemiotics, sociolinguistics, corpus linguistics, computational linguistics, natural language processing and linguistic field research. The guiding ambition of Linguistic Frontiers is to fruitfully transfer and apply methods and topics between these fields of linguistic research. Linguistic Frontiers also publishes reviews of scientific publications, reports on conferences and research programs. We welcome host editors for special theme issues as well.　Subject areas of study include, but are not limited to:  general linguistics (phonology, morphology, syntax, semantics, pragmatics) quantitative linguistics, computational linguistics semiotics philosophy of language biosemiotics, biolinguistics, DNA linguistics cognitive linguistics and psycholinguistics applied linguistics glottochronology, stylometry (critical) discourse analysis Linguistic Frontiers is published in English, but occasionally we accept special issues in other world languages (French, Spanish, Portuguese, Italian, German). Authors are requested to submit their papers in doc. format. We offer a double blinded review process with an average length of 3 months. Linguistic Frontiers is a continuation of the journal Czech and Slovak Linguistic Revue (CSLR) http://cslr.upol.cz/archive/, published in print and electronically at Palacký University since 2011. After 2018, CSLR with an extended international editorial board merged into Linguistic Frontiers and has been published by De Gruyter Open (now Sciendo) in electronic form only. Since 2021 we publish three issues per year (June, September, December).　  Archiving  Sciendo archives the contents of this journal in Portico - digital long-term preservation service of scholarly books, journals and collections.   Plagiarism Policy  The editorial board is participating in a growing community of Similarity Check System's users in order to ensure that the content published is original and trustworthy. Similarity Check is a medium that allows for comprehensive manuscripts screening, aimed to eliminate plagiarism and provide a high standard and quality peer-review process. 

Linguistic Frontiers

Volume 4 (2021): Issue 3 (December 2021)

A propos de l’absence de forme du présent de l’indicatif

Le « psychologisme » de Saussure à l’« âge psychologique » des sciences humaines

De la parole à la langue de bois : linguistique théorique et écrits profanes

Termes d’adresse dans la société contemporaine: deux cultures à l’aune du regard du chercheur

L’elève des bulletins scolaires : le spectre sémantique d’un modèle utopique

Ferdinand Brunetière : la critique littéraire « scientifique » et le darwinisme littéraire

Lev Vygotski et son école : de la « paléontologie du psychisme » à la « psychologie par action »

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