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

In literary works, the dialogue is expressed by direct speech construction. The direct speech construction consists of author’s words (AW) and character’s words (CW). The predicate verbs of AW in the dialogue form include not only verbs indicating speech (TVS) but also verbs that do not denote speech (TVN). The dialogue forms are divided into four types according to the positional combinations of AW and CW. Type A: AW is in preposition to CW; Type B: AW is in postposition to CW; Type C: AW is in interposition to CW; Type D: AW includes CW. Previous studies have not paid sufficient attention to the relationship between TVN and the dialogue forms. This paper proposes two analysis criteria: 1) frequency of the 4 types indicated above and frequency of TVN, 2) frequency of the 4 types and frequency of TVN depending on semantics. Here, we study the material selected from Russian novels and Japanese novels of the second half of the 19th – second half of the 20th century. Our analysis has revealed the following: 1) in Russian novels, TVN appears intensively in type C, while in Japanese novels TVN does not appear disproportionately in a specific type of the dialogue form while the use of TVN depends on the most frequently used dialogue form. 2) TVNs meaning ‘facial expression’ and ‘gesture’ are frequently used in all dialogue forms in Russian and Japanese novels. Theoretically, TVN and type C are closely related, but it seems that TVN appears differently in type C due to the difference in recognition of type C between Russian and Japanese.
</abstract>

The Relationship Between Dialogue Forms and Verbs of Non-Speech in Russian and Japanese Novels

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

The article deals with possibilities to develop formal models for implementing the cognitive structures with the conceptual core “Absence”. The paper is devoted to the analysis of the material obtained from three languages. The objective of the study is to build linguistic predicative and attributive models that implement cognitive structures with the “Absence” core by analyzing factual material of the three proposed languages.
</abstract>

Doctor of Philological Sciences, Professor of the Department of General and Slavic Linguistics

teacher of the Department of Ukrainian and Slavic Philology and Journalism

Predicative and Attributive of the Implementation with the “Absence” Core in the and English Languages

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This study explores the issue of acquiring stylistic grammar by University students – teacher-trainees. The results of the observation made it possible to arrive at the conclusion about the expedience of teaching stylistic grammar to junior students of language schools, but with different levels of stylistic loading. With this in mind, a corresponding methodology is designed, which incorporates a system of stylistically oriented activities. They embrace non-communicative receptive, quasi-communicative receptive-reproductive and communicative productive exercises to be employed in the English classroom. It is maintained that the employment of the proposed system of activities begins in the junior years and continues through the University course in order to obtain expected learning outcomes.
</abstract>

Doctor of Pedagogy, Professor of the Department of English Philology and Methods of Teaching the English Language, Scientific and Educational Institute of Foreign Languages

Cherkasy National University named after Bohdan Khmelnytsky

PhD in Philology, Associate Professor of the Department of English Philology and Methods of Teaching the English Language, Scientific and Educational Institute of Foreign Languages

Enhancing Registers and Styles: Grammatical Dimension

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The article presents a study that aims at casting light on evidentiality in a corpus of argumentative essays written by a group of upper-intermediate university students of English as a Foreign Language (EFL) whose first language is Norwegian (henceforth – participants). The corpus of the participants’ essays was examined for the markers of evidentiality, which was operationalised as the source of textual information that originated outside the current text (Hyland, 2005). Specifically, the corpus was searched for reporting verbs associated with evidentiality (for instance, to indicate, to posit, to show, etc.). The results of the corpus analysis indicated that the participants’ argumentative essays appeared to be marked by such verbs associated with evidentiality as to argue, to claim, to say and to state. These findings were discussed in the article through the lens of didactic considerations that would be relevant to tertiary EFL contexts.
</abstract>

Evidentiality in Argumentative Essays by Upper-Intermediate EFL Students

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Volume 2 (2023): Issue 9 (December 2023)

Volume 1 (2023): Issue 8 (July 2023)

Volume 1-2 (2022): Issue 6-7 (January 2022)

LANGUAGE: Codification, Competence, Communication

Language: Codification, Competence, Communication is a peer-reviewed open access scientific journal that publishes articles on linguistic issues and related disciplines, such as language teaching methods and language didactics. Reviews, announcements, essays, and biographical articles of prominent academics in the field of linguistics are included into each issue.  The programmatic goal of the publication is to satisfy the scientific and informational demand of the society for scientific and research knowledge, disseminate latest results of the scientific and research endeavours by Ukrainian and foreign linguists across the national and international scientific and educational environment, and exchange scientific information. We strive to create an active platform for genuine scientific dialogue; provide a motivational space for new ideas and reflections; initiate discussion of traditional linguistic topics from a new methodological perspective; and at the same time quickly respond to the problematic challenges of the time, unknown to the previous generations of researchers.  Invitation for publication in Language: Codification, Competence, Communication is extended to practitioners and theoreticians, supporters of various linguistic paradigms and scientific schools, representatives across generations of scientists and specialists in cognate scientific fields, who share an unbridled interest in the problems of language existence and unrestrained desire to approach understanding the essence of the language as a phenomenon.  The topics covered therein embrace issues of building language competence; raise problems concerning the modern structure and codification of language norms; provide insights into history, development, social and state status, interaction and functioning of world languages. One of the aims of the journal is to inform the scientific and general public of the latest techniques and methods of learning a language both as a native and foreign one.  The journal’s topics are addressed to a wide circle of readers, including post-graduate and doctoral students, lecturers and researchers. 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. 