Tom 66 (2015): Zeszyt 2 (December 2015)

The article deals with the problems of idioms production and perception related to the foresign forms emergence of information accumulation and storage contained in the cognitive-based derivation of phraseme building. It is suggested that presign stage of the semiosis process and the phraseme understanding is a cognitive model that precedes not only the formation of the phraseme semantic structure, but its perception. Since the cognitive model of phrasemic semiosis is a diagram of discursive meaning embodiment and discourse itself is form of its indirectly derivative existence, there is a need to show how the cognitive-discursive mechanisms of phraseme building is associated with foresign forms of sense accumulation and storage.

In the framework of the natural morphology (The types of homomorphism; J. Dolník, 2005) and cognitive linguistics (the dative case as the grammatical exponent of the target person’s role; E. Dąbrowska, 1997), the paper deals with the dative case in early speech development (during the first 3 years of child’s life). The study presents the results of the research into grammatical forms, case meanings and pragmatic functions. The key question is this: which dative case structures children acquire preferentially? The research is based on the combination of qualitative (audiovisual recordings of three children, coding of transcripts) and quantitative (1065 parental assessments) methods. The research leads to conclusions on three levels: (a) The form: grammatical forms of the dative case with segmental and defective homomorphism are typical for preferentially acquired forms. (b) The semantics: dative of benefit and dative of direction can be interpreted as case meanings that create the core of the dative case’s early semantics. (c) The pragmatics: children use the dative case preferentially in utterances with pragmatic function: con-situational information, disagreement, answer, will and challenge. It means that the dative case is primarily used in the developmentally oldest functions. The research broadens the understanding of speech ontogenesis and contributes to language explanation that is compatible with the process of its acquisition.

The article is devoted to the determination of the status of precedent units (precedent names and expressions) in the system of intertextual means of contemporary Ukrainian media discourse. There was analyzed the phenomenon of intertextuality in the broad and narrow senses; the functions of precedent units that realize the main media discourse purpose of informing and influence were revealed.

The analysis of the essence of precedence in linguistics gives grounds to distinguish three types of precedent phenomena: precedent texts, situations and personalities, as well as two types of precedent units: precedent names and expressions. The connection of precedent units and related concepts – winged words, aphorisms and idioms – was established.

Based on a comparative analysis of the views of European and American scholars on the phenomena of intertextuality and precedence in linguistics there were singled out the means of direct and indirect appeal to prototext, which enroll the quotations and references, as well as the precedent units and allusions respectively.

In the territory of Europe, a unique political, economic and linguistic formation that does not have any analogy in the world has come into being. The principal problem which the member states of European Union will face in future is the problem of communication, i.e. the language policy of EU. Its basic principle is the multilingualism embedded in the initial documents of the EU. The practical implementation of multilingualism within the EU institutions and its bodies is a real problem that must be resolved with each subsequent expansion of the EU, though this actually depends on the position of languages within the EU itself. The opinions of the EU citizens show their approving the standpoint of European language policy focused on multilingualism. The possible differences of opinions concern with the financial flows in the language market, as well as the dynamics of the position of individual languages within the Union. Foreign language teaching as a part of EU language policy is by its citizens considered crucial for two aspects – the mutual understanding between the citizens and states of the Union and the better assertion in the labour market.