Language Representation of Archetypic Concepts in the Light of Intercultural Communication

This article analyzes linguocultural units from the standpoint of cognitive linguistic. The concept is defined as a set of verbalized and non-verbalized images of objects and situations that form the conceptual sphere of a person; it recognizes the national, social, group and individual specificity of the content and structure of concepts. In order to describe the value semantics of the concept as a fragment of the language picture of the world of native speakers (Russian, Ukrainian, Arabic) and representatives of the relevant culture, such linguistic means of expression are analyzed: nominees, attributes, derivatives, phraseological units (including paroimyas), aphorisms. The authors also consider it necessary to compare phraseological representations of concepts in different linralguocultu spaces. As a result of a comparative analysis of the replication of the universal archetype concept HEART (in Russian, Arabic and Ukrainian linguistic cultures) using descriptive (semantic-cognitive analysis) and contrastive (polling of speakers of different languages), conclusions are drawn about the similarity of language representation and semantic interpretation of the studied concept not only in closely related but also in radically different languages and linguocultures, which thereby confirms the universality of this concept. The authors made a proposal to supplement the existing scientific classification of concepts with another type – intercultural (archetypical) concept, which correlate with the archetypical phenomena of national cultures and mentalities and is distinguished in a comparative analysis of the conceptual interpretation field in different languages

An Architecture of the Lexicon: New Perspectives

Most approaches to inflectional morphology propose a synchronic account for the establishment of defaultness in the plural inflection. The current research aims at exploring the representation of the default system in JA at a diachronic level. The grammar of JA displays two default plural forms: the sound feminine plural marked with the suffix –aat (e.g.mataar/matar-aat 'an airport/airports') where a suffixation rule predicts the occurrence of the default plural. The second default plural is the iambic broken plural marked with an internal vowel change (short–long vowel) (kursi/karaasi 'a seat /seats'). Our diachronic analysis would take into account the default shift that occurred in the grammar of JA in two different periods: the Turkish period and the British period. The findings reveal the importance of the diachronic factors in determining the status of ‘defaultness’ in terms of the ability of the lexicon to accept two default inflections. So, JA consists a hierarchy that contains two defaults: the iambic broken plural and the sound feminine plural. This mechanism of accepting two defaults gives insights into applying this multiple default format crosslinguistically in which a grammar of a language can host a multiple default system. Key words: Defaultness; Jordanian Arabic; Diachronic Default; Sound Feminine; Plural; Iambic Broken Plura

DEFAULTNESS PATTERNS: A DIACHRONIC ACCOUNT

Most approaches to inflectional morphology propose a synchronic account for the establishment of defaultness in the plural inflection. The current research aims at exploring the representation of the default system in JA at a diachronic level. The grammar of JA displays two default plural forms: the sound feminine plural marked with the suffix -aat (e.g. mataar/matar-aat ‘an airport/airports’) where a suffixation rule predicts the occurrence of the default plural. The second default plural is the iambic broken plural marked with an internal vowel change (short – long vowel) (kursi/karaasi ‘a seat/seats’). Our diachronic analysis would take into account the default shift that occurred in the grammar of JA in two different periods: the Turkish period and the British period. The findings reveal the importance of the diachronic factors in determining the status of ‘defaultness’ in terms of the ability of the lexicon to accept two default inflections. So, JA consists a hierarchy that contains two defaults: the iambic broken plural and the sound feminine plural. This mechanism of accepting two defaults gives insights into applying this multiple default format crosslinguistically in which a grammar of a language can host a multiple default system

THE LEFT PERIPHERY IN MODERN STANDARD ARABIC (MSA): AL-ISHTIGHAL CONSTRUCTION

This paper is trying to investigate the interaetion between case checking and the thematie roles of the DP in al-Ishtighal (verbal occupation) construction in Modern Standard Arabic (MSA). Standard Arabic belongs to the group of VSO languages which also allow SVO as an alternative order in finite clauses. Yet, Arabic possesses a rich case morphology that is able to mark the thematic roles of the DPs in the clause. This research provides evidence that there are differences between left-dislocation and the verbal occupation construction (Ishtighal) despite of their structural similarity. These differences show that verbal occupation construction in MSA has the tendency to behave as topicalization where the fronted DP possesses the focus characteristics. Further, it has been shown that the multi-foci tendency is valid in such constructions like verbal occupation

Teacher leadership and virtual communities: Unpacking teacher agency and distributed leadership

This study explored the development of teacher leadership in collaborative online spaces, also called virtual communities of practice (vCoP). Employing a phenomenological research design with semi-structured interviews as the primary data collection method, participants were drawn from a single vCoP. The findings underscored the pivotal role of vCoPs in nurturing teacher leadership skills, facilitated by the dynamic interplay of teacher agency and distributed leadership. Teacher agency empowers educators to proactively take control of their learning journey within vCoPs, enabling them to explore areas of personal interest and expertise, including knowledge sharing and project initiation. Simultaneously, distributed leadership empowers teachers to assume leadership roles within the vCoP, irrespective of their formal positions or seniority, involving activities such as guiding discussions and organizing professional development. This harmonious collaboration between teacher agency and distributed leadership fosters a collaborative and inclusive environment within vCoPs, where teacher leadership thrive