22 research outputs found
THE GENDER-SPECIFIC NOUNS DENOTING PROFESSION/ROLE: THE MACEDONIAN CASE
Resting only upon projects, manuals, reports, and recommendations, so far, the ongoing gender-neutral language debate has not attracted broader research attention in the Macedonian language. Therefore, this qualitative study aims to provide thorough information on the Macedonian gender-specific nouns denoting profession/role by analyzing their entries in the current online Macedonian Dictionary and some documents, using the general inductive approach. Indicating that the singular/plural masculine generic nouns designating profession/role in one of their meanings refer to both sexes, the research results underpin the consequences of this usage, revealing the natural/grammatical gender collision, which latently contributes to womenβs invisibility in society in general. The findings further suggest that some feminine derivations, which still have not been widely embraced due to the traditional values, and which perhaps sound slightly strange and even a bit humorous, do not depreciate women, and their usage should be endorsed and strongly encouraged
CHOICE AND FORMULATION OF THE TOPIC IN THE FIVE-PARAGRAPH ESSAY AND QUALITY OF THE STUDENTSβ WRITTEN EXPRESSION IN RM
The aim of the paper is to examine whether the teachers contribute to the quality of the essay through teaching for the choice and formulation of the topic (in the secondary and higher education). Then, it examines whether the students have the required competencies to determine and formulate a topic for their essays, and offers a model which will guide the students toward the right choice and formulation of the topic and contribute the quality of the essay. The research has qualitative (content analysis) and quantitative paradigm as well as descriptive design. The sample comprises of 100 students that study at the Faculty of Education in Bitola and 100 studentsβ written assignments. The survey serves as an instrument for collecting the data for the studentsβ opinions regarding whether the teachers teach the students on how to determine and formulate the topic. The studentsβ written assignments serve for collecting data for the studentsβ competencies to determine and formulate the topic, before and after the teaching. The used methods are analysis, synthesis and comparison. The results from the research are overthrowing. The teacher in the secondary and the higher education do not teach on the choice and formulation of the topic. The students are not capable to choose and formulate the topic, thus the introduction of the model indicates its justification and shows increase in the studentsβ competencies. This leads to the quality of the written expression
The Macedonian Language in Regard to Covid-19
The new disease that appears in December 2019 affects all spheres of peopleβs everyday living and functioning. Bearing in mind that language reflects social phenomena and that lexicon is the most flexible language segment, new words and phrases inevitably enter the lexicon on a daily basis. These novelties generate new problems not only in the lexicon but in other language segments as well. Thus, this paper addresses the new words which emerge from the disease presence as well as the problems caused by their occurrence and use, in regard to the Macedonian orthography, morphology, syntax and lexicology. This is a qualitative research that has a descriptive design, and the corpus consists of numerous articles issued in electronic newspapers. Analysis and synthesis are the methods used for processing the data and reaching conclusions. The research results indicate that the Macedonian language lexicon undoubtedly is enriched with new words. However, this extension in the lexicon has plenty of orthographic, morphological and syntactic implications related to the Macedonian language norm
ΠΠ½Π°Π»ΠΈΡΠΈΡΠΊΠΈΠΎΡ ΠΏΡΠΈΡΠΎΠΊ Π²ΠΎ Π½ΠΎΠ²ΠΈΠ½Π°ΡΡΠΊΠΈΠΎΡ ΠΏΠΎΡΡΡΠΈΠ» Π½Π° ΠΌΠ°ΠΊΠ΅Π΄ΠΎΠ½ΡΠΊΠΈΠΎΡ ΡΡΠ°Π½Π΄Π°ΡΠ΄Π΅Π½ jΠ°Π·ΠΈΠΊ
The subject of the paper is the analytical predicate in the modern Macedonian language. The aim of is to show the synsemantic verbs and the nouns in the structure of the analytical predicate and the most frequent models of analytical predicate in the journalistic sub-style. Further, the aim is to explore whether each analytical predicate regarding the semantic point of view is equal to a full meaning predicate, and to show the role of the context regarding the semantic of the information given with an analytical predicate or its full meaning equivalent. The research has qualitative paradigm and a descriptive design. The sample consists of excerpts of various electronic sources in the RM, published in 2017 and 2018. The research exploits analysis, synthesis and comparison. The research shows numerous synsemantic verbs and nouns that are part of the analytical predicate. Further, it shows that mostly there is a full meaning verb equivalent for the analytical predicate, and that large number of the full meaning equivalents of the analytical predicate has the base of the noun that is part of it in their root. The research indicates that for each analytical predicate an appropriate full meaning equivalent could not be fΠΎund, and stresses the role of the context. Depending on the context, the meaning of the analytical predicate and its semantic equivalent may be comprehended in a different way. It is obvious that the analytical predicate, in some cases, could be a phraseological expression, and a base for derivation of neologisms. Β ΠΡΠ΅Π΄ΠΌΠ΅Ρ Π½Π° ΠΈΡΡΡΠ°ΠΆΡΠ²Π°ΡΠ΅ Π²ΠΎ ΠΎΠ²ΠΎΡ ΡΡΡΠ΄ Π΅ Π°Π½Π°Π»ΠΈΡΠΈΡΠΊΠΈΠΎΡ ΠΏΡΠΈΡΠΎΠΊ Π²ΠΎ ΠΌΠ°ΠΊΠ΅Π΄ΠΎΠ½ΡΠΊΠΈΠΎΡ ΡΡΠ°Π½Π΄Π°ΡΠ΄Π΅Π½ ΡΠ°Π·ΠΈΠΊ. Π¦Π΅Π»ΡΠ° Π΅ Π΄Π° ΡΠ΅ ΠΏΠΎΠΊΠ°ΠΆΠ°Ρ ΡΠΈΠ½ΡΠ΅ΠΌΠ°Π½ΡΠΈΡΠ½ΠΈΡΠ΅ Π³Π»Π°Π³ΠΎΠ»ΠΈ ΠΈ ΠΈΠΌΠ΅Π½ΠΊΠΈΡΠ΅ ΡΡΠΎ Π²Π»Π΅Π³ΡΠ²Π°Π°Ρ Π²ΠΎ ΡΠΎΡΡΠ°Π² Π½Π° Π°Π½Π°Π»ΠΈΡΠΈΡΠΊΠΈΠΎΡ ΠΏΡΠΈΡΠΎΠΊ ΠΈ Π½Π°ΡΡΠ΅ΡΡΠΈΡΠ΅ ΠΌΠΎΠ΄Π΅Π»ΠΈ Π½Π° Π°Π½Π°Π»ΠΈΡΠΈΡΠΊΠΈ ΠΏΡΠΈΡΠΎΠΊ Π²ΠΎ Π½ΠΎΠ²ΠΈΠ½Π°ΡΡΠΊΠΈΠΎΡ ΠΏΠΎΡΡΡΠΈΠ», Π΄Π° ΡΠ΅ ΠΈΡΠΏΠΈΡΠ° Π΄Π°Π»ΠΈ ΡΠ΅ΠΊΠΎΡ Π°Π½Π°Π»ΠΈΡΠΈΡΠΊΠΈ ΠΏΡΠΈΡΠΎΠΊ ΠΎΠ΄ ΡΠ΅ΠΌΠ°Π½ΡΠΈΡΠΊΠ° Π³Π»Π΅Π΄Π½Π° ΡΠΎΡΠΊΠ° ΠΎΠ΄Π³ΠΎΠ²Π°ΡΠ° Π½Π° ΠΏΠΎΠ»Π½ΠΎΠ·Π½Π°ΡΠ΅Π½ Π³Π»Π°Π³ΠΎΠ», ΠΊΠ°ΠΊΠΎ ΠΈ Π΄Π° ΡΠ΅ ΡΠΊΠ°ΠΆΠ΅ Π½Π° ΡΠ»ΠΎΠ³Π°ΡΠ° Π½Π° ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠΎΡ Π²ΠΎ ΠΎΠ΄Π½ΠΎΡ Π½Π° ΡΠ΅ΠΌΠ°Π½ΡΠΈΠΊΠ°ΡΠ° Π½Π° ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΡΠ°ΡΠ° ΠΏΡΠ΅Π΄Π°Π΄Π΅Π½Π° ΡΠΎ Π°Π½Π°Π»ΠΈΡΠΈΡΠΊΠΈ ΠΏΡΠΈΡΠΎΠΊ ΠΈ ΡΠΎ ΠΏΠΎΠ»Π½ΠΎΠ·Π½Π°ΡΠ΅Π½ Π΅ΠΊΠ²ΠΈΠ²Π°Π»Π΅Π½Ρ. ΠΡΡΡΠ°ΠΆΡΠ²Π°ΡΠ΅ΡΠΎ ΠΈΠΌΠ° ΠΊΠ²Π°Π»ΠΈΡΠ°ΡΠΈΠ²Π½Π° ΠΏΠ°ΡΠ°Π΄ΠΈΠ³ΠΌΠ° ΠΈ Π΄Π΅ΡΠΊΡΠΈΠΏΡΠΈΠ²Π΅Π½ Π΄ΠΈΠ·Π°ΡΠ½. ΠΡΠΈΠΌΠ΅ΡΠΎΠΊΠΎΡ Π³ΠΎ ΡΠΎΡΠΈΠ½ΡΠ²Π°Π°Ρ Π΅ΠΊΡΡΠ΅ΡΠΏΡΠΈ ΠΎΠ΄ Π³ΠΎΠ»Π΅ΠΌ Π±ΡΠΎΡ Π΅Π»Π΅ΠΊΡΡΠΎΠ½ΡΠΊΠΈ ΠΈΠ·Π²ΠΎΡΠΈ Π²ΠΎ Π Π, ΠΏΡΠ±Π»ΠΈΠΊΡΠ²Π°Π½ΠΈ Π²ΠΎ 2017 ΠΈ 2018 Π³. ΠΠΎ ΠΈΡΡΡΠ°ΠΆΡΠ²Π°ΡΠ΅ΡΠΎ ΡΠ΅ ΡΠΏΠΎΡΡΠ΅Π±ΡΠ²Π°Π°Ρ Π°Π½Π°Π»ΠΈΠ·Π°, ΡΠΈΠ½ΡΠ΅Π·Π° ΠΈ ΠΊΠΎΠΌΠΏΠ°ΡΠ°ΡΠΈΡΠ°. ΠΡΡΡΠ°ΠΆΡΠ²Π°ΡΠ΅ΡΠΎ ΠΏΠΎΠΊΠ°ΠΆΡΠ²Π° Π΄Π΅ΠΊΠ° Π²ΠΎ ΠΌΠ°ΠΊΠ΅Π΄ΠΎΠ½ΡΠΊΠΈΠΎΡ ΡΠ°Π·ΠΈΠΊ ΠΏΠΎΡΡΠΎΡΠ°Ρ Π³ΠΎΠ»Π΅ΠΌ Π±ΡΠΎΡ ΡΠΈΠ½ΡΠ΅ΠΌΠ°Π½ΡΠΈΡΠ½ΠΈ Π³Π»Π°Π³ΠΎΠ»ΠΈ ΠΈ ΠΈΠΌΠ΅Π½ΠΊΠΈ ΡΡΠΎ ΡΠ΅ ΡΠ°Π²ΡΠ²Π°Π°Ρ Π²ΠΎ ΡΠ»ΠΎΠ³Π° Π½Π° Π΄Π΅Π» ΠΎΠ΄ Π°Π½Π°Π»ΠΈΡΠΈΡΠΊΠΈΠΎΡ ΠΏΡΠΈΡΠΎΠΊ, Π΄Π΅ΠΊΠ° Π²ΠΎ Π½Π°ΡΠ³ΠΎΠ»Π΅ΠΌ Π±ΡΠΎΡ ΡΠ»ΡΡΠ°ΠΈ ΠΏΠΎΡΡΠΎΠΈ ΡΠΎΠΎΠ΄Π²Π΅ΡΠ΅Π½ ΠΏΠΎΠ»Π½ΠΎΠ·Π½Π°ΡΠ΅Π½ Π΅ΠΊΠ²ΠΈΠ²Π°Π»Π΅Π½Ρ Π½Π° Π°Π½Π°Π»ΠΈΡΠΈΡΠΊΠΈΠΎΡ ΠΏΡΠΈΡΠΎΠΊ ΠΈ Π΄Π΅ΠΊΠ° Π½Π°ΡΠ³ΠΎΠ»Π΅ΠΌ Π±ΡΠΎΡ ΠΎΠ΄ ΠΏΠΎΠ»Π½ΠΎΠ·Π½Π°ΡΠ½ΠΈΡΠ΅ Π΅ΠΊΠ²ΠΈΠ²Π°Π»Π΅Π½ΡΠΈ Π½Π° Π°Π½Π°Π»ΠΈΡΠΈΡΠΊΠΈΠΎΡ ΠΏΡΠΈΡΠΎΠΊ ΡΠ° ΠΈΠΌΠ°Π°Ρ ΠΎΡΠ½ΠΎΠ²Π°ΡΠ° Π½Π° ΠΈΠΌΠ΅Π½ΠΊΠ°ΡΠ° ΡΡΠΎ Π²Π»Π΅Π³ΡΠ²Π° Π²ΠΎ Π½ΠΈΠ²Π½ΠΈΠΎΡ ΡΠΎΡΡΠ°Π². ΠΡΡΡΠ°ΠΆΡΠ²Π°ΡΠ΅ΡΠΎ, ΠΈΡΡΠΎ ΡΠ°ΠΊΠ°, ΠΏΠΎΠΊΠ°ΠΆΡΠ²Π° ΠΈ Π΄Π΅ΠΊΠ° Π·Π° ΡΠ΅ΠΊΠΎΡ Π°Π½Π°Π»ΠΈΡΠΈΡΠΊΠΈ ΠΏΡΠΈΡΠΎΠΊ Π½Π΅ ΠΏΠΎΡΡΠΎΠΈ ΡΠΎΠΎΠ΄Π²Π΅ΡΠ΅Π½ ΠΏΠΎΠ»Π½ΠΎΠ·Π½Π°ΡΠ΅Π½ Π΅ΠΊΠ²ΠΈΠ²Π°Π»Π΅Π½Ρ ΠΈ Π΄Π΅ΠΊΠ° ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠΎΡ ΠΈΠΌΠ° Π³ΠΎΠ»Π΅ΠΌΠ° ΠΈ Π΄ΠΈΡΡΠΈΠ½ΠΊΡΠΈΠ²Π½Π° ΡΠ»ΠΎΠ³Π°, ΠΎΠ΄Π½ΠΎΡΠ½ΠΎ Π²ΠΎ Π·Π°Π²ΠΈΡΠ½ΠΎΡΡ ΠΎΠ΄ ΠΊΠΎΠ½ΡΠ΅ΠΊΡΡΠΎΡ, ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΡΠ°ΡΠ° Π²ΠΎΠ²Π΅Π΄Π΅Π½Π° ΡΠΎ Π°Π½Π°Π»ΠΈΡΠΈΡΠΊΠΈΠΎΡ ΠΏΡΠΈΡΠΎΠΊ ΠΈ ΡΠΎ Π½Π΅Π³ΠΎΠ²ΠΈΠΎΡ ΡΠ΅ΠΌΠ°Π½ΡΠΈΡΠΊΠΈ Π΅ΠΊΠ²ΠΈΠ²Π°Π»Π΅Π½Ρ ΠΌΠΎΠΆΠ΅ Π΄Π° ΡΠ΅ ΡΠΎΠ»ΠΊΡΠ²Π° Π½Π° ΡΠ°Π·Π»ΠΈΡΠ΅Π½ Π½Π°ΡΠΈΠ½. ΠΠ΄ ΠΈΡΡΡΠ°ΠΆΡΠ²Π°ΡΠ΅ΡΠΎ ΡΠ΅ ΡΠΎΠ³Π»Π΅Π΄ΡΠ²Π° ΠΈ Π΄Π΅ΠΊΠ°, Π²ΠΎ Π½Π΅ΠΊΠΎΠΈ ΡΠ»ΡΡΠ°ΠΈ, Π°Π½Π°Π»ΠΈΡΠΈΡΠΊΠΈΠΎΡ ΠΏΡΠΈΡΠΎΠΊ ΠΌΠΎΠΆΠ΅ Π΄Π° Π΅ ΡΡΠ°Π·Π΅ΠΎΠ»ΠΎΡΠΊΠΈ ΠΈΠ·ΡΠ°Π·, ΠΊΠ°ΠΊΠΎ ΠΈ ΠΎΡΠ½ΠΎΠ²Π° Π·Π° ΡΠΎΠ·Π΄Π°Π²Π°ΡΠ΅ Π½Π° Π½Π΅ΠΎΠ»ΠΎΠ³ΠΈΠ·ΠΌΠΈ
The Features of the Macedonian Standard Language in the Journalistic Sub Style (Columns)
The main function of the language is to serve as the most sophisticated means for mutual understanding among people. It is a phenomenon tightly connected with the society and the culture. As they grow, develop and change, the language also changes in order to satisfy the need of its speakers. The language culture is, in fact, part of every individualβs common culture. It refers to the correct use and implementation of the standard language norm in every sphere of oneβs living and functioning, including the articles in the journalistic sub style which should keep and promote this norm. Thus, the aim of the paper is to present the features of the Macedonian standard language in the newspaper columns, and determine whether the language used in them deviates from the already established language features of the journalistic sub style and from the language norm as well. The research has a qualitative paradigm and descriptive design. The sample consists of columns that are published in the Republic of North Macedonia. Analysis, synthesis and comparison are the methods used for processing the data and gaining conclusions. The research reveals that the language features and the deviations from the norm in the columns are identical to the ones already determined in the previous researches of the journalistic sub style
ΠΡΠΈΠ½Π΄Π΅ΡΠΎΠ½ΡΠΊΠΈΡΠ΅ ΡΠ΅ΡΠ΅Π½ΠΈΡΠΈ Π½ΠΈΠ· ΡΡΠ½ΠΊΡΠΈΠΎΠ½Π°Π»Π½ΠΈΡΠ΅ ΡΡΠΈΠ»ΠΎΠ²ΠΈ Π½Π° ΠΌΠ°ΠΊΠ΅Π΄ΠΎΠ½ΡΠΊΠΈΠΎΡ ΡΡΠ°Π½Π΄Π°ΡΠ΄Π΅Π½ ΡΠ°Π·ΠΈΠΊ
In the Macedonian standard language, there are compound sentences that do not have a conjunction or conjunction means between the part-sentences, i.e. there is no information about the relation between the part-sentences (coordination or subordination), as well as information for the type of the compound sentence. The syntactic synonymy contributes the determination of the relation between the part-sentences in the compound asyndeton sentence (the part-sentences can be placed in relation of coordination or subordination), yet the type of the compound asyndeton sentence cannot be determined, because the presence of certain conjunction and conjunction means indicates various types of compound asyndeton sentence. Thus, the researchβs aim, through analysis of certain asyndeton compound sentences, is to show that the syntactic synonymy has limitations on the semantic of these sentences, i.e. not all sentences that are a result of the syntactic synonymy are equally semantically acceptable, regarding the standard language norm.Β Β The research has qualitative paradigm (content analysis) and descriptive design. The sample consists of three sentences that belong to three various functional styles in the Macedonian language. The sentence are analyzed regarding their possibility to be connected with conjunctions or conjunction means and to form possible syntactic and semantically correct sentences. Synthesis and comparison are methods for processing the data and making inferences. Β The results from the research confirm that the syntactic synonymy has limitations regarding the semantic of the sentences, and these limitations differ depending on the functional style that the compound asyndeton sentence belongs to. Therefore, the need to introduce the asyndeton compound sentences as sub group compound sentences in the already existed types of compound sentences arises. For ex., independent compound copulative asyndeton sentences, independent compound adversative asyndeton sentences etc.ΠΠΎ ΡΡΠ°Π½Π΄Π°ΡΠ΄Π½ΠΈΠΎΡ ΠΌΠ°ΠΊΠ΅Π΄ΠΎΠ½ΡΠΊΠΈ ΡΠ°Π·ΠΈΠΊ ΠΏΠΎΡΡΠΎΡΠ°Ρ ΡΠ»ΠΎΠΆΠ΅Π½ΠΈ Π±Π΅ΡΠ²ΡΠ·Π½ΠΈΡΠΊΠΈ ΡΠ΅ΡΠ΅Π½ΠΈΡΠΈ, Π²ΠΎ ΠΊΠΎΠΈ ΠΏΠΎΡΠ°Π΄ΠΈ ΠΎΡΡΡΡΡΠ²ΠΎΡΠΎ Π½Π° ΡΠ²ΡΠ·Π½ΠΈΠΊ ΠΈΠ»ΠΈ ΡΠ²ΡΠ·ΡΠ²Π°ΡΠΊΠΎ ΡΡΠ΅Π΄ΡΡΠ²ΠΎ ΠΌΠ΅ΡΡ Π΄Π΅Π»-ΡΠ΅ΡΠ΅Π½ΠΈΡΠΈΡΠ΅, ΠΎΡΡΡΡΡΠ²ΡΠ²Π° ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΡΠ°ΡΠ° Π·Π° ΠΎΠ΄Π½ΠΎΡΠΎΡ ΠΌΠ΅ΡΡ Π΄Π΅Π»-ΡΠ΅ΡΠ΅Π½ΠΈΡΠΈΡΠ΅ (ΠΊΠΎΠΎΡΠ΄ΠΈΠ½Π°ΡΠΈΡΠ° ΠΈΠ»ΠΈ ΡΡΠ±ΠΎΡΠ΄ΠΈΠ½Π°ΡΠΈΡΠ°), ΠΊΠ°ΠΊΠΎ ΠΈ ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΡΠ°ΡΠ° Π·Π° ΡΠΈΠΏΠΎΡ Π½Π° ΡΠ»ΠΎΠΆΠ΅Π½Π°ΡΠ° ΡΠ΅ΡΠ΅Π½ΠΈΡΠ°. Π‘ΠΈΠ½ΡΠ°ΠΊΡΠΈΡΠΊΠ°ΡΠ° ΡΠΈΠ½ΠΎΠ½ΠΈΠΌΠΈΡΠ° ΠΏΡΠΈΠ΄ΠΎΠ½Π΅ΡΡΠ²Π° Π΄Π° ΡΠ΅ ΠΎΠΏΡΠ΅Π΄Π΅Π»ΠΈ ΠΎΠ΄Π½ΠΎΡΠΎΡ ΠΌΠ΅ΡΡ Π΄Π΅Π»-ΡΠ΅ΡΠ΅Π½ΠΈΡΠΈΡΠ΅ Π²ΠΎ ΡΠ»ΠΎΠΆΠ΅Π½Π°ΡΠ° Π±Π΅ΡΠ²ΡΠ·Π½ΠΈΡΠΊΠ° ΡΠ΅ΡΠ΅Π½ΠΈΡΠ° (Π΄Π΅Π»-ΡΠ΅ΡΠ΅Π½ΠΈΡΠΈΡΠ΅ ΠΌΠΎΠΆΠ΅ Π΄Π° ΡΠ΅ ΠΏΠΎΡΡΠ°Π²Π°Ρ Π²ΠΎ ΠΎΠ΄Π½ΠΎΡ Π½Π° ΠΊΠΎΠΎΡΠ΄ΠΈΠ½Π°ΡΠΈΡΠ° ΠΈ ΡΡΠ±ΠΎΡΠ΄ΠΈΠ½Π°ΡΠΈΡΠ°), Π½ΠΎ, ΡΠ΅ΠΏΠ°ΠΊ, Π½Π΅ ΠΌΠΎΠΆΠ΅ Π΄Π° ΡΠ΅ ΠΎΠΏΡΠ΅Π΄Π΅Π»ΠΈ ΡΠΈΠΏΠΎΡ Π½Π° ΡΠ»ΠΎΠΆΠ΅Π½Π°ΡΠ° Π±Π΅ΡΠ²ΡΠ·Π½ΠΈΡΠΊΠ° ΡΠ΅ΡΠ΅Π½ΠΈΡΠ°, Π·Π°ΡΡΠΎ ΠΏΡΠΈΡΡΡΡΠ²ΠΎΡΠΎ Π½Π° ΠΎΠ΄Π΄Π΅Π»Π½ΠΈ ΡΠ²ΡΠ·Π½ΠΈΡΠΈ ΠΈΠ»ΠΈ ΡΠ²ΡΠ·ΡΠ²Π°ΡΠΊΠΈ ΡΡΠ΅Π΄ΡΡΠ²Π° ΡΠΊΠ°ΠΆΡΠ²Π° Π½Π° ΡΠ°Π·Π»ΠΈΡΠ΅Π½ ΡΠΈΠΏ ΡΠ»ΠΎΠΆΠ΅Π½Π° Π±Π΅Π·Π²ΡΠ·Π½ΠΈΡΠΊΠ° ΡΠ΅ΡΠ΅Π½ΠΈΡΠ°. ΠΡΡΡΠΊΠ°, ΠΈΡΡΡΠ°ΠΆΡΠ²Π°ΡΠ΅ΡΠΎ ΠΈΠΌΠ° Π·Π° ΡΠ΅Π», ΠΏΡΠ΅ΠΊΡ Π°Π½Π°Π»ΠΈΠ·Π° Π½Π° ΠΎΠ΄Π΄Π΅Π»Π½ΠΈ Π±Π΅ΡΠ²ΡΠ·Π½ΠΈΡΠΊΠΈ ΡΠ΅ΡΠ΅Π½ΠΈΡΠΈ, Π΄Π° ΠΏΠΎΠΊΠ°ΠΆΠ΅ Π΄Π΅ΠΊΠ° ΡΠΈΠ½ΡΠ°ΠΊΡΠΈΡΠΊΠ°ΡΠ° ΡΠΈΠ½ΠΎΠ½ΠΈΠΌΠΈΡΠ° ΠΈΠΌΠ° ΠΎΠ³ΡΠ°Π½ΠΈΡΡΠ²Π°ΡΠ° Π½Π° ΡΠ΅ΠΌΠ°Π½ΡΠΈΡΠΊΠΈ ΠΏΠ»Π°Π½, ΠΎΠ΄Π½ΠΎΡΠ½ΠΎ Π΄Π΅ΠΊΠ° ΡΠΈΡΠ΅ ΡΠ΅ΡΠ΅Π½ΠΈΡΠΈ ΡΡΠΎ ΠΌΠΎΠΆΠ΅ Π΄Π° ΡΠ΅ Π΄ΠΎΠ±ΠΈΡΠ°Ρ ΡΠΎ ΡΠΈΠ½ΡΠ°ΠΊΡΠΈΡΠΊΠ°ΡΠ° ΡΠΈΠ½ΠΎΠ½ΠΈΠΌΠΈΡΠ° Π½Π΅ ΡΠ΅ ΠΏΡΠΈΡΠ°ΡΠ»ΠΈΠ²ΠΈ ΠΎΠ΄ Π³Π»Π΅Π΄Π½Π° ΡΠΎΡΠΊΠ° Π½Π° ΡΡΠ°Π½Π΄Π°ΡΠ΄Π½Π°ΡΠ° Π½ΠΎΡΠΌΠ° Π½Π° ΡΠ΅ΠΌΠ°Π½ΡΠΈΡΠΊΠΈ ΠΏΠ»Π°Π½. ΠΡΡΡΠ°ΠΆΡΠ²Π°ΡΠ΅ΡΠΎ ΠΈΠΌΠ° ΠΊΠ²Π°Π»ΠΈΡΠ°ΡΠΈΠ²Π½Π° ΠΏΠ°ΡΠ°Π΄ΠΈΠ³ΠΌΠ° (Π°Π½Π°Π»ΠΈΠ·Π° Π½Π° ΡΠΎΠ΄ΡΠΆΠΈΠ½Π°) ΠΈ Π΄Π΅ΡΠΊΡΠΈΠΏΡΠΈΠ²Π΅Π½ Π΄ΠΈΠ·Π°ΡΠ½. ΠΡΠΈΠΌΠ΅ΡΠΎΠΊΠΎΡ Π³ΠΎ ΠΏΡΠ΅ΡΡΡΠ°Π²ΡΠ²Π°Π°Ρ ΡΡΠΈ ΡΠ»ΠΎΠΆΠ΅Π½ΠΈ Π±Π΅ΡΠ²ΡΠ·Π½ΠΈΡΠΊΠΈ ΡΠ΅ΡΠ΅Π½ΠΈΡΠΈ, ΡΡΠΎ ΠΏΡΠΈΠΏΠ°ΡΠ°Π°Ρ Π½Π° ΡΡΠΈ ΡΡΠ½ΠΊΡΠΈΠΎΠ½Π°Π»Π½ΠΈ ΡΡΠΈΠ»ΠΎΠ²ΠΈ. Π Π΅ΡΠ΅Π½ΠΈΡΠΈΡΠ΅ ΡΠ΅ Π°Π½Π°Π»ΠΈΠ·ΠΈΡΠ°Π°Ρ ΠΎΠ΄ Π³Π»Π΅Π΄Π½Π° ΡΠΎΡΠΊΠ° Π½Π° Π½ΠΈΠ²Π½Π°ΡΠ° ΠΌΠΎΠΆΠ½ΠΎΡΡ Π·Π° ΡΠΏΠΎΡΡΠ²Π°ΡΠ΅ ΡΠΎ ΡΠ°Π·Π»ΠΈΡΠ½ΠΈ ΡΠ²ΡΠ·Π½ΠΈΡΠΈ ΠΈΠ»ΠΈ ΡΠ²ΡΠ·ΡΠ²Π°ΡΠΊΠΈ ΡΡΠ΅Π΄ΡΡΠ²Π°. ΠΠ΄ ΠΌΠ΅ΡΠΎΠ΄ΠΈΡΠ΅ ΡΡΡΠ΅ ΡΠ΅ ΠΊΠΎΡΠΈΡΡΠ°Ρ ΡΠΈΠ½ΡΠ΅Π·Π° ΠΈ ΠΊΠΎΠΌΠΏΠ°ΡΠ°ΡΠΈΡΠ°.Π Π΅Π·ΡΠ»ΡΠ°ΡΠΈΡΠ΅ ΠΎΠ΄ ΠΈΡΡΡΠ°ΠΆΡΠ²Π°ΡΠ΅ΡΠΎ ΠΏΠΎΡΠ²ΡΠ΄ΡΠ²Π°Π°Ρ Π΄Π΅ΠΊΠ° ΡΠΈΠ½ΡΠ°ΠΊΡΠΈΡΠΊΠ°ΡΠ° ΡΠΈΠ½ΠΎΠ½ΠΈΠΌΠΈΡΠ° ΠΈΠΌΠ° ΠΎΠ³ΡΠ°Π½ΠΈΡΡΠ²Π°ΡΠ° Π½Π° ΡΠ΅ΠΌΠ°Π½ΡΠΈΡΠΊΠΈ ΠΏΠ»Π°Π½ ΠΊΠΎΠΈ ΡΠ΅ ΡΠ°Π·Π»ΠΈΠΊΡΠ²Π°Π°Ρ Π²ΠΎ Π·Π°Π²ΠΈΡΠ½ΠΎΡΡ ΠΎΠ΄ ΡΡΠ½ΠΊΡΠΈΠΎΠ½Π°Π»Π½ΠΈΠΎΡ ΡΡΠΈΠ» Π½Π° ΠΊΠΎΡ ΠΌΡ ΠΏΡΠΈΠΏΠ°ΡΠ° ΡΠ»ΠΎΠΆΠ΅Π½Π°ΡΠ° Π±Π΅ΡΠ²ΡΠ·Π½ΠΈΡΠΊΠ° ΡΠ΅ΡΠ΅Π½ΠΈΡΠ°. ΠΡΡΡΠΊΠ°, ΠΏΠ°ΠΊ, ΠΏΡΠΎΠΈΠ·Π»Π΅Π³ΡΠ²Π° ΠΈ ΠΏΠΎΡΡΠ΅Π±Π°ΡΠ°, Π²ΡΠ· ΠΎΡΠ½ΠΎΠ²Π° Π½Π° ΠΎΠ΄Π½ΠΎΡΠΎΡ ΠΌΠ΅ΡΡ Π΄Π΅Π»-ΡΠ΅ΡΠ΅Π½ΠΈΡΠΈΡΠ΅, ΡΡΠΎ ΡΠ΅ ΡΠ΅ ΠΊΠΎΠ½ΡΡΠ°ΡΠΈΡΠ° ΠΊΠ°ΠΊΠΎ Π½Π°ΡΠ²Π΅ΡΠΎΡΠ°ΡΠ΅Π½, Π°ΡΠΈΠ½Π΄Π΅ΡΠΎΠ½ΡΠΊΠΈΡΠ΅ ΡΠ΅ΡΠ΅Π½ΠΈΡΠΈ Π΄Π° ΡΠ΅ Π²ΠΎΠ²Π΅Π΄Π°Ρ ΠΊΠ°ΠΊΠΎ ΠΏΠΎΠ΄Π³ΡΡΠΏΠ° ΡΠ»ΠΎΠΆΠ΅Π½ΠΈ ΡΠ΅ΡΠ΅Π½ΠΈΡΠΈ Π²ΠΎ ΠΏΠΎΡΡΠΎΡΠ½ΠΈΡΠ΅ ΡΠΈΠΏΠΎΠ²ΠΈ ΡΠ»ΠΎΠΆΠ΅Π½ΠΈ ΡΠ΅ΡΠ΅Π½ΠΈΡΠΈ, Π½Π° ΠΏΡΠΈΠΌΠ΅Ρ, Π½Π΅Π·Π°Π²ΠΈΡΠ½ΠΎΡΠ»ΠΎΠΆΠ΅Π½ΠΈ ΡΠΎΡΡΠ°Π²Π½ΠΈ Π°ΡΠΈΠ½Π΄Π΅ΡΠΎΠ½ΡΠΊΠΈ ΡΠ΅ΡΠ΅Π½ΠΈΡΠΈ, Π½Π΅Π·Π°Π²ΠΈΡΠ½ΠΎΡΠ»ΠΎΠΆΠ΅Π½ΠΈ ΡΠΏΡΠΎΡΠΈΠ²Π½ΠΈ Π°ΡΠΈΠ½Π΄Π΅ΡΠΎΠ½ΡΠΊΠΈ ΡΠ΅ΡΠ΅Π½ΠΈΡΠΈ ΠΈ ΡΠ»
ΠΠ ΠΠ ΠΠΠΠ’ ΠΠ ΠΠΠ‘Π’ΠΠΠΠΠ’Π ΠΠ ΠΠΠ ΠΠΠ Π ΠΠ Π£Π§ΠΠΠΠΠ¦ΠΠ’Π ΠΠ ΠΠΠΠΠΠΠΠ‘ΠΠ ΠΠΠΠΠ ΠΠ ΠΠ‘ΠΠΠΠΠΠ’Π Π Π‘Π ΠΠΠΠΠ’Π ΠΠΠ ΠΠΠΠΠΠΠΠ ΠΠ Π Π
The predicate is a constitutive part of the sentence and, as such, it is critical for successful syntactic analysis of sentences. Taking into account everyday practice of higher education, it is clear that students have difficulties determining the predicate in sentences. The goal of this paper is clear, it is to examine the causes for the widespread insufficient competency to determine the predicate in sentences in students of higher education. The research has a qualitative paradigm (content analysis). It analyses the Macedonian language-teaching curriculum and textbooks (sample) regarding the predicate in the primary and secondary education in the Republic of Macedonia. It also has a quantitative paradigm, fot it analyses the thoughts and attitudes of 200 students (from all the regions in Macedonia) (sample) which attend the courses of Modern Macedonian language and courses of the Syntax of the Macedonian language in the Faculty of Education in Bitola. The methods for processing the data and gaining conclusions are analysis, comparison and synthesis. The results show that the Macedonian language curriculum and textbooks are the causes for the studentsβ insufficient competencies to determine the predicate in a given sentence. The concepts of simple and complex verb predicates and simple and complex predicates that require complement are introduced too late, in the third year of the secondary education (vocational and gymnasium), and they are often explained incorrectly. These finding are confirmed by the survey of students, which shows that most of the students cannot determine the predicate in the sentence, and this refers especially to the complex predicates that require complement. Therefore, students cannot make correct syntactic analysis of sentences. According to the students, the elementary and secondary schoolβs teachers pay a great attention to literature and neglect grammar.ΠΡΠΈΡΠΎΠΊΠΎΡ Π΅ ΠΎΡΠ½ΠΎΠ²Π΅Π½ ΠΊΠΎΠ½ΡΡΠΈΡΡΡΠΈΠ²Π΅Π½ ΡΠ»Π΅Π½ Π½Π° ΡΠ΅ΡΠ΅Π½ΠΈΡΠ°ΡΠ° ΠΈ ΠΎΠ΄ Π½Π΅Π³ΠΎΠ²ΠΎΡΠΎ ΠΏΡΠ°Π²ΠΈΠ»Π½ΠΎ ΡΡΠ²ΠΎΡΡΠ²Π°ΡΠ΅ Π²ΠΎ Π½Π°ΡΡΠ°Π²Π½ΠΈΠΎΡ ΠΏΡΠΎΡΠ΅Ρ Π·Π°Π²ΠΈΡΠΈ ΡΡΠΏΠ΅ΡΠ½ΠΎΡΡΠ° Π½Π° ΡΠΈΠ½ΡΠ°ΠΊΡΠΈΡΠΊΠ°ΡΠ° Π°Π½Π°Π»ΠΈΠ·Π° Π½Π° ΡΠ΅ΡΠ΅Π½ΠΈΡΠ°ΡΠ°. ΠΠΊΠΎ ΡΠ΅ ΠΈΠΌΠ° ΠΏΡΠ΅Π΄Π²ΠΈΠ΄ Π½Π°ΡΠ°ΡΠ° ΡΠ΅ΠΊΠΎΡΠ΄Π½Π΅Π²Π½Π° Π½Π°ΡΡΠ°Π²Π½Π° ΠΏΡΠ°ΠΊΡΠΈΠΊΠ° Π²ΠΎ Π²ΠΈΡΠΎΠΊΠΎΡΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠ΅, ΠΊΠΎΡΠ° ΠΏΠΎΠΊΠ°ΠΆΡΠ²Π° Π΄Π΅ΠΊΠ° Π²ΠΎ ΡΠ΅ΡΠ΅Π½ΠΈΡΠ°ΡΠ° Π½Π°ΡΡΠ΅ΡΠΊΠΎ ΡΠ΅ ΠΎΡΠΊΡΠΈΠ²Π° ΠΏΡΠΈΡΠΎΠΊΠΎΡ, ΡΠΎΠ³Π°Ρ ΡΡΠ°Π½ΡΠ²Π° ΡΠ°ΡΠ½Π° ΠΈ ΡΠ΅Π»ΡΠ° Π½Π° ΡΡΡΠ΄ΠΎΡ, Π° ΡΠΎΠ° Π΅ Π΄Π° ΡΠ΅ ΠΈΡΠΏΠΈΡΠ°Π°Ρ ΠΏΡΠΈΡΠΈΠ½ΠΈΡΠ΅ Π·Π° Π½Π΅Π΄ΠΎΠ²ΠΎΠ»Π½ΠΈΡΠ΅ ΡΠΈΠ½ΡΠ°ΠΊΡΠΈΡΠΊΠΈ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΈ Π½Π° ΡΡΡΠ΄Π΅Π½ΡΠΈΡΠ΅ Π²ΠΎ ΠΎΠ΄Π½ΠΎΡ Π½Π° ΠΏΡΠΈΡΠΎΠΊΠΎΡ Π²ΠΎ Π²ΠΈΡΠΎΠΊΠΎΡΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠ΅. ΠΡΡΡΠ°ΠΆΡΠ²Π°ΡΠ΅ΡΠΎ ΠΈΠΌΠ°: ΠΊΠ²Π°Π»ΠΈΡΠ°ΡΠΈΠ²Π½Π° ΠΏΠ°ΡΠ°Π΄ΠΈΠ³ΠΌΠ°, ΠΎΠ΄Π½ΠΎΡΠ½ΠΎ ΡΠ΅ Π°Π½Π°Π»ΠΈΠ·ΠΈΡΠ°Π°Ρ ΠΠ°ΡΡΠ°Π²Π½Π°ΡΠ° ΠΏΡΠΎΠ³ΡΠ°ΠΌΠ° ΠΈ ΡΡΠ΅Π±Π½ΠΈΡΠΈΡΠ΅ ΠΏΠΎ ΠΠ°ΠΊΠ΅Π΄ΠΎΠ½ΡΠΊΠΈ ΡΠ°Π·ΠΈΠΊ Π·Π° ΠΎΡΠ½ΠΎΠ²Π½ΠΎ ΠΈ ΡΡΠ΅Π΄Π½ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠ΅, (ΠΏΡΠΈΠΌΠ΅ΡΠΎΠΊ), ΠΎΠ΄ Π³Π»Π΅Π΄Π½Π° ΡΠΎΡΠΊΠ° Π½Π° ΠΈΠ½ΡΠΎΡΠΌΠ°ΡΠΈΠΈΡΠ΅ ΡΡΠΎ Π²ΠΎ Π½ΠΈΠ² ΡΠ΅ Π·Π°ΡΡΠ°ΠΏΠ΅Π½ΠΈ Π·Π° ΠΏΡΠΈΡΠΎΠΊΠΎΡ; ΠΊΠ²Π°Π½ΡΠΈΡΠ°ΡΠΈΠ²Π½Π° ΠΏΠ°ΡΠ°Π΄ΠΈΠ³ΠΌΠ°, ΠΎΠ΄Π½ΠΎΡΠ½ΠΎ ΡΠ΅ Π°Π½Π°Π»ΠΈΠ·ΠΈΡΠ°Π°Ρ ΡΡΠ°Π²ΠΎΠ²ΠΈΡΠ΅ ΠΈ ΡΠ°Π·ΠΌΠΈΡΠ»ΡΠ²Π°ΡΠ°ΡΠ° Π½Π° 200 ΡΡΡΠ΄Π΅Π½ΡΠΈ ΠΎΠ΄ ΡΠΈΡΠ΅ ΡΠ΅Π³ΠΈΠΎΠ½ΠΈ Π½Π° ΠΠ°ΠΊΠ΅Π΄ΠΎΠ½ΠΈΡΠ°, (ΠΏΡΠΈΠΌΠ΅ΡΠΎΠΊ), ΠΊΠΎΠΈ Π³ΠΈ ΡΠ»ΡΡΠ°Π°Ρ ΠΏΡΠ΅Π΄ΠΌΠ΅ΡΠΈΡΠ΅ Π‘ΠΎΠ²ΡΠ΅ΠΌΠ΅Π½ ΠΌΠ°ΠΊΠ΅Π΄ΠΎΠ½ΡΠΊΠΈ ΡΠ°Π·ΠΈΠΊ ΠΈ Π‘ΠΈΠ½ΡΠ°ΠΊΡΠ° Π½Π° ΠΌΠ°ΠΊΠ΅Π΄ΠΎΠ½ΡΠΊΠΈΠΎΡ ΡΠ°Π·ΠΈΠΊ Π½Π° ΠΠ΅Π΄Π°Π³ΠΎΡΠΊΠΈΠΎΡ ΡΠ°ΠΊΡΠ»ΡΠ΅Ρ Π²ΠΎ ΠΠΈΡΠΎΠ»Π°. ΠΠ΄ ΠΌΠ΅ΡΠΎΠ΄ΠΈΡΠ΅ Π·Π° ΠΎΠ±ΡΠ°Π±ΠΎΡΠΊΠ° Π½Π° ΠΏΠΎΠ΄Π°ΡΠΎΡΠΈΡΠ΅ ΠΈ Π΄ΠΎΠ½Π΅ΡΡΠ²Π°ΡΠ΅ Π½Π° Π·Π°ΠΊΠ»ΡΡΠΎΡΠΈ ΡΠ΅ ΠΊΠΎΡΠΈΡΡΠ°Ρ Π°Π½Π°Π»ΠΈΠ·Π°, ΠΊΠΎΠΌΠΏΠ°ΡΠ°ΡΠΈΡΠ° ΠΈ ΡΠΈΠ½ΡΠ΅Π·Π°. Π Π΅Π·ΡΠ»ΡΠ°ΡΠΈΡΠ΅ ΠΎΠ΄ ΠΈΡΡΡΠ°ΠΆΡΠ²Π°ΡΠ΅ΡΠΎ ΠΏΠΎΠΊΠ°ΠΆΡΠ²Π°Π°Ρ Π΄Π΅ΠΊΠ° ΡΠΎΠΊΠΌΡ Π²ΠΎ ΠΠ°ΡΡΠ°Π²Π½Π°ΡΠ° ΠΏΡΠΎΠ³ΡΠ°ΠΌΠ° ΠΈ Π²ΠΎ ΡΡΠ΅Π±Π½ΠΈΡΠΈΡΠ΅ ΠΏΠΎ ΠΠ°ΠΊΠ΅Π΄ΠΎΠ½ΡΠΊΠΈ ΡΠ°Π·ΠΈΠΊ ΡΠ΅ Π½Π°ΠΎΡΠ°Π°Ρ ΠΏΡΠΈΡΠΈΠ½ΠΈΡΠ΅ Π·Π° Π½Π΅Π΄ΠΎΠ²ΠΎΠ»Π½ΠΈΡΠ΅ ΡΠΈΠ½ΡΠ°ΠΊΡΠΈΡΠΊΠΈ ΠΊΠΎΠΌΠΏΠ΅ΡΠ΅Π½ΡΠΈΠΈ Π½Π° ΡΡΡΠ΄Π΅Π½ΡΠΈΡΠ΅, Π²ΠΎ ΠΎΠ΄Π½ΠΎΡ Π½Π° ΠΏΡΠΈΡΠΎΠΊΠΎΡ, Π·Π°ΡΡΠΎ ΠΏΠΎΠΈΠΌΠΈΡΠ΅ ΠΏΡΠΎΡΡ ΠΈ ΡΠ»ΠΎΠΆΠ΅Π½ Π³Π»Π°Π³ΠΎΠ»ΡΠΊΠΈ ΠΈ ΠΏΡΠΎΡΡ ΠΈ ΡΠ»ΠΎΠΆΠ΅Π½ Π³Π»Π°Π³ΠΎΠ»ΡΠΊΠΎ-ΠΈΠΌΠ΅Π½ΡΠΊΠΈ ΠΏΡΠΈΡΠΎΠΊ ΡΠ΅ Π²ΠΎΠ²Π΅Π΄ΡΠ²Π°Π°Ρ Π΄ΡΡΠΈ Π²ΠΎ ΡΡΠ΅ΡΠ° Π³ΠΎΠ΄ΠΈΠ½Π° ΠΎΠ΄ ΡΡΠ΅Π΄Π½ΠΎΡΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠ΅ (ΡΡΡΡΡΠ½ΠΎ ΠΈ Π³ΠΈΠΌΠ½Π°Π·ΠΈΡΠΊΠΎ) ΠΈ Π·Π°ΡΡΠΎ Π½ΠΈΠ²Π½ΠΎΡΠΎ ΠΎΠ±ΡΠ°ΡΠ½ΡΠ²Π°ΡΠ΅ Π΅ ΠΌΠ½ΠΎΠ³Ρ ΠΊΡΠ°ΡΠΊΠΎ ΠΈ ΠΏΠΎΠ³ΡΠ΅ΡΠ½ΠΎ. ΠΠ²ΠΈΠ΅ Π½Π°ΠΎΡΠ°ΡΠ° ΡΠ΅ ΠΏΠΎΡΠ²ΡΠ΄ΡΠ²Π°Π°Ρ ΡΠΎ ΡΠ΅Π·ΡΠ»ΡΠ°ΡΠΈΡΠ΅ ΠΎΠ΄ ΡΡΡΠ΄Π΅Π½ΡΡΠΊΠ°ΡΠ° Π°Π½ΠΊΠ΅ΡΠ° ΠΊΠΎΡΠ° ΠΏΠΎΠΊΠ°ΠΆΡΠ²Π° Π΄Π΅ΠΊΠ° Π½Π°ΡΠ³ΠΎΠ»Π΅ΠΌΠΈΠΎΡ Π±ΡΠΎΡ ΡΡΡΠ΄Π΅Π½ΡΠΈ Π½Π΅ Π·Π½Π°Π°Ρ Π΄Π° Π³ΠΎ ΠΎΠΏΡΠ΅Π΄Π΅Π»Π°Ρ ΠΏΡΠΈΡΠΎΠΊΠΎΡ Π²ΠΎ ΡΠ΅ΡΠ΅Π½ΠΈΡΠ°ΡΠ°, ΡΡΠΎ, ΠΎΡΠΎΠ±Π΅Π½ΠΎ ΡΠ΅ ΠΎΠ΄Π½Π΅ΡΡΠ²Π° Π½Π° ΡΠ»ΠΎΠΆΠ΅Π½ΠΈΠΎΡ Π³Π»Π°Π³ΠΎΠ»ΡΠΊΠΎ-ΠΈΠΌΠ΅Π½ΡΠΊΠΈ, ΠΏΠ°, ΠΎΡΡΡΠΊΠ° Π½Π΅ ΠΌΠΎΠΆΠ°Ρ Π΄Π° Π½Π°ΠΏΡΠ°Π²Π°Ρ ΠΈ ΠΏΡΠ°Π²ΠΈΠ»Π½Π° ΡΠΈΠ½ΡΠ°ΠΊΡΠΈΡΠΊΠ° Π°Π½Π°Π»ΠΈΠ·Π° Π½Π° ΡΠ΅ΡΠ΅Π½ΠΈΡΠ°ΡΠ°. Π‘ΠΏΠΎΡΠ΅Π΄ ΡΡΡΠ΄Π΅Π½ΡΠΈΡΠ΅, Π½Π°ΡΡΠ°Π²Π½ΠΈΡΠΈΡΠ΅ Π²ΠΎ ΠΎΡΠ½ΠΎΠ²Π½ΠΎ ΠΈ ΡΡΠ΅Π΄Π½ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΠ΅ ΠΏΠΎΠ³ΠΎΠ»Π΅ΠΌΠΎ Π²Π½ΠΈΠΌΠ°Π½ΠΈΠ΅ ΠΌΡ ΠΏΠΎΡΠ²Π΅ΡΡΠ²Π°Π°Ρ Π½Π° ΠΏΠΎΠ΄ΡΠ°ΡΡΠ΅ΡΠΎ ΠΠΈΡΠ΅ΡΠ°ΡΡΡΠ° ΠΈ Π½Π΅ΠΎΠΏΡΠ°Π²Π΄Π°Π½ΠΎ Π³ΠΎ Π·Π°Π½Π΅ΠΌΠ°ΡΡΠ²Π°Π°Ρ ΠΏΠΎΠ΄ΡΠ°ΡΡΠ΅ΡΠΎ ΠΡΠ°ΠΌΠ°ΡΠΈΠΊΠ°
The Macedonian Language in Regard to Covid-19
The new disease that appears in December 2019 affects all spheres of peopleβs everyday living and functioning. Bearing in mind that language reflects social phenomena and that lexicon is the most flexible language segment, new words and phrases inevitably enter the lexicon on a daily basis. These novelties generate new problems not only in the lexicon but in other language segments as well. Thus, this paper addresses the new words which emerge from the disease presence as well as the problems caused by their occurrence and use, in regard to the Macedonian orthography, morphology, syntax and lexicology. This is a qualitative research that has a descriptive design, and the corpus consists of numerous articles issued in electronic newspapers. Analysis and synthesis are the methods used for processing the data and reaching conclusions. The research results indicate that the Macedonian language lexicon undoubtedly is enriched with new words. However, this extension in the lexicon has plenty of orthographic, morphological and syntactic implications related to the Macedonian language norm
ΠΠ΅ΠΊΡΠΈΡΠΊΠΈ ΡΡΠ΅Π΄ΡΡΠ²Π° Π·Π° ΠΈΠ·ΡΠ°Π·ΡΠ²Π°ΡΠ΅ Π½Π° ΠΌΠΎΠ΄Π°Π»Π½ΠΎΡΡΠ° Π²ΠΎ ΠΌΠ°ΠΊΠ΅Π΄ΠΎΠ½ΡΠΊΠΈΠΎΡ ΡΡΠ°Π½Π΄Π°ΡΠ΄Π΅Π½ ΡΠ°Π·ΠΈΠΊ
This paper aims to indentify the lexical means for expressing modality which are used in the press in the Macedonian language, their function and specific features. The research is a descriptive one and the data are collected from a large number of journalistic articles from electronic newspapers in the Republic of North Macedonia. The sample consists of 10 000 results searched on Google. The analysis of the data takes into account Hallidayβs (1994) functional systemic analysis which connects the modality with the interpersonal function of the language which points out the speakerβs stance toward the content of the proposition, as well as Fowlerβs (1994) attitude that the editors and journalists use textual strategies to foreground the speech acts that express values and beliefs. The research results show that in the journalistic discourse in the Macedonian language there are plenty of lexical means for expressing modality as in other languages. The results suggest that the journalistic articles function not only to inform the reader but also to direct him to certain point of view through the use of the appropriate modal lexical means.OΠ²ΠΎΡ ΡΡΡΠ΄ ΠΈΠΌΠ° Π·Π° ΡΠ΅Π» Π΄Π° Π³ΠΈ ΠΈΠ΄Π΅Π½ΡΠΈΡΠΈΠΊΡΠ²Π° Π»Π΅ΠΊΡΠΈΡΠΊΠΈΡΠ΅ ΡΡΠ΅Π΄ΡΡΠ²Π° Π·Π° ΠΈΠ·ΡΠ°Π·ΡΠ²Π°ΡΠ΅ Π½Π° ΠΌΠΎΠ΄Π°Π»Π½ΠΎΡΡΠ° ΡΡΠΎ ΡΠ΅ ΡΠΏΠΎΡΡΠ΅Π±ΡΠ²Π°Π°Ρ Π²ΠΎ ΠΌΠ°ΠΊΠ΅Π΄ΠΎΠ½ΡΠΊΠΈΠΎΡ ΡΠ°Π·ΠΈΠΊ Π²ΠΎ Π½ΠΎΠ²ΠΈΠ½Π°ΡΡΠΊΠΈΠΎΡ Π΄ΠΈΡΠΊΡΡΡ, Π½ΠΈΠ²Π½Π°ΡΠ° ΡΡΠ½ΠΊΡΠΈΡΠ° ΠΈ Π½ΠΈΠ²Π½ΠΈΡΠ΅ ΠΎΡΠΎΠ±Π΅Π½ΠΎΡΡΠΈ. ΠΡΡΡΠ°ΠΆΡΠ²Π°ΡΠ΅ΡΠΎ Π΅ ΠΎΠΏΠΈΡΠ½ΠΎ, Π° ΠΏΠΎΠ΄Π°ΡΠΎΡΠΈΡΠ΅ ΡΠ΅ ΡΠΎΠ±ΡΠ°Π½ΠΈ ΠΎΠ΄ Π³ΠΎΠ»Π΅ΠΌ Π±ΡΠΎΡ Π½ΠΎΠ²ΠΈΠ½Π°ΡΡΠΊΠΈ ΡΡΠ°ΡΠΈΠΈ ΠΎΠ΄ Π΅Π»Π΅ΠΊΡΡΠΎΠ½ΡΠΊΠΈ Π²Π΅ΡΠ½ΠΈΡΠΈ Π²ΠΎ Π Π΅ΠΏΡΠ±Π»ΠΈΠΊΠ° Π‘Π΅Π²Π΅ΡΠ½Π° ΠΠ°ΠΊΠ΅Π΄ΠΎΠ½ΠΈΡΠ°. ΠΡΠΈΠΌΠ΅ΡΠΎΠΊΠΎΡ Π³ΠΎ ΡΠΎΡΠΈΠ½ΡΠ²Π°Π°Ρ 10 000 ΡΠ΅Π·ΡΠ»ΡΠ°ΡΠΈ Π½Π° ΠΏΡΠ΅Π±Π°ΡΡΠ²Π°ΡΠΎΡ ΠΡΠ³Π» (βGoogleβ). ΠΠΎ Π°Π½Π°Π»ΠΈΠ·Π°ΡΠ° Π½Π° ΠΏΠΎΠ΄Π°ΡΠΎΡΠΈΡΠ΅ ΡΠ΅ ΠΏΠΎΠ°ΡΠ° ΠΎΠ΄ ΡΠΈΡΡΠ΅ΠΌΡΠΊΠ°ΡΠ° ΡΡΠ½ΠΊΡΠΈΠΎΠ½Π°Π»Π½Π° Π°Π½Π°Π»ΠΈΠ·Π° Π½Π° Π₯Π°Π»ΠΈΠ΄Π΅Ρ (Halliday, 1994) ΡΡΠΎ ΡΠ° ΠΏΠΎΠ²ΡΠ·ΡΠ²Π° ΠΌΠΎΠ΄Π°Π»Π½ΠΎΡΡΠ° ΡΠΎ ΠΈΠ½ΡΠ΅ΡΠΏΠ΅ΡΡΠΎΠ½Π°Π»Π½Π°ΡΠ° ΡΡΠ½ΠΊΡΠΈΡΠ° Π½Π° ΡΠ°Π·ΠΈΠΊΠΎΡ ΠΈ Π³ΠΎ Π½Π°Π³Π»Π°ΡΡΠ²Π° ΡΡΠ°Π²ΠΎΡ Π½Π° Π·Π±ΠΎΡΡΠ²Π°ΡΠΎΡ Π²ΠΎ ΠΎΠ΄Π½ΠΎΡ Π½Π° Π²ΠΈΡΡΠΈΠ½ΠΈΡΠΎΡΡΠ° Π½Π° ΠΈΡΠΊΠ°Π·ΠΎΡ, ΠΊΠ°ΠΊΠΎ ΠΈ ΠΎΠ΄ ΡΡΠ°Π²ΠΎΡ Π½Π° Π€Π°ΡΠ»Π΅Ρ (Fowler, 1994) Π·Π° ΡΠΎΠ° Π΄Π΅ΠΊΠ° ΡΡΠ΅Π΄Π½ΠΈΡΠΈΡΠ΅ ΠΈΠ»ΠΈ Π½ΠΎΠ²ΠΈΠ½Π°ΡΠΈΡΠ΅ ΡΠΏΠΎΡΡΠ΅Π±ΡΠ²Π°Π°Ρ ΡΠ΅ΠΊΡΡΡΠ°Π»Π½ΠΈ ΡΡΡΠ°ΡΠ΅Π³ΠΈΠΈ Π·Π° Π΄Π° ΡΠ΅ Π½Π°Π³Π»Π°ΡΠ°Ρ Π³ΠΎΠ²ΠΎΡΠ½ΠΈΡΠ΅ ΡΠΈΠ½ΠΎΠ²ΠΈ ΡΠΎ ΠΊΠΎΠΈ ΡΠ΅ ΠΈΠ·ΡΠ°Π·ΡΠ²Π°Π°Ρ Π²ΡΠ΅Π΄Π½ΠΎΡΡΠΈ ΠΈ Π²Π΅ΡΡΠ²Π°ΡΠ°. Π Π΅Π·ΡΠ»ΡΠ°ΡΠΈΡΠ΅ ΠΎΠ΄ ΠΈΡΡΡΠ°ΠΆΡΠ²Π°ΡΠ΅ΡΠΎ ΠΏΠΎΠΊΠ°ΠΆΡΠ²Π°Π°Ρ Π΄Π΅ΠΊΠ°, ΠΊΠ°ΠΊΠΎ ΠΈ Π²ΠΎ Π΄ΡΡΠ³ΠΈΡΠ΅ ΡΠ°Π·ΠΈΡΠΈ, ΠΈ Π²ΠΎ ΠΌΠ°ΠΊΠ΅Π΄ΠΎΠ½ΡΠΊΠΈΠΎΡ ΡΠ°Π·ΠΈΠΊ Π²ΠΎ ΡΠ°Π·ΠΈΠΊΠΎΡ Π½Π° ΠΏΠ΅ΡΠ°ΡΠΎΡ ΠΈΠΌΠ° Π³ΠΎΠ»Π΅ΠΌ Π±ΡΠΎΡ Π»Π΅ΠΊΡΠΈΡΠΊΠΈ ΡΡΠ΅Π΄ΡΡΠ²Π° Π·Π° ΠΈΠ·ΡΠ°Π·ΡΠ²Π°ΡΠ΅ Π½Π° ΠΌΠΎΠ΄Π°Π»Π½ΠΎΡΡΠ°. ΠΠ΄ ΡΠ΅Π·ΡΠ»ΡΠ°ΡΠΈΡΠ΅ ΡΠ΅ Π³Π»Π΅Π΄Π° ΠΈ Π΄Π΅ΠΊΠ° Π½ΠΎΠ²ΠΈΠ½Π°ΡΡΠΊΠΈΡΠ΅ ΡΡΠ°ΡΠΈΠΈ Π½Π΅ ΡΠ°ΠΌΠΎ ΡΡΠΎ ΠΈΠ½ΡΠΎΡΠΌΠΈΡΠ°Π°Ρ ΡΡΠΊΡ ΠΈ Π³ΠΎ Π½Π°ΡΠΎΡΡΠ²Π°Π°Ρ ΡΠΈΡΠ°ΡΠ΅Π»ΠΎΡ ΠΊΠΎΠ½ ΠΎΠ΄ΡΠ΅Π΄Π΅Π½Π° Π³Π»Π΅Π΄Π½Π° ΡΠΎΡΠΊΠ° ΠΏΡΠ΅ΠΊΡ ΡΠΏΠΎΡΡΠ΅Π±Π°ΡΠ° Π½Π° ΡΠΎΠΎΠ΄Π²Π΅ΡΠ½ΠΈ ΠΌΠΎΠ΄Π°Π»Π½ΠΈ Π»Π΅ΠΊΡΠΈΡΠΊΠΈ ΡΡΠ΅Π΄ΡΡΠ²Π°
ΠΠ’ΠΠ ΠΠ’Π Π ΠΠΠΠΠ¨Π’Π ΠΠ Π‘ΠΠΠΠΠΠΠ‘Π’ ΠΠΠ ΠΠ£ΠΠ’ΠΠΠΠΠΠΠ’ΠΠΠΠΠ’Π Π‘ΠΠΠΠΠΠ Π‘ΠΠΠΠΠ’ΠΠΠ ΠΠ ΠΠ Π Π‘Π’ΠΠΠΠ ΠΠ ΠΠΠΠΠΠΠΠ‘ΠΠΠΠ’ ΠΠΠΠΠ
The paper presents models of multiplicative first level semantemes from second class of complexity and determines the formal indicators of these structures for expressing multiplicative aspect configuration. The relevant feature of multiplicative aspect configuration β event/situation comprehension as a moment is stressed out, as well as the mutual relations between these semantemes with the habitual and telic aspect configuration which are connected with polysemy of the semantemes as a result of the context role, real or assumed.ΠΠΎ ΡΡΡΠ΄ΠΎΡ ΡΠ΅ ΠΏΡΠ΅ΡΡΡΠ°Π²ΡΠ²Π°Π°Ρ ΠΌΠΎΠ΄Π΅Π»ΠΈ Π½Π° ΠΌΡΠ»ΡΠΈΠΏΠ»ΠΈΠΊΠ°ΡΠΈΠ²Π½ΠΈ ΡΠ»ΠΎΠΆΠ΅Π½ΠΈ ΡΠ΅ΠΌΠ°Π½ΡΠ΅ΠΌΠΈ ΠΎΠ΄ ΠΏΡΠ² ΡΡΠ΅ΠΏΠ΅Π½ ΠΎΠ΄ Π²ΡΠΎΡΠΎΡΠΎ ΡΠ°ΠΌΠ½ΠΈΡΡΠ΅ Π½Π° ΡΠ»ΠΎΠΆΠ΅Π½ΠΎΡΡ ΠΈ ΡΠ΅ ΠΎΠΏΡΠ΅Π΄Π΅Π»ΡΠ²Π°Π°Ρ ΡΠΎΡΠΌΠ°Π»Π½ΠΈΡΠ΅ ΠΏΠΎΠΊΠ°Π·Π°ΡΠ΅Π»ΠΈ Π½Π° ΠΎΠ²ΠΈΠ΅ ΡΡΡΡΠΊΡΡΡΠΈ Π·Π° ΠΈΠ·ΡΠ°Π·ΡΠ²Π°ΡΠ΅ Π½Π° ΠΌΡΠ»ΡΠΈΠΏΠ»ΠΈΠΊΠ°ΡΠΈΠ²Π½Π°ΡΠ° Π²ΠΈΠ΄ΡΠΊΠ° ΠΊΠΎΠ½ΡΠΈΠ³ΡΡΠ°ΡΠΈΡΠ°. ΠΠΊΡΠ΅Π½ΡΠΎΡ Π΅ ΡΡΠ°Π²Π΅Π½ Π½Π° Π²Π°ΠΆΠ½Π°ΡΠ° ΠΎΡΠΎΠ±Π΅Π½ΠΎΡΡ Π½Π° ΠΌΡΠ»ΡΠΈΠΏΠ»ΠΈΠΊΠ°ΡΠΈΠ²Π½Π°ΡΠ° Π²ΠΈΠ΄ΡΠΊΠ° ΠΊΠΎΠ½ΡΠΈΠ³ΡΡΠ°ΡΠΈΡΠ° β ΡΡΠ°ΡΠ°ΡΠ΅ΡΠΎ Π½Π° Π½Π°ΡΡΠ°Π½ΠΎΡ/ΡΠΈΡΡΠ°ΡΠΈΡΠ°ΡΠ° ΠΊΠ°ΠΊΠΎ ΠΌΠΎΠΌΠ΅Π½Ρ, Π½Π° ΠΌΠ΅ΡΡΡΠ΅Π±Π½ΠΈΡΠ΅ ΡΠ΅Π»Π°ΡΠΈΠΈ Π½Π° ΠΎΠ²ΠΈΠ΅ ΡΠ΅ΠΌΠ°Π½ΡΠ΅ΠΌΠΈ ΡΠΎ Ρ
Π°Π±ΠΈΡΡΠ°Π»Π½Π°ΡΠ° ΠΈ ΡΠΎ ΡΠ΅Π»ΠΈΡΠ½Π°ΡΠ° Π²ΠΈΠ΄ΡΠΊΠ° ΠΊΠΎΠ½ΡΠΈΠ³ΡΡΠ°ΡΠΈΡΠ° ΠΊΠΎΠΈ ΡΠ΅ ΠΏΠΎΠ²ΡΠ·Π°Π½ΠΈ ΡΠΎ ΠΏΠΎΠ²Π΅ΡΠ΅Π·Π½Π°ΡΠ½ΠΎΡΡΠ° Π½Π° ΡΠ΅ΠΌΠ°Π½ΡΠ΅ΠΌΠ°ΡΠ° ΠΊΠ°ΠΊΠΎ ΡΠ΅Π·ΡΠ»ΡΠ°Ρ Π½Π° ΡΠ»ΠΎΠ³Π°ΡΠ° Π½Π° ΡΠ΅Π°Π»Π½ΠΈΠΎΡ ΠΈΠ»ΠΈ ΠΏΡΠ΅ΡΠΏΠΎΡΡΠ°Π²Π΅Π½ΠΈΠΎΡ ΠΊΠΎΠ½ΡΠ΅ΠΊΡ