Scientific Peer Reviewed Journal. Online versions of Journals was created by "Association for Science". Journal DOI: https://doi.org/10.52340/lac ISSN: 1987-7323
Singapore’s teaching method from a historical perspective
In the 21st century in the era of information technology, questions continue to arise regarding how to transform current teaching methods into approaches that make the learning process more engaging. One of the main goals of pedagogy is to develop students’ interest in learning and creativity, as these are powerful tools in the educational process that encourage deeper engagement with the course material and the development of individual abilities. One way to address this challenge is the introduction of Singapore’s teaching method into the educational process, which allows for the diversification of teaching forms and strategies and increases students’ creative activity. According to researchers, the use of the Singaporean teaching method provides opportunities to organize effective educational activities based on group and pair work. This paper examines, from a historical perspective, the stages of development of Singapore’s education system, the logic of its reforms, and their outcomes, in order to identify the key factors that have contributed to the country’s success in the international educational arena. Through interaction between students and teachers, the Singaporean teaching method promotes a learning environment in which students are more actively engaged than the teacher during the lesson. Students process information, reflect on it, and connect it with their prior knowledge. Lessons conducted using this method develop communication, collaboration, critical thinking, and creativity in students, and most importantly, foster an interest in the subject, which contributes to successful learning. Thus, the Singaporean teaching method enables the development of students’ communication skills and encourages active engagement with the learning material.
Value Education and Constructivism (PROVE)
The role of human values is fundamental in developing people’s life, hence they are main elements connecting our experience, relations and decisions. They influence greatly on the creation of personal identity and general development. Human ethical and moral principles represent the ideal standard for the life and existence of any person. Value education is a method of teaching and learning that, along with the acquisition of knowledge, develops values ​​in students, makes the learning process interesting, and contributes to the achievement of learning and teaching goals. The paper presents the main reasons why value education is important and necessary in modern education. It discusses the essence, meaning and principles of constructivism, according to which the acquisition of knowledge, development of thinking and formation of values ​​should not be externally directed, but should be constructed by the child within the framework of his own inner world. The main cornerstone of value-based education is the integration of knowledge and values. This involves not only transferring subject knowledge to the individual, but also caring for his holistic development, which is the main tool for his future career and personal development. Our goal is to raise the next generation who are successful not only in academics but also in character, and we believe that true success lies in balanced development. Value-based education is an integral part of achieving this balance.
Teaching Focused on Development of Metacognitive Skills
Instruction focused on the development of metacognitive skills represents one of the fundamental directions of contemporary education, as it enables learners to understand, plan, monitor, and evaluate their own thinking processes. These skills constitute the foundation for the development of critical thinking, problem-solving, creativity, and self-regulation, which are essential determinants of both academic achievement and personal effectiveness. The development of metacognition should not be viewed merely as the implementation of isolated activities; rather, it should be understood as a general principle for organizing the teaching and learning process. This principle encompasses all components of instruction, including the clarification of learning goals, the planning of actions, the monitoring of performance, the analysis of outcomes, and the reflection on acquired experience. In this process, particular importance is attached to metacognitive pauses before and after learning activities, the explicit identification of cause-and-effect relationships, and the systematic use of self-assessment and peer assessment. The teacher’s role as a facilitator is crucial in ensuring that learners move beyond simply describing the steps they have taken and instead develop an understanding of the rationale underlying their decisions, the causes of both success and difficulty, and the possibilities for selecting more effective strategies in future learning situations. Thus, the purposeful development of metacognitive skills provides a foundation for the formation of autonomous, responsible, and self-regulated individuals.
The industry of international relations is one of the most influential sectors of a country’s economic development. Therefore, the training of qualified students in the field of international relations requires special attention to the development of public speaking skills. One of the most effective approaches to forming these skills is the use of critical thinking methods. The study involved two groups of 18-year students in the educational program “International Relations”. Group A was the experimental group, and Group B was the control group. In the experimental group, critical thinking techniques (brainstorming, KWL table, RAFT, “ladder of values”, “thin and thick questions”) were integrated into the learning process. The results of the pretest and post-test showed a significant improvement in public speaking skills, confidence in communication, and the ability to make logical and effective decisions in the experimental group compared to the control group. The application of critical thinking methods had a positive impact on the development of communicative competencies among students of the “International Relations” profile.
On the Causes and Importance of Acceleration in Education
The extent to which a child’s functional systems are prepared at the beginning of schooling significantly determines the child’s attitude toward learning and the outcomes of the educational process. Proper assessment of school readiness — taking into account the factors of acceleration and retardation, as well as other characteristics of a child’s development — reduces the influence of artificial factors on development. The correct organization of the learning environment enhances genetically determined cognitive potential and is an important prerequisite for successful education. Accurate evaluation of a child’s school readiness is a key condition for effective learning. In general, the level of physical, cognitive, and psychological preparedness with which a child begins school greatly influences their attitude toward learning. When determining the minimum school age, it is important to consider the phenomena of acceleration and retardation. Acceleration is a characteristic feature of child and adolescent development. It is a complex phenomenon influenced by many factors. In recent years, the minimum school starting age in our country has changed several times. This figure varies to some extent across different countries’ education systems and is determined by multiple factors.
Diastolic Dysfunction in the Left Ventricle and Its Prediction Systems
Objective. To evaluate the universal prognostic value of left ventricular diastolic dysfunction (LVDD) when added to various clinical risk scores (EuroSCORE II, STS, MAGGIC) in patients undergoing coronary artery bypass grafting (CABG). Materials and Methods. The study included 178 patients with coronary artery disease who underwent elec-tive CABG. Clinical, echocardiographic, and functional parameters were analyzed, including the assessment of left ventricular diastolic function. EuroSCORE II, STS, and MAGGIC risk scores were calculated for all patients. The prognostic value of the models was assessed using ROC analysis (AUC), DeLong test, risk reclassification indices (NRI, IDI), and Decision Curve Analysis. Results. Left ventricular diastolic dysfunction was an independent predictor of postoperative complications. The addition of LVDD to the EuroSCORE II, STS, and MAGGIC models significantly improved their discrimi-native ability (ΔAUC = 0.07–0.08; p < 0.05 for all models). NRI and IDI indices demonstrated a statistically significant improvement in risk stratification across all models. Decision Curve Analysis showed increased clinical usefulness of the combined models across a wide range of risk thresholds. Conclusion. LVDD is a universal functional risk modifier that improves the prognostic accuracy of various clinical models. Inclusion of left ventricular diastolic function assessment in preoperative risk stratification algo-rithms for CABG may significantly improve clinical decision-making.
German as a foreign language and Inclusive Education in Georgia: Theoretical Expectations and Practical Reality
This article analyzes the gap between theoretical didactic models and practical reality in the process of teaching German as a Foreign Language (DaF) in Georgia. Drawing on a survey conducted among 49 active educators, the paper explores the cognitive, emotional, and linguistic barriers faced by students with Special Educational Needs (SEN). The study concludes that inclusive education within the DaF context in Georgia relies heavily on the individual enthusiasm of teachers. The author emphasizes the urgent need for the professionalization of the teaching process, the development of specialized digital resources, and subject-specific (differentiated) training to replace reactive approaches with systemic, proactive strategies.
Developing the Ability to reflect on Informational Texts in Mathematics and Computer Science Lesoons at School
The ability to understand and reflect on informational texts involves perceiving and remembering the information, content, main ideas, and details presented in the text. This process is irreversible, and it can be said that it enables students to assess events and facts, connect new information with existing knowledge, and use this information to solve relevant tasks and problems. The topic is quite relevant, as there are numerous issues in Singapore regarding the understanding and reflection on informational texts, such as: low international assessments, where Singapore often shows rich results; the quality of educational materials, which means that textbooks are often not easily understandable for students; a lack of diverse teaching methods in the learning process; and most importantly, a lack of reading culture. For the research, we set the goal to determine what causes the problems of understanding and reflecting on informational texts in 5th-grade students. The objectives of the research are: to determine how well students can separate the main and non-main information when processing an informational text; to find an effective method/strategy/approach that will help students develop their understanding and reflection skills; and to address the problems of understanding and reflecting on informational texts through properly designed interventions. The research question is: How can we overcome the problems of understanding and reflecting on informational texts in science lessons? To address the problem, the following sub-questions were used: How understandable are lexical units for students? How are unfamiliar lexical units processed? How interested are the students in the informational text? How involved are parents in the process of processing informational texts? At the diagnostic stage, to ensure the reliability of the research results, I used both quantitative and qualitative research methods: Diagnostic test with students – The goal was to determine whether students can understand and reflect on the informational text they read. Focus group with teachers – The goal was to study how teachers develop students' understanding and reflection skills in different subjects. Survey with parents – The goal was to determine how children work with informational texts at home and how involved parents are in the process. After analyzing and interpreting the results obtained, I tried to select effective interventions and activities that could gradually overcome the existing problems and reduce them to a minimum. Based on the literature reviewed, teacher surveys, daily active life, the internet, and observations, I selected several effective interventions, which were implemented with the students. After the interventions, a higher level of engagement in the learning process and more interest in the subject were observed among students. They showed increased interest in the subject, improved their presentation, research, creative, and understanding skills, and their motivation and desire for the learning environment increased as well. After the interventions, a follow-up test was conducted with the students, and the analysis of the results showed positive dynamics, indicating that the interventions were effective for the students.
The Influence of the Native Language on the Acquisition of English Pronunciation: The Georgian Context
The present article examines the challenges faced by Georgian learners in acquiring English pronunciation. The study focuses on phonetic interference, particularly sound substitution, and highlights the differences between the phonetic systems of Georgian and English. segmental (sounds, phonemes) aspects are discussed, as they play a crucial role in effective communication. The paper demonstrates that discrepancies between English spelling and pronunciation, as well as inconsistencies in sound–letter correspondence, create additional difficulties for Georgian learners. The aim of the study is to analyze these challenges and to propose pedagogical approaches that support more effective and intelligible acquisition of English pronunciation.
Teaching Adjectives in Georgian According to Language Proficiency Levels A1, A2 ,B1 (Based on the CEFR)
Interest in Georgian as a foreign language has become especially notable in this century. Today, we can already say that we, Georgians, also have textbooks that are structured according to language proficiency levels. Printed textbooks for the beginner level are now widely available in the Georgian educational system. The state-supported organization “Georgian House” has also created online versions of textbooks, available at: https://geofl.ge/ The widely used approaches to foreign language learning around the world, the teaching methods, strategies, techniques, and instructional models, provided us with the opportunity to adopt, study, research, and adapt these approaches to our own context. At the same time, it was essential to consider the structure of the Georgian language and its methodological framework. Otherwise, achieving successful results would have been impossible. Textbooks, much like people, have their own destinies. The effectiveness of a textbook is determined by its users, and its success is measured by the years of its use and the number of editions published. At the same time, the Georgian language cannot claim particularly high demand on the global stage. A general description of Georgian language proficiency levels currently exists in Georgian for levels A1 through C1. These descriptions define proficiency in Georgian according to the categories of listening, reading, speaking, and writing. In English, there is a widely accessible document presented by Great Britain, based on the six-level system of the Common European Framework of Reference for Languages (CEFR): A1, A2, B1, B2, C1, and C2. Considering the internal structure of the Georgian language and relying on indicators and evidence used in Georgian language assessment is extremely important, because the outcomes of each textbook are compared and evaluated according to language proficiency levels. “Semita.Language School“ already offers users the Georgian as a foreign language textbook series Biliki, which includes all proficiency levels: A1, A2, B1, B2, and C1. In previous articles, we discussed the overall structure, content, and organization of these textbooks, and we also defined the verb conjugation series according to the different levels. This time, our research topic is the adjective. More specifically, we examine how adjectives are presented according to the stages of language instruction, what aspects are prioritized, and how their functions are represented at different proficiency levels. Of particular interest is the development of meanings and functions and their comparison with CEFR descriptors. We also explore how the Georgian language system expresses emotions, evaluations, and attitudes through this part of speech, and whether priority is given to form, structure, or meaning.
It is known from history that, in the second half of the 18th century, in England, a new direction was formed - sentimentalism, which opposed classicism and developed an aesthetic program where feelings, not reason, were given a decisive role. French - Sentimentalisme and English - Sentimentalism - represent the etymological basis of the origin of the word itself, although the title of the direction is taken from Laurence Sterne's novel “Sentimental Journey”. Sentimentalists created a cult of feeling and imagination, and opposed all this to the rationalist foundations of Enlightenment classicism, in which the mental origin completely delimited the essence of the work of art. Where and how did sentimentalism begin to form? in England, but at the initial stage it was so connected with the general current of enlightened classicism that new signs could be noticed only in the form of trends. First, Joseph Thomson in his poem “Seasons of the Year” introduces the theme of a rural idyll, which may remind us of a peculiar remnant of baroque literature and drama - even pastoral drama. Later, Edward Jung writes in his "Red Book" "Night Thoughts", where the poet, against the background of the cemetery, depicts his melancholy mood and longing for death. Part of this poem laid the foundation for the so-called "Cemetery Lyric", a traditional English pastoral, in which the contrast between rural idyll and city life remains (as well as for the Italian Baroque of the second half of the 16th century) a characteristic main theme. Criticism of society in these works also includes the motif of idealizing the patriarchal order, although concrete details and nuances testify that we are not dealing with a traditional pastoral but with a completely new sentimental village idyll. The cult of feeling led art to a more adequate opening of the inner world of man; Before the creation of an individual face, which meant a deepening of psychological analysis: the sentimentalists were characterized by such a relationship with nature, in which even the landscape became a guide to personal feelings. From here, there is a different view of the word imbued with emotions, which already represents a peculiar norm and opens completely new perspectives for the development of art.
Психолингвистические и ментальные параметры художественного перевода
Наша работа посвящена изучению проблематики интерпретайии и перевода поэзии русского поэта А.С Пушкина на румынский язык. Материал исследования составили три его стихотворения из поэтического кавказского цикла. В первой части раюоты дается ряд определений существа и своеобразности поэтических переводов. А также две классификации понятия динамической и формальной эквивалентности. Далее рассмативается поэтика Пушкина, а затем на примере отдельных переводов выделяются языковые доминанты, достижения и неудачи румынских вариантов. Различия в передаче смысла определенных лексических единиц представленных переводов свидетельствует о несовпадении интерпретаций переводчиков оригинального текста, что можно рассматривать как проявление герменевтической сути перевода.
"Happy Sufferers" in Otar Chiladze's Essays
In 2003, Otar Chiladze’s collection "The Happy Sufferer" (Bednieri Tanjuli) was published. This title is not merely a stylistic oxymoron or a metaphor built for shock value—it reflects the writer’s creative paradigm. It represents a form of poetic consciousness where suffering is transformed into aesthetic happiness and spiritual experience. It is interesting to observe how the model of the “The Happy Sufferer” intersects with Otar Chiladze’s essays and how it manifests in his intellectual self-reflection. From this perspective, the distinguished figures of Georgian culture—Nikoloz Baratashvili, Ilia Chavchavadze, Akaki Tsereteli, Pirosmani, Terenti Graneli, and Galaktion Tabidze—are read as a unified row of creators understood through a single metaphorical lens, bound together by the weight of their spiritual mission and internal dynamism. Although the world came to know Otar Chiladze through his novels, his inner world is ultimately governed by a poetic consciousness. This poeticism manifests equally in the writer’s epic prose as well as in his shorter forms. In Otar Chiladze's essays, the process of perceiving and evaluating a creator begins with the title itself. Here, the title is not merely a label, but a key to interpretation. The title of the essay dedicated to Ilia Chavchavadze, "Another Star," (Skhva Varskvlavi), predetermines not only the emotional tonality of the work but also Chiladze’s unique vision of Ilia’s legacy. When engaging with Otar Chiladze’s essays, the reader is not limited to merely getting to know the subject of the dedication—the distinguished creator chosen by the writer; rather, they simultaneously become a witness to the formation of the author’s own inner world, and the process of his spiritual self-reflection and aesthetic self-assertion. Thus, in Otar Chiladze’s essays, the model of the “The Happy Sufferer” transcends the boundaries of any single individual or era. It evolves into a universal creative archetype, reflecting the paradoxical nature of the artist's spiritual existence.
The Desert as a Space of Existential Understanding in Inga Bakhtadze’s Novella Talakhi Perangi
This article examines the novella Talakhi Perangi by Inga Bakhtadze from an existential and cultural perspective. The aim of the study is to determine how the desert functions in the text as a symbolic and philosophical space and what role it plays in the process of understanding the meaning of human existence. The research is based on interpretative analysis and draws on the theoretical framework of existential philosophy, while also incorporating approaches from Georgian literary scholarship, according to which human existence is defined through the experience of inner crisis, freedom, and choice. In the text, the desert is represented not only as a physical environment but also as a space of spiritual emptiness, isolation, and self-awareness. The study demonstrates that the desert in the novella appears as a multilayered symbolic space that encompasses meanings of spiritual emptiness, isolation, and liminal experience. It functions as a site of existential trial, where the character confronts their own existence and undergoes an inner transformation. In this context, the desert becomes the semantic core through which the philosophical dimension of the text is articulated. The novelty of the article lies in interpreting Talakhi Perangi not only from a literary perspective but also within a broader cultural and philosophical framework, as a text in which space is transformed into a medium for expressing existential experience. The study shows that contemporary Georgian prose actively engages in global intellectual discourse and offers original interpretations of universal philosophical problems.
Creativity of Alexandre Kazbegi and modernity
Alexandre Kazbegi is one of the prominent representatives of critical realism, who reflects objective reality and not desirable one. When creating works, Kazbegi relies on three sources: historical facts, ethnographic foundations and folk material It is also important that in one of the small records, called “Woman’s Freedom”, Kazbegi tells the story of a gathering in Switzerland attended by several Georgian men and women. They spoke about women’s freedom, however, Kazbegi does not convey the content of the conversation. The work of Kazbegi shows how the attitude towards a woman has changed with the breakdown of the community, the change of social order and the establishment of Russian domination. In the letter of an ethnographic nature “Mokheves and their lives”, Kazbegi describes the condition of a woman in Khevi.: “Among Mokheves, the woman is in a different situation than the neighboring peoples around them. Here the woman is not so hidden, and participation in work remains unacceptable as in Ossetians and Circassians”. Many stories have a woman’s name as their title chosen by the writer. Where the writer tells us about the tragic fate of a woman, her unequal position in the family and society. They fail to raise their voices against injustice and, therefore, obey their fate. However, deep down they feel their inconsolable situation. The writer seems to want to wake them up, to inflame a sense of protest, to break their silence. This issue is also relevant in modern society.
The city as a metaphor of chaos in Zurab Karumidze’s „Wine-dark Sea“
Significant political crises and armed conflicts of the 20th century gave birth to the world urban literature. Georgian literature, too, entered a phase of searching for a new chronotope, one capable of imposing artistic order upon a devastated reality. Much like in world literature, the city became a central chronotope and structural anchor in Georgian writing as well. This paper explores the city as a metaphor for chaos in Zurab Karumidze’s novel: Wine-Dark Sea. Karumidze’s postmodern novel was published in 2000, at the dawn of the twenty-first century. Upon publication, the work was regarded as a radical experiment, largely because it almost entirely rejected a conventional narrative structure and plot. Instead, it presents an apparently amorphous blend of metatexts, riddles, allegories, allusions, and mystifications, infused with elements of esotericism, physics, and metaphysics. The “Wine-Dark Sea” of the novel is Tbilisi itself, populated by both real and imagined characters. Although the novel lacks a linear narrative and unfolds as an unusual mixture of allusions and mystifications, Tbilisi remains the central axis around which the seemingly fragmented stories revolve. The depiction of Tbilisi begins in a restrained and almost documentary manner before gradually transforming into a postmodern experiment. In the novel, artistic space, namely Tbilisi, is not idealized. On the contrary, it becomes a metaphor for chaos, irrationality, and absurdity. The text itself reflects this condition: at first glance, it appears as an amorphous experimental novel in which events do not follow a chronological or logical sequence. In many ways, the same can be said of the era to which the Wine-Dark Sea seemingly alludes, the 1990s, the deeply chaotic and destructive period of “reconstruction,” which brought collapse and war. The choice of the city as the literary chronotope fundamentally shapes the entire structure and thematic direction of the novel. A work that initially appears to be about everything and nothing at the same time, ultimately reveals to be a novel about Tbilisi. Through the prism of postmodernism, the novel reimagines the city’s history, mythological texture, whilst simultaneously reflecting on the recent past and its lasting influence on the city’s future.
Medieval novel Visramiani (12th c.) is the prose translation of verse romance Vis o Rāmin by Persian poet Faḵr al-Din Asʿad Gorgāni. The first translation of Visramiani in a foreign language was made in English and it belongs to Oliver Wardrop (1864-1948). The article discusses the editions, composition, preface and reviews of O.Wardrop’s translation.
Towards the Interrelation between the Folk "Ballad of Arsena" and Akaki Tsereteli’s Play
Georgian literary criticism has never been indifferent to the oeuvre of Akaki Tsereteli; however, for obvious reasons, scholarly interest in his early works—specifically his Russian-language plays—has been significantly more limited. Tsereteli's Razboynik Arseniy (Arseniy the Outlaw) is a highly compelling composition in terms of both its structure and its multifaceted nature. Substantively, its second chapter does not merely resemble the folk "Ballad of Arsena" but is directly modeled upon it, although several fundamental differences can be identified. Despite being only about twenty-five years old during the play's composition, Tsereteli succeeded in crafting a remarkably profound work. In it, the author does more than provide a literary reincarnation of the folk hero; he constructs a drama that addresses perennial questions: Where does the boundary lie between a righteous struggle and tyranny? What is the true cause of the hero's demise—human betrayal or divine justice? While the folk epic shrouds Arsena in a mythic veil—attributing to him a miraculous birth and Amiran-like (Promethean) strength (a topic masterfully analyzed in Zurab Kiknadze’s essay, Arsena’s Epic)—Tsereteli grounds this myth, shifting the focus to a socio-psychological dimension. In the play, Arsena is no longer merely "God’s godson"; he is a man who undertakes the mission of restoring justice, only to lose his own identity before achieving his goal. Akaki's portrayal of Arsena is more realistic than mythic, yet his tragic end retains a metaphysical character. Furthermore, whereas the woman who instigates the conflict in the folk "Ballad of Arsena" simply vanishes from the narrative, Tsereteli meticulously develops the character of Nino, imbuing her death with significant symbolic and narrative weight.
Leoncio Prado Military Academy as a Microcosm of Peru and Its Violent World in Mario Vargas Llosa’s Novel „The City and the Dogs“
Mario Vargas Llosa’s first novel, „The City and the Dogs“ (1963), portrays two spaces: the military school and the city. The action takes place in Lima’s main military academy, Leoncio Prado, which represents a microcosm of Peru. Within this metaphorical educational space, people from all social classes, races, and backgrounds of Peruvian society come together. Military discipline dominates there, reflecting the same hypocritical, machista, and hierarchical world that prevails in Lima. The novel is considered a literary work in which violence strongly dominates. It is not a novel about a dictator. Although a dictator is not the central character, the author clearly demonstrates the consequences of dictatorial rule for both society and the individual. In this harsh and violent reality, survival becomes a necessary condition for the individual. Despite their wishes, the novel’s main characters, the cadets, are pushed toward violence by their environment. The writer depicts both the historical and contemporary reality of Peru and presents, through the perspective of adolescence, his understanding of respect, discipline, and honesty. He also describes institutions such as the family, politics, and the military system. The novel portrays isolation, conflict, and contrasts between different social classes. The violence described in the novel reflects the regime that existed in Peru during the author’s adolescence, the so-called Odría “Eight-Year Rule” (1948–1956), the eight-year dictatorship of Manuel A. Odría. At the time of writing the novel, the author’s inclination toward socialism naturally implied a critical attitude toward the established conservative system, which was characterized by repression, violence, social and racial inequality, and machismo. In the novel, the author depicts precisely this violent world, which has a decisive influence on the formation of the individual. The article analyzes the Leoncio Prado Military Academy as a microcosm of Peru and examines the forms and significance of violence in the novel, which the author uses as a means of expressing personal protest.
The Origin of Phraseological Units in the French Language
The subject of our work is the origin of phraseological units in the French language. This topic is highly relevant due to the constant evolution of the French language. Understanding the meaning of a particular phraseological unit and the ability to use it in speech is necessary for correct speech communication with native speakers. Greek and Latin phraseological loanwords are the most frequently used; however, there are also borrowed phraseological units from English, Italian, and other languages, which are not widespread and relatively scarce. Properly French phraseology. A number of phraseological units originate from the material, cultural, social or economic spheres of human life. These spheres reflect its history, existence, culture, spirit, way of thinking, and so forth. Non-terminological origin of phraseological units. This group includes phraseological units that are associated with historical facts or events, folk superstitions, customs and traditions of the French people, as well as those units derived from historical phrases, quotations and anecdotes. Terminological phraseological units. The origin of terminological phraseological units is attributed to those phraseological units that arose on the basis of a range of professions, such as sports, hunting, various games, and so forth.
Code-Switching and Patterns of Verbal Lexicalization in the Megrelian Language Corpus
This publication examines how the effects of language contact are manifested in the speech of contemporary Megrelian speakers. In particular, it discusses patterns of code-switching associated with lexicalization. This process involves the sharing of morphosyntactic features between languages and results in hybrid compounds or morphologically integrated forms that become natural in Megrelian speech. The study focuses on the mixing of grammatical linking morphemes, using the Megrelian verb as a case study. The analysis is based on L2 verbs attested in the Megrelian Language Corpus (MLC), which were identified in texts collected during fieldwork conducted between 2021 and 2024 in towns and villages of Samegrelo. Two distinct patterns of sharing root and affixal morphemes can be observed in Megrelian verbal forms: insertion, where L2 morphemes (root, stem or affix) are inserted unchanged into the Megrelian verbal matrix; and morphological integration, where L2 morphemes are incorporated into the Megrelian verbal matrix with modifications motivated by the language’s characteristic phonotactic and morphotactic features. The analysis shows that borrowed lexical items and mixed codes, even at the morphosyntactic level, ultimately take on forms determined by the matrix language. It also demonstrates that code-mixing in Megrelian is not limited to the use of loanwords or calques; rather, it is a highly dynamic process governed by its own lexical and grammatical rules. This process involves the integration of linguistic elements originating in the source language like roots, stems and sometimes affixes into the morphostructure of the recipient language. Such patterns reveal a tendency that ranges from integrated forms to the replacement of entire forms by L2 material. More generally, these tendencies and their outcomes may be regarded as markers of language endangerment.
From Verbal Forms of Endearment to Terms of Address (Based on the Analysis of Megrelian and Laz Data)
Verbal terms of endearment such as Georgian genacvale (lit. “may I replace you”) and its counterparts in Megrelian – kukogale (lit. “May I revolve around you”) and in Laz gogikhta (lit. „may I share my soul with you”) are typologically rare phenomena. Their meanings are associated with the expression of affection, warmth, and care. In Georgian linguistic literature, such forms have been assigned to different word classes and are regarded as verbs, nouns, or interjections. The present study examines this issue exclusively on the basis of Megrelian and Laz data. It demonstrates the path of development through which a fully-fledged syntactic construction evolves into a term of address. The analysis reveals that verbal and deverbal forms of endearing address differ according to their syntactic and pragmatic environments and fulfill different functions. In different contexts, they may function as verbs, nominals, or interjections. For their functional differentiation, a useful method is to test whether, within a syntactic construction, they occur as bound or as free forms of address. All these forms are lexically verbal in origin; however, verbal features are preserved in predicate constructions, whereas nominal features are presented in participial forms. These forms become free forms of address when they acquire a vocative function. More specifically, they develop into verbal terms of endearment when they syntactically detach from the clause, lose their syntactic connection with other members of the clause and acquire a vocative function.
Language and Culture: Language as a Reflection of Cultural Values
Language is the main core of human communication. It allows for the expression of abstract ideas, along with the ability to write and express ideas. Through it, culture is transmitted from one generation to another. It is precisely through language that we learn about cultural values ​​and behavior. In addition, our own name is an integral part of personal identity, and our native language is the cornerstone of national identity. Language is a very important aspect of the study of intercultural relations. In almost all intercultural relations, at least one person speaks the other language. In modern society, in the era of globalization and immigration, the role of language is increasing, which connects people from different cultures with each other on an unprecedented scale. These people often speak different languages, as a result of which a number of changes occur. The number of people belonging to different cultures, speaking different languages, is increasing. For this reason, it is important to understand how culture and language complement each other. Using different languages ​​every day is a common occurrence for almost everyone. Talking to friends, answering questions in class, using a mobile phone to chat, talking to colleagues, listening to music, watching TV shows, using the Internet, taking notes at lectures, and many other social activities are an important part of our daily lives. Performing any of these activities requires the use of language. Without it, we could not speak, read, write, listen to others, or even think. We would not be able to communicate. Language has even more functions than simply expressing ideas and thoughts and sharing them with other people. Language allows us to verbally express our emotions and reduce stress. With its help, we express pain, excitement, disappointment, surprise. We often use expressions expressing these and similar emotions unintentionally, even when no one is around.
Contrastive Analysis of Intertextuality Strategies in British and American Political Discourse
The aim of this paper is to identify and analyse the main intertextuality strategies in British and American political discourses, to identify their rhetorical and ideological functions, and to explore how they are applied in institutional and cultural contexts. Both countries share a common cultural and literary heritage, both political discourses are widely known globally and have a significant impact on international rhetorical norms, although they differ significantly in terms of political institutions and rhetorical traditions. The integration of theory and empirical material allows us to study the strategies that politicians use to formulate persuasive, authoritative and resonant messages based on the transformation of previous texts. The paper presents six strategies of intertextuality: explicit quotation of authoritative texts, historical allusion, recontextualization of opponents’ statements, interdiscursive blending, parodic and ironic appropriation, and evocation of shared cultural references. Examples of strategies from British and American contexts indicate both rhetorical function and ideological effect. The analysis of the research material reveals the following similarities and differences: in both British and American political discourse the aforementioned strategies serve overlapping rhetorical functions: legitimization (quotation, allusion), delegitimization (recontextualization, parody), and solidarity-building (interdiscursive blending, cultural evocation). While UK parliamentary rhetoric favors adversarial recontextualization and ironic appropriation, U.S. political oratory often leans toward grand historical frames and founding documents, reflecting significant differences in institutional structure and debate format.
Nickname as a Cognitive-Discursive and Sociolinguistic Phenomenon: The Case of Akhaltsikhe Municipality
This article examines the nicknames used in Akhaltsikhe Municipality from a cognitive-discursive and sociolinguistic perspective. The aim of the study is to identify the structural and semantic features of nicknames, as well as to determine the conceptual mechanisms that govern their formation. The analysis has shown that the examination of anthroponymic systems is particularly interesting, as they constitute an important component of the so-called ”Linguistic Picture of the World “. The study emphasizes that nicknames are not merely the means of identification; they are rich in connotations and often reflect an individual’s social status, ethnic affiliation, or personal traits. Thus, nicknames can also be regarded as extralinguistic signs that create a bridge between linguistic and social reality. The paper also emphasizes that nicknames are a deeply rooted and multifunctional phenomenon in Georgian reality, reflecting aspects of cultural humor, creativity, and social dynamics. Assigned names often become official names or are preserved in surnames, which increases their historical and linguistic significance. The Akhaltsikhe Municipality is characterized by linguistic diversity (Georgian, Armenian, and partially Turkish influences), which makes the formation of nicknames particularly interesting. Observation of the target material revealed that two main cognitive mechanisms play a leading role in the formation of nicknames: metaphor and metonymy. This means that nicknames are not only linguistic but also products of cognitive processes. Despite local peculiarities (features characteristic of the Samtskhe-Javakheti region), their structure remains compatible with general Kartvelian word-formation models, indicating a unified systemic foundation. Ultimately, the paper integrates cognitive, sociolinguistic, and cultural perspectives and clearly demonstrates that the study of nicknames provides important insights into both language and society.
Semantic Shift of Pop-Culture Antonomasia in Georgian Digital Discourse
In the digital age, popular culture franchises have evolved beyond their traditional role as mere entertainment and became significant sources of lexical innovation. These franchises offer a shared culture which serves as a framework for interpreting modern reality. This study investigates the linguistic phenomenon of pop-culture antonomasia, a device and the process by which proper names from cinema, literature, and television are transformed into common nouns in a language, in this case in Georgian. The research employs a Corpus-Assisted Discourse Studies (CADS) approach and uses a triangulated dataset comprising the kaTenTen24 (Georgian Web Corpus), kaWaC, and the Georgian National Corpus (GNC) to ensure both diachronic depth and contemporary digital coverage. The study draws on the theoretical framework of semantic bleaching (Squires, 2014) to distinguish between source-referential usage (discussing the film) and metaphorical extension (describing real-world events). A rigorous filtration methodology was applied to concordance lines and to reveal that specific media icons have undergone significant de-proprialization. These icons have shed their fictional origins, functioning now as abstract concepts. The findings reveal a discernible dichotomy within the Georgian lexicon, distinguishing between global and local borrowings. The employment of imported Anglophone terms, such as "Terminator" and "Orcs," is predominantly employed to characterize political aggression and physical force. Some of the lexemes in the study function as expressive synonyms for "enemy" or "invader”. Some of them have negative connotations. In contrast, Georgian cinematic metaphors (e.g., Blue Mountains, Pupala) are utilized for social satire, specifically to critique bureaucratic absurdity and delusional behavior. The study posits that these neologisms should not be considered ephemeral slang; rather, they are to be regarded as condensed ekphrastic narratives that serve to fill critical lexical gaps in political and social discourse. This article posits that a descriptive expansion of Georgian lexicography is necessary to accommodate the de-contextualization of these terms, which have transitioned from fictional entities to functional lexemes.
Flexional analysis of preverbal forms of kona-q’ola (have) verbs
kona-q’ola (have) verbs are special verbs where the lexical root of the verb is represented according to the category of the possession object: q’ola for animate and kona for inanimate. The possessor actant is an indirect object in the dative case, while the possession object is an intransitive verb's grammatical subject in the nominative case. In these verbs, real and grammatical subjects do not coincide, which often leads to incorrect interpretation of these forms as inversive. These are medio-passive verbs lacking second-series forms. Generally, kona-q’ola verbs are non-preverbal, but preverbal forms exist with changed semantics. Preverbal forms are used as interchangeable forms of mot’ana-c’agheba and moq’vana-c’aq’vana (bring-take away) verbs in present series. The flexion of these verbs reveals several peculiarities. Firstly, lexical root substitution occurs, e.g., moitans (he will bring) is moaqvs (he brings) in present, but preverbal forms of kona-q’ola verbs retain their morphology. In other words, the preverb changes the lexical meaning, making the verb transitive, but the grammatical picture remains unchanged, and no verbal person increase occurs. A significant peculiarity is that within the paradigm, the picture differs even in the first series. In the present tense, momakvs (me is) (I bring it) - me (I/me) is the indirect object, is (it) is the subject, while in the future tense (in mq’ofadi rows), movitan (me mas) (I will bring it) - me (I) is the subject in nomnative, and mas (it) is the direct object in dative. Noteworthy, that such changes lead to deviations from flexion laws.
Water in the Sumerian and Kartvelian System of Thought
By its nature, water is a shared element between heaven and earth; perhaps this is why the ancient world expressed the dogmas regulating humanity through the phenomenon of water. According to the biblical texts of the Old Testament, humanity before the Flood of Noah existed within the shared semantics of water and curse / blessing, understood as the result of a broken connection between merciful heaven and cursed earth. It is noteworthy that only the Georgian language makes it possible to reveal the semantic connection between water and the biblical curse and blessing, which in turn demonstrates the link between pre-Flood systems of thought and the mytho-linguistic serpent figure of a dualistic nature. In the Georgian language, the root [წყ], denoting knowledge, produces the words water (წყალი), mercy (წყალობა), and curse (წყევლა). In the Megrelian language, the word “cursed” is used in the meaning of “serpent.” One who asks for mercy is pitiable (საწყალი); and one who grants it is merciful (მოწყალე). The merciful one is good and was historically identified with the word “shepherd” (მწყემსი), which was also used in the sense of high priest and later Jesus Christ. According to the Old Testament, both the one who shows mercy and the one who curses are the same: God the Creator, who first pronounced the curse, thereby destroying the earth (land) and the serpent (reptile). The study of the texts of Genesis is of great importance for understanding archaic systems of thought. The transmission of knowledge between generations occurred orally or in writing. The scientific novelty of the article lies in presenting water, curse, and mercy—recorded in the Kartvelian languages through the root [წყ], denoting knowledge—by means of a bilingual reading of the Sumerian ideogram A representing water. The Sumerian ideogram of water, conveyed through a serpent pictogram, radically differs from the ways water is denoted in other cultures. At the same time, it corresponds to the structure of the Georgian language and enables a binary reading of the three-sign ideogram as serpent (reptile) and earth (land). In Georgian, the Sumerian ideogram A falls within the semantic field of the biblical curse and connects to the pre-Flood system of thought, when the fruit of the Tree of Knowledge was tasted and the first curse was pronounced. As a result, the primordial human, the good shepherd, became a cultivator of the land—Adam—and as punishment for the committed sin, he was to obtain his daily bread in sorrow from the cursed earth; his wife Eve was charged to multiply Adam’s descendants in sorrow and pain. Considering that the serpent represents the mytho-linguistic figure of water, the Sumerian ideogram A for water presents the geographical locus of land–water where the first descendants of humanity, the children of Eve, settled and learned to manage water through irrigation canals; they developed agriculture, as it had happened in historical Mesopotamia with the settlement of the Sumerians, a grain-producing people.
Bird and the Civilizational Aspect of the Verb «to fly»
The aim of the research is a culturological analysis of the verb forms of common Caucasian root-stem nouns. According to Caucasian languages, the semantic field of these words includes lexical items related to agriculture. (For example სინ. ფს'ჷ / აფხ. ფსუ Ps’ჷ / abkh. Psu „grain“, „foundation“; Syn. psaსინ. ფსა „water“, „root“; Syn. ps. ფს / Abaz. fsra / abkh. adsra „death“), The cult onomastics of the moon also includes a semotic formed by the internsive linguistic contacts between the Midle East and the Caucasus. Through the linguocultural study of the Abkh. აფხ. „psaa“, „დალბობა“ (dalboba), as a result of which I was able to read the semiotic language of a clay tablet dated to the XXIInd century.
For the Place of Anthroponyms in the Works of Otia Ioseliani
Proper names are an integral part of the vocabulary, they are connected to the history of mankind, its language. Therefore, the recent interest is the study of anthroponyms is natural. “Whole volumes could be written about Georgian names and surnames and still not be exhausted in their full depth and breadth. This is very interesting area of the Geprgian language, where this or that side of the history of the Georgian nation is reflected” (Akaki Shanidze). The cultural-historical and linguistic peculiarities of one’s own names are reflected in fiction. For the perfection of the character’s artistic appearance, the writer pays attention to the selection of the name. The fact that the great writer Otia Ioseliani approached the selection of the character’s name with great responsibility is confirmed by his highly artistic, diverse work. In fiction, surnames and nicknames play a characteristic role, and in Otia Ioseliani’s works, people’a names also stand out with their own unique nuance. Each hero has a primary or secondary name. The writer has many characters with foreign surnames alongside Georgian surnames, which makes his work even more interesting.