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The Bulgarian National corpus consists of a monolingual (Bulgarian) part and 47 parallel corpora. The Bulgarian part includes about 1.2 billion words in over 240 000 text samples. The materials in the Corpus reflect the state of the Bulgarian language (mainly in its written form) from the middle of 20th century (1945) until present. [4]
This acquisition process takes place in natural contexts of majority language settings. The main suggestion of the theory is that the acquisition of a second language is directly linked to the acculturation process, and successes are determined by the extent to which they can orient themselves to the target language culture. [3]
Each one expresses in their own language, making efforts to understand each other. Here we find some European methods to learn Intercomprehension. These four methods were the pioneer in this branch of linguistics and started around 2000 in different universities: Galatea, [ 1 ] EuRom4, [ 2 ] [ 3 ] EuroComRom (Les sept tamis), [ 4 ] et ...
Bulgarian *tj/*kti/*gti and *dj reflexes щ ([ʃt]) and жд ([ʒd]), which are exactly the same as in Old Church Slavonic, and the near-open articulation [æ] of the Yat vowel (ě), which is still widely preserved in a number of Bulgarian dialects in the Rhodopes, Pirin Macedonia (Razlog dialect) and northeastern Bulgaria (Shumen dialect), etc ...
Language acquisition is the process by which humans acquire the capacity to perceive and comprehend language. In other words, it is how human beings gain the ability to be aware of language, to understand it, and to produce and use words and sentences to communicate. Language acquisition involves structures, rules, and representation.
Principles and parameters is a framework within generative linguistics in which the syntax of a natural language is described in accordance with general principles (i.e. abstract rules or grammars) and specific parameters (i.e. markers, switches) that for particular languages are either turned on or off.
The strong-interface position views language learning much the same as any other kind of learning. In this view, all kinds of learning follow the same sequence, from declarative knowledge (explicit knowledge about the thing to be learned), to procedural knowledge (knowledge of how the thing is done), and finally to automatization of this procedural knowledge.
The early Cyrillic alphabet from the 9th century, developed in the First Bulgarian Empire, contained 44 letters for 44 sounds. However, by the 19th century, the Bulgarian sound system had reduced its size, which would necessitate reforms. [1] Formally, people would still write the language with the Church Slavonic writing system.