Department of Language Teaching

The article examines the extent of the phenomenon of "common use of Cyrillic and Latin alphabet" in the Bulgarian language. The factors that impose such uses-Globalization, Information Society and Visual Culture, as well as the driving processes within them-are mentioned. Keywords: Latin as an international alphabet, bilingualism, code-switching and code-blending, digraphia, transliteration of the Bulgarian letters with Latin ones.
The author investigates in which cases the joint use of Cyrillic and Latin is used in Bulgarian text and for what purpose: definition, determination, citation, operative language, code-switching and code-blending, use as a stylistic tool and parallel bilingual text. The nature of these uses is described and the extent to which they are manifestations of phenomena such as bilingualism and digraphia. The general conclusion is that the joint use of Latin and Cyrillic is the result of the expansion of bilingualism with English. More and more Bulgarian citizens have an extended field of use of variants of two languages and two graphical systems. Secondly, the application of the Latin alphabet is a step towards the universal language of the image, since its graphic image acts as a visual symbol of pragmatic knowledge.

This work characterizes visual signs, which create relatively simple systems, taking increasingly bigger role in contemporary communications as a universal language, which does not depend on local human languages. Such signs are particularly suited for instant, synthetic and global communication. They are paratextual, technological and technological-discursive frameworks, graphical interface, emoticons, pictograms, ideograms and symbols, which act as directing signs we use in day to day life. On one hand, it follows the way visual signs interfere in the realization of speech acts. On the other hand, it shows how the natural human language in its written form (in the case of abbreviations and graphic abbreviations) approximates towards synthetic visual sign.
Key words: visual sign, ideograms, pictograms, computer-mediated communication, communicative competence.

The study aims to represent the advantages in learning Bulgarian by Slavic people, but also pays attention at the difficulties in that process. The conclusions, whether the border crossing between native language and the language which is learned, is easy or difficult, are based on my long experience in teaching not only Slavic but also non-Slavic students in the Department of Language Learning as well as in Bulgarian teaching missions abroad.
Key words: Bulgarian Language as Foreign Language, Slavic Languages, language interference, language learning, methodology of Foreign language learning

The modern pragmatic linguistic tendencies and word formation in the Bulgarian language The goal of this research is to outline to what extent the innovation characteristics, established for the specific field of computer technologies, can be identified in the common language. Therefore, I have been focused on the common speech at a large communicative environment-Internet, TV shows, radio, and mass media. It was identified that within the specified field of computer technologies, there are two main tendencies concerning the linguistic sign which are pragmatic: 1. A tendency towards a global conventionalization of the linguistic sign as a sign of a special language; 2. A tendency towards conventionalization of the linguistic sign with regard the pragmatic speech functions in a given discourse; They can be divided into specific, purely linguistic tendencies. They are projected in hierarchy-the semantic level has been accepted as basic while additionally the consequences at all other linguistic levels are taken into consideration.
Keywords: linguistic tendencies, pragmatic language, word formation, Bulgarian language

The need to practice the "narrative" skills is argued with the fact that several grammatical categories, at least part of which are atypical for most languages (e.g. aspect and evidentiality), are marked simultaneously in the Bulgarian language. The cycle of work on the narrative passes through stages that are determined by the basic narrative types that exist in the Bulgarian language and in relation to the specific grammatical category learned by the trainees, leading to the respective type of narrative. Initially, it begins by transforming a dialogue into a narrative or retelling an already existing narrative. Further, it goes on to free narration without any text support . The stages are as follows: I stage: Narrative construction. Nonpast: Narrative present; Gnomic present; Phase II: Past: Narrative past; Historical present; Presentation of time sequences in a narrative; Tense switch. Stage III: Narrative genres. Speaker's identification of information source (evidentiality markers). Key words: "narrative" skills, Bulgarian as a foreign language, foreign language teaching methodology, text based approach, competence based approach Резюме. Необходимостта да се упражнява умението "разказване" се аргументира с факта, че при разказа на български език се маркират едновременно няколко граматични категории, част от които са нетипични за повечето езици (напр. вид и евиденциалност). Цикълът на работа върху умението разказване преминава през етапи, които се определят от основните наративни типове, които съществуват в българския език. При това даден тип разказ се поднася във връзка с усвоена от обучаващите се граматична категория, водеща за съответния тип разказ. Първоначално се започва с трансформирането на диалог в разказ или преразказването на вече съществуващ разказ. По-нататък се преминава към свободно разказване, без опора в познат текст, задаващ съжета. Етапите са следните: I етап: Усвояване структурата на разказа. Разказ в Неминал план; II етап: Разказване на история в Минал план. Разказване на история, която се отнася за миналото в Неминал план; III етап: Разказни жанрове. Оценка на говорещия за достоверността на изказването. Ключови думи: умението "разказване", български език като чужд, методика на чуждоезиковото обучение, подход, базиран на текст, подход, базиран на компетентност Комуникативният подход в чуждоезиковото обучение днес се е превърнал в

The article reviews the genre of Notes on Language in the Bulgarian media. It also discusses how, through the selection and combination of language tools, we can convey a specific message, tailored to what our goal is in relation to certain interlocutors in a given situation. He concludes that this issue should not be raised in the opposition correctly / incorrectly, but in the opposition appropriately / inappropriately.

Редица изследвания 1 през последните трийсетина години очертаха профила на модална категория в българския език, която тук ще наричаме евиденциалност. Различни значения и аспекти на категорията са били осъзнавани и преподавани в академичната практика през годините. Но едва с обединяването на всички тях в единна непротиворечива теория за начина на изказване на действието на Г. Герджиков, се дава възможност за пълното осмисляне на същността на цялата категория.

PRACTICAL TEACHING OF THE BULGARIAN MODAL CATEGORY "EVIDENTIALITY"

The category of Evidentiality (kind of Epistemic modality) is highly developed in the Bulgarian language. It not only marks the fact that the information is transmitted from a foreign information source, but also distinguishes four degrees of reliability of the information.

This study aims to facilitate the learners of the Bulgarian language by presenting the model of the four-member modal category of Evidentiality, which expresses the position of the speaker to the relationship between utterance and reality. This model was developed by Georgi Gerdjikov in 1985. On this basis, I have researched the typical situations in which each of the meanings of the four moduses of expression of the verb action* is used. The genres for which each of the moduses of expression is characteristic are presented, indicating the general and specific cases in the actualization of the meaning. Attention is also paid to neutralizations, in which simpler forms express the meaning of more strongly marked forms.

*Moduses are modal categories other than moods. Proof of this is that some moods, e.g. the Imperative, have forms that are marked with the meaning of some of the moduses.

The report focuses on anonymous works from the internet meme genre, distributed on the Internet and related to COVID-19. The pandemic unleashed an "outbreak of the people's creative genius" and, playing the role of a magnifying glass, made it possible for us to notice the full force of folklore in its virtual existence. Therefore, first of all, the essence of the shared space of social networks and how it teaches us to communicate is clarified. From a place where languages mix – such as idiolects, lectures and codes – it becomes a school for learning the new ways in which one communicates. We distinguish Internet folklore as a form of folklore that originated and can be realized only with the technical means of this environment (unlike traditional folklore, which has only moved to cyberspace or even was born there, is not dependent on the environment, but continues traditional genres). Evidence is presented in the face of the new genre, the new characters, visual communication and language practices that are applied. The analysis of examples leads to asking important questions and highlighting important observations and summaries about the nature of the manifestations of internet meme genre, which is inextricably linked to Internet and social communication there.

Keywords: internet folklore, internet memes, meme genres, image macros, COVID-19

This study-practicum aims to establish what meanings the constructions има да+ V and имам да + V can express and what is the grammatical definition of their functions. This is necessary in view of their proper understanding and use by students, future specialists in the field of Bulgarian studies. Secondly, the project aims to develop practical skills for collecting material, processing and analysis of linguistic phenomena and reaching certain conclusions. Thirdly, the aim is to create skills for students to build and defend their own position after studying a discussion on linguistic problem and getting acquainted with the arguments of different parties in the discussion. With my help, the students collected, classified and analyzed a corpus containing linguistic phenomena. After a theoretical presentation of the research on the issue, together we came to certain conclusions. I wrote an article about the findings and conclusions of the study to show good practice for research work with students. We have clarified that constructions express ‘futurity’, but very often different modal meanings of the verb има and especially of имам (such as ‘necessity’, ‘possibility’) come to the fore. In such cases, the ‘futurity’ can be reinforced with the paradigmatic form for Future Tense, using the particle ще.
Това изследване-практикум си поставя за задача да установи какви значения могат да изразяват конструкциите има да + V и имам да + V и какво е граматическото определение на техните функции. Това е необходимо с оглед правилното им разбиране и употреба от студентите, бъдещи специалисти в областта на българистиката. На второ място, проектът цели да развие практически умения за събиране на материал, обработка и анализ на езикови явления и достигане до определени изводи. На трето място, стремежът е след проучването на дискусионен езиковедски проблем и запознаването с аргументите на различните страни в дискусията у студентите да се създадат умения за изграждане и отстояване на собствена позиция. Студентите с моя помощ събраха, класифицираха и анализираха корпус, съдържащ езикови явления. След теоретично представяне на изследванията по въпроса, заедно достигнахме до определени изводи. Почувствах се задължена да напиша статия за находките и изводите от проучването, за да покажа добра практика за изследователска работа със студенти от последните курсове. Изяснихме, че конструкциите изразяват ‘следходност’, но много често различни модални нюанси на има и особено на имам (като ‘необходимост’, ‘възможност’) излизат на преден план. В такива случаи ‘следходността’ може да бъде подсилена с парадигматичната форма за бъдеще време с частицата ще.

The article presents the stages in the work on the category "Aspect of the Verb" in Bulgarian as a foreign language. Attention is drawn to important points from the clarification of the category and methods tested in practice. The aim is to share many years of experience that would help the few Bulgarian language specialists who focus on the methodology of foreign language teaching. The approach is very different from the one applied into mother tongue education and takes into account many limitations. The need for simple, clear and illustrative explanations with examples built in progression is shown. The emphasis is on the practical mastering of the markers of the individual meanings of the category and the lexical compatibility with certain words and expressions, which explicitly emphasize these meanings..

В  статията се представят етапите в работата върху категорията „Вид“ с обучаеми по български език като чужд. Обръща се внимание върху важни моменти от изясняването на категорията и методи, изпробвани в практиката. Целта е да се сподели дългогодишен опит, който би помогнал на малкото специалисти по български език, които се насочват към методиката на чуждоезиковото обучение. Подходът спрямо обучението по роден език е твърде различен и взема предвид множество ограничения. Показана е необходимостта от прости, ясни и нагледни обяснения с примери, изграждани в прогресия. Акцентът е върху практическото усвояване на маркерите на отделните значения на категорията и лексикалната съчетаемост с определени думи и изрази, които експлицитно подчертават тези значения.