This study examines the idiolect of Сашко – a hyper-multilingual global nomad whose language repertoire draws on forty languages, ten of which he speaks with native or native-like proficiency. By analyzing grammatical and lexical features typifying Сашко’s translanguaging practices (code-switches, code-borrowings, and code-mixes), as docu­mented in the corpus of reflexive notes that span the last twenty-five years, the author designs Сашко’s translanguaged grammar. Instead of being a passive additive plurali­zation of separated, autonomous, and static monolects, Сашко’s grammar emerges as a deeply orchestrated, unitary, and dynamic strategy. From Сашко’s perspective, this grammar constitutes a tool to express his rebellious and defiant identity; a tool that – while aiming to combat Western mono-culturalisms, compartmented multilingualisms, and nationalisms – ultimately leads to Сашко’s linguistic and cultural homelessness. This paper – the first in the series of three articles – is dedicated to methodological is­sues: the frameworks that are adopted in the different parts of the study, the method with which the description and analysis of Сашко’s idiolect is developed, and the corpus that underlies the empirical research of Сашко-lect.

The aim of this paper is to contrast the near-synonymous Polish classifiers kupa ‘heap’, sterta ‘pile’, and stos ‘stack’, all of which encode upward-oriented arrangements of objects or substances and thus prototypically combine with concrete inanimate nouns, by means of a collocational analysis conducted on naturally-occurring data derived from the Na­tional Corpus of Polish. The results of the empirical investigation point to a tendency for kupa ‘heap’ to combine predominantly with mass nouns denoting amorphous, frequently natural, stuff, whereas sterta ‘pile’ and stos ‘stack’ exhibit a pronounced predilection for count N2-collocates referring to artefacts. In a similar vein, while both sterta ‘pile’ and stos ‘stack’ typically stand for aggregates formed by a volitional human agent, it is not infrequent for kupa ‘heap’ to classify portions of substances whose shape is a result of the forces of nature or merely constitutes a by-effect of activities intended to achieve goals other than arranging stuff into units. What differentiates between sterta ‘pile’ and stos ‘stack’, however, is that constructional solidity appears a more salient feature of the latter item, hence its capability of applying to vertical collections of entities marked by an orderly internal structure.

The present paper examines the factors influencing lexical transfer in third language acquisition (TLA) by examining studies devoted to lexical transfer from L1 and L2 into L3 that were mainly conducted in Europe. There are several factors that have influence on lexical transfer: linguistic (such as typology), contextual (such as naturalistic setting vs. formal setting), psycho-linguistic (such as psychotypology and the learners’ aware­ness of cognates), individual (such as learners’ age) and other factors (such as L2/L3 proficiency level). The results of the survey indicate that negative lexical transfer from both L1 and L2 to L3 occurs (a) in naturalistic contexts, (b) when languages are typo­logically similar, (c) when students perceive these languages as similar, and (d) when L2 proficiency level is high and L3 proficiency level low. In contrast, positive lexical transfer from L2 to L3 occurs (a) in formal settings, (b) when students perceive these languages as similar, (c) when learners’ awareness of true cognates is high, and (d) when both L2 and L3 proficiency level are high. Additionally, the learners’ age was found to potentially predict the relative weight of lexical transfer in TLA in the following manner: negative lexical transfer from L1 and L2 to L3 may increase with age. Finally, it was found that when L1, L2, and L3 are equally proximate, it is the L1 that has the primary influence on lexical transfer in TLA.

The present article constitutes the first part of a brief critical analysis of the research on attitude and attitude-(speech) behaviour relations. Its major aim is to show that the contribution from the socio-psychological paradigm can prove relevant and valuable when applied to sociolinguistic research on attitude and attitude-behaviour relations. The author argues that attitudinal investigations in sociolinguistics, despite their popu­larity and rich history, frequently suffer from a number of methodological and theoretical flaws. The author advances an argument that a reconceptualization of the construct of attitude and certain methodological principles can help refine the whole language at­titudes paradigm. Specifically, it is pointed out that a cognitive/information-processing approach to attitude formation, the theory of planned behaviour and other theoretical and methodological insights discussed in this paper can prove immensely rewarding and can give a new impetus for further research.

This paper presents a series of addenda to Stanisław Stachowski’s Historisches Wörter­buch der Bildungen auf -cı // -ıcı im Osmanisch-Türkischen (1996). The data are taken from transcription texts prior to Meninski (1680) – comprising both lexicographical and documentary texts – and listed in chronological order, according to the pattern I have already followed in previous papers of mine intended to supplement Stachowski’s other historical-lexicographical works.

This paper gives a survey of approaches to the analysis of Virginia Woolf’s “Blue & Green” (1921), a meditative sketch, a prose poem that belongs to experimental modernist prose, integrating various mimetic and diegetic techniques highlighting the issue of colour perception from its symbolic, eidetic, and intermedial perspectives tightly linked to the specificity of human imagination. The paper brings these research perspectives together, elaborating them to further introduce, in the forthcoming paper, a new vista of Woolf’s “Blue & Green” interpretation via the phenomenon of focus dissipation as a ludic narra­tive and/or mimetic technique based on text-driven attentional shifts.

* This paper is part of the project “Linguistics of Intermediality and the Challenges of Today: Polymodality of Mind, Intersemioticity of Text, Polylogue of Cultures” (Grant of Ministry of Education and Science of Ukraine, UkrRISTI Registration Number 0119U100934).