bluuebunny/crossref_metadata_2025 huggingface dataset:
Influence of Glycemic Control on the Survival of Implants Placed in the Zygomatic Bone of Edentulous Patients With and Without Type 2 Diabetes Mellitus: 10-Year Follow-Up Results
Authors: Alresayes Saad , Al Deeb Modhi , Al-Hamoudi Nawwaf , Javed Fawad , Vohra Fahim , Abduljabbar Tariq
Published: December 2020

It is hypothesized that under optimal glycemic control (GC), there is no difference in the survival of implants placed in the zygomatic bone of edentulous patient with and without type 2 diabetes mellitus (T2DM). The aim was to assess the influence of GC on survival of implants placed in the zygomatic bone of an edentulous patient with and without T2DM at the 10-year follow-up. Twenty patients with T2DM (10 with poorly controlled T2DM and 10 with well-controlled T2DM) and 12 patients without T2DM were included. Hemoglobin A1c (HbA1c) levels were recorded, and demographic data were collected from all participants. Peri-implant inflammatory parameters (plaque index [PI], probing depth [PD], crestal bone loss [BL], and gingival index [GI]) were measured in all patients. Group comparisons were done, and P values, which were less than .01, were indicative of statistical significance. Twenty and 12 male patients with and without T2DM, respectively, were included. Among patients with T2DM, 10 and 10 individuals had poorly and well-controlled T2DM, respectively. The mean HbA1c levels were significantly higher in patients with poorly controlled T2DM (9.2 ± 0.7%) compared with well-controlled T2DM (4.8 ± 0.3%; P < .01) and nondiabetic individuals (4.6 ± 0.3%; P < .01). The crestal BL on the mesial (P < .01) and distal (P < .01) surfaces, PD (P < .01), PI (P < .01), and GI (P < .01) were significantly higher around all zygoma implants placed in patients with poorly controlled T2DM compared with patients with well-controlled T2DM and patients without T2DM. These clinicoradiographic parameters were comparable around zygoma implants placed in patient with well-controlled T2DM and in subjects without T2DM. Optimal GC is essential for the long-term stability of zygomatic plants in patients with T2DM.
INDONESIAN STUDENTS’ STRATEGIES TO COPE WITH FOREIGN LANGUAGE ANXIETY
Authors: Abdurahman Nur Hafiz , Rizqi Muhammad Ainur
Published: December 2020

Previous research reports that foreign language anxiety (FLA) is one of the affective factors exerting influence on foreign language learning. Myriad studies have examined how foreign language learners cope with foreign language anxiety. However, few studies have addressed the particular moments when students feel the most anxious and how they cope with this anxiety. The present study aims to (1) identify specific moments when students feel the most anxious; (2) investigate their coping strategies, and (3) recognize the changes in the strategies used by the students during specific moments in their language learning. In so doing, a stimulated recall was carried out among five university students from non-English departments who had to conduct presentations in English. The findings show that they displayed different levels of anxiety, which resulted in several accidents during the presentation. The participants with a high anxiety level tended to utilize monotonous coping strategies. This study implies that teachers need to take into account their students’ anxiety levels before they commence a new term or semester. When encountering highly anxious students, they can introduce the learners to alternative strategies to cope with anxiety.
Should We Teach English Early? (Some Considerations)
Authors: Raja Patuan
Published: December 2020

English has been introduced in early levels of elementary schools apparently based on the assumption the earlier the better. The present article reviews some literature on the relation between age and second language acqusition and has to conclude that the assumption does not have solid foundation. It also discusses the implications relevant to Indonesian context, especially concerning amount of instructional time, educational value, and resources.
Politeness Phenomena as a Source of Pragmatic Failure in English as a Second Language
Authors: Aridah Aridah
Published: December 2020

Language should be learned in the cultural context of its speakers.This is because the speakers bring an intention in performing a linguistic act.Failure in understanding the intention of the speakers will lead to failure inresponding to the intended message and, thus, failure in using the language.The study of how language is used in a particular context or situation is thefocus of pragmatics. An important pragmatic issue concerns with politeness,i.e. showing awareness of another person's public self-image. This articlehighlights the politeness phenomena and the degree of success in learningEnglish. The issues discussed include the definition of politeness, strategies ofpoliteness, politeness in the Oriental cultures, politeness in the context ofIndonesian cultures, and the implication of politeness phenomena in theteaching of English.
THE INTERACTIONAL APPROACH TO THE TEACHING OF WRITING AND ITS IMPLICATIONS FOR SECOND LANGUAGE ACQUISITION
Authors: Lestari Lies Amin
Published: December 2020

Writing is a language skill which is relatively difficult to acquire. A number of efforts have been made to develop the students' writing skill, among others is by applying different approaches to the teaching of writing. This article discusses the interactional approach to the teaching of writing and its implications for second language acquisition.
FEMALE EFL LEARNERS’ REQUEST REALIZATION IN RELATION TO THEIR ETHNIC BACKGROUNDS
Authors: Sari Artanti Puspita
Published: December 2020

The choice of strategies and modifications of speech acts in conversational communication may be correlated with sociolinguistic factors, such as ethnicity, social distance and dominance. Requests, as a part of speech acts, provide an interesting focus in this research because requests are face threatening acts. This article was based on a research conducted in the period of April to June 2008. The subjects of the research were female EFL learners of English Education Study Program at Sriwijaya University Inderalaya in South Sumatera Indonesia. The investigation utilized a combination of qualitative and quantitative methods, revealed that:(1) in terms of patterns, the female EFL learners of different ethnic groups performed similar request patterns, (2) in terms of correlation, the subjects’ ethnic backgrounds did not correlate with their strategies, yet, their ethnic backgrounds had correlation with the subjects' request modifications, (3) the subjects’ request strategies and modifications did not correlate with social distance and dominance. The information gained can be utilized as a basis for integrating cultures and social dimensions between speakers and hearers into the teaching of EFL as well as EIL to increase students’ intercultural and pragmatic competence.
SPACE LEXICALIZED: ITS LINGUISTIC IMPACTS IN ENGLISH AND ITS IMPLICATIONS FOR EFL LEARNING
Authors: Kadarisman A. Effendi
Published: December 2020

Our sense of space is part of our experiential universals. However, the incorporation of space into words differs across languages. This paper argues that “space” is lexicalized in English but not in Indonesian. English encodes the sense of location and direction into adverbial particles, producing language-specific xpressions. Together with prepositions, adverbial particles also combine with simple verbs producing phrasal verbsand making a highly familiar verb expand itself into a huge range of meanings. Furthermore, the unique syntactic behavior of phrasal verbs is assumed to be the motivation for the phenomenon of “prepositional stranding” in English. The enormous presence of adverbial particles in English and their absence in Indonesian could be problematic for Indonesian EFL learners. This problem can be viewed from two perspectives: inward & outward.
THE USE OF DISCOURSE MARKERS AS AN INTERACTIVE FEATURE IN SCIENCE LECTURE DISCOURSE IN L2 SETTING
Authors: Rido Akhyar
Published: December 2020

The objective of this research is to investigate the function of discourse markers as an interpersonal-interactive feature in a science lecture in second language (L2) setting in Malaysia. This research employs qualitative method while the data are gathered through non-participant observation and videorecording. From the findings, there are various discourse markers found. Macro markers signal the transition of the moves and indicate a shift of one topic/subtopic to another topic/sub-topic. Meanwhile, micro markers signal the internal or ideational relations within sentences. In conclusion, the use of discourse markers will help students to comprehend a lecture.
SOCIAL MEDIA IN A CONTENT COURSE FOR THE DIGITAL NATIVES
Authors: Lie Anita
Published: December 2020

Digital technologies and the Internet have revolutionized the way people gather information and acquire new knowledge. With a click of a button or a touch on the screen, any person who is wired to the internet can access a wealth of information, ranging from books, poems, articles, graphics, animations and so much more. It is imperative that educational systems and classroom practices must change to serve our 21st century students better. This study examines the use of Edmodo as a social media to teach a course in Pedagogy to a class of digital natives. The media is used as an out-of-class communication forum to post/submit assignments and resources, discuss relevant issues, exchange information, and handle housekeeping purposes. A survey of students' responses and discussions on their participatory process leads to insights on how the social media helps achieve the required competences.
MOTIVATION AND CONFIDENCE OF INDONESIAN TEACHERS TO USE ENGLISH AS A MEDIUM OF INSTRUCTION
Authors: Aritonang Mangasa
Published: December 2020

This research paper investigates the motivation and confidence of Indonesian teachers of non-English to learn English and to use it as a medium of instruction resulting from their participation in a blended learning course. The purpose of the English learning for this particular group of teachers was to enable them to create English-speaking teaching and learning environment. Such environment is perceived as necessary to enhance English language learning and acquisition in some Indonesian vocational schools. The levels of motivation and confidence have been an issue because they potentially either contribute to or hinder English language learners to learn and use English for interactions. This qualitative research was undertaken using an interpretive research paradigm and a case study approach. Qualitative research data were collected from multiple sources such as indepth interviews, observation notes, online interaction script, and reflective journals of the participants. Quantitative data were collected through surveys to add meaning to the qualitative data. The research revealed varying increase in the levels of motivation and confidence of the participants. Transformation of extrinsic to intrinsic motivations appeared to occur. Contributing factors to the increase of the motivation and confidence are discussed in this paper.
STUDENTS’ ABILITY IN USING DISCOURSE MARKERS TO BUILD COHERENCE IN COMPOSITIONS
Authors: Patriana Andhina W. , Rachmajanti Sri , Mukminatien Nur
Published: December 2020

The study attempts to find out how Indonesian students apply Discourse Markers (DMs) to build coherence in English compositions. It employs a descriptive design, analyzing 52 target DMs and how they are used in 21 argumentative papers. The participants of the study were 21 Master’s students majoring in English Language Teaching (ELT). The results reveal that the participants employ 44 DMs in 234 occurrences, and use some DMs inappropriately in 118 occurrences. The problematic matters cover: non-equivalent exchange, overuse, surface logic, misinterpreted relation, and mistranslation. The study concludes that although the participants have shown their awareness of using DMs to build coherent compositions, there are areas where improvement is needed to increase their ability in using DMs appropriately and effectively to make their writing better and more logically connected. Recommendations to English teachers are also given as pedagogical implications of this study.
ENGLISH AS A LINGUA FRANCA: IMPLICATIONS FOR ￼PEDAGOGY AND ASSESSMENT
Authors: Fang Fan (Gabriel)
Published: December 2020

The English language functions as a global language that facilitates communication among people of different lingua-cultures. This background leads to the question of whether the traditional language assessment still fulfils the needs of the majority of language learners who will use English for various purposes with people from different linguistic and cultural backgrounds. This article illustrates the development and spread of the English language by focusing on two key paradigms: World Englishes (WE) and English as a lingua franca (ELF). This article argues that a native-oriented means of English pedagogy and assessment does not fit the current functions of the language and cannot meet the various and complex needs of the majority of English language learners. It therefore emphasizes the importance of an ELF-informed approach, such as the ‘post-method’ approach to English language teaching and more flexible language assessment focusing on students’ performance of tasks. The article concludes that English language teaching and assessment need to be more informed by ELF than by the entrenched, anachronistic native-oriented ideology.
￼CREATIVELY NEGOTIATING THE PLACE OF ￼SPIRITUALITY IN THE ELT CURRICULUM
Authors: Mambu Joseph Ernest
Published: December 2020

This article aims to better understand constraints (e.g., hostility toward spirituality) and opportunities that may affect teacher-student and student-student relations as spiritually informed ELT curriculum is negotiated. Viewed more broadly, spirituality aims to foster the ability to see one’s own religious positioning in relation to other people who have different faiths, and the commitment to being connected with other people, as well as nature, with love. In terms of pedagogical methodology, negotiating the place of spirituality in ELT means creatively keeping the balance of mainstreaming and decentering different senses of spirituality. It is in line with Kumaravadivelu’s theoretical lens of postmethod pedagogy which sheds light on how a teacher theorized negotiating power relations associated with his spirituality; how a teacher exploited a religious issue unique to a specific context in Indonesia; and how the dialogue of religious issues can be extended beyond what already happened in class. Regarding spiritually informed materials development, this article focuses on teacher-student co-development of spiritually informed materials and adaptations of non-ELT materials. The article concludes with some pedagogical implications and major questions to be addressed in future research on spiritually informed ELT curriculum.
TEACHERS’ GRADING DECISION MAKING
Authors: Isnawati Ida , Saukah Ali
Published: December 2020

This study investigated teachers’ grading decision making, focusing on their beliefs underlying their grading decision making, their grading practices and assessment types, and factors they considered in grading decision making. Two teachers from two junior high schools applying different curriculum policies in grade reporting in Indonesian educational context were interviewed in depth to reveal their grading decision making. The results show that the teachers believe that assigning grades is not only for measuring the students’ ability, but also for making them active users of the language, giving them life skills and experience and motivating them. In addition, these teachers use various grading practices involving not only formal assessment but also informal one. Remedial tests, giving more tasks and grade adjustment are also done to reach the criteria of passing grade. The factors considered in grading decision making are achievement factors in the forms of scores from formal and informal assessment and non-achievement factors involving students’ effort and behavior, curriculum and school policy.
MAKING EFL INSTRUCTION MORE CLT-ORIENTED THROUGH INDIVIDUAL ACCOUNTABILITY IN COOPERATIVE LEARNING
Authors: Astuti Puji , Lammers Jayne C.
Published: December 2020

This article attempts to add to the literature supporting Communicative Language Teaching (CLT) by proposing the use of Cooperative Learning (CL), specifically focusing on the enactment of a key principle of CL, i.e., individual accountability. It illustrates how to train students on CL and its individual accountability work and demonstrates how activities involved in individual accountability, i.e., individual students’ performance(s) and peer interaction, can accommodate the teaching of the four language skills and components. We argue that these activities promote learners’ use of and meaning making in English and thus recommend teachers, especially those new to CL, follow the procedure of CL techniques exactly as described so that language learning in their classrooms goes in the direction of attaining improved communicative competence—the goal of CLT.
￼EXPRESSING VOICE IN A FOREIGN LANGUAGE: ￼MULTIWRITING HAIKU PEDAGOGY IN ￼￼THE EFL CONTEXT￼ ￼￼
Authors: Iida Atsushi
Published: December 2020

One of the crucial perspectives in the teaching of second language (L2) writing is to develop voice (Iida, 2010; Paltridge et al., 2009). While scholars have discussed the significance of teaching voice from theoretical viewpoints, there is scant reporting on how to teach the concept and how to train L2 writers to express their own thoughts in the target language in the composition classroom. The aim of this article is to discuss how L2 writers can develop their voice through poetry writing in the L2 composition classroom. After describing the concept of voice and the feature of multiwriting, this article will explore the potential of multiwriting haiku pedagogy as a way to develop and express voice in the EFL freshman college writing classroom. It will also present a step-by-step approach for multiwriting haiku in the EFL classroom and then illustrate how Japanese EFL writers express voice and articulate self in the poetic text with the pedagogical guidelines.
EMI IN INDONESIAN HIGHER EDUCATION: STAKEHOLDERS’ PERSPECTIVES
Authors: Simbolon Nurmala
Published: December 2020

Many universities in Indonesia are striving towards becoming internationally renowned universities. Partly, they do so by making English as Medium of Instruction (EMI). The university where the study was conducted commenced EMI through its voluntary EMI programs, which lasted for four years. The discontinuation of the EMI programs was the trigger of this study. This article seeks to understand the stakeholders’ perspectives of EMI. Data were gathered from two focus group interviews involving six content-based lecturers and three policy makers in one state university which utilises EMI approach in their course delivery, and then analysed using thematic and content analysis methods. The findings demonstrate that while the stakeholders agree that mastery of English is important for their university graduates, there was a gap between policy makers’ perspectives and the articulation of the institutional policy concerning the significance of English proficiency in the department’s curriculum. Yet, the stakeholders admit that there is possibility that EMI can be implemented in several relevant departments in the university. The interviews also reveal that stakeholders consider content-based language teaching (CBLT), practised by language specialists, as the most suitable approach should EMI be implemented throughout their university. Finally, this article concludes with further EMI implications for university planning of its English language teaching.
AN INQUIRY APPROACH TO FACILITATE REFLECTION IN ACTION RESEARCH FOR ESL PRE-SERVICE TEACHERS
Authors: Val Madin Caroline , Swanto Suyansah
Published: December 2020

Reflection is a significant skill in action research, but many practitioners still display unsatisfactory reflective thinking levels, especially among teachers. Pre-service teachers, in particular, have voiced issues concerning their reflections in action research. Although reflections are personal and have infinite forms, research has demonstrated that using an inquiry approach can build reflection skills. This study aimed to identify pre-service teachers’ and their respective lecturer-supervisors’ views on the use of an inquiry approach to facilitate the reflection aspect in action research. A question-structured checklist was provided to the research participants to guide their reflection in action research. Data were collected from twenty (n=20) English as a Second Language (ESL) pre-service teachers and five (n=5) lecturer-supervisors in an Institute of Teacher Education Malaysia campus through follow-up interviews and focused group discussions. Findings revealed the benefits of the inquiry approach used in guiding the pre-service teachers’ reflections in their action research and writing the final reports. Feedback from the lecturer-supervisors suggested that the use of the inquiry approach had guided the pre-service teachers’ reflections to be more organized and relevant to the focus in each section in the report. Future recommendations on the application of an inquiry approach are suggested.
‘I FEEL LIKE I GO BLANK’: IDENTIFYING THE FACTORS AFFECTING CLASSROOM PARTICIPATION IN AN ORAL COMMUNICATION COURSE
Authors: Aslan Reyhan , Şahin Melike
Published: December 2020

This paper reports on a case study of seven undergraduate students’ classroom participation in an English-medium university in an EFL context, with a focus on their perceptions about the factors affecting their involvement in interactional opportunities in a specific speaking course. Results suggest that student participation in a foreign language learning setting is a complicated and dynamic process strongly influenced by multiple factors. Students’ participation in the language practices of the classroom and their agentive choices for L2 speaking appear to be contingent on the various individual (psychological and social) factors and contextual and classroom-oriented factors. Therefore, this current piece supports the importance of a holistic understanding of multiple factors to arrive at an in-depth picture of students’ involvement, engagement, and participation.
CAMBODIAN TWELFTH GRADERS’ CHOICE FOR ENGLISH PRIVATE TUTORING: QUIT OR NOT TO QUIT?
Authors: Soeung Sopha
Published: December 2020

Private tutoring is not a new phenomenon for education in both developed and developing countries. However, English private tutoring (EPT) attracted a limited number of studies, although English is viewed as the key to success in non-English speaking countries like Cambodia. By observing EPT as a choice, this mixed-method study, using the convergent design, aimed to explore factors affecting Cambodian 12th graders towards quitting or not quitting EPT during the year of the national examination. Quantitative data were collected from 639 twelfth graders in Cambodia via a self-rated questionnaire, while qualitative data were obtained from 8 respondents. Findings reveal that the decision of leaving EPT is more influenced by their parents, while that of continuing EPT is stirred by educational aspirations, internal motivation as well as part-time employment during their university life. Surprisingly, unlike private tutoring of other core exam subjects, this study found that students from better income families in Cambodia do not seem interested in investing in EPT. It is proposed that an ‘exam-career balance’ syllabus be developed and implemented in both mainstream schools and EPT classes to boost the success probability of Cambodian 12th graders in their exams as well as their future.
USE OF GESTURE FOR CORRECTING PRONUNCIATION ERRORS
Authors: Thompson Amelyn A , Renandya Willy A
Published: December 2020

The role of gesture in second language acquisition (SLA) has recently become a promising area of research, characterized by the growing number of empirical research studies that examine the potential of incorporating gestures in such areas as the teaching of grammar, vocabulary, and pronunciation. This paper focuses on how gesture can be productively used to help students notice and subsequently correct their pronunciation errors, both segmental and suprasegmental errors. First, a critical review of the literature is presented in which we carefully explore recent research on oral corrective feedback and the role that gesture plays in facilitating comprehension and acquisition. Next, pedagogical implications are considered in which we discuss a pedagogical framework that language teachers can use as a guide for incorporating gestures in pronunciation instruction. Finally, future research possibilities are discussed, including suggestions for more robust research design and new areas to investigate.
ADAPTING TO AND DELIVERING REMOTE INSTRUCTION: INTERVIEW WITH PROF. SUSAN GAER
Authors: Floris Flora Debora
Published: December 2020

Susan Gaer is a Professor Emeritus of Santa Ana College, California. She has an MA in English with emphasis on Teaching English as a Second Language and an MA in Educational Technology from Pepperdine University. She is the President-Elect CATESOL 2018-2020. She is also a Google Certified Innovator, Kahoot Ambassador, Thinglink Educator and Quizlet Teacher Educator. Prof. Gaer has developed a web page https://www.susangaer.com/ that helps teachers to engage students with technology. In this interview, Prof. Gaer shared her viewpoints and some examples on remote instruction.
King Artavasdes and the Anagram of his Name in the Ancient Armenian Epic
Authors:   Institute of Archaeology and Ethnography, National Academy of Sciences of the Republic of Armenia, Petrosyan Armen Ye.
Published: December 2020

The paper deals with the ancient Armenian epic Vipasank known from the book of the 5th century historian Movses Khorenatsi (Moses Chorenensis). The author considers its plot both contextually, against the backdrop of Caucasian peoples’ mythology, and historically, by drawing parallels with real-life figures that might have served as prototypes for the legendary epic kings and heroes. It is noted that obvious character analogies and linguistic similarities do not suggest any genetic relatedness between the Armenian and the neighbouring Caucasion traditions but are a result of cultural borrowings and language contacts. The author points out the culture-driven evolution of traditional beliefs that caused changes in the original epic plot. The story of Artavasdes, the son and the successor of the legendary king Artaxias who defeated the Alan army and stole the Alan princess Satenik, serves as an example of this development. The entire logic of the epic suggests that in its archaic version, Artavasdes was the son of Argavan, head of the vishapazuns (“dragonids”), which is proved by multiple text allusions and the plot development. Based on the peculiarities of Indo-European poetic language, first noted by Ferdinand de Saussure, the paper highlights its tendency to encrypt the names of gods or heroes by repeating sounds and sound combinations. The author gives a close analysis of one obscure passage of the Vipasank epic and draws a hypothesis that it contains an anagram of the name of Artavasdes, which, after the adoption of Christianity, must have alluded to the secret relation between Satenik and Argavan. This, in turn, enables the author to trace back the evolution of the image of Artavasdes in epic tradition and to explain its ambivalence.
To the Origins of Russian Surnames with the Stem Maur-
Authors:   Ural Federal University, Kabinina Nadezhda V.
Published: December 2020

The paper delves into the etymology of East Slavic (including Russian) surnames with the stem Maur- (Maur, Maurenko, Maurin, Maurinov, Maurov, Maurtsev, etc.). The author shows that these can neither go back to the female calendar name Mavra, as popular Internet sources suggest, nor refer to a female deity from the legendary Merya pantheon, as the first serious researcher of the issue, Nikolay Shvarev, has proposed. Based on linguo-geographic data, the article substantiates another hypothesis that Maur- is an adapted version of the original Ukrainian stem Magur-, originally pronounced as [maγur-] in the territories where the standard [g] is substituted with a velar fricative [γ] (the so-called “gekanie”). Thus, the variant stem Maur- in these surnames appeared in the central and northern Old Russian lands due to the articulatory weakening of [γ]. Historically, this builds on the fact that in the Old Russian period the population of the present Ukrainian lands repeatedly migrated far to the east, to modern Central Russia, fleeing from the Polovtsian raids, the Mongol invasion, famine, and political instability. Analysing the picture of the Ukrainian Magur- surnames distribution leads the author to conclude that these originally arose in the extreme west of Ukraine, on the territory of the Ukrainian Carpathians, where three mountain peaks called Magura are located. It is quite natural that over time, the oronym-based nicknames of the Carpathian inhabitants have developed East Slavic patronymic suffixes (Magurenko, Maguryak, etc.). At the same time, it is possible that some people with nicknames containing the stem Magur- could have been immigrants from Northern Romania and Moldavia, also featuring several mountainous regions called Măgură.
Demononyms in Russian Mythological Texts of the Perm Region
Authors:   Institute for Linguistic Studies of the RAS, Bobrova Maria V. , Rusinova Irina I. ,   Perm State National Research University
Published: December 2020

The paper deals with proper names of demons (demononyms) featured in the local mythological texts of the Perm region, narrating of people with supernatural abilities. The research focuses on the names of the spirits which the sorcerers infuse into the victim’s body to cause illness. This universal tendency to “personify” the spirits of disease becomes apparent as it happens to be a recurrent element of the plot in such spirit-possession narratives. In this respect, the use of a proper name is yet another means of creating an anthropomorphic character which is the spirit of disease. Concurrently, a name might also bring in certain ethnic, social, cultural, and linguistic implications. In the Perm regional mythology, 67 demononyms have been identified. Most of them are anthroponyms transferred to the category of demononyms retaining the same derivational patterns. The functions of demononyms are similar, but not identical to those of anthroponyms (i.e. to name, to identify, to distinguish). The use of a particular name helps to identify and to differentiate the demon from the possessed victim or another spirit “cohabiting” with it. Therefore, demononyms have a twofold specifying / deictic nature: they go back to an anthroponym, but act as a substitute for the demon’s name. Ultimately, proper names of demons also serve to “legitimize” the presence of the spirits of disease in a person, which leads to more particular context-driven functions correlated with those of anthroponyms. On a larger scale, the use of demononyms in mythological narratives about people possessed with a spirit of the disease tends to reflect the traditional “friend” or “foe” opposition that is typical to the Slavic culture.
To the Historical Geography of Ossetia: The Historical Region of Khokh
Authors:   South Ossetian State University, Dzitstsoity Yuri A. ,   Vasily Abaev Center for Scytho-Sarmatian Studies, Vladikavkaz Research Centre of the RAS
Published: December 2020

The present article advocates that the oronym Khokhis K’avk’asi “the Khokh Caucasus,” catalogued by the Georgian geographer Vakhushty in the beginning of the 18th century as the name for the Side Ridge in Central Ossetia, corresponds to the historical and geographical region of Khokh, known from the toponymic, folklore and ethnographic sources of the 20th century. The oronym Khokh (“mountain”) has left a distinctive mark in the works of the Ossetian writers — natives of that region. In South Ossetia, the same oronym applies to the Main Caucasian Ridge, which has urged the author to explain this inconsistency. Besides, the Nart Epic of the Ossets also speaks of a mountainous land Akhokhayi Khokh raided by the heroes. One of the sources of the 14th century mentions the Alan province Akhokhiya. As it is evident that both toponyms refer to the region Khokh, the author deeemed necessary to explain the recurrent initial element A- in them. The author refutes the version of its Circassian origin suggesting an etymological link with Proto-Iranian prefix *ā-, one of the meanings of which is that of the preposition “on.” The general meaning of the toponym A-Khokh is thus “upland.” A typological parallel to it is the Old Persian toponym *Ākaufaka ‘Kohistan’ that consists of the same prefix *ā-, Old Persian kaufa ‘mountain,’ and a suffix. As the prefix а- fell out of free use leaving its trail only in a number of etymologically obscure toponyms of Ossetia, A-Khokh (Akhokhiya) is one of the oldest toponyms correlating to the descriptive names of the Alan province Mons in terra Alanorum and montes Alanorum mentioned in the medieval sources.
Stone Names: A Linguocultural Symbol of the Urals
Authors:   Ural Federal University, Krivoshchapova Julia A.
Published: December 2020

The paper examines the names of ornamental stones (gemmonyms) in terms of linguocultural branding of the Ural region. The analysis focuses on mineralogical vocabulary outside the official nomenclature, for the most part, these are gemmonyms containing toponymy-derived adjectives (Gumshevsky malachite, Urazov jasper, Sedelnikovsky orlets). Another objective relates to studying the axiological contexts of usage of such names. The author deals with the three most recognizable Ural ornamental stones: malachite, rhodonite (orlets) and jasper. It turns out that the linguocultural symbols (regional micro-brands) behind these minerals are geographically distributed across the Urals. Uralsky rodonit (Ural rhodonite) mostly associates with Ekaterinburg, and Tagil malachite refers to Nizhny Tagil. Jasper does not seem to have a particular reference point due to its wide geographical distribution, but typically it stands for local South Ural brands. For instance, it is believed that orskaya yashma ‘Orsk jasper’ (< Orsk) is a brand of the Orenburg region. The names of stones with the element uralsky constitute a specific group of names which, according to the author, works as a well-settled cultural macro-brand. Primarily, this refers to the uralskiye samotsvety ‘Ural gems’ collocation which has become a proper name of a lapidary factory in Ekaterinburg, as well as uralskiye kamni ‘Ural stones,’ a set phrase long included in dictionaries of standard Russian. A special class of Ural gemmonyms is represented by commercial names created artificially to make the product more saleable (cf. uralsky izumrud ‘Ural emerald’ as a trade designation of demantoid). It is noted that such names of stones are aimed at foreign customers, for whom the Ural stone is a Russian trademark and a quality assurance. At the same time, the attribute uralsky can ironically indicate that the stone only resembles a similar more expensive mineral, which, in fact, it is not (cf. uralsky almaz ‘Ural diamond’ that stands for ʻphenakiteʼ).
Toponymic Image-Building for Urban Locations
Authors:   Ural Federal University, Golomidova Marina V.
Published: December 2020

The paper looks into the specifics of urban place naming from the perspective of modern territory marketing and branding. Regarding the image of a place as a strategy, the author postulates the importance of toponymic image-building for the market economy and transformation of the socio-cultural milieu. The study focuses on the cases of urban naming aimed at managing the perception of spatial objects and supported through their specific media representation. Most of these place names belong to Ekaterinburg, although some references to other cities are made as well. The originality of the proposed research consists in using discourse analysis to explain the image-building capacities of place naming that relate both to the name choice and to the semiotics of the material landscape, as well as to the intents and purposes of stakeholders involved in the promotion process. Toponymic image-building techniques are commonly used for positioning and promotion of residential real estate, prestigious business facilities, leisure and sports grounds. This enables the author to outline the naming techniques associated with different spheres of social relations. It is noted that toponymic image-building is another means of commodification of urban space, which is not limited to the cost component as such but also adds to the social value of the urban landscape. The conditional-symbolic principle of naming proves to be increasingly productive, which, according to the author, attests to the growing popularity of individualising components in ergonymic and toponymic naming. The research outcomes, covering both linguistic and general semiotic aspects of toponymic image-building, can contribute to solving problematic issues of applied toponymy and the development of urban toponymic policy.
Nicknames in Video Gaming: Functional Use and Variation
Authors:   National Research University Higher School of Economics, Klimova Margarita A.
Published: December 2020

The article discusses the use of nicknames in online games (specifically, the Dota 2 game) which constitutes a completely new field of onomastic research. The paper starts by reviewing the main onomastic issues related to nicknames: correlation with similar and synonymous terms, questions of their status amongst other categories of anthroponyms, approaches to classifying, including the functional typology. It is exactly the study of the functional use of nicknames and their variability that the paper is devoted to. The game is rather popular and has a large community of players divided into the amateur and the professional clusters, although this opposition is rather diffuse. The functional specificity of nicknames in Dota 2 manifests itself in a number of in-game communication features and a range of pragmatic indicators. The revealed features help to distinguish the nicknames from pseudonyms and player names, and also provide the grounds for their separate consideration in professional and amateur eSports. The diversity of virtual nicknames was studied based on self-appellations of professional Russian-speaking players. Their range can be represented as a field structure where the main (the most recognizable) nickname constitutes the core, and the periphery is formed by its modifications at different levels. An online survey of amateur players was conducted to explore individual motivation behind the nickname choice. In the case of pragmatic purposeful naming, the functions are found to be diverse. It is concluded that nicknames as a category of anthroponyms are subject to internal functional differentiation.
Half a Century of Onomastic Research in Karelia
Authors:   Institute of Language, Literature and History, Karelian Research Centre of the RAS, Zakharova Ekaterina V. , Kuzmin Denis V. ,   Institute of Language, Literature and History, Karelian Research Centre of the RAS, Mullonen Irma I. ,   Institute of Language, Literature and History, Karelian Research Centre of the RAS
Published: December 2020

The article marks the 50th anniversary of onomastic research in Karelia which has brought about 12 monographs and dictionaries, as well as several hundred articles. The paper summarizes the most important advances made by the research team in local toponymy studies: a typology of the Balto-Finniс toponyms, the peculiarities of Karelian and Vepsian name motivation, and the ways that Karelian and Vepsian names are adapted to the Russian naming system. The development of methods of areal typology allowed the researchers to restore the picture of ethno-linguistic history of Karelia and adjacent territories, based on toponymic evidence. In the field of anthroponymy, the progress relates to the identification of numerous Karelian folk variants of Orthodox names and the reconstruction of medieval male and female personal names system of Karelians and Vepsians. The latter also proved the fact that non-calendar Russian names were actively used among the Karelians at the turn of the Middle Ages and the Modern Times. Particular attention is given to the research team’s activity and achievements in the field of onomastic lexicography, which produced a number of toponymic dictionaries of different types. The important role of the continuous fieldwork of Karelian toponymists, carried out both in the territory of Karelia and outside the republic, is noted. Ultimately, the work of three generations of researchers has been brought together in a comprehensive toponymic card-index comprising 300.000 units in Karelian, Veps, and Russian, as well as its electronic version (GIS Toponymy of Karelia) with additional mapping and analytical functionalities.
Development of scientific images about radicalization of protest activity of personality
Authors:   Kuban State University, Guseynov Aleksandr , Shipovskaya Viktoriya ,   Kuban State University
Published: December 2020

The analysis of theories and models of radicalization existing in psychology and sociology is given. The complexity and transitivity of the world, the emerging methodological trends in psychology, the change of postmodern discourse to metamodernism require new psychological approaches to a research of this phenomenon, which can take into account the role of cultural factors and anthropological turn, as well as space and time as ontological constants of reality. Theoretical: theoretical and methodological analysis of scientific literature, comparison, generalization, interpretation. The paper summarizes a number of empirical studies of the authors related to the problems of extremism. The goal is to consider the evolution of ideas about the radicalization of protest activity and substantiate the high relevance of the subject-being approach to explain the problem of extremism. The authors distinguish six main theories and models that reveal the nature of radicalization: the theory of anomy (R. Merton), the theory of "relative deprivation" (T. Garr), the concept of an authoritarian personality (A. Adorno), a model of social identity in collective activity (M. Van Zomeren ), the model of radicalization (R. Borum), the model of radicalization (F. Mohaddam). The authors note the demand for a metamodern methodological strategy, which makes it possible to record personal transformations and construct new images of a person. The authors come to the conclusion that the substantive differences in approaches lie in the influence quantity of external determinants causing the emergence of radical attitudes. In the development of the theme of extremism, the main ones are the principle of the unity of the personality and its being, the methodological principle of subjectivity and the principle of uncertainty, which reveal additional nuances of the phenomenon that increases cognitive capabilities. The conditions of the subject-being approach are considered and the concept of protest activity is presented, based on the notions of "existential personal identity", "subjective activity", "subjectivity", revealing the reasons for negative transformation of personality, considering extremism as a violation of the developing configuration of identity. The subject-being approach to the personality is recognized as the most efficient theoretical and methodological basis for researching this problem, since it allows us to overcome the deficiency of the content given by the deterministic interpretation of radicalization.
Cognitive factor of psychological safety: gender aspect
Authors:   Far Eastern Federal University, Bubnovskaya Olesya , Leonidova Vitalina ,   Far Eastern Federal University
Published: December 2020

The relevance of the problem posed in the article is determined by the role of psychological safety in the development of the individual against the background of the growth of securitization in modern society, the need to detect factors affecting it. The purpose of the study is to establish the nature of the relationship between cognitive variables and psychological safety of the individual, considering the gender. According to the hypothesis of the study, gender characteristics of the individual, determining the cognitive component of the individual's attitude to himself and to the world, affect psychological safety. The sample of the study included university students of Vladivostok (n=300, 60 – men, 240 – women, the average age is 19 years). Used methods: “Psychological safety of educational environment” (PSEE)” (Baeva I.A.), “Kiselev’s thermometer” (“gradusnik sostoi͡aniĭ”), (Kiselev Yu.Ya.), “Bem Sex-Role Inventory (BSRI)” (Bem S.), “World assumptions scale” (Yanov-Bulman R.) in the adaptation by Padun M. A., Kotelnikova A.V. with comparative, correlation, regression and factor analysis in the Python. The results show significant correlations between gender and basic beliefs of the individual (p≤0,001), safety of the educational environment, components of psychological safety (p≤0,001); stable influence of masculinity and femininity on the attitude of the individual to the world and to himself, on the components and characteristics of safety (determination coefficients – 0,5-0,6). Based on the study of data on psychological safety and basic beliefs of students, considering their gender traits, conclusions are made about the influence of gender on the cognitive component of safety. In general, gender characteristics and beliefs of an individual are important for psychological safety, although a strict determination was not identified in the study and requires further study. The influence of gender on beliefs about peace and safety is more pronounced in the feminine type than in the masculine type. The sense of safety of a person with feminine traits is largely due to her trust in others, faith in a good and fair world, and with masculine traits – the belief in her ability to control events.
The mental state of population of cities and towns during the COVID-19 pandemic
Authors:   Sochi State University, Edigareva Viktoriya , Makarevskaya Yuliya ,   Sochi State University
Published: December 2020

In late 2019 - early 2020, the world was faced with a massive infection of COVID-19. The spread of the disease was quite high and affected almost all countries of the world. The infection was transmitted in a severe form, and therefore there were many deaths. Undoubtedly, the situation affected the mental state of people in many regions of the world and our country. Therefore, the aim of our research was to study the mental state of residents of cities and towns during the COVID-19. We assumed that during the spread of COVID-19 across Russia, the indicators of mental states, namely "frustration", "neurotization" and "energy" in cities and towns, will differ. However, the level of "anxiety" will not have significant differences. Particular hypotheses: the level of "frustration" will be higher in big cities, "neurotization" and "energy" will have a higher rate in small towns. The following methods were used in the research: Eysenck H.J. «Scale of mental states, Boyko V.V. «Method of neurotization diagnostics», method "Self-assessment of emotional states" A. Wessman and D. Ricks, nonparametric Mann-Whitney test. The research involved 83 people, 44 people lives in large cities, 39 – lives in small, 16 – males, 67 – females. Age: from 13 to 74. According to the results of the work, the hypothesis of the same level of anxiety in both groups was fully confirmed. The differences in the level of frustration and neurotization were not statistically confirmed. The hypothesis of a higher level of "energy" in regions with a small population was partially confirmed.