Kölcsönszavak fogalomköri kategorizációja

Bárány, Erzsébet and Gazdag, Vilmos (2024) Kölcsönszavak fogalomköri kategorizációja. In: Nyelvünkben élünk. Jelentéseken innen és túl : Tanulmánykötet az MTA Modern Filológiai Társaság alapításának 40. évfordulója és Gadányi Károly 80. születésnapja tiszteletére. Nyomárkay István-emléksorozat (4). MTA Modern Filológiai Társaság, Budapest, pp. 30-59. ISBN 978-615-6448-41-5

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Abstract

The conceptual analysis of the borrowings is primarily a linguistic task because it highlights the extralinguistic background of the process of borrowing, provides information on the specific circumstances of transmission and adoption, answers the question of which elements of the vocabulary layer were introduced into the given language, and makes it more evident how the process of linguistic contact between the nations concerned took place. Research on borrowings is almost impossible today without a conceptual classification of the material that has been discovered. Thus, the conceptual grouping of second language elements is not a new phenomenon in linguistics. However, there may be significant differences between the conceptual categorizations, mainly due to differences in the elements cataloged. Considering the historical and current situation, it should come as no surprise that people living here also use a large number of second language elements in their mother tongue communication, which can be seen as regional features of everyday language use. These words are not only an integral part of the Transcarpathian Ukrainian and Hungarian language varieties, but they may also have a prestige connected to them, depending on the extent of their rooting and frequency of use. At the same time, it is important to emphasize that the scientific study and recording of these words and their publication in mother tongue education can contribute to their adequate use in communication processes, while their classification into conceptual groups (semantic groups) makes it possible to monitor which are the language-use contexts where the second-language elements are the most intensive.

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