Dimitar Vesselinov <\/strong><\/p>\n Sofia University <\/em>\u201e<\/em>St. Kliment Ohridski<\/em>\u201c<\/em><\/p>\n Editor-in-Chief of the Foreign Language Teaching journal<\/em><\/p>\n https:\/\/doi.org\/10.53656\/for2025-01-00<\/a><\/p>\n Linguodidactology (Vesselinov 2019), considered as a modern science whichencompasses in a single whole the paradigmatic areas of both native language and foreign language teaching, faces yet another of the challenges of the 21st century...<\/p>\n TO THE ARTICLE<\/a><\/p>\n <\/p>\n <\/p>\n <\/p>\n <\/p>\n Vassilka Radeva, <\/strong><\/p>\n Vladislav Milanov<\/strong><\/p>\n Sofia University \u201cSt. Kliment Ohridski\u201d<\/em><\/p>\n https:\/\/doi.org\/10.53656\/for2025-01-01<\/a><\/p>\n Abstract.<\/strong> The article reviews basic definitions of the lexeme word in the Bulgarian language and in some Slavic languages. Brief information is presented on linguistic terminology related to international cultural vocabulary - phoneme<\/em>, morpheme<\/em>, sema<\/em>, sememe<\/em>, lexeme<\/em>, phraseme<\/em>, syntaxeme<\/em>, nomineme, pragmatem\u0435 <\/em>\u00a0, etc., as well as to all-Slavic vocabulary - word<\/em>, speech<\/em>, speech<\/em>, adverb<\/em>, verb<\/em>, conjunction<\/em> , etc.<\/p>\n Keywords: <\/em>lexeme, lexical unit, nominative unit, word, speech, etc.<\/p>\n TO THE ARTICLE<\/a><\/p>\n <\/p>\n <\/p>\n <\/p>\n Krasimira Aleksova, Laska Laskova, Danka Apostolova, Yana Sivilova Mihaela Moskova https:\/\/doi.org\/10.53656\/for2025-01-02<\/a><\/p>\n Abstract<\/strong>. This paper analyzes typical cases in contemporary communication where the imperfect active participle is replaced by the aorist active participle in the conclusive, renarrative, and dubitative forms of the present and the imperfect past tenses. These replacements are observed in spoken and in written speech of native speakers in both formal and informal communicative situations. The study has a linguodidactological focus, and it argues that the analysis of the non-standard replacement of the imperfect active participle with the aorist active participle in teaching Bulgarian as a foreign\/second language at levels C1 and C2 can significantly contribute to enhancing linguistic competence as an integral part of learners\u2019 communicative competence.<\/p>\n Keywords<\/em>: linguodidactologics; modern Bulgarian language; imperfect active participle; aorist active participle; conclusive; renarrative; dubitative; perceptual linguistics<\/p>\n TO THE ARTICLE<\/a><\/p>\n <\/p>\n <\/p>\n <\/p>\n Petar Todorov<\/strong><\/p>\n Sofia University<\/em><\/p>\n https:\/\/doi.org\/10.53656\/for2025-01-03<\/a><\/p>\n Abstract<\/strong>. The article examines the use of Facebook as a tool for learning foreign languages. A review of the scientific literature on the topic is made, with the focus on publications from the last decade. The fact that Facebook does not provide educational services is emphasized, but due to the rapid spread of information, it is a preferred tool for many educational institutions \u2013 state and private. As for learning foreign languages, the article provides specific examples of providers of foreign language educational services who promote their activities for free through Facebook, where they also find followers, some of whom subsequently subscribe to their paid services. A survey is also described, whose respondents are real Facebook users. We reach the conclusion that the world\u2019s leading social network is not an effective method for learning foreign languages. The study can be used in the training of teachers who work with children with special educational needs and disabilities, for whom Facebook can be a useful additional tool depending on the degree of their disabilities. The article was developed as part of the activities of the project \u201cShared Spaces, Tolerance and Volunteering\u201d funded by the project SOFIA UNIVERSITY MARKING MOMENTUM FOR INNOVATION AND TECHNOLOGICAL TRANSFER (SUMMIT).<\/p>\n Keywords: <\/em>Facebook, foreign language learning, educational services, children with SEND<\/p>\n TO THE ARTICLE<\/a><\/p>\n <\/p>\n <\/p>\n <\/p>\n Yana Chankova, Natalia Bassisa https:\/\/doi.org\/10.53656\/for2025-01-04<\/a><\/p>\n Abstract.\u00a0<\/strong>This paper aims to investigate how digital corpus-based environments can facilitate students\u2019 comprehension and acquisition of English idioms, which illustrate a learner\u2019s fluency but are admittedly hard to obtain. The challenge of contributing to the learners\u2019 acquisition of these specific, important and simultaneously intricate, lexical items through an innovative and state-of-the-art teaching approaches and strategies has stimulated the writing of this paper. What is mainly to be examined here are the digital environments and learning systems and the innovatory ways through which idioms can be taught, as well as the advantages of COCA as a learning aid in teaching idioms. Particular reference will be made to the function of idiomatic expressions and the criteria of selecting specific idioms to be taught.<\/p>\n Keywords<\/em>:<\/em>\u00a0English idioms; digital technologies; digital learning environments; Corpus of Contemporary American English (COCA); innovative approaches to teaching idioms<\/p>\n TO THE ARTICLE<\/a><\/p>\n <\/p>\n <\/p>\n <\/p>\n Gergana Fyrkova, Gergana Boyanova,<\/strong> Ani Koleva, Zornitsa Lachezarova,<\/strong> Venche Mladenova<\/strong><\/p>\n Sofia University<\/em><\/p>\n https:\/\/doi.org\/10.53656\/for2025-01-05<\/a><\/p>\n Abstract<\/strong>. This paper examines the role of gamification in the context of foreign language acquisition. Gamification is viewed through a theoretical framework and empirical studies. A historical literature review introduces the development of the concept of gamification and its various types of implementation in education and foreign language teaching and acquisition. Contemporary technological development provides fertile ground for foreign language learning for different generations through many online platforms and applications designed to gamify the learning process. Gamification encourages student interest, engagement and motivation, which are essential and contribute to a more relaxed, enjoyable and beneficial process of learning. The current study is supported by empirical results and provides a summary of the motivating and demotivating components of gamification, following a survey with university students. While gamification might present certain challenges for different types of learners, it is a powerful tool which should remain the subject of future exploration and academic research.<\/p>\n Keywords<\/em>: gamification; foreign language acquisition; student engagement; motivation<\/p>\n TO THE ARTICLE<\/a><\/p>\n <\/p>\n <\/p>\n <\/p>\n Magdalena Kostova-Panayotova <\/strong><\/p>\n Sofia University<\/em><\/p>\n https:\/\/doi.org\/10.53656\/for2025-01-06<\/a><\/p>\n Abstract<\/strong>. The article examines \u201cThe Vegetarian\u201d by Han Kang, who received the Nobel Prize in Literature in 2024. The novel's text is understood as one of the forms of criticism of the patriarchal Korean society. Still, it can also be read beyond the visible messages as part of the so-called transgressive literature. The feelings of emptiness and pain are seen as the driving force of the metamorphosis that gives rise to the desire for liberation. The escape from institutionalizing roles is an opportunity to achieve peace with oneself, even when hope is lacking.<\/p>\n Keywords<\/em>: obsession; norms; identity; taboo; world literature<\/p>\n TO THE ARTICLE<\/a><\/p>\n <\/p>\n <\/p>\n <\/p>\n Fatlum Jashari<\/strong><\/em>,<\/strong><\/em> Vjollca Dibra<\/strong><\/em><\/p>\n University \u201cUkshin Hoti\u201d \u2013 Prizren, Kosovo<\/em><\/p>\n https:\/\/doi.org\/10.53656\/for2025-01-07<\/a><\/p>\n Abstract. <\/strong>This paper explores the lives of three literary heroines: Hester Prynne, Anna Karenina, and Katharina Blum, each navigating the turbulent waters of societal judgment and personal freedom. Despite originating from different cultural and historical contexts, these characters share common experiences of condemnation and resilience. By examining their stories, we gain insights into broader themes of autonomy, morality, and societal pressure. In addition to a brief presentation of their characters and challenges depicted in the novels, the paper highlights shared elements such as social isolation, societal stigmatization, and the pursuit of personal freedom. For instance, Anna Karenina, though married, seeks personal freedom even at a high personal cost.<\/p>\n Keywords:<\/em> heroine; woman; literature; societal challenge; prejudice<\/p>\n TO THE ARTICLE<\/a><\/p>\n <\/p>\n <\/p>\n <\/p>\n Stoycho P. Stoychev<\/strong><\/p>\n Sofia University \u201cSt. Kliment Ohridski\u201d<\/em><\/p>\n https:\/\/doi.org\/10.53656\/for2025-01-08<\/a><\/p>\n Abstract.<\/strong> This study examines vote buying in Bulgaria as a culturally embedded and economically driven practice, analyzing its mechanisms, adaptability, and persistence in the face of institutional reforms. The research aims to explore the interplay between cultural norms, socio-economic dependencies, and weak institutional enforcement that sustains vote buying as a distinct form of clientelism. Employing a qualitative methodology, the study utilizes 24 semi-structured interviews with vote brokers and voters from diverse socio-economic backgrounds. The findings reveal that vote buying in Bulgaria operates within hierarchical community structures and is framed as a legitimate, reciprocal exchange rooted in traditions of mutual obligation and survival. Mechanisms such as staged payments, social monitoring, and informal sanctions ensure compliance while highlighting brokers\u2019 adaptability to technological changes, including machine voting. This paper underscores the limitations of existing reforms and advocates for comprehensive approaches addressing the socio-economic and cultural drivers of vote buying to enhance electoral integrity.<\/p>\n Keywords:<\/em> vote buying; clientelism; electoral integrity; cultural norms; socio-economic dependency; Bulgaria<\/p>\n TO THE ARTICLE<\/a><\/p>\n <\/p>\n <\/p>\n <\/p>\n Martin Henzelmann<\/strong><\/p>\n University of Greifswald<\/em><\/p>\n https:\/\/doi.org\/10.53656\/for2025-01-09<\/a><\/p>\n Abstract. <\/em><\/strong>A compact Bulgarian minority lives in the south of the Republic of Moldova, primarily in the Taraclia district. There is a relatively stable infrastructure for teaching Bulgarian language and culture.<\/p>\n The Bulgarian population has settled in this region since the early nineteenth century and has managed to preserve its mother tongue. This paper examines the social status of the Bulgarian language from historical and contemporary perspectives, and it analyzes the possibilities of teaching Bulgarian in local schools. In addition, the article touches upon the legal situation in the various states to which the historical region of Bessarabia belonged.<\/p>\n Keywords:<\/em> Republic of Moldova; Bessarabia; Bulgarians; pedagogy; language didactics; minority Language<\/p>\n TO THE ARTICLE<\/a><\/p>\n <\/p>\n <\/p>\n <\/p>\n Mikhail Pervushin<\/strong><\/p>\n Institute of World Literature named after <\/em>\u0410. Gorky Institute of World Literature\u00a0<\/em>Russian Academy of Sciences \u2013<\/em> Moscow, Russia \u00a0<\/strong>\u00a0<\/strong>Martin Henzelmann. 2024. Linguistik des \u00f6kologischen Diskurses. Untersuchungen zu Kommunikationsformen in \u00d6kologie und Umweltschutz in der Russischen F\u00f6deration.<\/em> (Symbolae Slavicae, 39), Berlin & Bruxelles: Peter Lang, 370 pp. ISBN: 9783631901182. DOI: 10.3726\/b20770.<\/strong><\/p>\n TO THE ARTICLE<\/a><\/p>\n <\/p>\n <\/p>\n <\/p>\n Mira Velkova <\/strong><\/p>\n Episkop Konstantin Preslavski Shumen University<\/em><\/p>\n Medical University of Varna \u201cProf. P. Stoyanov\u201d<\/em><\/p>\nA few Words about the WORD (Historical and Contemporary Aspects)<\/h3>\n
The Replacement of the Imperfect Active Participle by the Aorist Active Participle in Modern Bulgarian: a Linguodidactological Perspective<\/h3>\n
\n<\/strong>Sofia University<\/em><\/p>\n
\n<\/strong>Bulgarian Academy of Sciences (Bulgaria) <\/em><\/p>\nFacebook as a Tool for Learning Foreign Languages<\/h3>\n
Do Digital Corpus-Based Environments Contribute to the Acquisition of English Idioms?<\/h3>\n
\n<\/strong>South-West University\u00a0<\/em>\u201cNeofit Rilski\u201d<\/em><\/p>\nGamification and Foreign Language Learning<\/h3>\n
\u201cThe Vegetarian\u201d by Han Kang \u2013 Beyond the Kafkaean Tale of Obsessions, Freedom and Death<\/h3>\n
Women as Protagonists in Literary Works: Hester Prynne, Anna Karenina, and Katharina Blum<\/h3>\n
Cultural and Socio-Economic Dimensions of Vote Buying: A Case Study of Electoral Practices in Bulgaria<\/h3>\n
The Bulgarian Language in the Republic of Moldova (Status, Pedagogy, and Legal Situation)<\/h3>\n
New Monograph on Russian Linguistics<\/h3>\n
\n<\/em>https:\/\/doi.org\/10.53656\/for2025-01-10<\/a>
\n<\/em><\/p>\nGinger Kisses.The Power of Personal Choice and The Path to Happiness<\/h3>\n