Krasimira Aleksova, Laska Laskova,<\/strong><\/p>\n Danka Apostolova, Yana Sivilova<\/strong><\/p>\n Sofia University<\/em><\/p>\n Mihaela Moskova<\/strong><\/p>\n Bulgarian Academy of Sciences (Bulgaria)<\/em><\/p>\n https:\/\/doi.org\/10.53656\/for2025-06-01<\/a><\/p>\n Abstract.<\/strong> This paper explores a noteworthy phenomenon in contemporary spoken and written communication in Bulgarian from a linguodidactological perspective (Veselinov 2025), namely, the substitution of the imperfect tense with the aorist in contexts where the imperfect should be used. Taking into account the specifics of imperfect usage, as well as the verb\u2019s aspect, person, and number, the study investigates four typical contexts in which this substitution is observed. Expounding these deviations is essential for both native and foreign\/second language teaching of Bulgarian, as it allows learners to recognize, control, and successfully overcome them in their speech. The paper focuses primarily on the teaching and learning of Bulgarian as a foreign\/second language.<\/p>\n Keywords<\/em>: linguodidactology; modern Bulgarian language; imperfect; aorist; perceptual linguistics<\/p>\n SEE MORE<\/a><\/p>\n <\/p>\n <\/p>\n Niyazova Albina<\/strong><\/p>\n Abai Kazakh national pedagogical university, Almaty, Kazakhstan<\/em><\/p>\n Milena Yordanova<\/strong><\/p>\n Sofia University \u201cSt. Kliment Ohridski\u201d<\/em><\/p>\n https:\/\/doi.org\/10.53656\/for2025-06-02<\/a><\/p>\n Abstract<\/strong>. This article explores the interconnected development of soft skills and foreign language learning, emphasizing the importance of communicative competence, intercultural understanding, empathy, and critical thinking. Through a comparative analysis of traditional and communicative teaching methodologies, as well as the impact of project-based and group work, the study highlights effective approaches for fostering essential soft skills alongside language proficiency. Practical insights are drawn from case studies, interviews with educators, and content analysis of language curricula and materials. The findings demonstrate the significant role of interactive and collaborative learning in enhancing students’ personal and professional competencies, ultimately preparing them for successful participation in globalized environments.<\/p>\n Keywords: <\/em>soft skills, foreign language learning, communicative approach, project-based learning, intercultural competence, critical thinking, linguodidactology<\/p>\n SEE MORE<\/a><\/p>\n <\/p>\n <\/p>\n <\/p>\n Silvia Petrova<\/strong><\/p>\n South-West University \u201cNeofit Rilski\u201d<\/em><\/p>\n https:\/\/doi.org\/10.53656\/for2025-06-03<\/a><\/p>\n Abstract. <\/strong>This article focuses on the transformation of reading practices in the context of digital culture, with a particular emphasis on the social networks BookTok and Bookstagram. It explores how reading communities are formed, the unique visual and linguistic ways in which literature is discussed, and emerging models of cultural mediation. The article analyses the role of literary influencers as mediators between texts, platform algorithms and reader identities. It also explores the characteristics of digital reading, such as affectivity, visualisation and social visibility, that distinguish it from the traditional view of reading as a slow, linear process. The article argues that BookTok and Bookstagram represent a significant cultural and educational resource that can be used to develop reading and media literacy, and to create a more effective dialogue with young readers.<\/p>\n Keywords: <\/em>digital reading; social media; reading practices; literary influencers; cultural mediation; linguodidactics<\/p>\n SEE MORE<\/a><\/p>\n <\/p>\n <\/p>\n <\/p>\n Ivo Panov<\/strong><\/p>\n Sofia University<\/em><\/p>\n https:\/\/doi.org\/10.53656\/for2025-06-04<\/a><\/p>\n Abstract. <\/strong>The article explores some of the most frequently encountered challenges in teaching Persian to university students. It considers the global status of the Persian language, its geographical distribution, and its standardized national varieties (Farsi, Dari, and Tajik). Special attention is given to linguistic features that complicate the learning process across the three dialects\u2014at phonetic, grammatical, and lexical levels\u2014as well as to potential strategies for addressing these difficulties. The study also touches upon specific issues related to the transcription of Persian into Bulgarian. The subject matter represents a novel contribution not only to Bulgarian Iranian studies but also to the broader field of international Persian language pedagogy.<\/p>\n Keywords<\/em>: Persian language; Persian grammar; Dari; Farsi; Tajiki; types of national language norms of the Persian language; linguodidactology<\/p>\n SEE MORE<\/a><\/p>\n <\/p>\n <\/p>\n <\/p>\n Yuliana Chakarova<\/strong><\/p>\n University of Plovdiv \u201cPaisii Hilendarski\u201d<\/em><\/p>\n https:\/\/doi.org\/10.53656\/for2025-06-05<\/a><\/p>\n Abstract<\/strong>. The study offers an analysis of one emblematic name for the European educational discourse \u2013 Erasmus<\/em> \u2013 as the title of the most famous mobility program through the lens of modern conceptual frameworks: The Theory of Precedent Phenomena (V. V. Krasnykh, I. V. Zakharenko, D. B. Gudkov), The Theory of Cultural Memory (J. Assmann), leading cognitive theories such as the Conceptual Metaphor\/Metonymy Theory (G. Lakoff & M. Johnson) and Frame Theory (M. Minsky). The functioning of this precedent name in the mental space of academic youth is illustrated using a rich palette of examples. Based on empirical material, relevant frames for the described discourse are constructed. The interaction between them is analyzed, as well as the dynamics and underlying causes. Two main metonymic models are proposed, outlining the conceptualization of the examined precedent name, supported by a variety of examples of grammatical and derivational \u201creincarnations\u201d of the lexeme. It is shown that the name Erasmus<\/em> (without the attribute program<\/em>) and all its transformations become a marker of the macroframe european program and thus \u2013 an indisputable constituent of the cultural memory of the young generation of Europeans.<\/p>\n Keywords:<\/em> Precedent names, communicative\/cultural memory, cognitive frame, European educational programs, Erasmus program, empruntology<\/p>\n SEE MORE<\/a><\/p>\n <\/p>\n <\/p>\n <\/p>\n Kristiyan Yanev<\/strong><\/p>\n Sofia University<\/em><\/p>\n https:\/\/doi.org\/10.53656\/for2025-06-06<\/a><\/p>\n Abstract<\/strong>. The article analyzes the role of the literary text in the foreign language learning process and focuses on the Polish experience in the area of teaching abroad. Apart from the methodological questions related to the uses of literary texts in foreign language teaching, the article presents different propositions about the canon of Polish literature in its teaching abroad. Analyzing a recent coursebook on the history of Polish literature for foreigners (2023) as an example, the article argues that the literary tradition still has a strong influence on the canon, while forming a representative list of works of contemporary literature for the foreign student of Polish language and culture is much more challenging.<\/p>\n Keywords<\/em>: Polish literature; foreign language teaching; canon; romanticism; contemporary literature; linguodidactology<\/p>\n SEE MORE<\/a><\/p>\n <\/p>\n <\/p>\n <\/p>\n Francheska Zemyarska<\/strong><\/p>\n Sofia University <\/em><\/p>\n https:\/\/doi.org\/10.53656\/for2025-06-07<\/a><\/p>\n Abstract. <\/strong>The following paper scrutinizes M. Yourcenar\u2019s interpretation of T. Mann\u2018s literary contributions and its profound influence on her own artistic philosophy, as articulated in her essay, \u201cHumanism and Hermeticism in Thomas Mann\u201d (1955). Yourcenar\u2019s appreciation for Mann\u2019s work is examined through five key perspectives: manic realism and myth, time complexity, the isotopic continuum between the microcosm and macrocosm, principles of hermeticism and initiation, and the concept of nigredo. Yourcenar perceives Mann\u2019s oeuvre as a catalyst for contemplating the alchemical transformations of modern humanism, a form of humanism that has \u201apassed through the abyss\u2018, acknowledging and surpassing the antihumanistic tendencies of the era. This philosophical exploration is further reflected in her novel, \u201cThe Abyss\u201d (1968), underscoring the profound impact of Mann\u2019s ideas on her literary journey. The article explores how modern humanism bridges the gap between dissolution and crystallization of the human concept.<\/p>\n Keywords<\/em>: modern humanism; alchemical transformations; nigredo; time complexity; initiation; myth, manic realism, linguodidactology<\/p>\n SEE MORE<\/a><\/p>\n <\/p>\n <\/p>\n <\/p>\n Vesela Belcheva<\/strong><\/p>\n University of Veliko Tarnovo \u201cSt. Cyril and St. Methodius\u201d<\/em><\/p>\n https:\/\/doi.org\/10.53656\/for2025-06-08<\/a><\/p>\n Abstract.<\/strong> In the first half of the 20th century, the output of D. Madzharov Publishing House in Sofia was of great importance for the development of linguodidactology in Bulgaria. This publishing house was able to successfully publish educational and teaching-aid literature that was of great use for national foreign language teaching. Part of this literature was the German-Bulgarian language learning phrasebook \u201cA Bulgarian in Germany\u201d by Nora Eftimova, whose linguodidactologic aim was to teach basic skills of expression in German. The phrasebook sought to arouse interest in the German language among the Bulgarians of the time and to create conditions for a more successful introduction not only to foreign languages, but also to foreign cultures in Bulgaria. Although in a small volume of only 48 pages, the phrasebook became popular among Bulgarian learners due to the highly simplified presentation of linguistic phenomena in line with the tenets of Bulgarian linguodidactology of the time.<\/p>\n Keywords:<\/em> linguodidactology in Bulgaria; German phrasebook; 19th \u2013 20th century; language learning and teaching-aid literature; empruntology<\/p>\n SEE MORE<\/a><\/p>\n <\/p>\n <\/p>\n <\/p>\n Alina Strzempa<\/strong><\/p>\n University of Regensburg <\/em><\/p>\n https:\/\/doi.org\/10.53656\/for2025-06-09<\/a><\/p>\n Am 20. und 21.03.2025 fand an der Universit\u00e4t Wien ein Workshop unter dem Titel \u201eQuo Vadis, Ukrainian Studies?\u201c statt. Diese Veranstaltung war Teil einer Reihe von wissenschaftlichen Arbeitstreffen und Fachtagungen, die im Rahmen eines mehrj\u00e4hrigen ukrainistischen Verbundprojekts verortet sind…<\/p>\n SEE MORE<\/a><\/p>\n <\/p>\n <\/p>\n <\/p>\n Vesselinov D. and P. Todorov (compilers) (2025) Challenges ahead of education in a period of postpandemic recovery. Fourteenth international autumn scientific and educational forum, <\/em>Sofia: UI \u201cSt. Kliment Ohridski\u201d<\/p>\n Raya Zhivkova-Krupeva<\/strong><\/p>\n Sofia University<\/em><\/p>\n https:\/\/doi.org\/10.53656\/for2025-06-10<\/a><\/p>\n In 2025 the compilation Challenges ahead of education in a period of postpandemic recovery <\/em>was published by UI \u201cSt. Kliment Ohridski\u201d. The compilation contains articles based on presentations from the Fourteenth international autumn scientific and educational forum. Let us examine some of the noteworthy ones...<\/p>\n SEE MORE<\/a><\/p>\n <\/p>\n <\/p>\n <\/p>\n Andrei Corbea-Hoi\u015fie, Steffen H\u00f6hne, Oxana Matiychuk, and Markus Winkler (eds.), Handbuch der Literaturen aus Czernowitz und der Bukowina<\/em>.<\/p>\n Berlin: J.B. Metzler, 2023, 633 pp., ISBN 978-3-476-05972-7; 978-3-476-05973-4 (eBook)<\/p>\n Antony Hoyte-West <\/strong><\/p>\n Independent scholar, United Kingdom<\/em><\/p>\n https:\/\/doi.org\/10.53656\/for2025-06-11<\/a><\/p>\n Published in December 2023, the German-language volume Handbuch der Literaturen aus Czernowitz und der Bukowina<\/em> [Handbook of Literatures from Czernowitz and Bukovina<\/em>] was edited under the stewardship of Andrei Corbea-Hoi\u015fie, Steffen H\u00f6hne, Oxana Matiychuk, and Markus Winkler, leading literary studies experts from Romania, Germany, and Ukraine…<\/p>\n SEE MORE<\/a><\/p>\n <\/p>\n <\/p>\n <\/p>\n Dimitar Vesselinov<\/strong><\/p>\n Sofia University <\/em><\/p>\nThe Role of Soft Skills Development in Foreign Language Learning: Methods and Practical Insights<\/h3>\n
Reading as a Digital Cultural Practice: Transformations of the Reading Experience in Social Media<\/h3>\n
Specifics of Teaching Persian to Students<\/h3>\n
A Tale Called \u201cErasmus\u201d (Precedent Names in The Educational Space of the EU)<\/h3>\n
Teaching Polish Literature Abroad and the Strategies for Foreign Language Teaching<\/h3>\n
Alchemical Transformations in Thomas Mann and Marguerite Yourcenar<\/h3>\n
Linguodidactologic Aspects of a German-Bulgarian Language Learning Phrasebook from the 1940s<\/h3>\n
Quo Vadis, Ukrainian Studies?<\/h3>\n
Contemporary Challenges Ahead of Education<\/h3>\n
Bukovina \u2013 a Comprehensive Literary Portrait<\/h3>\n
On causality and semantics in the interaction between Italian and Bulgarian<\/h3>\n