Dimitar Vesselinov<\/strong><\/p>\n Sofia University<\/em><\/p>\n https:\/\/doi.org\/10.53656\/for2026-01-00<\/a><\/p>\n Contemporary fundamental and applied linguodidactology focuses on both the general theoretical and the applied aspects of contemporary language education, in which are integrated the research problems of monolingual, bilingual and plurilingual communicative reality, viewed through the prism of native, official or foreign language...<\/p>\n SEE MORE<\/a><\/p>\n <\/p>\n <\/p>\n <\/p>\n \u0428\u0430\u043f\u0430\u0433\u0430\u0442 \u0416\u0430\u043b\u043c\u0430\u0445\u0430\u043d\u043e\u0432<\/strong><\/p>\n \u041a\u0430\u0440\u0430\u0433\u0430\u043d\u0434\u0438\u043d\u0441\u043a\u0438\u0439 \u043d\u0430\u0446\u0438\u043e\u043d\u0430\u043b\u044c\u043d\u044b\u0439<\/em> \u0438\u0441\u0441\u043b\u0435\u0434\u043e\u0432\u0430\u0442\u0435\u043b\u044c\u0441\u043a\u0438\u0439 \u0443\u043d\u0438\u0432\u0435\u0440\u0441\u0438\u0442\u0435\u0442 \u0438\u043c. \u0430\u043a\u0430\u0434\u0435\u043c\u0438\u043a\u0430 \u0415.<\/em> \u0410.<\/em> \u0411\u0443\u043a\u0435\u0442\u043e\u0432\u0430<\/em><\/p>\n Milena Yordanova<\/strong><\/p>\n Sofia University<\/em><\/p>\n https:\/\/doi.org\/10.53656\/for2026-01-01<\/a><\/p>\n Abstract<\/strong>. While the general comparative grammar of modern Turkic languages has been studied, the Turkic languages of distant or close kinship cannot compare with each other in a specific grammatical aspect. Therefore, we consider it relevant to compare the general vocabulary of the Kazakh and Tuvan languages of distant kinship with phonetics and semantics. The main reason for obtaining a common vocabulary as a research material is that only a common vocabulary is the main indicator of the kinship of languages. And knowledge of the similarities and differences in the sound composition of the general vocabulary is considered a meaningful indicator of identifying formal, semantic similarities and differences in determining the level of kinship of languages. As a result, we will be convinced that, based on the material of the Kazakh and Uighur Tukyu languages in a specific Kipchak-Nogai subgroup, the Tuvan language is an independent language, through sound and semantic similarity, through features. Analyzing the general vocabulary of the Kazakh and Tuvan languages in sound and semantic aspects, the level of kinship was determined by specific facts.<\/p>\n Keywords<\/em>: modern Turkic languages, languages of distant kinship, phonetic and semantic features<\/p>\n SEE MORE<\/a><\/p>\n <\/p>\n <\/p>\n <\/p>\n Pervin Bezirc<\/strong><\/p>\n Istanbul University<\/em><\/p>\n https:\/\/doi.org\/10.53656\/for2026-01-02<\/a><\/p>\n Abstract. <\/strong>This study examines the relationship between foreign language development tendencies and Psychological Capital (PsyCap) levels among Library and Information Science (LIS) students. Employing a quantitative research design, the study focused on undergraduate students enrolled in the Department of Information and Records Management (IRM) at Istanbul University. Data were collected through a survey-based methodology, and responses from 98 voluntary participants were analyzed. Results indicate that while students demonstrate a high level of professional awareness regarding the importance of English in the LIS field (M=4.25), their active engagement with foreign resources (M=2.85) and overall language development tendencies (M=3.49) remain at a moderate level. Correlation analysis reveals a significant positive relationship between Psychological Capital and language learning motivation (r<\/em>=.524, p<\/em><.01). These findings suggest that to facilitate LIS students’ integration into global information networks, language pedagogy should transcend traditional grammar-centric models. Instead, instructional approaches should prioritize the enhancement of psychological resilience and self-regulated learning strategies to bridge the gap between professional motivation and active linguistic engagement.<\/p>\n Keywords:<\/em> Psychological Capital (PsyCap), Information and Records Management (IRM), Foreign Language Learning (FLL), Language Learning Motivation, Learning Strategies, Positive Psychology, Higher Education, linguodidactology<\/p>\n SEE MORE<\/a><\/p>\n <\/p>\n <\/p>\n <\/p>\n Antonia Radkova Anna Knyazyan https:\/\/doi.org\/10.53656\/for2026-01-03<\/a><\/p>\n Abstract.<\/strong> This study presents a contrastive analysis of the category of definiteness in Armenian and Bulgarian \u2013 two Indo-European languages that independently developed suffixed definite articles. Although both languages employ postposed markers that originate from demonstratives, their systems diverge in terms of structure, function, and historical development. The Armenian article system (-<\/em>\u0568\/-<\/em>\u0576)<\/em> arose through internal phonological processes. In contrast, the Bulgarian definite article developed within the Balkan Sprachbund through the contact-induced grammaticalization of demonstratives, becoming morphologically bound, gender- and number-sensitive, and syntactically conditioned. The study further examines the phonological and morphological rules governing article selection, highlighting the phonetic conditioning in Armenian and the more complex morphophonological and syntactic conditioning in Bulgarian. The findings support the hypothesis that both languages exemplify distinct stages of the universal grammaticalization pathway from demonstratives to definite markers, revealing the interaction of internal development and areal influence. This comparison contributes to a deeper understanding of typological variation and convergence in the expression of definiteness.<\/p>\n Keywords:<\/em> definiteness, articles, Armenian language, Bulgarian language, contrastive analysis, linguodidactology<\/p>\n SEE MORE<\/a><\/p>\n <\/p>\n <\/p>\n <\/p>\n Teodora Valova<\/strong><\/p>\n Medical university \u2013 Pleven (Bulgaria)<\/em><\/p>\n https:\/\/doi.org\/10.53656\/for2026-01-04<\/a><\/p>\n Abstract. <\/strong>The perception, interpretation and comprehension of medical texts are an integral part of clinical practice. This article aims to assess the complexity of texts as a means of mastering Bulgarian as a second (foreign) language for the purpose of communicatively appropriate use in everyday healthcare communication. For this purpose, educational and literary texts on the same topic are quantitatively compared in terms of difficulty using the Gunning Fog Index. Factors influencing text comprehension and subsequent understanding are analyzed and correlated with the degree of complexity of the didactic and literary sources and the educational level of the study participants. The potential of working with literary texts to further refine levels of communicative competence and to build skills in making emotional, therapeutic and psychological connections between doctor and patient is highlighted.<\/p>\n Keywords<\/em>: <\/strong>linguodidactology, Bulgarian as a second (foreign) language, text perception, medical students, Gunning fog index, comprehension<\/p>\n SEE MORE<\/a><\/p>\n <\/p>\n <\/p>\n <\/p>\n Nadezhda<\/strong> Khan Karaganda National Research Natalia Dubinina<\/strong><\/p>\n KSU <\/em>\u201e<\/em>Lyceum No. 2<\/em>\u201c, <\/em>Kazakhstan<\/em><\/p>\n https:\/\/doi.org\/10.53656\/for2026-01-05<\/a><\/p>\n Abstract<\/strong>. Inclusive education stands as one of the most pressing issues within the contemporary global educational landscape. For general education schools in the Republic of Kazakhstan, this paradigm is relatively nascent, necessitating focused attention not only from educators, subject teachers, and psychologists but also from parents and the broader community. Within the framework of modern pedagogical practice, inclusive education is a process that demands continuous multidisciplinary collaboration aligned with current educational trends. The study of coherent written speech development in children with hearing impairments holds significant theoretical and practical value, particularly amidst the ongoing modernization and transformation of educational content. The relevance of this article is rooted in the universal value of the humanization of education, the legal guarantee of the right to education for all, and the fundamental necessity of knowledge acquisition as a pivotal factor in globalization. This research is further prompted by the insufficient investigation into language instruction for children with special educational needs (SEN) within general schooling, as well as the urgent need to provide tailored instructional frameworks that account for the specific learning requirements of this demographic. The subject of this study encompasses the specifics of teaching written speech and the didactic materials proposed for developing writing skills in hearing-impaired learners. Based on the research findings and the testing of educational materials, the most common errors in the development of coherent written speech among hearing-impaired students were identified. Subsequently, targeted exercises were developed for implementation in Russian language lessons. To this end, standard didactic materials were systematized, analyzed, and tested alongside original instructional materials designed to enhance the quality of written speech for students with hearing impairments.<\/p>\n Keywords: <\/em>Inclusive education, hearing-impaired, didactic materials, experiment, written speech, coherent speech<\/p>\n SEE MORE<\/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\/for2026-01-06<\/a><\/p>\n Abstract.<\/strong> In this article we conceptualize foreign-language learning as a structurally consequential form of linguistic mediation that shapes political identity and behavior across three analytical levels. Our goal is to set the research agenda beyond instrumental views of language acquisition by theorizing how language learning modulates political cognition and transformation. Our approach relies on an interdisciplinary synthesis of theories from Sociolinguistics, Political Psychology and Comparative Politics, grounded in qualitative analysis of three historical cases. From modernization through democratization and digital globalization, we demonstrate that FLL has subtle and powerful impacts altering cognitive processing and identity formation, with ambivalent implications for democratic participation and legitimacy. The principal contribution of our findings lies in advancing a mediation-based conceptualization of foreign-language learning as a political modulator rather than a neutral communication skill.<\/p>\n Keywords:<\/em> foreign-language learning, linguistic mediation, political identity, political behavior<\/p>\n SEE MORE<\/a><\/p>\n <\/p>\n <\/p>\n <\/p>\n Nikolina Tsvetkova<\/strong><\/p>\n Sofia University <\/em>\u201e<\/em>St. Kliment Ohridski<\/em>\u201c<\/em><\/p>\n https:\/\/doi.org\/10.53656\/for2026-01-07<\/a><\/p>\n Abstract. <\/strong>The article focuses on some aspects of EU language policy of multilingualism and the necessity to address the development of intercultural speakers at the tertiary level. The results of a small-scale research conducted among European Studies students at Sofia University St; Kliment Ohridski over the past two years are presented and discussed providing some food for thought with regard to the practical implications of the above.<\/p>\n Keywords<\/em>: linguodidactology, multilingualism, intercultural communicative competence, intercultural speaker, European Studies<\/p>\n SEE MORE<\/a><\/p>\n <\/p>\n <\/p>\n <\/p>\n Ivan Ivanov<\/strong><\/p>\n Sofia University<\/em><\/p>\n https:\/\/doi.org\/10.53656\/for2026-01-08<\/a><\/p>\n Abstract.<\/strong> Krassimir Dimovski\u2019s novel presents yet another challenge to the genre conventions, stereotypes, and prevailing trends in Bulgarian literature of the 21st century. In fierce competition with the other nominees, the book was awarded the \u201c13 Centuries of Bulgaria\u201d Prize for Novel of the Year, reaffirming the vitality and significance of the postmodern novel. It constructs a labyrinth of meanings\u2014not merely employing diverse narratives, but interrogating the very nature of narrative itself: its encoded meanings and its provocative engagement with themes of truth, identity, choice, and language. The author draws on key postmodern techniques such as self-reflexivity, heteroglossia, intertextuality, linguistic play, and metafiction. The title itself alludes to the myth of Theseus, demythologized into the figure of an ordinary, uncertain, confused, and eccentric man \u2013 a deliberate subversion of heteronormative masculinity. The narrative unfolds in a fragmented, decentered fashion, as a sequence of plots, dialogues, and repetitions, enriched by intertextual references to literary and philosophical texts, mythology, and biblical symbolism. The journey through the labyrinth becomes a trial of self-awareness \u2013 a search for meaning in language, in \u201clexical exhibitionism,\u201d in music, and in silence. Ultimately, the novel culminates in a postmodern meditation on the human soul, the cosmic spirit, and the invisible threads of love and suffering. Theseus does not escape the labyrinth \u2013 he embraces it. And in that acceptance lies the novel\u2019s deepest mystery: that meaning is not found in triumph, but in the ongoing trial of self-awareness, which senses that there is no truth \u2013 only the path, silence, and humility.<\/p>\n Keywords: <\/em>novel, language, mythology, biblical symbolism, intertextuality, postmodernism<\/p>\n SEE MORE<\/a><\/p>\n <\/p>\n <\/p>\n <\/p>\n Dimitar Vesselinov<\/strong><\/p>\n Sofia University<\/em><\/p>\n https:\/\/doi.org\/10.53656\/for2026-01-09<\/a><\/p>\n Abstract<\/strong>. This article presents the academic and administrative career of Prof. Dr. Magdalena Kostova-Panayotova. The specific stages related to her professional development as a philologist and linguodidactologist are indicated. The main contributions of her publications in the field of literary history, theory and criticism, in the field of linguocultural and linguodidactic research are analyzed.<\/p>\n Keywords<\/em>: linguodidactology, philology, literary theory, literary criticism<\/p>\n SEE MORE<\/a><\/p>\n <\/p>\n <\/p>\n <\/p>\n Vladislav Milanov<\/strong><\/p>\n Sofia University<\/em><\/p>\nPhonetic and Semantic Features of the Common Vocabulary of the Kazakh and Tuvan Languages<\/h3>\n
Psychological Capital and Foreign Language Learning: A Study on Library and Information Science Students<\/h3>\n
Definiteness in Armenian and Bulgarian: A Contrastive Analysis<\/h3>\n
\n<\/strong>Sofia University \u201cSt. Kliment Ohridski\u201d<\/em><\/p>\n
\n<\/strong>Yerevan State University<\/em><\/p>\nEvaluation of Text Complexity in Teaching Bulgarian as a Foreign Language to Medical Students<\/h3>\n
Developing Writing Skills in Students with Hearing Impairments<\/h3>\n
\nShara Mazhitayeva<\/strong><\/p>\n
\n<\/em>Buketov University<\/em>, <\/em>Kazakhstan<\/em><\/p>\nLinguistic Mediation Effects of Foreign-Language Learning on Political Identity and Behavior<\/h3>\n
Fostering Multilingualism and Intercultural Dialogue at the Tertiary Level<\/h3>\n
The Postmodern Novel by Krasimir Dimovski Theseus in His Own Labyrinth and the Trials of Self-Consciousness \u2013 Language, Music, Silence<\/h3>\n
Professor Magdalena Kostova-Panayotova, 60 years old<\/h3>\n
An Integrated View of Slavic Phraseology<\/h3>\n