Keyword: «французский язык»

Abstract: Idioms represent an essential segment of the lexical system of any language, as they reflect both specific and universal ways of conceptualisation and patterns of thinking. Phraseology largely indicates the connection between culture and language. Indeed, idioms express various cultural contents, including the spirit, tradition, and history of a nation, making phraseology an important resource for reconstructing the linguistic pictures of the world. Phraseological meanings often rely on metaphorical structures and cognitive mechanisms that can explain their motivation and facilitate the acquisition in the context of foreign language learning. The aim of this study is to identify the cognitive mechanisms and cultural aspects underlying the phraseological meanings of the expressions containing components (Ser.) mačak/mačka / (Fr.) chat/chatte / (Engl.) cat in Serbian, French, and English. Through a comparative-contrastive analysis, we will explore similarities and differences in the ways the observed lexemes motivate phraseological meanings in Serbian, French, and English. Lexical-semantic analysis will be used to determine the equivalence between the observed idioms across the three languages. Additionally, we will suggest potential multimodal representations of the chosen idioms, with possible applications in (foreign) language teaching and lexicography. The corpus is excerpted from general and phraseological dictionaries of the Serbian, French and English languages, as well as from school textbooks, daily and weekly newspapers, digital publications, etc.

The development of general education systems in Francophone African countries is largely determined by the historical conditions of their establishment and the specific features of language policy. Although numerous studies have examined educational development in individual countries of the region, the influence of the French colonial heritage on contemporary general education systems in Francophone Africa remains insufficiently explored from the perspective of comparative pedagogy, which determines the relevance of this study. The purpose of the article is to identify and analyze the main aspects of the French colonial heritage influence on the development of general education systems in Francophone African countries. The methodological framework of the study is based on comparative-pedagogical, historical-pedagogical, and systemic approaches. The empirical basis includes international statistical and analytical materials as well as works of Russian and foreign scholars in the fields of comparative education, history of education, and language policy. The findings demonstrate that the French colonial heritage continues to exert a significant influence on the functioning of educational systems in the region. Its impact is reflected in the preservation of certain elements of the schooling organizational structure, centralized governance principles, and the leading role of the French language in the educational process. At the same time, contemporary educational reforms contribute to the gradual adaptation of inherited educational models to national socio-economic, demographic, and cultural conditions. A comparative analysis of Senegal, Benin, Cameroon, Chad, and Niger revealed differences in the scale of educational transformations and the implementation of language policies. The theoretical significance of the study lies in expanding scholarly understanding of the role of historical, linguistic, and institutional factors in the development of general education systems in Francophone African countries. The practical significance of the research is associated with the possibility of applying its findings in comparative educational studies, analyses of educational reforms, and the development of language policies in multilingual societies.