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Стсрп. ОС(Ь)ЛЬНИКЬ: творбено-семантичка и мотивациона реконструкција
No full textУ раду се анализирају творбено-семантичке одлике стсрп. топонима ОС(Ь)ЛЬНИКЬ забележеног у хрисовуљи српског краља Милутина и хрисовуљи бугарског цара Константина I Асена Тиха манастиру Св. Ђорђа код Скопља. На основу спроведене творбено-семантичке анализе датог топонима, те и у тежњи да се приближимо његовој примарној мотивацији, изнећемо хипотезе о мотивационим моделима које претпостављене творбене формације одражавају. Разматрани топоним проматраћемо најпре у ужем, а потом и у ширем лингвогеографском контексту. Претпоставку према којој се доњополошки топоним ОС(Ь)ЛЬНИКЬ доводи у етимолошку, те и мотивациону везу са псл. им. *os(ь)la ʼбрус, тоцилни камен (тоцило)ʼ, према спроведеној етимолошко-ономасиолошкој односно творбено-семантичкој анализи, издвојићемо као најверодостојнију
Au Croisement des Influences: les Structuralismes en Serbie
No full textУ раду се даје преглед главних твораца, школа и идеја књижевнотеоријског структурализма и семиотике у Француској, Чешкој и Русији, да би потом уследио приказ њиховог продора и ширења у Србији у последњој трећини XX и на почетку XXI века. Друга половина 60-их и почетак 70-их година показали су се као златно доба превођења и тумачења француских структуралиста, али и руских формалиста. У то време Србија хвата корак са главним токовима западне теоријске мисли, а највећи утицај на наше теоретичаре и критичаре, поред руског формализма, извршила је француска наратологија.Dans la première partie de ce travail on récapitule brièvement les idées capitales des théories littéraires du XXème siècle qui reposent sur les fondements de la linguistique saussurienne, telles que le formalisme russe, les structuralismes tchèque
et français, la sémiotiqe de Tartou. Dans la seconde partie, on expose quand et
comment ces idées ont pénétré dans le milieu intellectuel de Serbie : quels auteurs
et ouvrages ont été traduits, dans quelles maisons d’édition ou revues littéraires
ils étaient publiés, qui en étaient les traducteurs et notamment les promoteurs les
plus agiles. La fi n des années 60 et la décade suivante se sont avérées comme un âge
d’or de, le moment oùla Serbie a été au courant des actualités en Occident, tandis que l’introduction du formalisme russe a été un peu tardive, et du structuralisme
tchèque encore davantage. Quant à la réception du structuralisme français, qui fut
l’objet principal de ce travail, on a distingué le rôle de deux penseurs distingués,
Sreten Marić et Nikola Milošević. Néanmoins, aucun d’euxn’est jamais devenu
structuraliste au sens propre du terme, gardant toujours une position neutre ou,
dans certains cas, explicitement critique. En revanche, la narratologie a tracé une
empreinte considerable sur les critiques et les théoriciens serbes dans les années
80 et 90. Ses méthodes et ses termes, ainsi que ceux des formalistes russes, ont été
largement acquis et utilisés jusqu’à present
The meaning of heritage: to leave everything behind. And a few words on Kis, Pekic, and Pavic, too, as if it were not expected to discuss them at all
No full textThe fundamental problem of heritage and tradition represents the underlying topic of this discussion. There is a vast amount of literature on this, but it is insufficient to solve the problem, and yet, the question arises in some of the most important works of contemporary Serbian literature, and it is not accidental by any means. On the contrary, it is precisely one of those poetic relationships that gives special value to the works of Kis, Pekic and Pavic. The text, after several general remarks related to the situation in our country and the history of ideas, speaks about Kis's A Tomb for Boris Davidovich, Pekic's The Golden Fleece and Pavic's Dictionary of the Khazars. It also yields a paradoxical thought according to which you should inherit only what you have, and leave what you do not have as a legacy. Moreover, the text plays with words about the name of the journal Naslede (engl. Heritage) and understanding heritage as a possibility of acceptance, acquisition of tradition and attitudes towards it
On the Temporal (Indicative) Meanings of Verb Tenses in Serbian
No full textУ раду се разматрају временска значења глаголских времена у српском језику на основу приступа који је установио А. Белић, а развили и модификовали други граматичари. Објашњава се појам временског (индикативног) значења, а затим и његове врсте – апсолутно, релативно и безвременско. Коментаришу се решења у важећој граматици за средњу школу која ауторка сматра спорним, са ослонцем на постојећу литературу. На крају се објашњени теоријски апарат примењује на анализу текста.This paper discusses the temporal meanings of verb tenses in the Serbian language against
the background of the approach established by A. Belić and its further elaborations and modifications by other grammarians. Firstly, the notion of temporal (indicative) meaning is elucidated, as well as its types – absolute, relative, and timeless. Then the current secondary school
grammar book interpretations which the author finds problematic are discussed, in light of the
pertinent literature. Finally, the presented theoretical apparatus is applied to text analysis.Ово је други део рада чији је први део објављен у истом овом часопису, бр. 1, год. LXVIII,
2021, стр. 33–46
Present tense and ska + infinitive as means of expressing future predications in modern Swedish
No full textSwedish does not have any inflectional form of the verb to indicate simple future, and uses instead several other means in order to express this type of futurity. Future predications in this sense can be expressed by means of the simple present tense, usually in conjunction with a time adverbial, or with constructions ska + infinitive, kommer (att) + infinitive and tänker + infinitive, all of which, beside futurity, express some type(s) of modality. This paper focuses on the present tense and the construction ska + infinitive as two of the most frequent and modally most dissimilar means of expressing future predications in Modern Swedish. By analyzing a number of examples of (mostly simple) Swedish sentences, we aim to illustrate and analyze temporal and modal components of these means of expressing future predications, as well as to investigate their compatibility with (in)animate subjects in Swedish sentences. We find, inter alia, that the present tense is the most neutral means of expressing future predications with regard to modality, unbiased with respect to animacy of the sentence subject, and that the construction ska + infinitive, while also unbiased with respect to animacy of the sentence subject, has a strong modal component (indicating intention and/or obligation) when combined with an animate subject; this modal component, however, often gives way to the constructions temporal component when combined with an inanimate subject, which in turn suggests an emergence of ska + infinitive as a fully grammaticalized future marker in Modern Swedish. We conclude our paper with several outlines for further investigations of all the means of expressing future predications in Modern Swedish
Serbian ELTeC Sub-Collection in Wikidata
No full textThis paper presents an example of integration of Wikidata with digital libraries and external systems, as well as some best practices for speeding up the process of data preparation and import to Wikidata, on the use case of SrpELTeC, Serbian subcollection of the ELTeC multilingual collection (European Literary Text Collection). After preliminary work on the manual Wikidata population with SrpELTeC novels, the goal was to automate the process of preparing and importing information, so different solutions were analysed and finally synergy of two, OpenRefine and QuickStatements, was chosen as the best option. The paper also brings examples of SPARQL queries for retrieval of authors, novel titles, publication places and other metadata with different visualisation options
Nominal causal constructions s + genitive in russian in comparison with serbian (From the russian language worldview point of view)
No full textIn this paper, we examine causal nominal constructions with the preposition S and the genitive in the Russian language in comparison with Serbian from the syntactic and semantic aspect. Comparing the given construction with a similar OT + genitive, we come to conclusions regarding the specific meaning of the examined construction. The given meaning can be called specific from the aspect of the Serbian causal system. The paper also points to other syntactic studies on the Russian language that draw attention to the specificity of the so-called „small syntax“ constructions
On the Temporal (Indicative) Meanings of Verb Tenses in Serbian
No full textУ раду се разматрају временска значења глаголских времена у српском језику на основу приступа који је установио А. Белић, а развили и модификовали други граматичари. Објашњава се појам временског (индикативног) значења, а затим и његове врсте – апсолутно, релативно и безвременско. Коментаришу се решења у важећој граматици за средњу школу која ауторка сматра спорним, са ослонцем на постојећу литературу. На крају се објашњени теоријски апарат примењује на анализу текста.This paper discusses the temporal meanings of verb tenses in the Serbian language against
the background of the approach established by A. Belić and its further elaborations and mod‑
ifications by other grammarians. Firstly, the notion of temporal (indicative) meaning is eluci‑
dated, as well as its types – absolute, relative, and timeless. Then the current secondary school
grammar book interpretations which the author finds problematic are discussed, in light of the
pertinent literature. Finally, the presented theoretical apparatus is applied to text analysis
Methods of organising linguodidactic material in the russian language textbook ni puha ni pera!
No full textIn this paper, the authors presented a new Russian Language textbook Ni puha ni pera! for initial learning (level A1). The macrostructure of the text-book, the structure of the textbook lesson, is presented in order to point out several possible ways of organising the linguodidactic material. In the section on standards for A1 level textbook development, the authors concluded that the written text is the basis for three of the four language skills: reading, speaking and writing; oral text in the form of dialogue and monologue is the basis for the linguistic competence of listening. Therefore, the authors concluded that a textbook written in the spirit of the communicative method must have a sufficient number of texts, followed by a sufficient number and quality of exercises. The authors pointed out that care should be taken that in a textbook written in the spirit of the communicative method, exercises can prevail in relation to texts, concluding that the relationship between texts and exercises in the textbook must be balanced. The text is the basic unit of the textbook, while without exercises there is no adoption of communicative functions or grammatical structures. Ni puha ni pera!, as the authors conclude, has an excellent balance of text and exercises. In 10 lessons of the textbook, all types of texts are sufficiently represented, whether it is a text for written expression, or for reading comprehension or speech. Approximately 35 dialogic written texts were composed, approximately 20 monologue written texts; about 20 dialogic oral texts, about 20 monologue oral texts. Communicative functions and language structures are practiced through various written and oral exercises: there are about 265 exercises in all 10 lessons that practice and activate language habits. The introductory phonetic course precedes the lessons. The test for checking the achievement after the course is standard in terms of scope and quality of A1 level tests at St. Petersburg University. The chapter on textbook lesson structure presents a uniform, modular lesson structure. Each lesson has 6 parts: in the first part of the lesson, three dialogues with 10‒12 oral exercises are presented. The second part follows, in which the vocabulary and communicative functions that are the topic of dialogue with accompanying oral exercises are usually presented in a table; in the third part, linguistic and cultural elements with exercises are presented. In the fourth part, grammar and phonetics are presented, with exercises for adoption. The fifth part presents a recapitulation of vocabulary and communicative functions through a series of written exercises. The test that follows is the sixth part of the lesson: the acquisition of vocabulary and grammar of the given lesson is checked, as well as all four skills: listening, reading, speaking and writing. In the section in which the authors write about the methods of organizing linguodidactic material, the authors highlight that it is not necessary to follow the given order: the author's idea was that the student first intuitively adopts communicative functions and language structures, and only later systematically considers them. The authors suggest that each lesson begins with phonetics that is presented in fourth part of the lesson, and with the phonetic exercises from the introductory phonetics course, and that the next part can be either processing dialogues with exercises, or processing grammatical material, which would eliminate difficulties in working with dialogues. The authors believe that one should always start with phonetics and end with a test, and that everything else can go in the order that the teacher considers more appropriate for a specific group in specific circumstances. The possibility of different organisation of linguodidactic material in different lessons additionally gives dynamics to the methods of organising