REPFF - Repository of Faculty of Philology, University of Belgrade
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Una aproximación crítica a la educación intercultural y el aprendizaje y enseñanza
No full textIn line with the understanding of the role of critical pedagogy in intercultural language education, in this paper we focus on critical discourse and sociolinguistic analysis of contemporary textbooks of Spanish as a Foreign Language (SFL). We search for neoliberal gender ideologies in educational discourses targeting international audience of students of SFL. Even though new textbooks are said to promote the “feminization” of educational contexts (Gray 2010), we interpret them as sources of latent hegemonic influences favoring highly regulated and standardized neoliberal capitalist worldviews toward gender. Based on previous research of textbooks of SFL (Bori 2018; Kuzmanović Jovanović 2016), we herein present results of an instrumental qualitative case study (emancipatory focus group research) taking a critical stand toward neoliberal gender ideologies among predominantly female university students of Spanish at the Faculty of Philology, University of Belgrade who are exposed to the above outlined teaching and learning materials. Our objective is to create a new educational space in our SFL classrooms in which contextualized knowledge construction takes place leading to the maturation of SFL users and teachers, who are “ca-pable of changing their reality in ways related to formal and informal educational settings” (Filipović 2015: 105)
Cognitive cultural models and politeness principles in academic discourse: Serbia and Spain as case studies Когнитивные культурные модели и принципы вежливости в академическом дискурсе: тематические исследования на примере Сербии и Испании Modelos culturales cognitivos y principios de cortesía en discurso académico: Serbia y España como estudios de caso
No full textOвa докторскa дисертацијa бави се когнитивним културним моделима у спрези са принципима учтивости у академском дискурсу у српској и шпанској академској заједници. Реч је о интердисциплинарном истраживању из перспективе критичке социолингвистике, когнитивне социолингвистике, когнитивне антропологије и критичке анализе дискурса. Циљ рада био је да се испита, упореди и прикаже дискурс између професора Универзитетâ у Београду/Крагујевцу/Гранади и студената докторских студија. Специфични циљеви били су: препознати и тумачити моделе комуникације у обе земље, упоредити когнитивне културне моделе и испитати како учесници виде учтивост. Крајњи циљ био је да се однос моћи у дискурсу аргументује као однос сарадње. Примењена је квалитативна истраживачка метода, студија случаја, док су методе прикупљања података биле опсервацијe, полуструктурирани интервјуи и критичка анализа академског дискурса. Корпус су чинили сви прикупљени записи током опсервација, примери из интервјуа и интерпретација академског дискурса. Анализа резултата указала је на висок степен подударања између заједницâ. У професорском дискурсу заступљен је когнитивни културни модел модернизације, без строгих правила понашања. Традиционални когнитивни културни модел изражен је код српских студената, док код шпанских преовладава модел модернизације. Когнитивни културни модел академије једнако поседују сви, као и модел који обједињује аспекте више модела дефинисан као когнитивни културни модел индивидуалног испољавања. Општи закључак је да нема великих ни суштинских разлика, што показује да су у оквиру обе академске заједнице присутни исти или веома слични когнитивни културни модели. Академски дискурс одвија се на исти начин или уз извесне разлике, при чему влада принцип учтиве сарадње између саговорника.This doctoral dissertation deals with cognitive cultural models in connection with the politeness principles in academic discourse in the Serbian and Spanish academic communities. It is an interdisciplinary research from the perspective of critical sociolinguistics, cognitive sociolinguistics, cognitive anthropology and critical discourse analysis. The aim of the paper was to examine, compare and present a discourse between professors at the Universities of Belgrade/Kragujevac/Granada and PhD students. Specific goals were to: identify and interpret communication models in both countries, compare cognitive cultural models and examine how the participants perceive politeness. The ultimate goal was to argue the power in discourse as a collaboration relationship. A qualitative research method was used, a case study, while the methods used to collect data were observations, semi-structured interviews and critical analysis of academic discourse. The corpus consisted of all collected notes during observations, interview examples and the interpretation of the academic discourse. The analysis of the results has indicated a high degree of compatibility between the communities. In the professor's discourse is presented a cognitive cultural model of modernization, without strict rules of behavior. The traditional cognitive cultural model is present in the case of Serbian students, while the modernization model is predominant among the Spanish ones. The cognitive cultural model of academia is equally shared by everyone, as is a model that integrates aspects of multiple models defined as a cognitive cultural model of individual expression. The general conclusion is that there are neither major nor essential differences, which indicates that the same or very similar cognitive cultural models are present within both academic communities. Academic discourse takes place in the same way or with certain differences, whereby the principle of polite cooperation is dominant between the interlocutors
Intensive and excessive Internet use: different predictors operating among adolescents
No full textThe aim of this study was to determine the factors which have a predictive value when it comes to the intensive and excessive use of the Internet among adolescents. Predictors tested included different psychological, behavioural, and socio-demographic variables. The data were collected at the end of 2018 within the framework of the international survey EU Kids Online, on a sample of 863 adolescents from Serbia (434 [50%] males) aged 11 to 17 years. It was shown that the intensive use of the Internet was more characteristic among girls, adolescents with a tendency towards antisocial behaviours, those who think to have advanced digital skills and those whose parents did not apply restrictive forms of mediation. On the other hand, the excessive use of the Internet was related to certain psychological variables, like anxiety, impulsivity, and perceived discrimination on various grounds, but also to the absence of active parental mediation and support in the use of digital technologies
On One Idiotypical Balkan Construction with the Lexeme Horse
No full textУ раду аутори указују на једну необичну фразеолошку конструкцију са зоонимом коњ у три савремена и међусобно несродна језика – албанском, грчком и румунском – која је углавном карактеристична за балканско језичко и културно подручје. Реч је о номиналној синтагми зелени коњ која се, у оквиру анализираног фразеолошког корпуса сва три језика, уочава код једног ограниченог броја структурно различитих фразеологизама. И поред разлика, поједини албански и румунски фразеологизми са поменутом синтагмом формирани су по истом принципу (моделу) и носе исти семантички смисао. Отуда се може рећи како између ових језика постоји знатан степен подударности у оквиру балканске микрофразеолошке слике у односу на фразеолошку слику између грчког и албанског те грчког и румунског језика. Подударност је сагледана и из ширег контекста, првенствено из домена историјско-културолошког, етимолошког, религијског и семантичког. Анализирани су у исти мах и сви потенцијални фактори који су, према нашем виђењу, могли да имају утицаја како на настанак синтагме зелени коњ, тако и на њено очување у лексичком корпусу ових савремених балканских језика.While analyzing the phraseological corpus of the Albanian, Greek and Romanian languages which include the key lexeme horse, we have noticed that the nominal phrase (syntagm)
green horse (kalë jeshil, πράσινα άλογα, cai verzi) exists in a number of idiomatic expressions
which differ in their inner (more precisely, morphological) structure but which possess the
same semantic meaning referring exclusively to the description of impossible and unrealistic
events, wishes or situations. As our examples have shown, there is a high degree of equivalence between all recorded idiomatic expressions, as well as paroemias in Albanian, Greek
and Romanian, which means that a micro-phraseological concordance has been registered
among these three Balkan and unrelated languages. Looking at the wider Balkan phraseological picture, in Modern Greek the aforementioned nominal phrase is mostly used in plural and
in a petrified phraseological construction which forms a unique exclamation sentence (και τα
πράσινα άλογα! /= “And green horses!”/).
As far as our opinion on the origin of this noun phrase is concerned, our view is that it
could possibly stem from the Greek language of the Hellenistic period. This remark is additionally confirmed by the fact that it could not be found in any other ancient Greek or Latin
text but only in the Bible, more precisely in the Gospel of John (ίππος χλωρός) where it has
been mentioned for the first time. Due to very long and intense inter-cultural and lexical influences between Balkan peoples, in which the influences of the Greek language had played a
crucial role, this nominal construction, having later entered the contemporary Albanian and
Romanian languages, has become a part of a small group of idiomatic expressions which cannot be found in any other European language, except in English
Kreiranje sigurnog okruženja za umreženo projektno učenje
No full textThis paper aims to identify some of the “environing conditions” (Dewey 1902, also cf. 1938) discovered to enable teachers and students from a predominantly teacher-centered, non-digital learning environment to be “willing” (Wood 1998[1986], p. 175) to learn from the new experience of a networked seminar. This is to say, willing to view learning as an exercise in symmathesy (Bateson 2015): in a “learning together” that encompasses the situation, person, tools, goals, and epistemologies and restores healthy “rigor” (Schön 1985) to technical rationality by making it situationally dialogic and actionable in the face of complexity and uncertainty. Emphasis here is on coming to networked learning for the first time: a timely issue as it continues to be observed that the potential and experience of networked learning remains limited to a minority of courses across the globe. Although key literature in the field has established an epistemology of practice relevant in even diverse institutional contexts, existing literature lacks the “outing” of some of the difficulties faced by teachers and students. Therefore, through reflective qualitative inquiry, we engage in critical evaluation of our dialogic praxis, roles, and paradigms of growth that frames the initial problem of facing indeterminacy as an opportunity for mutual learning that embraces “real life” complexity as it moves towards strengths and away from weaknesses. This paper is thus not only relevant to “transitional” classrooms but can be further seen to be of benefit in an increasingly automatized, complex, uncertain digital landscape.U ovom radu istražujemo okolnosti u kojima nastavnici i studenti, po prvi
put uključeni u projekat umreženog učenja, uspevaju da prevaziđu izazove vlastitih uvreženih obrazovnih očekivanja kako bi bili voljni da iskoriste mogućnosti
novog obrazovnog iskustva. Ova spremnost podrazumeva volju za vežbu u simateziji (Bateson, 2015), tj. „zajedničkom učenju“ koje uključuje nove osobe,
okolnosti, alate, ali i epistemološka uverenja. Vodeći se postulatima kvalitativnog
istraživačkog pristupa, analiziramo okolnosti u kojima je sproveden kurs umreženog učenja, a koji je nastao u okviru saradnje na Trans-Atlantskom i Pacifičkom
Projektu. Na osnovu analize dubinskih intervjua, koji su realizovani sa studentima
učesnicima kursa, i autoetnografskih promišljanja, kritički procenjujemo uključenost svih aktera, uticaj njihovih uverenja, očekivanja i specifične epistemološke
ideologije. Umreženo učenje, kao novo iskustvo koje ima potencijal da aktivnosti
visokog obrazovanja uskladi s kompleksnošću stvarnog života, nameće neuobičajene zahteve na njegove nosioce, a koji se odnose na spremnost za preuzimanje rizika, prihvatanje neizvesnosti, obavezu otvorenosti i empatije. Stoga prikaz
ovog slučaja nije relevantan samo za istraživanja s fokusom na inovativne aspekte
umreženog učenja, već može biti relevantan u okvirima kritičke pedagogije i pedagogije brižnosti koja teži da nadomesti nedostatke automatizovanog i neizvesnog digitalnog pejzaža
Дуго ишчекивана студија
No full textПриказ књиге: Пандуревић, Јеленка (2020), Фолклорни еротикон. Еротика и поетика српских народних пјесама, Вишеград: Андрићев институт
Discourse Markers as Elements of Pragmatic Competence in the Didactics of French as a Foreign Language
No full textПредмет овог рада је анализа заступљености и динамике усвајања текстуалних конектора у настави француског као страног језика. Имајући у виду да конектори, као важно оруђе текстуалне кохезије и кохеренције, доприносе бољој формалној и значењској повезаности делова текста, у раду се испитује њихов дидактички значај и начини имплементације у настави страног језика, у зависности од нивоа знања ученика. Након теоријског дела, у коме се расветљавају појмови текстуалности, конектора и прагматичке дискурзивне компетенције, у практичном се делу спроводи квалитативна анализа присутности и начина обраде текстуалних / дискурсних организатора у серији уџбеника Alter ego + (нивои А1 – Б2). Инспирисани препорукама Заједничког европског референтног оквира за језике Савета Европе, које се односе на неопходност рада на унапређењу прагматичке компетенције ученика, указујемо на допринос конектора као функционалних „везних” речи и израза на плану структурисања писаних и усмених радова ученика на француском као страном језику.is paper deals with the analysis of the presentation and the methods of discourse markers’ acquisition in the didactics of French as a foreign language. Bearing in mind that discourse
markers function as a powerful tool of both textual cohesion and coherence, thus contributing
to a greater formal and semantic connection of utterances, the paper stresses their didactic
importance and examines the dynamics of their implementation in foreign language teaching,
depending on the level of students’ knowledge. First, we propose a theoretical introduction
defining the concepts of textuality, markers, and pragmatic discursive competence. We further proceed to a qualitative analysis of the given text and discourse organizers in the Alter ego
+ students’ books series (from level A1 to level B2). Inspired by the recommendations of the
Council of Europe’s Common European Framework of Reference for Languages and, especially,
the necessity of improving students’ pragmatic competences, we outline the importance of
discourse markers as functional words in the organization of their written and oral production in French as a foreign language
Japanese causative constructions with the verbs of emotion, perception and cognition
No full textThe paper deals with Japanese causative sentences that express emotions, perception and cognition. They have a peripheral position when talking about causative due to the fact that a two-agent causative sentence is considered prototypical. The aim of this paper is to point out the specifics of causative verbs of emotion and mental actions in comparison with a prototypical, two-agent causative sentence. The second goal is to highlight the characteristics of causative verbs of emotion, observed in some languages such as English and Serbian, which also appear in Japanese. Using the method of semantic analysis, we will shed light on the argument structure of causative form of the verbs from the perspective of semantic roles that are assigned to the syntactic positions of the subject and the object of the sentence, with a special emphasis on the role of the subject. We will also consider the notions of volition and intentionality. The causative of the verbs of emotion, perception and cognitive verbs in Japanese belongs to the causative of involuntary verbs and expresses the cause-and-effect relationship between the one who experiences and the one who causes an emotion, unlike the prototypical sentence of causative of voluntary verbs, which expresses intentional manipulative action. Unlike the prototypical sentence in causative of the voluntary type, the subject position can be taken by a stimulus characterized by the absence of features of animacy and volition as well. These are stimuli of the situational and eventual type. Even if the stimulus is an animate and personal argument, he or she is not the causer per se. It is his or her feature, activity or behavior that becomes the primary cause of a change in the experiencer. Thus, the personal argument is given the meaning of an event or propositional argument. The propositional argument can be explicated on the surface of a sentence, in the form of a dependent clause expressing the action of the stimulus. This is one of the features that have been observed both in Japanese and in aforementioned languages. The features of causative sentences were collected from examples from the works of contemporary Japanese authors and their translations into Serbian. We partially used data from the Corpus of Contemporary Japanese Written Language (BCCWJ) of the National Institute of Japanese Language and Linguistics (NINJAL)
Gandhi, yoga and the issue of spiritual development. is the notion of nonviolence (ahimsa) applicable in history?
No full textThe fact that spiritual development is needed both on an individual and social level is an issue all traditional societies were acquainted with. The laic and materialistic contemporary world is a mere historical, de-ontologized background which, while promoting individualism and competition, puts aside the trans-historical spiritual values, that have always defined man as a humane and human being, either in religion, or culture. This paper describes the motivation which was provided for man's spiritual development in Yoga and Christianity, which had, on the one hand, a socializing, integrating function, and on the other hand, a compensatory one. Gandhi's politics and policy founded on nonviolence and truthfulness is contrasted with man's nihilistic nature, if not trained to develop his spiritual traits. Today's redefinition of culture and education, which neglects man's spiritual values, is the reason why, by contrast, we provided a large space for explaining Gandhi's views and Yoga, which might be models to be followed even in a laic world, in which personal development should be backed up by man's spiritual growth, if we want to survive as human beings