REPFF - Repository of Faculty of Philology, University of Belgrade
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Analisi contrastiva del presente pro futuro in italiano e in serbo
No full textIl presente contributo si propone di analizzare da un punto di vista contrastivo il presente al posto del futuro, tradizionalmente noto come presente pro futuro, in italiano e in serbo. Lo scopo del contributo è di descrivere e paragonare gli usi e i diversi valori semantici che il presente pro futuro può assumere nelle due lingue al fine di metterne in luce le differenze e le somiglianze. Nel contributo si cercherà anche di esaminare il rapporto tra il presente in accezione futurale e il futuro come tempo verbale specializzato nel riferimento all’avvenire, sia in italiano che in serbo
Enhancing language, literature and culture teaching and learning throughout ICTS implementation
No full textOne of the guidelines of the Strategy for Education Development in Serbia 2020 implies the implementation of modern ICTs onto teaching and learning methods of both existing and newly developed study programs pertaining to higher education area. The Faculty of Philology of the University of Belgrade, being a highly reputable and prestigious higher education institution and cherishing a long tradition in education and research in the field of language, literature and culture, strives to continuously and increasingly develop its study programs by introducing ICTs at all levels of study. Our main objective is to enhance language, literature and culture teaching and learning experience throughout blended learning. Namely, the Faculty of Philology offers, within its Moodle platform, the wealth of courses concerning different languages, literatures and cultures, as well as those belonging to social sciences (e.g. courses in developmental and educational psychology). In this way, we intend to provide our students the opportunity of acquiring comprehensive knowledge in the field of philology, literary science, cultural studies and social sciences in general, the kind of education which is indeed required of the modern age man. We also took into account the fact that the use of digital technologies is becoming prevalent in a number of learning processes and that, hence, their implementation is invaluable particularly in the field of higher education. The Faculty of Philology is extremely proud of the learning content to be found on the faculty's Moodle platform, and of the fact that it is becoming richer and more diverse every year. Courses on the undergraduate level of studies are currently divided in 20 subgroups out of 38 study groups, which involve the following: Serbian Language and Literature, Serbian Literature and Language with Comparative Studies, General Literature and Theory of Literature, General Linguistics, Library and Information Science, fourteen different languages or language groups (such as for example Scandinavian languages), as well as Seminar of Social Sciences. Each of these subgroups offers a variety of courses, which all together constitute a rich repository of knowledge in the field of philology, literary science and cultural studies. At the MA level of studies, the courses offered on the faculty's Moodle platform within Language, Literature, Culture study program include over forty different subjects. We are currently working diligently as to offer the variety of high quality learning contents within the relatively new MA study program Cultures in Dialogue in a blended learning format. For now, the contents are available for the courses Encounter of Civilizations and Elements of Western Civilization. As for the courses belonging to Language, Literature, Culture study program at the PhD level of studies, these also include a vast number of courses on all three modules. In this paper, we intend to emphasize as to how far we have come in placing learning contents onto the faculty's Moodle platform and the implications that this variety of content will have on educating future philologists in Serbia, who will, hence, gain more comprehensive knowledge than ever before in the field of philology and humanities and social sciences in general
Stylistics and the cultural context in literary translation Njegos's The Mountain Wreath in the German translation
No full textConsidering the example of the translation of Njegos's The Mountain Wreath into the German language, the paper analyses the translational solutions that are dictated by the principles of the subject. The translator Alois Schmaus chose to take this step in order to bring home to the modern reader a world which appears to be archaic. He made this decision for two reasons. First, the German reader is unfamiliar with the historical context that is the subject of this poem; secondly the rules of prosody in Serbian and German do not match. By choosing to carry over the Serbian epic decasyllable, Schmaus favours the Serbian poetic tradition. From the historical point of view German verse, constructed as an Alexandrine, is burdened with the context of courtly poetics. The hexameter, meanwhile, which was introduced into German literature by Klopstock and later popularised by Voss and Goethe, appears in the context of the rise of the bourgeoisie. Both verses require changes while being translated, which affect the poem's characteristics. In order to maintain authenticity, Schmaus pleads for the "Serbian trochee": iamb and dactyl, metrical feet that are closer to the German language, would have impeded the setting the diaeresis and affected the syntax. Because of this, Schmaus places a spondee at the end of every verse and sets the historical context in the tradition of martyrdom
Lie, deception, philosophy of ethics and the narrative network of The comforts of Saturdays by Alexander McCall Smith
No full textU radu se kroz prizmu kritičke sociolingvističke analize i uz primenu metodološkog postupka narativne mreže pristupa relativiziranom tumačenju narativa detektivskog romana Male radosti subote Aleksandra Mekol Smita. Centralna tema romana, akademska laž i prevara, kao i oproštaj i pokajanje, posmatraju se i tumače u ključu teorijsko-metodološkog okvira koji postulira da se ni ovaj, kao ni bilo koji drugi tekst ne mogu posmatrati u izolaciji, u društvenom vakuumu, već da se dubinski jedino mogu razumeti ukoliko roman predstavimo kao samo jedan od čvorova u narativnoj mreži koju čine čitav niz društveno-istorijski faktora, prateći tekstovi (intervjui sa autorom, propagandne poruke, itd.), stavovi i tumačenja različitih vrsta čitalačke publike, kao i sam čin čitanja koji nas upućuje na relativizaciju značenja sadržaja i direktivne snage moralne poruke, te otvara prostor za kompleksnu, višeslojnu interpretaciju celokupnog tkiva teksta romana.From an angle of critical sociolinguistic analysis, a methodology of narrative networks is applied in order to argue for a relative interpretation of the narrative in a piece of detective fiction, The Comforts of Saturdays by Alexander McCall Smith. Some of the central narrative themes of the novel, lie and deception, forgiveness and penance, are interpreted within the theoretical and methodological framework which postulates that a text cannot be understood in isolation, in a social vacuum. The concept of narrative network, in which the text itself is but a single 'knot' while the rest of the network is made up of a wide range of socio historical factors, accompanying texts (interviews with the author, publisher advertisements, etc.), attitudes and interpretations of different types of reading audiences as well as the act of reading itself, allows us to better understand the relative and variable meanings of the plot and the moral directive force it proposes, opening up new spaces for a more complex, multi-layered understanding of the narrative fabric in its entirety
Integrating cross-cultural studies within the language, literature, culture study program of the Faculty of Philology, University of Belgrade
No full textIn this increasingly globalized world no culture can be observed or studied separately from other cultures. Moreover, the disciplines within the humanities are nowadays overlapping in order to provide more complete image of human society. Consequently, it became necessary to integrate the cross-cultural component within the humanities study programs. Although cross-cultural studies are primarily related to the fields of anthropology, sociology, psychology, political and economic sciences, philological studies have also became unthinkable and insufficiently comprehensive unless they include diverse cross-cultural topics. The Faculty of Philology of the University of Belgrade designed the study program Language, Literature, Culture on all three levels of studies, enabling over 1000 students to choose from more than 30 different languages, literatures and cultures. By merging these three scientific fields, which are essential for more in-depth understanding of philology, the courses within the LLC study program offer a comparative overview of various subjects. This primarily refers to the module Culture where several courses focus on comparative and cross-cultural topics. The paper will emphasize the successful examples of how cross-cultural topics can be integrated within the courses dealing with language, literature or culture. We will present the courses such as West and Japanese literature, which considers the impact that the English, French, German, Spanish and Russian literature had on Japanese literature, i.e. the influence of the writers Walter Scott, Swift, Shakespeare, Alexandre Dumas-father, Jules Verne, Victor Hugo, Goethe, Schiller, Cervantes, Tolstoy, Pushkin, Chekhov, etc. Namely, we intend to indicate that it is through the works of these writers that the Japanese nation gained a better understanding of European customs and living conditions, thus enabling intercultural and cross-cultural impact between Japan and Western countries. We will consider this type of courses as they provide an excellent framework for cross-cultural studies and research
Grammatical minimum of Serbian as a foreign language
No full textПрема Заједничком европском оквиру за учење живих језика, појединачне земље су направиле праг знања за своје службене језике. Сваки појединачни праг знања садржи опис и попис граматичких структура које студент треба да савлада да би постигао граматичку компетенцију нивоа прага знања. Циљ рада је био да се укаже на неравномерну заступљеност основних граматичких категорија у анализираним уџбеницима и на недовољну заступљеност граматичких објашњења која прате појединачне лекције и појединачна вежбања или уџбеник у целини. Рад је имао за циљ и да покаже улогу усвајања граматике у стицању језичке и комуникативне компетенције. У нашем раду смо анализирали најчешће коришћене уџбенике српског као страног језика. Анализа уџбеника се састоји од прегледа свих појединачних лекција и граматичких структура које су заступљене у текстовима тих лекција (у сваком од уџбеника појединачно). Други део анализе се састоји од статистичке обраде ексцерпираних података, која је урађена по лекцијама, по појединачним уџбеницима и збирно за све уџбенике. Осим анализе уџбеника, у раду смо извршили и анализу делова најзначајнијих граматика српског као страног језика у циљу утврђивања критеријума и предлагања система за граматички минимум српског као страног језика. На основу спроведеног истраживања, предложили смо опис морфологије српског језика, табеларни преглед именичких и глаголских промена и основне принципе увођења студента српског као страног језика у граматичке структуре српског језика. Закључак рада доноси неколико методичких принципа у настави граматике српског као страног језика.According to the Common European Framework of Reference for Languages particular countries have made a threshold level for their own official language. Each particular threshold level contains the description and the list of grammar structures that must be mastered by a student in order to achieve grammatical competence of the threshold level. The aim of the thesis is to show unequal presence of grammar categories in analyzed textbooks as well as insufficient grammatical explanations which follow particular lessons and exercises or the entire textbook. The goal of the thesis is to show the role of grammar acquisition in the achievement of linguistic and communicative competence. In this thesis we analyzed the most frequently used textbooks of Serbian as a foreign language. Textbook analyses contain reviews of each particular lesson and grammar structure that are present in each lesson’s text (in each textbook particularly). The second part of the analyses contains statistical data processing from our corpus, done for each lesson and every textbook and crossover for all textbooks. In addition to the textbook analyses in the thesis, we analyzed parts of the most important grammar books of Serbian as a foreign language in order to establish criteria and to suggest a system for the grammar minimum of Serbian as a second language. Based on our research we suggested a description of morphology of Serbian language, a review provided in the table for declination of nouns and modulations of the verbs, as well as basic principles of introducing foreign students into the grammar structures of Serbian language. The conclusion of the thesis offers several methodological principles in teaching grammar of Serbian as a foreign language
The first versions of the 13th century prose Lancelot and the poetics of the french medieval romance
No full textPredmet našeg proučavanja su najstarije verzije tekstova francuskog proznog romana o Lanselotu iz XIII veka. Tekstove ciklusa Lanselot-Gral ili Vulgata, pored Lanselota, čine romani Istorija Svetog Grala i Merlin, koji mu po smislu prethode, kao i Potraga za Svetim Gralom i Smrt kralja Artura, koji zatvaraju ciklus. O hronološkom redosledu nastajanja pojedinačih romana unutar ciklusa nije postignut konsenzus u naučnim krugovima. U savremenoj medievalistici postoje dve kontroverzne teorije o Lanselotu. Po prvoj, Lanselot pripada ciklusu Vulgata a samu cikličnu verziju predstavljaju dve osnovne varijante, duga i kratka, uz jednu posebnu. Ova teorija ne poriče postojanje i jedne neciklične verzije ovog romana, ali se tvrdi da je pomenuta verzija nastala po uzoru na cikličnu. Predstavnici druge teorije tvrde da postoje dve verzije ovog romana, cilkična i neciklična, kao i da je neciklična verzija jedna faza elaboracije ciklične. Odnosi između navedenih dveju verzija, još uvek nisu dovoljno razjašnjeni, uprkos tome što istraživanja ove problematike traju nešto više od jednog veka. U našem radu smo preispitali teoriju o cikličnoj verziji i njenim varijantama, hipoteze ovih dveju teorija o necikličnoj verziji naspram ciklične, kao i upotrebu pojmova „verzije“ i „varijante“...This doctoral thesis deals with the earliest versions of the texts of the medieval French prose Lancelot dating from the 13th century. Apart from Lancelot, the texts of the Lancelot-Grail or the Vulgate Cycle include The History of the Holy Grail and Merlin - which precede the prose Lancelot in the logical sense - as well as The Quest of the Holy Grail and The Death of Arthur, which close the cycle. A common consensus on the chronological order of creation of particular romances within the cycle has not been achieved by scholars. Today’s medievalists propose two controversial theories about Lancelot. According to the first, the Lancelot is part of the Vulgate Cycle and the cyclic version is represented by the two major versions - a long and a short one – plus a special version. This theory does not deny the existence of another, non-cyclic version, but its proponents claim that it derives from the cyclic version. The second theory holds that there are two versions of the romance and that the non-cyclic one is a phase in the elaboration of the cyclic version. The relations between the two versions are not yet completely clarified, even though the research of the issue has been going on for more than a century. In this dissertation we have analyzed the theory of the cyclic versions and its variants, the hypothesis of the two theories based upon the cyclic version versus the non-cyclic version, as well as the use of terms “version“ and “variant“..
Idiomatic expressions with colours in teaching foreign languages with special review on Spanish as L2: Suggestion for additional exercises for teaching from B1 to C2 level
No full textS obzirom na to da leksička kompetencija, prema Zajedničkom evropskom okviru za žive jezike, predstavlja jednu od ključnih jezičkih kompetencija, učenje ustaljenih jezičkih jedinica neizostavno je u nastavi bilo kog stranog jezika. Predmet istraživanja ovoga rada predstavljaju idiomatski izrazi sa bojama u nastavi stranih jezika, sa posebnim osvrtom na španski jezik kao L2. Reč je o sinhronijskom istraživanju. Korišćeni korpus za potrebe rada ekscerpiran je iz jednojezičnih rečnikâ španskog jezika, kao i iz rečnika španske frazeologije. Prilikom istraživanja, u obzir smo uzeli idiome koji sadrže nazive za boje - belu, crnu, crvenu, ljubičastu, zelenu, plavu, žutu i braon. Cilj rada je da se ukaže na značaj, kako idiomatskih izraza u nastavi stranih jezika uopšte, tako i na značaj hromatske leksike, odnosno na značaj postojanja idiomatskih izraza sa bojama u nastavi španskog kao L2, budući da smatramo da bi to dovelo do poboljšanja svih jezičkih veština kod učenika i studenata, bilo da je reč o razumevanju govora, razumevanju pročitanog teksta, pismenom ili usmenom izražavanju. Naša namera je da, na osnovu korišćenog korpusa, damo predlog dodatnih vežbanja koja mogu biti uključena u nastavu španskog kao L2 na srednjem, višem i naprednom nivou, pošto u didaktičkim materijalima koji se koriste tokom učenja pomenuta vežbanja nedostaju ili su zastupljena u neznatnoj meri.Considering the fact that lexical competence, according to the Common European Framework for Languages, represents one of the key language competencies, learning common language unites is inseparable part of teaching any foreign language. Idiomatic expressions with colours in teaching foreign languages, with special review on Spanish as L2, represent the subject of this research. This is synchronic research. The used corpus for the needs of the paper was excerpted from single language dictionary of Spanish, as well as from the dictionary of Spanish phraseology. During the research, we took into account idioms, which had names for white, black, red, purple, green, blue, yellow and brown colour. The aim of the paper is to point at the significance of both idiomatic expressions in teaching foreign languages in general, and the significance of chromatic lexis, i.e. the significance of existing idiomatic expressions with colours in teaching Spanish as L2, because we believe that this would lead to improving all language competencies of students, no matter which skill we focus at, reading, writing, speaking or listening. Our intention is, based on the used corpus, to give suggestion for some additional exercises which can be included into teaching Spanish as L2 at intermediate, higher and advanced level, because the mentioned exercise are missing or insufficiently present in didactical materials used during the process of learning
О употреби показних речи ево, ето и ено
No full textУ раду се на основу корпуса анализирају употреба и синтаксичко понашање показних речи ево, ето, ено. Утврђује се по чему се указивање помоћу тих речи разликује од указивања другим показним речима и описује се како се оне употребљавају – егзофорички (у физичком и метафоричким просторима), ендофорички и и за појачавање других показних речи. У вези с њиховом семантиком разматрају се и синтаксичке позиције у којима се јављају. Утврђује се и како функционише систем који оне сачињавају у погледу граматичке категорије лица. На крају се коментарише њихова припадност врстама речи