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Pravno-povijesni kontekst razvoja ideje o europskom identitetu
Get PDFPovijesno gledajući, Europa predstavlja dvotisućljetnu civilizaciju s mnoštvom kultura, identiteta, iskustava te raznolikih oblika suradnje. Cijelu europsku povijest karakteriziraju različiti oblici i pokušaji gospodarske, političke, vojne i kulturne suradnje kako bi se pronašla ravnoteža između integracije i raznolikosti unutar određenih obrisa. Europa je i politički projekt koji pokušava ujediniti ljude, a pritom poštujući njihove različitosti. Iako je relativno jasna geografska odrednica Europe, društveno, politički i gospodarski, ovo je prostor nedefiniranih granica. Tako su danas Europa i europski identitet istovremeno univerzalno poznati, ali slabo definirani pojmovi. Formiranje zajedničkog europskog identiteta uključuje i razmatranje unutrašnje heterogenosti Europe. Identitet i formiranje identiteta su razmatrali mnogobrojni stručnjaci iz različitih znanstvenih disciplina i različitih znanstvenih pogleda. Premda su mnogi doprinijeli razumijevanju složenosti i dinamičnosti tih pojmova, pojam identiteta ostaje i dalje „otvoren“, pa tako i pojam europskog identiteta
UVODNA RIJEČ DEKANA
Get PDFUvažavajući značaj osnovnog strateškog interesa Bosne i Hercegovine i njenih građana, a koji se zasniva na potrebi ostvarivanja svih bitnih preduvjeta za što brži pristup Bosne i Hercegovine u Evropsku uniju i NATO savez, Pravni fakultet Univerziteta u Bihaću i Centar za društvena istraživanja Internacionalnog Burč univerziteta organiziraju II Međunarodnu naučnu konferenciju ''Bosna i Hercegovina i euroatlantske integracije – trenutni izazovi i perspektive''. Konferencijom se nastoji unaprijediti daljnji proces interdisciplinarnog i multidisciplinarnog istraživanja koja se tiču tekućih, kompleksnih i međusobno povezanih pravnih, političkih, kulturoloških i socio¬ekonomskih procesa euroatlantskih integracija, da se analizirajući postojeće stanje ponude potencijalna rješenja i prijedlozi u vezi sa pristupanjem Bosne i Hercegovine euroatlantskim integracijama. Ova činjenica je utoliko značajnija ukoliko se posmatra u historijskoj perspektivi postratne obnove, tranzicije i pronalaženja evropskog puta u razvoju bosanskohercegovačkih odnosa
Visoko obrazovanje: Izazovi i perspektive u moderno doba
Get PDFVisoko obrazovanje u Bosni i Hercegovini, kao i u Europi suočava se sa brojnim izazovima kao što su: poboljšanje kvaliteta i usklađivanje poučavanja i učenja sa širim društvenim potrebama te potrebama tržišta rada, prilagođavanje globalizaciji i povećanju broja studenata i institucija visokog obrazovanja u cijelom svijetu, povećanje i širenje pružanja visokog obrazovanja upotrebom novih tehnologija kao što su mrežni kursevi te virtuelno ili mješovito učenje. Autor daje osvrt na trenutno stanje visokog obrazovanja u Bosni i Hercegovini, poteškoćama kroz koje prolaze željene reforme, koje mijenjaju ustaljenje načine rada i mogu obezbjediti visokom obrazovanju u Bosni i Hercegovini napredak i preduslov su za što brži pristup Evropskoj uniji. Najviše pažnje u radu će biti posvećeno promovisanju europskih principa visokog obrazovanja, te o potrebnoj podršci, koju treba pružiti visokoškolskim ustanovama da budu kreativnije, inovativnije, da razviju kritičko razmišljanje i da stvaraju odgovorne diplomante. Evropska budućnost visokog obrazovanja u BiH nije samo cilj, to je i obaveza koja uključuje zajedničko djelovanje i sinergiski nastup visokoškolskih ustanova, akademske zajednice, resornih ministrstava i Agencije za razvoj visokog obrazovanja i osiguranje kvalieta
ŽENSKI LIKOVI U ROMANU „LIMENI BUBANJ“ (G.GRASS)
No full textRoman Limeni bubanj (1959.) spada među najznačajnija književna djela na njemačkom jeziku. Ovim je djelom autor stekao svjetsku slavu, a svojm je pojavljivanjem označio prekretnicu u povijesti njemačkoga romana.
Cilj ovoga rada je prikaz ženskih likova u odnosu na Oskara Matzeratha, glavnog junaka romana. Prvi dio rada sadrži konstalaciju likova, odnosno pojavljivanje ženskih likova u odnosu na Oskara te njihova uloga i međusobni odnos, dok drugi dio rada daje odgovore na pitanja jesu li ženski likovi podređeni muškarcu/ima i pojavljuju li se Grassovi ženski likovi u tradicionalnim ulogama. Elisabeth Pflanz klasificirala je žene u romanu prema spolnoj funkciji pa ih je podijelila na tip majke i/ili djevice. Dok majčinske figure nude sigurnost, djevice su više objekt Oskarovih seksualnih želja. Tzv. majčinske figure su, prema Pflanz, između ostalog Anna Koljaiczek, Agnes Matzerath pa i Maria koja je postala nedostižna za Oskara. Potpune djevičanske uloge imaju sve medicinske sestre, časne sestre i Luzie Rennwand. Upadljiva nevinost i nepokvarenost kao i upotreba bijele boje kao simbol čistoće je za pripovjedača bitan faktor u opisivanju, u karakterizaciji svojih likova uz napomenu da bijelom bojom nije pokrio sva područja djevičanske čistoće i nevinosti. Ključne riječi: Limeni bubanj, Oskar Matzerath, ženski likov
IDENTITIES STUCK IN PURGATORY: DISCOURSE ANALYSIS OF MOVIE “DEDEMİN İNSANLARI”
No full textThis research aims to reveal the reflections of Turkish-Greek Population Exchange on contemporary lives of those people, which occurred in Turkey and created social issues, investigating the issue through a recent Turkish melodrama 'Dedemin İnsanları', in the scope of highlights and consequences of TurkishGreek Population Exchange, focusing on the concepts such as 'identity' and 'the other'. Second section includes discourse analysis of the movie 'Dedemin İnsanları' within the frame of above mentioned concepts.
Keywords: Identity, The Other, Migration, Dedemin İnsanlar
CONTRASTIVE ANALYSIS OF ENGLISH AND BOSNIAN CONSONANT
No full textLearning a foreign language has always been rather demanding job. Learning our mother tongue, we have already acquired certain patterns of behavior that language units exhibit and when learning a new language we first notice the differences in these patterns. We become particularly aware of the differences between the patterns of our mother and second language because we memorize new language by contrasting it to the first one. However, when it comes to similarities between the languages, we do not tend to be so careful. We usually take them for granted and imply that if two language units exhibit similarity they also exhibit equality. This false similarity then misleads us into false equality. We tend to believe that words that are pronounced similarly have the same meaning, which is not always the case. The same implies to phonemes. We are well aware of the English phonemes that do not exist in our own language and believe that those existing in both languages are equal. However, there are phonemes which exist in both languages but are pronounced in a different way and are therefore totally different. This paper addresses this teaching and learning challenge raising awareness of the consonants which exist in both languages but are pronounced in a different way. Methodology used in the paper is providing of the necessary theoretical background and the contrastive analysis of the consonants according to the place and manner of their articulation. The analysis has shown that half of the existing consonants are present in both languages but only half of them are equivalents. As such this paper highlights potential problems in pronunciation and raises learners' awareness.
Keywords: English consonants, Bosnian consonants,contrastive analysis, place of articulation, manner of articulation
TURKISH AS THE LANGUAGE MEDIATING ACCEPTANCE OF F A R SI SM S IN BOSNIAN
No full textBosnian language lexis is characterised by a number of loanwords, whereby words of eastern origin, i.e. words from Turkish, Arabic or Persian, occupy a prominent place, not only in number but also in terms of language, style and other characteristics.
Words of eastern originwere introduced in the Bosnian language mostly through Turkish and are, for that reason, referred to as turcisms. However, a more scientifically approved term is orientalisms since not all of these words belong to the Turkish lexical material, and they involve a great number of Arabic and Farsi phrases. Apart from that, not all the words of eastern origin entered the Bosnian language through Turkish exclusively, as there is a number of words that enteredBosnian directly from Arabic or Persian.
The number of turcisms in the Bosnian language is quite impressive. For instance, Škaljić’s Rječnik turcizama (Dictionary of Turcisms) contains 8,742 words (expressions) and 6,878 terms(1979: 23).
Compared to Turkish and Arabic, lexis of Persian origin is the least present –in Škaljić’s Dictionary of Turcismsthere were total 1031words of Persian origin, out of which 653 basic words and 378 derivatives (Akopdžanjan, 2010: 180). This proportionately smaller number of words of Persian origin in relation to the other two languages is quite reasonable and logical since there was no direct contact between the peoples of Bosnia and Herzegovina and Iran, as was the case with Turkey, which ruled in our region for more than five centuries. Although there was no direct contact between the two nations, influences and echoes of Iranian civilization in the Balkans, or in Bosnia and Herzegovina,were visible for centuries before the arrival of the Ottomans and Islam, since the time of settlement of the Slavs in this region. The penetration of Iranian civilization and culture on our soil continued through the expansion of Manichaeism,so the influencesof this civilization were kept in Newly-Manicheism teachings of Bogomil, and later after the arrival of the Ottomans and the acceptance of Islam in this region were restored and preserved through various Sufi and Dervish movements (Džaka, 1991: 398–399).
This paper examines the significance and role of the Turkish language as the language mediator in the case of words of Persian origin entering the Bosnian language. Before it was fully adopted by the Bosnian
language, a Persian loanword, from the moment it was borrowed from the source (Persian) to the receiver (Bosnian) language, would undergo various stages of adaptation on the phonological, morphological, and semantic plane. The focus of this paper is the analysis of semantic changes to Farsisms words that occurred due to the impact of Turkish language as a mediator
USING STORY-BASED DRAMA AND RELATED CREATIVE ACTIVITIES TO TEACH ENGLISH TO KINDERGARTEN PUPILS
No full textIn the learning process for all human beings, play takes a place as universal, innate, and a lifelong social behaviour of having crucial importance (Pramling & Carlsson, 2008). Creative drama is an efficient way to hearten students “experience” rather than discuss in classroom context, where the teacher and students become players. Story making is not always merely an individualized activity; to create imaginative accounts of everyday and fantasy scenarios, young children also have fun co-constructing stories and make use of each other’s experiences and knowledge (Faulkner et al., 2004).
The main purpose of the study is to investigate whether learning skills of kindergarten pupils in English language lessons could be improved through story-based drama activities. The other purpose is to investigate the effect of story-based drama activities on the permanence of the language items learnt in English language course. For these purposes, the following questions are raised:
1. How do stories and drama activities foster creativity in kindergarten class? 2. What are the effective strategies for promoting creativity in teaching English to young learners?
This study is a qualitative research. Interviews, audio recordings and video recordings are used in the present study. The participants are kindergarten pupils at the age of 5-6, who are enrolled a kindergarten in Isparta, Turkey. All of the participants are non-native speakers of English. The participants are selected through convenient sampling (Cohen, Manion & Morrison, 2007). Semi-structured interviews, which are in Turkish, are carried out with the kindergarten teacher. Video recordings of the lessons held by the researcher (Author 2) are also used as data collection instruments. This study suggests some changes in the way to teach English in Turkish kindergartens and the role of teachers in the teaching process.
Keywords: story-based drama, creativity, teaching English to young learners, English as a foreign language, teaching English in Turkey
TYPES OF ORAL ERRORS AND CORRECTIVE FEEDBACK: A CLASSROOM RESEARCH STUDY IN A SAMPLE OF TURKISH EFL CLASSES
No full textThis study investigates the types of oral errors and the corrective feedback moves for these errors in a
sample of Turkish EFL context. The distribution of error types and the use of corrective feedback for each
error type were examined. 12 hours of video-recording were conducted in four classes with 27 preintermediate
students in an English preparatory program of a state university. The video-recorded data were
transcribed verbatim and analyzed with the help of a native speaker teacher to ensure inter-rater reliability.
The definition of Allwright and Bailey (1991) was followed in the identification of errors, and the model
proposed by Lyster and Ranta (1997) was utilized in the classification of corrective feedback moves. After
the analysis, the researchers agreed on 142 erroneous utterances. Based on these utterances and corrective
feedback types for them, a generally balanced distribution of errors types and corrective feedback was found
with a few striking exceptions. The results showed that about 70% of errors in the observed classes have
grammatical (31 %) or phonological (36.6%) origins whereas the others stem from lexical items (20.4%) or
the use of L1 (12%). In addition to this, it was revealed that most of the grammatical errors were corrected
through input-providing corrective feedback types (recasts and explicit correction). It was also found that
teachers used recasts more while correcting their students’ phonological errors. Finally, it was seen that
teachers never used elicitation to correct their students’ errors stemming from their use of L1. Depending on
these results, this study suggests further classroom research studies on error types and corrective feedback to
shed a light to the issue in Turkish EFL classrooms
ARGUMENTATION STRATEGIES IN NEGATIVE ACADEMIC BOOK REVIEWS
No full textAlthough nobody would deny that academic criticism is an inherent feature of academic communication, most of the existing studies assume that due to the nature of the development of science, collaborative rhetoric is intrinsic to academic discourse and criticism is an exception rather than the rule. In order to check this hypothesis, the present pilot study investigates a sample corpus of 10 book reviews in the field of English applied linguistics, which have a definitely negative character.
Scientific book reviews not only belong to the basic academic genres, but also possess a functionally determined highly evaluative character, thus being potential carriers of academic criticism. They have, unfortunately, received relatively little attention as yet. The study aims at uncovering the argumentation strategies used by review writers in terms of the classical argumentation Aristotelian theory. Within this theory the notion of topic plays a crucial role. There are two basic types of topoi: those based on everydaylogic generic premises and those with conventionalised conclusions, whose subgroups are used as a methodological instrument of the analysis.
The analysis leads to conclusions concerning the surface expression of the argumentation strategies used by writers, the degree to which criticism is based on objective logic and on subjective personal evaluation, the preference for certain topoi, as well as some general concerns in relation to confrontation in the academia.
“ I f y o u h a v e m o ne y t o b u r n, b u r n i t; d o n’ t b u y t h i s b o o k!