Digitalni arhiv Filozofskog fakulteta u Zagrebu
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Noun premodification in multi-word lexical units in teaching English for traffic and transport purposes
No full textRazvijanje kompetencija primanja i proizvodnje predmodificiranih imenica u
višerječnim, odnosno višeimeničkim nazivima jedan je od temeljnih zadataka nastave
engleskoga jezika struka u tercijarnom obrazovanju, budući da njihovo poznavanje doprinosi
razvijanju vještine čitanja specijaliziranih tekstova s razumijevanjem, ali i pisanju takvih
tekstova, gdje se višeimenički nazivi rabe daleko učestalije no u općem engleskome jeziku,
prije svega zbog postizanja jezične ekonomije. S glotodidaktičkog polazišta želi se postići da
studenti postignu kompetencije što sličnije onima izvornih govornika, korisnika registra
određene struke, a ukoliko se to želi postići, svakako treba ovladati primanjem i proizvodnjom
višeimeničkih naziva. Naime, u engleskome je jeziku moguća složena predmodifikacija
imenica u kojoj će se naći više ulančanih imenica bez funkcijskih riječi koje bi pomogle u
primanju, odnosno prepoznavanju semantičkih sveza. Takve nizove imenica koji se ustale u
jeziku nazivamo višeimeničkim nazivima te ih, slijedom Kereković (2012), definiramo kao
višeimeničke sintagme koje se sastoje od dviju ili više imenica i koje kao cjelina prenose
leksičko značenje, a u rečenici funkcioniraju kao leksem.
Stoga je jedan od temeljnih ciljeva ovoga rada empirijsko istraživanje primanja i
proizvodnje predmodificiranih imenica u višeimeničkim nazivima u engleskome jeziku
prometnih struka, odnosno utvrđivanje ulaznih kompetencija primanja i proizvodnje
višeimeničkih naziva te izlaznih kompetencija nakon ciljanoga poučavanja. Rad uključuje
sudionike i temelji se prije svega na glotodidaktičkom i sintaktičko-semantičkom pristupu, uz
primjenu statističke obrade podataka te računalne tehnologije za analizu teksta. U istraživanju
je sudjelovalo 167 studenata prve godine preddiplomskih studija prometa s tri različite
visokoškolske ustanove u Republici Hrvatskoj: Veleučilišta u Rijeci, Veleučilišta u Šibeniku i
Fakulteta prometnih znanosti Sveučilišta u Zagrebu.
Za potrebe istraživanja primijenjen je kvazieksperimentalni nacrt s inicijalnim jezičnim
ispitom kao predtestom i završnim jezičnim ispitom kao posttestom. Za potrebe sastavljanja
jezičnoga ispita kao instrumenta izrađen je i računalno analiziran korpus materijala, koji se
sastoji od tekstova korištenih u nastavi engleskoga jezika prometnih struka na sve tri navedene
visokoškolske ustanove. U završni jezični ispit uklopljena su i pitanja kojima se dolazi do
saznanja o mišljenu studenata o poučavanju kompetencijama primanja i proizvodnje
višeimeničkih naziva.
Istraživanje je provedeno s vremenskim odmakom između dvaju jezičnih ispita. U tom
razdoblju tretmanska je skupina bila poučavana osnovnim načelima primanja i proizvodnje višeimeničkih naziva, dok ostale dvije usporedne skupine takvom ciljanome poučavanju nisu
bile izložene. Uspjeh tretmanske skupine stavljen je u suodnos s rezultatima usporednih
skupina. Analiza podataka dobivenih iz jezičnih ispita provedena je pomoću statističkoga
programa SPSS 20.
Rezultati istraživanja pokazuju da poučavanje temeljnim načelima poboljšava razinu
kompetencija primanja i proizvodnje višeimeničkih naziva, da je učinkovitije za kompetencije
primanja nego za kompetencije proizvodnje te da je razina kompetencija studenata u
proizvodnji višeimeničkih naziva manja što je više imenica u predmodifikaciji, dok je to samo
djelomično dokazano za kompetencije primanja. Nadalje, rezultati upućuju na zaključak da\ud
sudionici koji su završili gimnazijske programe ne pokazuju bolje ulazne kompetencije u
primanju i proizvodnji višeimeničkih naziva od sudionika koji su pohađali strukovne srednje
škole te da sudionici koji su imali bolji uspjeh iz engleskoga jezika u završnome razredu srednje
škole i položili Državnu maturu iz engleskoga jezika na višoj (A) razini, ne pokazuju bolje
ulazne kompetencije u primanju višeimeničkih naziva od sudionika koji su položili nižu (B)
razinu, ali pokazuju bolje ulazne kompetencije u proizvodnji višeimeničkih naziva. Nadalje,
rezultati upućuju na to da se većina sudionika koji su ciljano bili poučavani načelima primanja
i proizvodnje višeimeničkih naziva slaže da je poučavanje primanju i proizvodnji višeimeničkih
naziva korisno i zanimljivo te da osigurava napredak u učenju. Usprkos tome što većina
studenata drži da je za uspješno rješavanje zadataka primanja i proizvodnje višeimeničkih
naziva potrebna velika koncentracija, djelomično se slažu da im se poučavanje primanju i
proizvodnji višeimeničkih naziva sviđa te da bi voljeli više biti poučavani navedenim
kompetencijama. Poznavanje engleskoga vokabulara struke većina sudionika drži važnim
preduvjetom za uspješno usvajanje primanja i proizvodnje višeimeničkih naziva dok
poznavanje struke većina ne smatra nužnim preduvjetom.
Znanstveni doprinos ovoga rada očituje se u izvorno osmišljenom i po prvi put
provedenom empirijskom istraživanju na sudionicima, izvornim govornicima hrvatskoga
kojima je engleski prvi strani jezik na studijima prometa u Republici Hrvatskoj. Kod tih je
studenata utvrđena i statistički analizirana ulazna razina kompetencija primanja i proizvodnje
višeimeničkih naziva, kao i uspješnost poučavanja osnovnim načelima primanja i proizvodnje
tih naziva u engleskome jeziku prometnih struka (EJPS-u). Potvrđene su razlike u uspješnosti
između primanja i proizvodnje višeimeničkih naziva (raščlanjenih po broju imenica u
predmodifikaciji) prije i nakon poučavanja. Dodatno se ispitalo i mišljenje studenata o
različitim aspektima poučavanja kompetencijama primanja i proizvodnje višeimeničkih naziva i pružen je uvid o utjecaju čimbenika iz srednjoškolskoga okruženja na kompetencije primanja
i proizvodnje višeimeničkih naziva u engleskome jeziku.
Time rad predstavlja izvorni doprinos kako anglistici, tako i glotodidaktici, donoseći
nove spoznaje o primanju i proizvodnji višeimeničkih naziva u engleskome jeziku prometnih
struka, a ujedno i utire put budućim istraživanjima na različitim uzorcima skupina: studentima
drugih studijskih programa u Republici Hrvatskoj u sklopu kojih su poučavani engleskome
jeziku struke, studentima neizvornim govornicima engleskoga kojima je neki drugi jezik
materinski, kao i studentima izvornim govornicima engleskoga jezika.
Bitno je istaknuti i velik praktični, odnosno stručni doprinos koji ovo istraživanje može
imati u nastavi. Temeljna načela poučavanja tretmanske skupine mogu poslužiti kao smjerokaz
nastavnicima engleskoga jezika struka u poučavanju primanju i proizvodnji višeimeničkih
naziva, dok po uzoru na jezični ispit rabljen kao instrument u istraživačkome dijelu rada
nastavnici mogu sastaviti ispite sukladno engleskome jeziku struke koji poučavaju.Developing the competences of reception (interpreting, decoding) and production of
premodified nouns in multi-word lexical units (MWLU) and multi-noun lexical units (MNLU)
in the English language is one of the fundamental tasks of teaching English for Specific
Purposes (ESP) at the tertiary education level, since their acquisition contributes to the
development of reading comprehension of specialized texts as well as to writing such texts,
where multi-noun lexical units are much more frequently used than in General English,
primarily because of the principle of language economy. From the point of view of Second
Language Teaching and Learning (Glotodidactics), students want to achieve near-native
competences in ESP and to do so, they should master the principal rules of reception and
production of MNLU. Complex premodification of nouns is an important feature of the English
language, and technical English in particular, which allows a sequence of modifiers, belonging
to various parts of speech, to be placed in front of the head noun, i.e. the final noun, without
functional words assisting in the reception, i.e. in the recognition of semantic relations among
them. When such sequences or multi-word lexical expressions consisting of two or more words
but functioning as single lexemes become established in a specialized domain, according to
Kereković (2012), they are called multi-word lexical units. In line with this definition, in this
work we propose the term multi-noun lexical unit (MNLU), defined as a multi-noun syntagm
consisting of two or more nouns functioning as a single lexeme.
Thus, the main aim of the study is to empirically examine the reception and production of multinoun lexical units (MNLU) in English for Traffic and Transport Purposes (ETTP), i.e. to
establish the level of initial competences of our participants (students) in the reception and
production of multi-noun lexical units (MNLU), and their output competences after targeted
teaching. Unlike the majority of works dealing with MWLU and MNLU (Levi 1978; Warren,
1978; Bartolić, 1978, 1979; Kvam, 1990; Štambuk, 1997, 2005; Master 2003, 2004; Gačić,
2009b; Špiranec, 2011; López-Jiménez, M. D., 2013; Borucinsky, 2015, and others), this study
involves participants and is based primarily on the Second Language Teaching and Learning
approach, as well as a syntactic-semantic approach, including statistical data processing and
computer technology for text analysis.
One hundred and sixty-seven traffic and transport first-year undergraduate students
(M=125 (74.9%), F=42 (25.1%), age M=18.95; SD=0.820), participated in the study. They were
recruited from three different Croatian institutions of higher education: the Polytechnic of
Rijeka, the Polytechnic of Šibenik and the Faculty of Transport and Traffic Sciences in Zagreb. For the purposes of this research, a quasi-experimental design with an initial language test as a
pre-test and a final language test as a post-test was used. For designing the language test as an
instrument, a computationally analysed corpus of written learning/teaching materials has been
created, consisting of texts used in teaching ETTP at all three institutions. The final language
test also comprised questions that provided insight into the students' opinion regarding the
teaching of reception and production of multi-noun lexical units (MNLU).
The study was conducted with a time lag between the two language tests. During this
period, the treated group was taught the underlying principles of reception and production of
multi-noun lexical units (MNLU), while the other two comparison groups were not exposed to
such targeted teaching. The attainment of the treated group was compared to the attainment of
the comparison groups. The analysis of the data obtained from language tests was carried out
using the SPSS 20 (Statistical Package for Social Sciences).
The research results indicate that teaching and learning the underlying principles of
reception and production of multi-noun lexical units improves the overall level of student
competences, and that it is more efficient for the reception than for the production competences.
Besides, the level of student competences in the production of MNLU is lower as the number
of nouns in premodification is higher, while this is only partially proved for the reception
competences. Furthermore, the findings suggest that participants who graduated from grammar
schools do not exhibit better initial competencies in receiving and producing MNLU than
participants who attended vocational secondary schools. In addition, the results indicate that
participants who had better marks in English as a foreign language (EFL) in the final year of
secondary school and passed the advanced (A) level (as opposed to the basic (B) level) of EFL
at the State Graduation Exam do not show better initial competences in reception of multi-noun
lexical units but exhibit better competences in their production.
Further, the findings suggest that most of the participants who were exposed to targeted
teaching of the underlying principles of reception and production of MNLU agreed that the
teaching/learning was useful and interesting, enhancing their learning proficiency. Even though
most students argued that a higher level of concentration is required in dealing with the
reception and production of MNLU, they partially agreed that they liked it and would like to be
exposed more to teaching/learning of the competences in question. Knowledge of specialized
professional vocabulary was considered by most participants as an important precondition for
successful MNLU reception and production, while professional knowledge was not considered
a necessary precondition by the majority of participants. The scientific contribution of doctoral thesis Premodification of Nouns in Multi-Word
Lexical Units in Teaching English for Traffic and Transport Purposes is manifested in the
originally designed empirical research of multi-noun lexical units in ESP, namely in ETTP,
which includes participants, i.e. students of traffic and transport whose mother tongue is
Croatian and who learn English as a foreign language (EFL). For the first time the initial level
of student competences in reception and production of MNLU has been statistically analysed
immediately after enrolling the studies, followed by the analysis of their output competences at
the end of the first semester, during which period the treated group, unlike the two comparison
groups, was exposed to the targeted teaching/learning of the abovementioned competences. The
obtained results have been statistically compared thus evaluating the efficacy of
teaching/learning the underlying principles of reception and production of MNLU in ESP, more
specifically in ETTP. Moreover, the research results have also showed the differences between
the reception and production of MNLU according to the number on nouns contained in them
(two-noun, three-noun, four-noun and five-noun lexical units). In addition, for the first time,
student opinions on different aspects of teaching/learning the underlying principles of reception
and production of MNLU have been presented and analysed. Furthermore, the insight has been
given into the differences between the level of the competences in question regarding the type
of secondary school the students have graduated from, which has never been done before.
Therefore, this doctoral thesis presents an original scientific research which gives novel and
important contribution to the fields of English studies and of Second Language Teaching and
Learning, offering new insights into the reception and production of MNLU in ESP, namely in
ETTP, at the same time paving the way for future research involving various sample groups,
such as students of other study programmes in the Republic of Croatia who are taught ESP,
students non-native speakers of English in other countries, as well as English native speakers.
From the theoretical point of view, the scientific contribution of this doctoral thesis lies
in the coining of the novel term multi-noun lexical units (MNLU), which clearly distinguishes
them from their hyperonymous category of multi-word lexical units (MWLU).
It is also important to point out the practical and professional contribution that this
research can have in teaching. The underlying principles of teaching a treated group the
reception and production of MNLU can serve as a guide for ESP teachers, while the language
test used as an instrument in the research can help them design similar tests depending on the
ESP they teach
Comparative research of library systems – Koha, Aleph, Zaki, Vero (CROLIST)
No full textOvaj rad temelji se na istraživanju online kataloga različitih knjižničnih sustava: Koha-e na primjeru Knjižnice Filozofskog fakulteta u Zagrebu, Alepha na primjeru Nacionalne i sveučilišne knjižnice u Zagrebu, Zaki sustava Knjižnica grada Zagreba i sustava Vero integriranog u skupni katalog CROLIST. Na početku rada opisuju se temeljne značajke kataloga nove generacije, a zatim slijede opisi i rezultati dvaju istraživanja provedenih na navedenim OPAC-ima. Prvo istraživanje temelji se na usporedbi četiriju knjižničnih sustava s obzirom na karakteristike novog naraštaja knjižničnih kataloga. Drugo istraživanje provedeno je anketnim upitnikom na uzorku od četrdeset ispitanika, a ispituje uporabljivost navedenih OPAC-a. Cilj je ovog rada ispitati koje karakteristike novog naraštaja kataloga imaju navedeni OPAC-i, ukazati na njihove prednosti i nedostatke, ispitati njihovu uporabljivost i korisnost te na temelju rezultata donijeti prijedloge za poboljšanje kataloga.This paper is based on a research of online catalogues of various library systems: Koha on the example of the Library of the Faculty of Humanities and Social Sciences in Zagreb, Aleph on the example of the National and University Library in Zagreb, the Zaki system of the Zagreb City Libraries and the Vero system integrated into the CROLIST catalogue. At the beginning of this paper, the basic features of the new-generation catalogue are described, followed by the descriptions and results of the two researches carried out on mentioned OPACs. The first research is based on a comparison of four library systems with regard to features of the new-generation of library catalogues. The second survey was conducted by a questionnaire on a sample of forty examinees. It examined the usability of these OPACs. The aim of this paper is to notice what characteristics of the new-generations of catalogues have these OPACs, point to their advantages and disadvantages, examine their usability and usefulness, and on the basis of the results, make suggestions for improving the catalogues
Connection of conflicts at work with personality traits of the Five-factor model and intent to turnover
No full textCilj ovog istraživanja bio je ispitati povezanost osobina ličnosti Petfaktorskog modela s interpersonalnim konfliktima na poslu te ispitati povezanost interpersonalnih
konflikta na poslu s namjerom napuštanja organizacije. U istraživanju je sudjelovalo 360 sudionika, podjednako muškaraca i žena, zaposlenih minimalno jednu godinu u
organizaciji. Sudionici su ispunjavali Upitnik o demografskim i radnim karakteristikama zaposlenika, jedan petfaktorski upitnik ličnosti, Skalu interpersonalnih konflikata na poslu i Skalu namjere napuštanja organizacije. Rezultati istraživanja pokazali su kako neuroticizam
značajno, ali nisko korelira s interpersonalnim konfliktima na poslu, dok ostale osobine Petfaktorskog modela ne koreliraju s interpersonalnim konfliktima. Regresijska analiza je pokazala kako je samo neuroticizam značajan prediktor interpersonalnih konflikata na poslu, dok sociodemografske varijable nisu značajni prediktori. Drugom regresijskom analizom potvrđeno je kako su dob i spol značajni prediktori namjere napuštanja organizacije, kao i neuroticizam te interpersonalni konflikti.The aim of this study was to examine the association of personality traits of the Five-factor model and interpersonal conflicts at work and to examine the association of interpersonal conflicts and intent to turnover. The study included 360 equally male and
female, employed at least one year in organization. Participants filled out the Employee Demographic and Work Characteristics Questionnaire, one personality traits questionnaire, Interpersonal conflict at work scale and Turnover Intentions scale. The results show that
neuroticism has significant low correlation with interpersonal work conflicts, while other personality traits of the Five-factor model do not correlate with interpersonal conflicts. Regression analysis has shown that only neuroticism is significant predictor of interpersonal conflicts, while sociodemographic variables are not. The second regression analysis confirms age and sex as significant predictors of intent to turnover, as well as
neuroticism and interpersonal conflicts
City as a Sign of Cultural Identity in European Cinema after 1970: Examples from Southeastern Europe
No full textOvaj se doktorski rad bavi gradom i njegovim identitetom, prikazanim u filmskim
primjerima europske kinematografije. Grad je u kontinuitetu podložan interpretaciji i
reinterpretaciji, a film taj koji svjedoči o razvoju grada, njegovim promjenama i utjecaju na
stanovnike.
Cilj ovoga doktorskog rada jest probuditi povijesno razumijevanje filmske
interpretacije grada i identiteta gradske sredine, osobito u kinematografijama na prostorima
bivše Jugoslavije koje su dosad bile vrlo malo obuhvaćene istraživanjima. Analize filmskoga
grada ujedinjuju povijest umjetnosti, arhitekturu, antropologiju, urbane i društvene studije, a
filmski se pejzaž proteže daleko iza ekrana da bi se preispitalo kako prepričavamo svoj
identitet u svojim pejzažima i kako definiramo svoj domet u globalnoj filmskoj zajednici.
Reprezentacija i simbolične konstrukcije identiteta grada proučavani su i raznim disciplinama
– od sociologije i antropologije do geografije, ali tek sporadično u filmologiji. Analizom
europske kinematografije, želim upozoriti na promjene prostora u gradovima i promjene
među stanovnicima, s naglaskom na kinematografije bivše Jugoslavije, a u tom kontekstu
želim upozoriti i na to kako su urbana kinematografija u ovim zemljama te društvena,
politička i povijesna zbivanja utjecali na promjenu arhitekture, a samim time i na promjenu
identiteta stanovnika ovih gradova. Analizirani su filmovi koji su promovirali nove vizure i
drugačije estetske kodove, djela koja su unijela izvjesne promjene u europski film i u
prezentaciju grada kao jednoga živog organizma te čiji su urbani prostori konstantno podložni
promjenama. Glavni cilj jest prikazati kako su društveno-političke, ali i ideološke promjene
utjecale na arhitekturu i urbani pejzaž u europskom kontekstu te koliko se te promjene
razlikuju ili podudaraju u različitim gradovima, nastalim u sličnom društvenom, povijesnom i
geografskom kontekstu.
Urbani identiteti sastoje se od naracija koje imaju vlastitu strukturu i koje različito
koriste prošle i sadašnje povijesti. Iako se mogu proizvesti umjetno, nikad se ne fiksiraju i
kontinuirano se mijenjaju tijekom vremena. Otvaranjem pitanja o tome kakvi se urbani
narativi odvijaju u filmovima europske kinematografije, bolje će se razumjeti, nadam se,
načini na koje percipiramo urbane prostore i bavimo se njima, kao i njihova mjesta u
postjugoslavenskom filmu.This doctoral dissertation deals with the city and its identity, with focus on the as
shown in European cinematography. The city is, in continuity, subject to interpretation and
reinterpretation, and a film that testifies about the development of the city, its changes and its
impact on the inhabitants. The aim of this doctoral dissertation is to awaken a historical
understanding of the film's interpretation of the city and the identity of the city's environment,
especially in the cinemas in Southeastern Europe and the countries from former Yugoslavia,
which have so far been limited to research. The analysis of the movie city unites art history,
architecture, anthropology, urban and social studies, and the film landscape extends far
behind the screen to reconsider how we recount their identity in their landscapes and how we
define their reach in the global film community. Since its beginnings, cinema has been the
product of the dominant urban psyche, since its phenomenon is related to the modern city and
to this day greatly affects our perception and understanding of the city space. The film image
is a mental reminder, a cognitive map, a creative projection, and while the city as a "social
picture" is studied in various disciplines, the film begins to address the relationship between
the real, that is, what the camera caught and the reel, the screen image. The recognition of the
city in the film as an archetypal place for reviewing the visual and tactile experience, the
shape and style, the perception, consciousness and significance of the film picture and the
film text are determined by the space, and that space is modeled, designed.
The relationship between the city and film and art in general, is always on the line
between reality and fiction - it is a fabrication, a result of a complex imagination that is a
mixture of personal and collective memories, something learned and something that has been
experienced. Walter Benjamin, Henri Lefebvre and Georg Simmel explore how modernity
manifests the urban experience in western culture and how the city shows the transformation
of everyday people to the very consciousness of man. The film is associated with particular
theories of space (Lefebvre, Michel de Certeau, etc.), where the focus shifted to the
representations or images of the city, and the role of symbolic practices in the production of
meaning or "places" of the city. All the cinematographies in its development have "their"
cities that are directly or indirectly a subject, but also the main protagonists - Paris, Berlin,
London, Manchester, New York, Shanghai, as well as a vision of the city through an
indefinite number of science-fiction and film noir films, films of italian neorealism, the
french poetic realism, film-dedications, omnibuses. Cinematic landscape allows
characterization of author’s work, making it easy recognizable, such as long shots from New York in Woody Allen's films or the artistic representations of Madrid in Pedro Almodóvar's
work. The city is undeniably designed cinematic form, just as the movie owes its full nature
of the historical development of the city. Not only does the city have a new role in the
political economy of the film industry, but it also changes the landscape and it's cultural
centers become direct inspiration for filmmakers, creating a new model of narrative and
cinematic space. In the major European centers filmmakers represent new politicized concept
of urban space that occurs in parallel with the development of urban theory and political
practice after 1968. Filmmakers explore and capture the cities in crisis at the same time
questioning the tradition of film art and popular genres. In the 70s, movie plays a huge role in
the presentation of images and narratives of a city in transition, showing the landscape of
urban decay and de-industrialization at the same time carrying a new reality. A dozen cities
will be analyzed through representative films from the late sixties to the 21. century. Through
four chapters in this analysis will be shown how much symbolic potential is in the cityscape
in the creation and re-creation of the identity of space and personal identity of citizens
through the film, creating a new identity after the great social changes, particularly in
Southeastern Europe and the former Yugoslavia as a separate unit of many identities.
Through the analysis of the history of urban area, urban landscapes, architecture, social
practices in urban areas, will be shown the process of identity formation film art, because
these identities are subjective and dynamic categories that are constantly constructed and
reconstructed. The identities are not waiting to be discovered; they are mental constructions.
In geography, the concept has always showed visual potential. Cinematic landscape helps in
understanding the construction of the material and subjective in the movies. Landscape is
seen as part of the psyche of a character or as a part of cinematic realism.
The main goal is to show how socio-political, but also ideological changes affect
architecture and urban landscape in the European context, and how much these differences
differ or coincide in different cities, created in a similar social, historical and geographical
context. With the analysis of European cinematography I want to warn about the changes in
the space in cities and the changes among the inhabitants, with the emphasis on the cinemas
in former Yugoslavia. In four chapters are analyzed films that have promoted new visions
and aesthetic codes, works that have made some changes to the European film and the
presentation of the city as a living organism, and whose urban spaces are constantly subject to
change. The capitals on the Balkans, especially in the countries from former Yugoslavia are
the spaces that first reflected these changes because the geographic, historical and social context is similar. Urban identities are artificially constructed by cultural and political elites,
and these identities simultaneously present different forms of conflict - cultural, inter-ethnic,
intra-ethnic, class conflict. Cinema allows us to look at the city as a prism that focuses on
urbanism and architecture, but also on national identity and statehood. In the thesis are
analyzed films about Sarajevo, Belgrade, Zagreb and Skopje, and the main aim was to show
their filmmaking and different levels of engagement in the presentation of the city, as well as
the everyday practices of inhabitants who shape urban landscapes. Cinematic urbanism in the
Balkan films has been characterized mainly during the last three decades, which will be
discussed in the last chapter of the paper. Prior to this, the historical and theoretical models of
urban studies will be described, which will serve as a basis for final analysis of the shape of
the Balkan film. Especially after 1990s and after the beginning of the new millennium, the
films deal with post-war, post-traumatic and conflicting society and endless transition by
creating a new urban class and new citizens, destroying the city's symbols, but also dealing
with alternative cultures and movements as a starter and a vibrant urbanity reminder. The
quest for an individual is reduced to coping with the new sociopolitical circumstances and the
new city. In the case of the countries of the former Yugoslavia, the restructuring of space,
iconography and identity begins in the urban landscape. The nationalist abstractions that
previously existed under the official rhetoric of socialism and the mask of architectural
urbanism became dominant factors in the shaping of the urban landscape.
The main criterion in the selection of Balkan films is to present different examples
and different levels of engagement in the representation of the city, and the main question is
whether there were any recurring features and themes in these films. Urban identities consist
of narrations that have their own structure and which use different past and present history.
Though they can be artificially manufactured, they are never fixed and are continually
changing over time. By opening up the question of how urban narratives take place in
European cinematography, we will better understand the ways we perceive and deal with
urban spaces as well as their places in the Balkan film.
The film not only puts the urban agenda first, but also advocates a return to flânerie in
general, aimed at transforming and re-representing modernity in different contexts and
cultures. The urban should become a fundamental part of the cinematographic discourse and
the urban film can become a key genre in the contemporary Balkan and Southeastern
European film as an analytical instrument and a response to the limitations in most of the existing film studies and, the most important, inter-, multi- and transdisciplinary frameworks
that shape current debates about the city
Stavovi slijepih i slabovidnih učenika o važnosti učenja engleskog kao stranog jezika
No full textEnglish as a foreign language is a compulsory school subject for all learners across the European Union, including the special needs students. One such group are the visually impaired students. For visually impaired people, learning English might be challenging due to many obstacles they have to overcome because of their lack of vision, yet it can be extremely beneficial. Foreign languages open different possibilities for their future and the visually impaired students see language as one of the most important tools for finding their way around the world. The aim of this thesis was to study the attitudes of 29 visually impaired high school learners towards English as a foreign language, all of whom are students of the Center for Education and Rehabilitation Vinko Bek in Zagreb. The instrument used to investigate their attitudes was a semi-structured interview the results of which were then discussed according to the five research questions. The results have shown that the participants find English very useful because of its status as a lingua franca. They believe that they will use English in their future employment, however, most of them declare having limited knowledge of the English language. Furthermore, they expressed they enjoy their English lessons, but have many ideas on how to improve them and adapt them to their needs and desires. Most importantly, they feel completely alienated from everyday English and have very little knowledge about native speakers of English and their culture.Engleski kao strani jezik je obavezan školski predmet za sve učenike diljem Europske Unije, uključujući učenike s posebnim potrebama. Jedni od tih učenika su i učenici s oštećenjem vida. Učenje engleskog jezika za učenike s oštećenjem vida ponekad je izazovno zbog mnogih prepreka na koje nailaze i koje moraju prijeći, ali je također i veoma korisno. Strani jezici otvaraju brojne mogućnosti za budućnost tih učenika i oni vide jezik kao jedan od alata kojim se orijentiraju po svijetu. Cilj ovog rada bio je istražiti stavove 29 srednjoškolskih učenika Centra za obrazovanje “Vinko Bek” prema engleskom kao stranom jeziku. Instrument koji se koristio je polu-strukturirani intervju, čiji su rezultati analizirani prema pet istraživačkih pitanja. Rezultati pokazuju kako ispitanici engleski jezik smatraju vrlo korisnim zbog njegovog statusa svjetskog jezika. Oni vjeruju da će koristiti engleski jezik na svom budućem poslu, ali većina njih smatra da slabo poznaje engleski jezik. Nadalje, sviđa im se njihova nastava engleskog jezika, ali imaju mnogo ideja kako bi ju mogli poboljšati i prilagoditi njihovim potrebama i željama. Najvažnije, oni su gotovo u potpunosti izolirani od svakodnevnog engleskog jezika i jako malo znaju o izvornim govornicima engleskog jezika i njihovoj kulturi
Enriched compositionality of the argument structure of Croatian and Slovenian verbs
No full textU ovome se radu na temelju uporabnih pristupa jeziku teorijsko-metodološkim okvirom konstrukcijske gramatike istražuju načini modeliranja značenja u slučajevima kršenja kanonske argumentne strukture faznih glagola. Kršenje kanonske argumentne strukture faznih glagola obrađujemo u okviru Jackendoffova (1997) pojma obogaćene kompozicionalnosti koji podrazumijeva mogućnost prizivanja značenja koje sintaktički nije prisutno kao u primjeru započeti knjigu u kojem fazni glagol određuje fazu glagolskoga procesa koji u tom primjeru izostaje, stoga ga je potrebno prizvati. Istraživanje je pokazalo da na priziv implicitnih predikata snažno utječe značenje rečeničnoga subjekta, objekta, ali i shematiziranoga značenja same konstrukcije koja doprinosi širenju ili sužavanju raspona mogućih predikata.
U radu je nakon definiranja pojmova i teorijskih pristupa relevantnih za ovo istraživanje provedena usporedna analiza faznih glagola u hrvatskome i slovenskome jeziku na temelju dostupnih priručnika i korpusne analize. Zatim su korpusnom pretragom ekstrahirani primjeri rečenica s nedogađajnim dopunama (kuhinja, kuća, knjiga i ručak) te je provedeno označavanje njihovih implicitnih predikata kako bi se ispitao teorijski dominantan model tumačenja pojave značenjskoga obogaćivanja strukturom kvalije imenice u dopuni koji proizlazi iz teorije generativnoga leksikona (Pustejovsky 1995).
Opisana su dva eksperimenta koja su provedena s izvornim govornicima hrvatskoga jezika. U prvom je eksperimentu ispitan stupanj prihvatljivosti rečenica s faznim glagolima i implicitnim dopunama. Sljedeći je eksperiment pokazao utjecaj triju faktora na interpretaciju rečenica: subjekta, objekta i konstrukcije. U završnom dijelu raspravlja se o mogućnosti konstrukcijskih pristupa da zajedno s modelom znanja o tipičnim događajima ponude model koji bi mogao adekvatnije opisati mogućnosti priziva implicitnih značenja u konstrukcijama s faznim glagolima i nedogađajnim dopunama.The aim of this dissertation was to analyze the category of aspectual verbs in Croatian and Slovene with regards to their semantic contribution to aspectual constructions. Following Jackendoff's enriched compositionality (1997) the thesis explores the modelling of the meaning of the non-canonical argument structure of the aspectual verbs (e.g. početi, nastaviti, završiti) with nouns denoting entities in Croatian and Slovenian.
Issues raised by this phenomena are discussed, particularly with respect to different generative and cognitive approaches. The fundamental idea of the thesis is that the meaning of the aspectual construction with non-canonical argument structure should be modelled from the usage-based perspective.
The study of aspectual verbs in Croatian and Slovenian was carried out on the basis of their description in Croatian and Slovenian grammars and dictionaries. Since usage-based methodology lies on the use of corpora for the linguistic analysis, we have conducted the comparative corpus analysis of the aspectual verbs and their complementation using Croatian and Slovenian web corpora hrWaC and slWaC.
Sentences with aspectual verbs in the non-canonical argument structure with four nouns (kuća, kuhinja, knjiga and ručak for Croatian; hiša, kuhinja, knjiga and kosilo for Slovenian) in accusative and instrumental case have been annotated to analyze the range of implicit meanings of constructions. The goal of this analysis was to test the adequacy of the General lexicon theory (Pustejovsky 1995) for modelling the meaning of enriched compositionality. This analysis has shown that the theory is not capable of determining all the implicit meanings of constructions and that it should be replaced by other models that are able to capture wider range of implicit meaning.
In order to experimentally approach this phenomena, two sets of experiments have been carried out. First, acceptability judgement that tested the acceptability of constructions with non-canonical argument structure. The results have shown that constructions with aspectual verbs (završiti and končati; "finish") and complements that denote entities were more acceptable than constructions with other aspectual verbs. Constructions with Croatian and Slovenian verb nastaviti/nadaljevati (engl. to continue) were rated as the least acceptable in the research. This results are compatible with the results of the corpora analysis according to which constructions with this verb are the least present in both languages. In the second experiment, participants had to list implicit meanings of the aspectual constructions with missing verbs. This experiment has shown that the meaning of aspectual constructions with non-canonical argument are severely influenced by the meaning of the sentence subject (male, female), meaning of the object and the meaning of the construction itself. The experiment has shown that meanings of constructions with instrumental complements even are harder to model using the Pustejovsky's framework.
Based on the relevant theoretical literature and results obtained by the corpus analysis and two experiments, dissertation proposes the use of a construction-based approach combined with the generalized event knowledge model for the interpretation of enriched compositionality of the constructions with aspectual verbs and non-canonical arguments
The right to education of refugee children integrated into an elementary school in Zagreb
No full textTema rada je pravo na obrazovanje djece izbjeglica koji su integrirani u jednu zagrebačku osnovnu školu. S obzirom na to da dosadašnja istraživanja nedostatno zahvaćaju temu prava na obrazovanje djece izbjeglica, posebno na području Republike Hrvatske, temeljni je cilj istraživanja analiza ostvarivanja prava na obrazovanje djece izbjeglica u odgojno-obrazovnoj praksi, ali i uvid u barijere i izazove s kojima se susreću različite perspektive uključene u proces integracije. U analizi ostvarivanja prava na obrazovanje djece izbjeglica korišten je teorijski okvir prava na obrazovanje Katarine Tomaševski (2001) fokusirajući se na dimenzije dostupnosti, prihvatljivosti i prilagodljivosti obrazovanja. Korištena je kvalitativna metodologija te su podaci prikupljeni intervjuiranjem 13 sudionica. U uzorak je uključena stručna suradnica škole, učiteljice i asistentice u nastavi. Rezultati su pokazali da djeca izbjeglice djelomično ostvaruju pravo na obrazovanje u dimenziji dostupnosti, prihvatljivosti i prilagodljivosti. Rezultati ukazuju na to da je škola imala kratak period za pripremu učitelja učenika i roditelja, na odgođeni upis u školu i nepostojanje stardardiziranih testova za utvrđivanje znanja i sposobnosti za upis u školu. Rezultati su ukazali i na problem neposjedovanja osobnih dokumenata i dokumenata o prethodnim obrazovnim iskustvima što je otežalo smještaj učenika u odgovarajući razred. Utvrđeno je ne postojanje prijevoza učenika od Prihvatilišta za tražitelje azila do škole, kao i materijala za provođenje pripremne nastave hrvatskog jezika. U nekim područjima je zakazala i suradnja s pojedinim nadležnim institucijama te su izostala potrebna stručnih usavršavanja učitelja. Određeni broj učenika ima potrebu za prilagodbom sadržaja, individualiziranim pristupom i individualnim radom čije je osiguravanje izazovno učiteljima. Jezična barijera otežava komunikaciju posebno u početku integracije. U manjoj mjeri se integriraju sadržaji koji reflektiraju pozadine i iskustva učenika. Rezultati su pokazali kako je učenicima potrebna pomoć i podrška u različitim područjima, ali postoje brojni faktori koji otežavaju pružanje istih. Učiteljice i asistentice iskazuju različite stavove o uzrocima slabijih obrazovnih postignuća te različita iskustva o participaciji učenika i odnosu među učenicima domaćinima i učenicima izbjeglicama. Asistentice smatraju da učenici izbjeglice nisu aktivni sudionici nastave i da nemaju razvijene pozitivne odnose s drugom djecom u razredu, dok učiteljice smatraju suprotno. Većina sudionica ne navodi osjećaj potpune kompetentnosti za rad s djecom izbjeglicama te navode brojne izazove s kojima se susreću i različite vrste potrebne podrške u radu.The topic of this thesis is the right to education for refugee children who have integrated into elementary school in Zagreb, Croatia. Due to an insufficient amount of research regarding refugee children’s right to education, specifically in the Republic of Croatia, the goal of this study is to analyze the right to the education of refugee children, as well as define the challenges faced by participants in the process of integration. The analysis of the implementation of the right to education of refugees is based on the theoretical framework of Katarina Tomaševski (2001) focusing on three dimensions of this right, which are: accessibility, acceptability and adaptability of education. The research used a qualitative methodology for which the data were collected through interviews with 13 participants. Member of the school counselling service, teachers and teacher’s assistants participated in the study. Results showed the lack of implementation of the
right to education for refugees in educational practice. The results show that the school had a short period of time for preparing teachers, students and parents. The results also show the delayed enrollment in school and lack of standardized tests to determine knowledge and ability for school enrollment. The results point out the problem of the students not having personal documents and documents confirming prior educational experiences, which made it difficult to integrate them in the appropriate classes. Results show the lack of transport for students from the Reception Center for Asylum seekers to the school, lack of materials for learning Croatian language as a secondary language, lack of co-operation with some institutions and lack of necessary professional training for teachers. A certain number of students have the need for adapted educational content, individualized instruction, and individual work that is challenging for teachers to provide. The language barrier also makes communication difficult; this is especially so at the beginning of the children’s integration. To a lesser extent, participants integrate the educational contents that reflect the students' backgrounds and experiences. The results show that the students need help and support in different areas, but there are many factors that make it difficult to provide it to them. Teachers and assistants point out different attitudes about the causes of lower educational achievements as well as the different experiences of student participation and the relations with other students. Most participants felt a limited capacity for working with refugee children and would state that they had faced many challenges and required various types of support
Discursive construction of identity in narratives of migrant experience
No full textU ovoj doktorskoj disertaciji opisana je diskursna konstrukcija identiteta u narativima o
osobnom iskustvu migracije. Istraživanje se temelji na kvalitativnoj analizi intervjua
prikupljenih metodom polustrukturiranog sociolingvističkog intervjua s 10 ispitanica koje su
tijekom 2010-ih iselile iz Hrvatske. Teorijsko-metodološki okvir istraživanja temelji se na
narativnoj analizi, proizašloj iz interakcijskih sociolingvističkih pristupa i (kritičke) analize
diskursa te na poststrukturalističkom poimanju identiteta kao dinamičnog procesa koji na
različitim razinama jezične analize i složenosti izranja tijekom jezične interakcije.
Transkribirana građa analizirana je na dvjema razinama: najprije su u s obzirom na formalnofunkcionalne karakteristike izdvojeni, opisani i kategorizirani narativi kao analitičke jedinice,
a potom su u njima identificirana i opisana jezična sredstva kojima se na diskursnoj razini
ostvaruju strategije pozicioniranja. Pritom se diskursne strategije pozicioniranja promatraju s
obzirom na raslojenost narativnog konteksta na svijet narativa, koji obuhvaća sudionike,
mjesto, vrijeme i ostale okolnosti događaja o kojem je u narativu riječ; svijet naracije, koji se
odnosi na interakcijske okolnosti narativne produkcije; te svijet migracije, odnosno širi
društveni kontekst u koji je uronjeno tematizirano iskustvo i njegova naracija. Formalnofunkcionalna analiza pokazala je da se narativ kao diskursni žanr ne može pozitivistički i
konačno definirati, ali da se u korpusu mogu prepoznati tri tipa narativa: referencijski,
evaluacijski i hipotetički. Analiza diskursnih strategija pozicioniranja na trima razinama
narativnog konteksta pokazala je da je diskursna konstrukcija identiteta dinamičan i
kontekstualno uvjetovan proces te da se upotrebom jezičnih sredstava poput zamjeničkog
prebacivanja i konstruiranog dijaloga ostvaruju i međusobno izmjenjuju različite identitetske
pozicije u istom narativu. Na razini svijeta naracije dominiraju diskursne strategije
generalizacije, kolektivizacije, individualizaije i (de)agentivizacije, dok se na razini naracije
najistaknutijom pokazala strategija uključivanja sugovornice s ciljem dobivanja empatične
povratne informacije, odnosno distanciranja od eksplicitne evaluacije. Konačno, analiza
pozicioniranja u svijetu migracije izlučila je najučestalije teme prisutne u korpusu
(makroteme), čijom rekontekstualizacijom ispitanice ilustriraju širi društveni kontekst
migracije i konstruiraju svoj identitet kao migrantice.Introduction
This doctoral dissertation presents a qualitative study of linguistic devices employed in
discursive construction of identity in narratives of personal experiences told by ten young,
highly educated females who emigrated from Croatia in the 2010s. The study is in line with
existing copious research in discourse analysis and sociolinguistics that focuses on narrative
discourse and narrative interaction as quintessential acts of identity construction and
expression. The aim of the research is twofold. Firstly, it aims to describe the complexity of
the genre of narrative of personal experience from a linguistic point of view. Secondly, it seeks
to understand how various aspects of individuals’ identities are contested, constructed, and
performed in narrative discourse throughout the experience of migration, more specifically,
within the context of the intensified emigration from Croatia in the 2010s.
Methodology
In order to investigate how migrants construct identities in narratives of personal experiences,
semi-structured sociolinguistic interviews were conducted with young, highly educated
females who have emigrated from Croatia during the 2010s. Since this implied finding
geographically distant participants who are willing to openly talk about their experiences, a
practical solution was to contact friends and acquaintances of the researcher that fit the criteria.
Due to geographical distance between the researcher and research participants, eight interviews
were conducted and recorded via Skype, while two interviews were conducted in person.
Research participants’ names, as well as names of other people, specific locations,
organizations, and other personal information were changed in order to protect individuals’
privacy.
The semi-structured sociolinguistic interview was chosen since it is a convenient
method for collecting data for qualitative analysis because it does not strictly rely on a rigid
question-answer format, but rather consists of open questions that can be omitted, or new
questions can be asked, depending on how the interview develops. Adopting this interview
format meant creating a more spontaneous interactional situation where research participants
were able to reproduce narratives about their migration experiences, organize events in a
temporally and spatially cohesive manner, and evaluate event participants and circumstances
by attributing them with certain characteristics. Moreover, as De Fina (2003) and Relaño Pastor
(2014) demonstrate, sharing narratives about important personal experiences empowers
individual migrant voices, which are generally marginalized and reduced to the private sphere,
and this was an especially important aspect of this research. Thus, the format of a semistructured interview helped to reduce the effects of asymmetrical power relations that are
present in more traditional interview contexts (Kress & Fowler 1979, Bourdieu 1999), as well
as to shape a solidary and empowering atmosphere where participants’ accounts were given
relevance and legitimacy (Mishler 1986, Relaño Pastor 2014). Finally, following the interactive
nature of narrative discourse emphasized by poststructuralist approaches, collected interviews
were considered as interactive discursive practices in which both the interviewer (i.e. theresearcher) and the interviewee jointly co-construct narrative discourse, which is why the
presence and the role of the researcher was not omitted, but was included in the transcripts and the analysis. This was also a good place to reflect on the delicate role of the researcher in the
process of data collection, i.e. its co-construction and consequent interpretation.
Analysis
Once the interviews were conducted, the material was transcribed relying on well-established
transcription conventions in narrative analysis (e.g. De Fina & Georgakopoulou 2015). The
first step of the analysis was to divide the entirety of the transcribed material into narratives,
i.e. to define the main unit of analysis as closely as possible. Labov’s canonical approach to
narrative analysis relied on syntactic features, i.e. fixed structure and order of clauses, which
implies that a lot of spoken discourse appearing in a research interview would not satisfy the
formal criteria of narrative, and would therefore have to be thrown out of the analysis.
Moreover, due to the nature of spoken language, isolating narratives from the surrounding
discourse in a clear-cut manner is hardly possible since they are often embedded, overlapped,
unfinished, or lack a formally concise structure. Thus, in order to consider the interactive nature
and multi-layered context of the discursive genre, the structuralist approach and canonical
narrative structure described by Labov served only as a basis onto which more functional
criteria were added, such as interactional nature of spoken discourse, thematic homogeneity
and contextual features (cf. Ochs and Capps 2001).
The second level of analysis involved looking into linguistic devices used to position
the speaker and other social actors on different levels of narrative context, which results in
discursive strategies of positioning (Bamberg 1997). The notion of discursive strategy adopted
in this research implies “a more or less intentional plan or practice adopted to achieve a
particular social, political, psychological, or linguistic goal”, which can be “located at different
levels of linguistic organization and complexity” (Wodak and Meyer 2016: 33). More
specifically, discursive strategies of positioning are results that consistent usage of certain
linguistic devices across different levels of narrative context has in terms of how positions of
social actors are represented in narrative discourse. Given that narratives elicited from these
research interviews are seen as a discursive genre produced in a specific interactive context
between two participants who know each other and share the experience of migration, but also
have certain expectations from this particular interaction, the following three levels of narrative
context were taken into account:
- the story world, which includes (the order of) recounted events, participants (characters)
and the setting; - the storytelling world, which refers to the interactional aspects of narration and the fact
that narratives are jointly co-created actively by both interlocutors; the researcher and the
narrator;
- the world of migration, which refers to the broader social context, discursive practices,
ideologies, power relations, and other aspects of the migration trend in question. The first two
levels of narrative context are mutually intertwined and further embedded in the third. Analysis
of positioning was conducted for each level of narrative context and presented in separate
chapters. However, it was often impossible to separate them, given the deep interconnectedness
of the layers of narrative context.
Results
As a result of the first level of analysis, the corpus was divided into 493 narratives, organized
around three central narrative types, which were called referential, evaluative, and
hypothetical. Narratives that recount a specific event from the past, involving a mainly coherent
temporal sequence of events, i.e. at least one temporal juncture that for most of the time follows
the sequence of events in real life, were called referential narratives. Prototypical referential
narratives are highly tellable stories that function as individual episodes that can be easily
detached from the surrounding discourse without disrupting the rest of the text, thus resembling
the canonical Labovian model the most. They usually recount a dynamic event and involve
agentive participants. Referential narratives made up 38.3% of the corpus. Narratives that do
not recount a specific event from the past, but rather describe, evaluate or comment on certain
situations, states, facts, problems or actions taken by social actors were categorized as
evaluative narratives. Because of their emphasized evaluative function, these narratives often
follow referential narratives as a way to reflect on, explain, or justify actions taken by certain
social actors, but they also appear as individual narrative sequences. These types of narratives
appeared most frequently and comprised 55.4% of the corpus. The third and the least frequent
type of narratives in the corpus were hypothetical narratives. They talk about plans and
potential events that have not yet taken place, but might in the future. These narratives
constituted 6.3% of the corpus. It must be noted that this division is not rigorous, meaning that
some narratives are more prototypical, some have only a few distinctive features of the group,
whereas some have features of more than one group. Finally, narratives of personal experience
of migration elicited in spoken discourse were defined as more or less completed thematic
episodes of spoken discourse in which experiences, states, situations, or plans for the future
that play an important role in the overall biographies of migrants are described, evaluated and reflected on. The central intention of narratives (to recount past experiences, evaluate
situations, or speculate about the future) is closely related to the positions that narrators create
for themselves and other social actors in the process of narration, and can be expressed by using
different linguistic sources, depending on the interactive context, surrounding discourse, and
the dynamics of the narrative progression.
On the second level of analysis, a close reading of the narratives in the corpus revealed
pronominal shift and constructed dialogue as the most salient linguistic devices, used
consistently by all research participants, resulting in discursive strategies of generalization,
collectivization, (de)agentivization, and involvement. Pronominal shift was found to be the
most transparent linguistic device that narrators use dynamically in the course of temporal and
thematic progression of the same narrative in order to construct various and often opposing
positions for themselves and other social actors. The most common pronominal alternation in
the corpus was the switch from individual I- to generic you-perspective. For example, by using
generic you to talk about negative and unpleasant experiences in the story world, narrators
positioned themselves as distant from event participation, but also as evaluators of events and
problematic situations they encountered as immigrants who had to replace their familiar social,
cultural, and linguistic environments with new, unfamiliar contexts. In the storytelling world,
the shift from I to you had a more referential usage, resulting in the strategy of interlocutor
involvement, by which narrators positioned themselves as close to the researcher, seeking
approval and understanding of events in the story world. Furthermore, by using pronominal
shift and other linguistic devices (such as specific discursive markers that indicate
involvement) narrators emphasised or mitigated their evaluations by including the
researcher/interviewer, which resulted in jointly constructed moral stances.
Constructed dialogue (Tannen 2007) was found to be a powerful linguistic device that
results in constructing agentive or agentless social actors in the story world. Narrators often
used constructed dialogue to recontextualize someone else’s words in order to emphasize or
mitigate their social responsibility and explicit evaluation of actions or stances by certain social
actors. For example, instead of openly stating their moral stance, narrators often channeled
them through dialogues in which they and other actors participate as characters in the story
world. Simply put, by constructing characters that speak, narrators were able to express their
own opinions about them and their actions without being explicitly critical or responsible. A
consistent feature of the corpus is that the actors that are constructed as agentive, i.e. characters
who were given voice in the story world, are usually in some positions of power, such as
administrative workers, bosses, managers, or “authentic” locals, i.e. non-migrant that have symbolic power and/or access to language capital. On the other hand, in the majority of
dialogues that were recontextualized in these narratives, the narrators either speak very little or
do not speak at all. By constructing social agents in position of power (be it only symbolic),
and constructing themselves as agentless, narrators illustrated the way they see their position
in a social context of their migration destination.
The way narrators linguistically constructed social actors in the story world can be
directly related to the third level of narrative context, i.e. the world of migration, since it
illustrates the power relations and discursive practices in which experiences of immigrants are
embedded. The analysis of positioning in the world of migration illustrated that by
recontextualizing master narratives (Bamberg & Andrews 2004) about migration and by
drawing on certain macro-topics (Wagner & Wodak 2006) respondents revealed broader issues
of the migration experience that affect their identity performance. Some of these master
narratives and macro-topics included: identifying oneself as a migrant/foreigner, anticipated
unemployment as main motivation for migration, language identity and migrants’ access to
language capital, migration policies of certain countries, and ideologies and power relations
they are based on. By looking into how respondents position themselves with regard to those
macro-topics and master narratives, the analysis illustrated the most salient discursive practices
and power relations that result in one’s identity as a migrant. Conclusion
It must be mentioned here that this research and the methodology it adopts did not aim to reach
any essentialist or positivist claims about the linguistic phenomena observed, but rather to
illustrate certain tendencies that are present in spoken narrative discourse, which is in line with
poststructuralist approaches to describing language in its relation to identity and society.
By drawing empirically on a relatively large corpus of spoken narrative discourse, this
study demonstrated the dynamic process of identity construction embedded in the experience
of migration. From a linguistic point of view, it illustrated the interconnectedness of language,
migration, and identity, and the necessity of enriching traditional approaches to linguistic
analysis with new, discourse- and identity-oriented criteria. By relying on notions of multilayered narrative context and discursive strategies of positioning, this study offers an applicable
model for doing socially engaged narrative and discourse analysis. From the point of view of
migration, the study revealed various social aspects of the migration experience, which are
often overlooked by formal and quantitative approaches. More specifically, it illustrated what
motivates young, highly educated females to emigrate from Croatia, what some of the struggles they encounter on the way are, and which aspects of identity are important for them in their
new social, cultural, and linguistic environments. For research participants, sharing narratives
about important personal experiences was an opportunity to empower their individual voices
and give their experiences legitimacy. Finally, findings emerging from this study can have a
significant impact in facing the challenges of the migration trend in question and shaping
further migration policies and discourses about it.
Further research in the field can benefit from the proposed methodology, which can be
applied in analyses of other types of narrative and non-narrative, spoken or written discourse,
in order to investigate which features of narratives of personal experience of migration
recognized in this study can be found in other discursive genres
Osobno i privatno religijsko iskustvo u biblijskim psalmima
No full textThe intention of this work is to demonstrate and present the biblical psalmist as a
subject in his individuality, and particularly in his religious experiences which are also
manifest in his privacy. Though the author of this dissertation recognizes the importance of
the collective experiences of the Israelites in their public religious manifestations (temple
liturgies, sacrificial practices) we are also conscious that the psalmist is an individual, and not
merely a puzzle piece in the puzzle of the collective. All through the biblical texts it is evident
that Judaism is not an elitist, clergy-centred religion, with the cult and liturgy, which solely
shapes its religiosity. There are clear indications throughout the Old Testament that Israelite
religion is ‘religion of the heart’, which also highlights an individual in his individuality. This
we present in this work with the analysis and aspects of individual anthropology. The psalmist
as a pious individual exercises his piety not only in the public religious events, but even more
profoundly as an individual in his/her privacyOvim se radom biblijskog psalmistu prikazuje kao pojedinca, odnosno kao subjekt i
individuu, u svoj osobnosti i privatnosti, pri čemu se ukazuje na distinkciju između pojmova
osobno i privatno koji se pak, ali neispravno, ponekad poimlju kao sinonimi. Psalmista, kako
ga percipiramo temeljem Psaltirskog teksta, nije tek bezimeni dijelić u slagalici kolektiva.
Psalmista bjelodano iskazuje svoje religijsko i vjersko iskustvo, svoja emotivna stanja i
emocionalne reakcije kao pojedinac. Bilo kao osobno angažirani pojedinac u životu zajednice
i kolektiva (osobno) ili kao pojedinac koji svoja vjerska ili emotivna iskustva ne iskazuje na
javnom mjesto već in privato (privatno). U psalmodisjkim studijima kroz dulje vrijeme
postoji tendencija da se psalmistu ne doživljava kao pojedinca, u njegovoj osobnosti kao
subjekta ili privatnosti, nego tek kao sinegdohu, gdje bi ono ‘Ja’ prvog lica jednine, psalmista
zapravo bio samo dio kolektivne slagalice i bio zamjena za veću cjelinu. Suprot kolektivnom
‘ja’, imamo rojalističko ‘franz-jozefinsko’ ‘Mi,car...’, što je pluralis majestatis (ili pluralis
amplitudinis) kao množina dostojanstva i veličanstva, iako se referira na (cara) kao subjekt
pojedinac. Takva se množina veličanstva na više mjesta javlja u starozavjetnom tekstu u
odnosu na Boga i Njegovo veličanstvo (usp. Post 1:26; Iz 6:8).1 Nasuprot ovome, mnogi
istraživači biblijske psalmodije zaključiti će upravo suprotno od već spomenute množine
veličanstva. Oni zaključuju da je ‘Ja’ prvog lica jednine u Psaltiru (npr. ‘Gospod je pastir
moj’, Ps 23:1) zapravo reprezentativno za kolektiv i zapravo predstavlja cijelu zajednicu. U
tom bi slučaju psalmista imao biti apstraktan, a ne konkretan čovjek. Veoma mnogo
psalmodijskih tekstova ne potkrepljuju takvo poimanje i generalizaciju. Stoga, autor ovoga
rada usmjerava svoje analize na psalmistu kao konkretnoga čovjeka. Iako niti smijemo, niti
možemo zanemariti činjenicu da neki psalmodijski tekstovi jesu pisani u prvom licu, a
zapravo su reprezentativni za cjelokupnu zajednicu, ne možemo generalizacijom ‘izgubiti’
psalmistu kao pojedinca u osvojoj osobnosti i privatnosti. Štoviše, o tome da bi psalmista
imao biti konkretan čovjek svjedoče mnogi psalmodijski tekstovi, iz raznih rakursa
promatranja (antropologijskih, temporalnih, lokacijskih).
Ipak, pri identifikaciji psalmiste kao individue, postoje i neki potencijalni prijepori i
upitnici. Naime, je li moguće da je ‘psalmista’ iz Psaltira ili biblijske psalmodije izvan
Psaltira, bio takav poetski virtuoz koji nam podastiru vrhunske poetske uratke? I jesu li svi ovi
psalmi autobiografskog karaktera?
INTERPRETACIJA I APROPRIJACIJA
Pri identifikaciji psalmiste kao subjekta pojedinca, naznačili smo eventualne
neizvjesnosti oko poetske virtuoznosti psalmiste. Ukoliko su biblijski psalmodijski tekstovi,
unutar i izvan Psaltira, autobiografskog karaktera, kolika je vjerojatnost da su svi 'psalmisti'
bili poetski virtuozi u stanju osmisliti i ostvariti poetska virtuozna djela dostojna Psaltira i
biblijske psalmodije? Primjerice, jesu li onodobne biblijske žene, kao što je Ana majka
Samuela (1Sam 2) ili Marija majka Isusova (Lk 1), uopće bile osnovno obrazovane u čitanju i
pisanju ili su ? Je li Zaharija (Hvalospjev Zaharijin) (Lk 1) bio literarno kompetentan da
kompilira ovakav mesijanski psalam? Postavlja se pitanje, da li je 'psalmista' kao pojedinac, u
svojoj individualnosti bio autor svog autobiografsko-poetskog djela? Ili je psalmista
svojevrsna konstrukcija identiteta i literarni konstrukt? Tradicionalno i uobičajeno, u Psaltiru
se govori o ‘psalmistu’. Kadgod se rabi ovaj termin, misli li se pri tome o psalmistu kao
profesionalnom pjesniku, možda o kompilatoru uredniku i sakupljaču psalama ili pak o
'izvođaču' (public spokesman or liturgy leader).
No, možemo li u psalmistu ipak prepoznati i pojedinca kao subjekt u svojim osobnim i
privatnim iskustvima? U takvom scenariju, psalmista ne bi bio samo literarni konstrukt kao
mimetički lik, sa ‘simboličkim posredovanjem iskustva vremena’ (Biti,227) nego i konkretan
čovjek. U odnosu pak na mimezu, ona je u povijesti umjetnosti i literature, svojevrsno
oponašanje, odraz i prikazivanje, koje dočarava stvarno ljudsko iskustvo i djelovanje; bilo
kako pojedinca ili cijele zajednice. Psaltir bi se možda trebao promatrati i kao mimetička literatura u kojoj 'psalmista' (= interpret-pjesnik) u svojoj poeziji jednakomjerno predstavlja i
pojedinačni subjekt ali i cjelokupnu zajednicu. Kako bismo bolje razumijeli cjelokupnu
složenost oko identifikacije psalmiste kao subjekta i privatne osobe, treba nam razmotriti
pojmove: interpretacija i aproprijacija (vidjeti: 2.3. Appropriation and interpretation).
Interpretacija
Interpretacija je svakako najstarija metoda suočavanja s nekim tekstom. S njome su se
služili biblijski egezegeti, nekada i danas. Interpretacija nekog teksta, bila je ili jest (?)
gramatičko-tehnička-analitička disciplina. Ona nema nužno prioritetni zadatak uživjeti se u
tuđi doživljajni svijet, nego ga bolje razumijeti. Interpretacija postaje 'komprehezivna znanost'
(verstehnde Wissenschaften), samo s potencijalnom nakanom uživljavanja u 'tuđi doživljajni
svijet' (usp.Biti,149-153). Interpretant nastoji povezati i posredovati u tekstu i
komunikacijskom kontekstu, ali to čini više logičkom nego kognitivnom dinamikom. Unatoč
dobrohotnosti interpretacije kao metode, ona najčešće ostaje u području jezika i jezičnih
značaja i značenja, a daleko manje u području kognicije i (s)uživljavanja. Nije stoga slučajno
da su se početna psalmodijska proučavanja usredotočila na analize literarnih formi u Psaltiru
(Formgescichte). Mada su neki već i tada upozoravali da bi se analiza forme mogla pretvoriti
u analizu formula (usp. Martin Noth, u Broyles,1989:18). Ovime bi se, bez ikakve dvojbe,
učinio korak unazad u možebitnom nastojanju oko suživljavanja sa psalmistom-pojedincem.5
Aproprijacija.
Interpretacija je analitička metoda, koja teži razumijevanju teksta (jezičnom,
povijesnom, religijskom) ali se najčešće izdvaja iz dinamičkohg procesa suživljavanja.
Aproprijacija je kognitivno preuzimanje i samoidentifikacija. Naime, interpretacija, kao
interpretativni tekst, opet je tekst koji bi se dalje mogao interpretirati. Oko takvih
interpretativnih nastojanja, Vladimri Biti, to sažimlje ovako,
ubrzo se pokazalo da ni psiha ni kultura ni povijest ne mogu ponuditi nikakva
nepobitna uporišta interpretaciji književnih djela jer su i same tekstovi koji se mogu
razumijeti na više načina (Biti,151)
Nema sumnje da su mnogi psalmi mimetičke naravi, ali isto tako nema dvojbe kako je
veliki broj psalama u Psaltiru zapravo vrlo osobni kao i privatni čin empatijskog preuzimanja i samoidentifikacije. Aproprijacija podrazumijeva i opisuje usvajanje kao pod svoje, i ne kao
krađa tuđih ideja, već bliskog i osobnog poistovjećivanja. Aproprijacija je 'čin empatije,
odnosno uživljavanja u tuđi doživljajni svijet' (Biti,149), a dodali bismo ovdje, da u procesu
aproprijacije, 'preuzimanja', taj svijet prestaje biti 'tuđi svijet'. U tom slučaju ono
interpretacijsko i kolektivno 'ja', odjednom postaje vrlo osobno 'ja' pslmiste, kao subjektapojedinca. U tom slučaju i mimeza prestaje biti imitacija, a postaje snažno i osobno
'posvojenje' iskustva, u kojem slučaju i nije od presudne važnosti da li je 'psalmista' kao
subjekt poetski virtuoz ili je 'samo' apropriator u samoidentifikaciji.
Interpretacija je metoda, u svojoj naravi analitička, ona analizira jezik, literarne
forme, sadržaje, uvid u religijsku-povijesnicu itd. Aproprijacija je u svojoj osnovi kognitivne
naravi. Utoliko ona prelazi interpretaciju, obzirom da je osobni čin usvajanja teksta kao samoidentifikacije s tekstom. Najprikladnijih primjera aproprijacije i samoidentifikacije s tekstom
nalazimo kod Isusa iz Nazareta, ali ne u odnosu na njegovo interpretativno referiranje na
psalmodijske tekstove (usp. 'pisano je u Psalmima'). Isusova aproprijacija psalmodijskih
tekstova, njegovo je poistovjećivanje sa biblijskim psalmistom. Ono posebno dolazi do
izražaja u njegovim smrtnim mukama (Ps 22) i umiranju na križu (Ps 31)
William John Morgan's ethics of sport
No full textU fokusu ovog rada je američki znanstvenik William John Morgan i njegov doprinos globalnoj etici sporta. U tom smislu istraživanje njegova doprinosa polazi od četiri temeljne hipoteze.
Prva je hipoteza kako je William John Morgan presudno utjecao na razvoj globalne filozofije i etike sporta uvođenjem Alasdair MacIntyreovih teza iznesenih u knjizi „Za vrlinom. Studija o teoriji morala“. Time, cijeloj je globalnoj zajednici dao novi okvir gledanja na sport kao društvenu praksu.
Druga je hipoteza, usko povezana s prvom, da je W. J. Morgan internalist, a tek potom konvencionalist, jer mu konvencionalizam situiran u određenom povijesnom i socijalnom kontekstu služi za nadilaženje mana internalizma. Štoviše, on je „otac“ internalizma odnosno začetnik ove trenutno najproširenije i najutjecajnije normativne teorije sporta. Morganova pozicija može se okvalificirati kao povijesni konvencionalistički internalizam.
Treća je hipoteza kako je Morgan uobličitelj kontura i divizija moderne globalne etike sporta, koje je izvršio kroz ustroj svojih (uredničkih) izdanja, izbor autora i radova, uključenih tema i rasprava te izvršenih podjela u tematskom smislu.
Četvrta je hipoteza kako Morgan u sportskom komunitarizmu vidi odnosno daje univerzalno rješenje za sve probleme sporta kroz (ponovni) okret k igri, igrivom i igračkom u sportu, odnosno zajednicama praktičara sporta (tzv. sports practice communities) kao (sa)čuvateljima onog sportskog u sportu.
Prije istraživačke obrade temeljnih hipoteza u radu se rasvjetljavaju dva nužna preduvjeta i oslonca Morganova rada. S jedne strane, daje se kritički prikaz definicija H. B. Suitsa pojmova igre, igranja i sporta, koji su temelj cijele filozofije sporta. S druge strane, autor je iznio pregled povijesnog razvoja filozofije i etike sporta s ključnim točkama odnosno publikacijama unutar njega, kako bi mogao jasno odrediti ulogu i značaj Morganovih prinosa.
U metodološkom smislu, u istraživanju se koristi bibliografska metoda za prikupljanje podataka, kritička analiza, komparativna kritička metoda i komparativna povijesna metoda.The focus of this paper is the work of William John Morgan, American sports philosopher and professor at the University of Southern California, Los Angeles, USA, in the field of the ethics of sport. Morgan is one of the “founding fathers” of the discipline established in the United States of America and Canada in 1972, present in scientific discourse and literature for more than 40 years, making important contributions and impacts.
In the paper, the author investigates four hypotheses about Morgan's ethics of sport. The first hypothesis is that William John Morgan had a decisive influence on the development of a global philosophy of sport by introducing Alasdair MacIntyre's theses presented in the book After Virtue. A Study in Moral Theory. The second hypothesis, closely related to the first one, is that W. J. Morgan is firstly an internalist, and then secondly a conventionalist situated in the historical and social framework. Moreover, he is the ‘father’ of internalism or the founder of the widely used and influential normative theory of sport, commonly accepted in the variant called ‘broad internalism or interpretivism’, developed by Robert L. Simon and John S. Russell. Thus, Morgan's position should be qualified as ‘historicistic conventionalist internalism’. The third hypothesis is that Morgan has influenced the shaping of the modern ethics of sports contours and field divisions, through his edited anthologies. The fourth hypothesis is that Morgan finds sport practice communities the universal solution for all the problems of contemporary sports.
Specifically, the paper is structured into six chapters, with addition of the introduction and conclusion: 1) What is sport – defining or conceptualizing?; 2) Philosophy of sport – historical genealogy; 3) William John Morgan – contours and divisions of the ethics of sport; 4) Internalism in sport – William J. Morgan and Alisdair Macintyre; 5) “Sport practice communities“; 6) Final overview: W. J. Morgan as an original philosopher of sport.
In the first chapter, the author deals with the question of what sport is. In that regard, he turns to the sport-philosophical literature presenting the most influential answers thus far. Bernard H. Suits' book The Grasshopper: Games, Life and Utopia stands out as the most prominent one. Moreover, it seems that the whole sports-philosophical community and the pertaining literature leans on Suits' distinctions and definitions of ‘the tricky triad’ - game, play and sport. First is his definition of play: ‘x is playing if and only if x has made a temporary reallocation to autotelic activities of resources primarily committed to instrumental purposes’. Second is his description of games as goal directed activities made of four elements: 1) pre-lusory goal or the “object of the game”; 2) lusory goal or winning and/or scoring; 3) lusory rules or constitutional rules; and 4) lusory attitude or conscious acceptance of the rules by players. Third is his view on sport as a kind of game, that he defines as “voluntary attempt[s] to overcome unnecessary obstacles”.
Moreover, the author shows the problems with the definitions and concludes, leaning on the work of G. McFee, that we cannot define sport clearly and unequivocally. Thus, he is going in the other direction – of conceptualizing it by looking for the essential elements and features of sport: testing and contesting (S. Kretchmar), internal values (W. J. Morgan, J. S. Russell, R. L. Simon), spirit of sport (M. McNamee), human + physical + skills + contest / competition + rule-governed + institutionalized (J. S. Parry).
In the second chapter, in order to provide the proper context for his four hypotheses, the author is making one of the rare attempts to make a comprehensive historical overview of the philosophy of sport discipline in the literature so far. The author divides specific history into three major periods that he calls: 1) 'antique period' – in which the author finds work of Homer, Pindar, Plato and Aristotle as the most important; 2) 'pre-disciplinary period' – where he distinguishes the history of philosophy phase from the theory of sport phase in the 19th and 20th century; and 3) 'disciplinary period'. Within the latter, the author proposes 1972 as the starting point of the discipline for six reasons. Moreover, the author makes a short overview of the most influential bibliographical efforts in the development of the discipline, as well as its two most important subdisciplines – ethics of sport and bioethics of sport. In such a way, he is able to show, in a clear manner, the role and presence of W. J. Morgan in the historical development of the discipline.
In the third chapter, the author confirms the first hypothesis on Morgan – that he has influenced the shaping of the modern ethics of sports contours and field divisions. In order to do that, the author uses six W. J. Morgan's edited anthologies: Sport and the Body: a Philosophical Symposium published in 1979, Philosophic Inquiry in Sport in 1987 and 1995, and Ethics in Sport published in 2001, 2007 and 2017. In them, the author finds Morgan's fourfold division of the fields of the ethics of sport. These four global fields are - competition, enhancements, gender, and social issues. Secondly, the author takes seven different editions of the ethics of sport, which were most considered and accepted in the field, written and edited by J. Parry in 1998, M. McNamee in 1998 and 2010, J. Boxill in 2004, R. Simon in 1998, 2004, 2010, and 2015 and C. Torres and P. Hager in 2015. In them, the author finds very similar field division, with a few differences. Most of them just place more emphasis on specific topics or issues from Morgan's earlier fourfold division.
In the fourth chapter, the author investigates two connected hypotheses on Morgan: on the one hand, that Morgan has introduced normative conception of internalism to sports philosophy, which makes him the 'father of internalism', through introducing A. MacIntyre's views of social practice to sports-philosophy; and on the other hand, that Morgan isn't a conventionalist, but an conventionalistic internalist or even more precise – historicistic conventionalist internalist.
The author introduces the formalist and conventionalist account of sport, together with their problems, as a logical and necessary introduction to internalism. Secondly, the author presents three variants of internalism – W. J. Morgan's 'MacIntyre internalism', J. S. Russell's 'interpretivism' and R. L. Simon's 'broad internalism'. Morgan's conception leans on MacIntyre's distinctions between social institutions and social practice, and internal and external goods and values of social practices. In that way, the author confirms his first hypothesis that Morgan has turned the course of development of the sports-philosophy discipline, which from this moment on considers sport as a specific form of social practice that has its own specific internal goods and values. Thirdly, the author also confirms the second hypothesis by presenting Morgan's invocation of conventionalism to contextualize, historicize and socialize interpretivism or broad internalist abstract rational account of sport. In that way, Morgan has started and developed his 'historicistic conventionalist internalism’.
In the fifth chapter, the author provides the rationale for the fourth hypothesis on Morgan - that sport-practice community is the key solutions for all the problems of contemporary sports. In that regard, the author presents something that can be called 'Morgan's economic ethics of sport' presented mostly in the book Why Sport Morally Matters. Namely, Morgan detects sports practice communities as carriers of the internal goods and values of sport, together with history and ethos of sport. Morgan describes the case of sport in the United States of America and the penetration process of big capital into it. Morgan sees the domination of market economy in sport, together with the commodification of sport (its transformation into commodities for market economic gains), as the main threat to the integrity of contemporary sport, especially in the moral sense. The only solution, in Morgan's view, is the turn towards sport-practice communities, which is the only element of contemporary sport not subject to corruption, and this is a healthy root to turn to or the foundation to build upon. These communities should operate through deliberation process, which respects sports history, developed and accepted ethos, and social context.
In the sixth chapter, the author proposes three hammer stones to properly evaluate and understand Morgan's work in the philosophy and ethics of sport. First, the rejection of all universal ethical positions for being too abstract. Second, the ethnocentric perspective or requirement to always take into account social context and developed ethos when reflecting about sports or developing ethical or philosophical investigations or positions. Third, intramural perspective or the claim to develop all the normative principles within the sports practice among sports practitioners, and not otherwise.
Finally, despite the fact that Morgan made many contributions to the field of philosophy and ethics of sport, the most problematic seems to be the level of originality of them. Namely, his most important and the most recognizable contributions – introducing the distinction between internal and external values in sport and making emphasis on internal ones, on the one hand, and usage of famous expressions “gratuitous logic of sport“, which perfectly describes sport, are not his, but borrowed from MacIntyre and Suits