Digitalni arhiv Filozofskog fakulteta u Zagrebu
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Prevođenje kao posredovanje između jezika i kultura
No full textThis thesis comprises five annotated translations, accompanied by a discussion. Excerpts from three texts were translated from English into Croatian (Adam Kay’s This Is Going to Hurt Secret Diaries of a Junior Doctor, The Translation of Children's Literature: A Reader edited by Gillian Lathey, and Christopher Mellinger and Thomas Hanson's Quantitative Research Methods in Translation and Interpreting Studies), and two from Croatian into English (Antoni Cetnarowicz’s Narodni preporod u Istri (1860–1907) and Sven Popović’s Uvjerljivo drugi). The discussion focused on the notion of translation as linguistic and cultural mediation and its aim was threefold. Firstly, it provided an overview of the theoretical notion of translation as a form of mediation and reflected on both its historical and contemporary application in the field of translations studies. Secondly, it explored the analytical potential of the notion of translation as cultural mediation through an analysis of several texts belonging to different genres and requiring translation either from English into Croatian or vice versa. Finally, it examined the implications of this notion for the future of the translation profession by mapping the consequences of its application beyond the academic field of translation studies.Ovaj se diplomski rad sastoji od pet prijevoda koji su popraćeni prevoditeljskim bilješkama i raspravom. S engleskoga na hrvatski jezik prevedeni su ulomci triju tekstova (This Is Going to Hurt Secret Diaries of a Junior Doctor Adama Kaya, The Translation of Children's Literature: A Reader urednice Gillian Lathey i Quantitative Research Methods in Translation and Interpreting Studies Christophera Mellingera i Thomasa Hansona), dok su s hrvatskoga na engleski jezik prevedeni ulomci dvaju tekstova (Narodni preporod u Istri (1860–1907) Antonija Cetnarowicza i Uvjerljivo drugi Svena Popovića). Popratnom raspravom, koja je posvećena prevođenju kao posredovanju između jezika i kultura, nastoje se ostvariti tri cilja. Kao prvo, u sklopu rasprave iznosi se pregled teorijskoga poimanja prevođenja kao oblika posredovanja uz osvrt na povijesnu i suvremenu primjenu toga pojma u znanosti o prevođenju. Kao drugo, analizom prijevoda nekoliko tekstova, koji pripadaju različitim žanrovima i zahtijevaju prijevod s engleskoga na hrvatski jezik ili obrnuto, istražuje se analitički potencijal poimanja prevođenja kao kulturnoga posredovanja. Na koncu, mapiranjem posljedica primjene takva poimanja prevođenja izvan akademskoga konteksta znanosti o prevođenju istražuju se implikacije kulturnoga posredovanja za budućnost prevoditeljske struke
Competence of Croatian pre- and in- service teachers of foreign languages in teaching students with dyslexia
No full textDisleksija u užem smislu riječi obuhvaća teškoće u ovladavanju čitanjem i pisanjem.
Jedna je od najčešćih teškoća u učenju. Engleski se kao strani jezik u hrvatskim osnovnim
školama uči od prvog razreda. Zbog razlika u ortografiji engleskoga i hrvatskoga jezika,
temeljenih na vezama glasa i slova, učitelji engleskoga kao stranoga (ESJ) jezika nerijetko prvi
mogu uočiti teškoće učenika s disleksijom. Disleksija se kao zasebna tema ne obrađuje tijekom
formalnog obrazovanja učitelja ESJ, a nalazi dosadašnjih istraživanja ukazuju na nedovoljnu
obučenost učitelja stranih jezika za poučavanje učenika s disleksijom. Cilj je istraživanja
opisanog u ovom radu istražiti kompetencije učitelja ESJ, apsolvenata Učiteljskog fakulteta u
Zagrebu i apsolvenata Filozofskog fakulteta u Zagrebu i Osijeku za poučavanje učenika s
disleksijom te utvrditi odrednice njihove upoznatosti s prikladnim metodama poučavanja.
Statističkom obradom podataka utvrđeno je da sudionici nemaju potpune spoznaje o općim
značajkama disleksije i imaju umjereno pozitivne stavove prema prilagodbama u metodama
poučavanja učenika s disleksijom. Nadalje, utvrđeno je da studijski programi Sveučilišta u
Osijeku i Zagrebu, kao ni programi stručnog usavršavanja učitelja, ne nude dovoljno sadržaja
vezanih uz poučavanje učenika s disleksijom. Istraživanje je provedeno na ukupno 88
apsolvenata i 118 učitelja ESJ tijekom 2015. godine.The most widely accepted theory of the cause of dyslexia is the one that explains dyslexia
as cognitive difficulties. According to this theory
dyslexia is manifested as difficulties in recognizing and processing of voices and syllables which
then affects the acquisition of a language. Reading and writing are complex cognitive activities
which include decoding and understanding a language through phonological awareness.
Although measuring phonological awareness was confirmed to be the most efficient way of
predicting future difficulties in acquiring language skills, there is no universal test which could
be applied to speakers of different languages. Croatian language is a very transparent one due to its shallow orthography, meaning its
phoneme-grapheme relationship is mainly unambiguous. English language, on the other hand,
has a very deep orthography with very complex phoneme-grapheme relationship. Dyslexia is in Croatian legislation acts considered as a special education need or
developmental difficulty but it is not specifically addressed in any of the educational rulebooks. It is safe to conclude that EFL teachers in Croatia lack opportunities for developing
holistic competence to teach students with dyslexia due to limited number of relevant mandatory
courses during their post secondary education as well as relevant seminars and workshops during
their professional development. The direct consequence of such teacher training system is the
lack of positive attitudes towards implementing adjusted teaching methods and techniques which
benefit students with dyslexia striving to successfully complete their primary school education.
There is also an issue of differences between teacher training courses of post secondary
institutions which also have a negative impact on the competences of future EFL teachers and an
issue of teachers’ motivation to further enrich their knowledge of dyslexia-friendly practice in
teaching. Some of the subgroups consisted of a moderately low number of participants, therefore
the conclusions based on the findings of this research might need to be confirmed on a larger
number of participants. The findings of this research may be used as a ground point in
discovering which areas of teacher training program and professional development opportunities
might be improved
Untersuchung von Konkretheit an der Abteilung für Germanistik der Philosophischen Fakultät in Zagreb
No full textDer Spracherwerb ist ein linguistisches Thema, mit dem sich schon eine längere Zeit die Sprachwissenschaftler beschäftigen. Die Studien über den Sprahherwerb nahmen Ender 50er Jahre äußerst zu, als die generative Grammatik ins Spiel kam. Im Mittelpunkt dieser Forschung bzw. Diplomarbeit stehen der Spracherwerb - sowohl der L1- als auch der L2-Sprachen - dann die Frage, inwiefern der Spracherwerb und die generative Grammatik (geanuer gesagt, die Universalgrammatik) verbunden sind und die Frage, wie das alles mit dem mentalen Lexikon in Verbindung steht. Außerdem liegt der Fokus auf der Analyse einzelner Untersuchungen, die der Theorie zugute kommen, dass die bestimmten Prinzipien sowohl bei dem L1-Spracherwerb als auch bei dem L2-Spracherwerb übereinstimmen könnten, und dass das mentale Lexikon in beiden Fällen gleich sein kann, in Bezug auf die vorher genannte Art des Spracherwerbs. Die Untersuchung, die unter den Studierenden des ersten und fünften Studienjahres des Germanistikstudiums an der Philosophischen Fakultät der Universität Zagreb durchgeführt wurde, bestätigte die ursprünglichen Hypothesen und entlarvte noch einige interessante Besonderheiten, die man erklären versuchte
Engleski i hrvatski prijevodi švedskih frazema u knjizi Stiega Larssona Män som hatar kvinnor
No full textSpråkanvändare föredrar att peka på meddelanden snarare än att göra direkta uttalanden
(Crerar-Bromelow 2008: 77). I ännu högre grad finns detta i skriftspråket eftersom författare har
tid att bilda sina tankar på ett sätt som passar dem bäst och att formulera en text som inte är
transparent men ger läsaren något att tänka på. Därför måste översättningen av ett idiomatiskt
uttryck tjäna samma syfte som originalet. Det handlar om mer än att bara identifiera idiomets
statiska stilistiska kategori; översättare bör undersöka idiomet och styrkan av bilden som
framförts, samt påpeka vilken relation det kan ha till den utsträckta metaforen i textens diskurs
eller till den större kulturen (ibid. 2008: 78).
Syftet med detta masterarbete var att hitta och analysera idiom i Stieg Larssons roman
Män som hatar kvinnor och jämföra dem med deras kroatiska och engelska översättningar.
Ändamålet med en sådan studie var att observera likheter och skillnader mellan de tre språken
när det handlar om idiomatiskt språk. Arbetet kommer att avgöra vilka översättningsmetoder
använts. Den första hypotesen av detta masterarbete var att i mer än 50% av fallen de svenska
idiomen i Larssons roman översattes till kroatiska och engelska med motsvarande idiomatiska
uttryck, vilket betyder att dessa språk besitter en gemensam fraseologisk inventering. Den andra
hypotesen var att den kroatiska översättaren av Larssons bok använde parafrasering för att
översätta källtextsidiom oftare än den amerikanska översättaren, vilket skulle kunna resultera i
förlust av idiomaticitet och förändring av måltextens stilistiska värde.The purpose of this paper was to identify Swedish idioms in Stieg Larsson’s novel Män
som hatar kvinnor and their translation equivalents from the Croatian (Muškarci koji mrze žene,
translated by Željka Černok) and English (The Girl with the Dragon Tattoo, translated by Reg
Keeland) translations of the book. This data was used to build a multilingual parallel corpus
comprised of 266 idioms extracted from the source text and their translations from both target
languages.
One of the aims of the research was to show the distribution of translation strategies for
which the Croatian and English translators opted for when translating Swedish idioms from the
source text. As suggested by Mona Baker (1992: 72-77), these strategies include using an idiom
of similar form and meaning, an idiom of similar form and dissimilar meaning, omission and
paraphrasing, as well as some additional strategies such as mistranslation, no translation and
direct transfer.
The first hypothesis of this diploma thesis was that the majority (>50%) of the source-text
idioms were in both English and Croatian translated using a corresponding idiomatic expression,
which, for the purpose of this diploma thesis, designates an idiom of similar form and meaning,
an idiom of similar meaning and dissimilar form or a calque (literal translation by direct
transfer). It is assumed that such results could be indicative of high cross-cultural transparency
and imageability of a large number of idioms across all three languages. Regardless of the
assumption, the hypothesis proved to be right, because equivalent idioms constituted 52% and
67% of all idiom translations in the Croatian and English translations, respectively. Many
translations were full idiomatic matches and some were lexically or structurally completely
unrelated to the Swedish original, but they were idiomatic in nature and conveyed the message of
the original expression. Direct transfer was used in quite a lot of cases, as well, which bears
witness to a high transparency of the source idioms in both target languages, as well as to a
shared phraseological inventory across the three languages in question.
The second hypothesis of this thesis was that the Croatian translator opted for paraphrase
more often than the American translator of Stieg Larsson’s novel when translating Swedish
idiomatic expressions from the source text. Though it was assumed that both the English and
Croatian translation contained many paraphrases, it was expected that the total number of
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paraphrased idioms was much higher in Croatian than it was in English. The hypothesis and the
assumption proved to true, as well. Both target texts exhibited a high percentage of paraphrases,
Croatian more so than English. It is further assumed that non-idiomatic translations of idioms
disrupted the poetic nature of the target text and decreased the idiomaticity of the work when
compared to the original or the English translation.Ovaj diplomski rad bavi se hrvatskim i engleskim prijevodima švedskih frazema koji se
pojavljuju u romanu Män som hatar kvinnor pisca Stiega Larssona. U sklopu istraživanja izrađen
je višejezični paralelni korpus sastavljen od švedskih frazema pronađenih u ranije spomenutom
izvorniku i njihovih ekvivalenata iz engleskog (The Girl with the Dragon Tattoo, preveo Reg
Keeland) i hrvatskog prijevoda (Muškarci koji mrze žene, prevela Željka Černok). Podaci iz
korpusa, odnosno rezultati istraživanja, analizirani su radi identificiranja najčešće korištenih
postupaka za prevođenje švedskih frazema iz spomenute knjige na hrvatski i engleski s pomoću
tipologije prevoditeljskih postupaka za prijevod frazema koju predlaže Mona Baker. Ta podjela
obuhvaća frazeme sličnog značenja i oblika, frazeme sličnog značenja i različitog oblika,
parafrazu i izostavljanje, a dodane su i kategorije kao što su kalk, prijevod pogrešnog značenja i
nedostatak prijevoda.
U radu se ukazuje na sličnosti i razlike u izboru postupaka za prijevod frazema između
dvaju ciljnih jezika. Hipoteza ovog rada jest da se pri prevođenju švedskih frazema na hrvatski i
engleski u oba ciljna jezika najčešće (u više od 50% slučajeva) koristio ekvivalentni frazem,
odnosno izraz sličnog ili istog značenja i oblika, izraz sličnog značenja i različitog oblika ili kalk,
što pokazuje da su mnogi švedski frazemi i engleskom i hrvatskom prevoditelju bili predočljivi
ili dovoljno transparentni da ciljna publika razumije doslovni prijevod tih frazema. Kao rezultat
toga, moglo bi se pretpostaviti da je temeljno značenje većine švedskih frazema i u engleskom i
u hrvatskom zamislivo pomoću određenih kognitivnih struktura koje nastaju poznavanjem
konotativnog značenja riječi, odnosno da ta tri jezika posjeduju zajednički frazeološki inventar.
Nadalje, pretpostavka je da se parafraza koristila kada izvorni frazem nije jasno korelirao
ni sa kojim sličnim frazemom u ciljnom jeziku zbog razlika u konceptualnim sustavima tih dvaju
jezika, no i da se koristila u mnogim drugim slučajevima jer je za mnoge prevoditelje upravo
parafraza najbrži postupak prevođenja. Iako je navedeno istina za oba ciljna jezika, druga je
hipoteza ovog diplomskog rada da je hrvatska prevoditeljica pribjegavala parafrazi u većoj mjeri
no što je to činio američki prevoditelj. Unatoč visokoj predočljivosti i uporabi parafraza
prenesenog značenja, pretpostavlja se da se velikim smanjenjem idiomatičnosti u prijevodu nije
mogao sačuvati stil, a time ni autentičnost djela
Stavovi prema učenju stranih jezika u školama
No full textThe increasing need for multilingualism in the recent decades has brought language learning
and teaching into focus, both on the national level, where governments need to ensure quality
foreign language education for their citizens, and on personal level, with an increasing number
of individuals being required to speak more than one language. It is not surprising, then, to
find more and more individuals interested in foreign language learning, which is increasingly
introduced in early childhood. When it comes to early foreign language learning, it is the
parents who choose the target language(s) their child is going to learn, their number and
succession. These decisions depend on a number of factors, some of them being the attitudes
of parents towards foreign language learning in general, towards the target language and its
speakers. It is obvious that the attitudinal aspect of foreign language learning is of great
importance, particularly when it comes to the role of parental attitudes in their child’s second
language learning.
The main goal of this thesis is to elicit the attitudes of parents or potential parents towards
bilingualism and foreign language learning in general, towards early foreign language learning,
towards speakers/learners of foreign languages and towards foreign language learning in
Croatian primary schools. Furthermore, the thesis aims to analyse the beliefs of the
participants in relation to contemporary scientific findings in the field of bilingualism.
The second part of the thesis is dedicated to presenting theoretical explanations related to
the focus of the thesis, as well as the conclusions of researchers concerned with (early) foreign
language learning, which serve as a theoretical framework for the present study.
The third part of the thesis involves the research study, which was conducted in the form of a
questionnaire completed by the participants. The results of the study are first analysed
quantitatively and then further discussed and contrasted with the findings of modern
research. The thesis ends with a conclusion, in which the main points of the study are
summarised
Learning Motivation and Attitudes of ESP University Students at the Faculty of Mining, Geology and Petroleum Engineering, University of Zagreb
No full textEnglish for Specific Purposes (ESP) is a course which teaches students the terminology needed in their field of study through relevant topics. Due to the compulsory nature of the course and its placement in the first year at university, students may develop negative attitudes toward ESP and have lower levels of learning motivation. The aim of this thesis was to investigate learning motivation and attitudes of 142 ESP university students at the Faculty of Mining, Geology and Petroleum Engineering. The instrument used was a questionnaire whose results were subject to statistical analysis and used to test five hypotheses. The results showed that there is no difference in attitudes and learning motivation between male and female students, or among students of Petroleum Engineering, Mining and those of Geology. Years of learning English prior to learning ESP also showed no statistical relevance. The fourth and fifth hypotheses were confirmed: more positive attitudes toward the English language, the teacher, course material and evaluation lead to higher motivation for learning ESP and the students’ intrinsic motivation was higher than extrinsic. A further analysis of the questionnaire was also conducted and the overall results point to the fact that, due to their young age and the fact that they have just started university, students acknowledge the overall importance of English, but are not fully aware of the benefits of ESP in their field of study.Engleski jezik za posebne namjene (ESP) je kolegij koji kroz relevantnu tematiku poučava studente terminologiju koja im je potrebna u području koje studiraju. Zbog činjenice da je kolegij obavezan i održava se na prvoj godini studija, studenti prema njemu mogu razviti negativne stavove i imati nisku razinu motivacije za učenjem. Cilj ovog diplomskog rada bio je istražiti motivaciju za učenjem i stavove prema ESP-u 142 studenata koji pohađaju ESP na Rudarsko-geološko-naftnom fakultetu Sveučilišta u Zagrebu. Kao sredstvo prikupljanja podataka korišten je upitnik čiji su se podaci statistički obradili i analizirali kako bi se testiralo pet pretpostavki. Rezultati su pokazali kako ne postoji razlika u stavovima i motivaciji za učenjem između studenata i studentica, niti među studentima Naftnog rudarstva, Geologije i onih na smjeru Rudarstva. Godine učenja engleskog jezika prije učenja ESP-a na fakultetu također nisu bile statistički relevantan faktor. Četvrta i peta pretpostavka je dokazana: pozitivniji stavovi prema engleskom jeziku, učitelju, nastavnom materijalu i načinu evaluacije na kolegiju dovode do višeg stupnja motivacije za učenjem ESP-a, a intrinzična motivacija studenata je viša od ekstrinzične. Upitnik je podvrgnut daljnjoj analizi, a sveukupni rezultati ukazuju na to da zbog mlade dobi i činjenice da su tek upisali prvu godinu fakulteta, studenti shvaćaju općenitu važnost engleskog jezika, no još nisu u potpunosti svjesni koristi ESP-a u području koje studiraju
The mediating role of early maladaptive shemas and cognitive coping on relationship between attachment and simptoms of psychopathology
No full textUvod: Prema kognitivnim modelima psihopatologije, kao jedan od mogućih etioloških čimbenika navodi se nesigurna privrženost. Poznato je da unutarnji radni modeli privrženosti, kao i kognitivne sheme, utječu na usmjeravanje pažnje, dosjećanje i interpretaciju informacija na pristran način, što podržava ideju da oba koncepta imaju zajedničke mehanizme i funkcioniraju na usporediv način. S obzirom na očekivanja prema kojima sheme nastaju iz specifičnosti odnosa roditelj-dijete, pretpostavlja se da one sadržavaju specifična vjerovanja, odnosno čine kognitivne obrasce radnog modela privrženosti, te posredstvom neadekvatnih strategija regulacije emocija, doprinose nastanku simptoma psiholoških poremećaja.
Cilj i metodologija: Svrha ovoga istraživanja bila je proširiti razumijevanje mehanizma nastanka internaliziranih teškoća u kontekstu teorije privrženosti, te se u tu svrhu provjerila medijacijska uloga ranih neprilagođenih shema i kognitivne regulacije emocija u odnosu između privrženosti ljubavnom partneru te simptoma anksioznosti i depresivnosti. Istraživački uzorak sačinjavali su sudionici kliničke skupine s anksioznim poremećajima i poremećajima raspoloženja (N=269). Istraživački problemi provjereni su korelacijskim nacrtom u kojem je ispitan odnos privrženosti, ranih neprilagođenih shema, kognitivne regulacije emocija te depresivnosti i anksioznosti putem modela dvostruke medijacije.
Rezultati: Rezultati istraživanja pokazuju pozitivnu povezanost dimenzija nesigurne privrženosti, ranih neprilagođenih shema, neadaptivnih kognitivnih strategija regulacije emocija te simptoma depresivnosti i anksioznosti. Provjerom modela dvostruke medijacije utvrđen je parcijalni posredujući doprinos shema iz domena odvojenost i odbačenost i oštećena autonomija i postignuće, te strategija samookrivljavanje i katastrofizacija, u odnosu između dimenzije anksioznosti i simptoma depresivnosti. Odnos između dimenzije izbjegavanje i simptoma depresivnosti posredovan je parcijalnim doprinosom domena odvojenost i odbačenost, oštećena autonomija i postignuće te strategijom katastrofizacije. Odnos između dimenzije anksioznosti i simptoma anksioznosti, kao i odnos dimenzije izbjegavanje i simptoma anksioznosti, posredovan je parcijalnim doprinosom domene oštećena autonomija i postignuće, te strategijom katastrofizacije.
Zaključak: Nesigurno privržene osobe koje se liječe zbog anksioznih ili depresivnih poremećaja, pokazuju značajnu izraženost brojnih neprilagođenih shema, te koriste neadaptivne kognitivne strategije regulacije emocija u stresnim situacijama, uz povišenu anksioznost i depresivnost. Odnos između dimenzija anksioznost i izbjegavanje, te obje vrste internaliziranih poteškoća posredovan je pojačanim očekivanjima pojedinca da njegove potrebe za sigurnošću, stabilnošću, brigom i prihvaćanjem neće biti zadovoljene; percipiranom nesposobnošću za samostalno i neovisno funkcioniranje i postizanje uspjeha, te prenaglašavanjem negativnih strana i posljedica nekog stresnog događaja, kao i samookrivljavanjem. Nalazi potvrđuju početnu pretpostavku prema kojoj se radni modeli privrženosti mogu ispitivati kao kognitivne sheme, te ukazuju na važnost strategija hiperaktivacije kod nesigurno privrženih pojedinaca u odnosu na psihološko funkcioniranje. U spoznajnome smislu, rezultati ističu važnost uloge kognitivnih faktora u psihopatologiji, a u praktičnom smislu mogu pridonijeti obogaćivanju psihoterapijskih pristupa spoznajama iz teorije privrženosti.Introduction: According to cognitive models of psychopathology, insecure attachment is described as one of the possible etiologic factors. It is well-known that the inner working models of attachment, as well as cognitive schemes, affect the attention, recall and interpretation of information in a biased way, supporting the idea that both concepts have common mechanisms and function on comparable way. Given the expectations that the schemas originate from the specificity of parent-child relationship, it is assumed that they contain specific beliefs, or represent cognitive patterns of the working model of attachment, and by maladaptive strategies of emotional regulation, contribute to the emergence of symptoms of psychological disorders.
Aim and methodology: The aim of this study was to broaden the understanding of the mechanism of internalized difficulties in the context of the attachment theory, and to this end, to look at the mediation role of early maladaptive schemas and maladaptive cognitive emotional regulation in the relationship between attachment to romantic partner and the symptoms of anxiety and depression. The research sample consisted of clinical group participants with anxiety disorders and mood disorders (N = 269). The research problems were explored via correlation design in which the relationship of attachment, early inadequate schemas, cognitive emotional regulation, and depression and anxiety were studied through the double-mediation model.
Results: Research results show a positive correlation between the dimensions of insecure attachment, early maladaptive schemas, maladaptive strategies of cognitive emotional regulation, and symptoms of depression and anxiety. By checking the double-mediation model, the partial mediating contribution of the domain abandonment / instability and the impaired autonomy and performance, as well as the strategy of catastrophizing and selfblame, were determined in relation to the attachment anxiety and depression symptoms. The relationship between attachment avoidance and symptoms of depression was mediated by the partial contribution of domain abandonment / instability and impaired autonomy and performance, and catastrophizing. The relationship between the attachment anxiety and symptoms of anxiety, as well as the relationship between the attachment avoidance and the symptoms of anxiety, was mediated by the partial contribution of the domain of impaired autonomy and performance, and the catastrophizing.
Conclusion: People with insecure attachment who have anxiety or depression disorders, show significant manifestations of numerous maladaptive schemas, and use maladaptive strategies of emotional regulation in stressful situations, with increased anxiety and depression. The relationship between anxiety and avoidance attachment and both types of internalized difficulties are mediated by increased expectations of the individual that his needs for security, stability, concern and acceptance will not be met; perceived incompetence for independent functioning and achievement of success, over-balancing the negative side and consequences of a stressful event as well as self-blaming. The findings confirm the initial assumption that working models of attachment can be examined as cognitive schemas, and point to the importance of hyperactivation strategies for individuals with insecure attachment in relation to psychological functioning. In scientific terms, results point out the importance of the role of cognitive factors in psychopathology, and in practical terms can contribute to the enrichment of psychotherapeutic approaches to knowledge of the attachment theory
Ceramics in Archaeology - Pottery of the Vučedol Culture in the Vinkovci Region
No full textKnjiga je podijeljena na dva dijela, prvi dio knjige proizlazi iz radnog mjesta autorice na Katedri za arheometriju i metodologiju Odsjeka za arheologiju Filozofskog fakulteta u Zagrebu, u kojem se uhvatila u koštac s onim dijelom arheologije koji nije baš popularan kod arheologa, a to je prebrojavanje, klasificiranje i tipiziranje desetaka tisuća keramičkih ulomaka. Ali kako sama autorica kaže slažeći podatke poput slagalice čini nam se kao da sami sudjelujemo u stvaranju keramičkih posuda i ulazimo u živote ljudi koji su ih napravili. Keramika je jedan od najčešćih materijala koji arheolozi obrađuju i analiziraju, pružajući nebrojene i važne informacije o kulturnim, socijalnim, ekonomskim, religioznim i tehnološkim postignućima određene zajednice i razdoblja u kojem su pojedine posude nastale. Ovaj dio knjige koji se bavi analitičkim tehnikama i teorijskim okvirima o keramičkoj tehnologiji, kao i parametrima za obradu keramičkog materijala, vrlo je koristan i važan svakom arheologu koji se bavi keramičkim nalazima kao vodećem izvoru arheoloških podataka.
Drugi dio knjige zanimljiv je i ostalim čitateljima, ne samo stručnjacima. Iako je arheologija danas interdisciplinarna znanost, što se iščitava i iz knjige Ine Miloglav, bez arheobotanike ne možemo zamisliti rekonstrukciju krajolika ili prehrambene navike stanovništva, dok se arheozoologija bavi proučavanjem životinjskih ostataka na arheološkim lokalitetima. Tako npr. saznajemo da je dominantna gospodarska grana Vučedolaca na Ervenici oko 2880.-2480. g. pr. Kr. bilo stočarstvo te da su najviše uzgajali goveda. Mnoge od analiza koje su napravljene na ulomcima vučedolskih posuda pružaju nam „nezamislive“ podatke o keramičkom posuđu. Arheološki biomarkeri na jednoj šalici s Ervenice pokazali su ostatke mliječnih masti te ju možemo interpretirati kao šalicu za mlijeko, dok se na osnovi ostataka masti s keramičkog cjedila s Damića gradine zaključuje kako su Vučedolci proizvodili sir. Osim toga, petrografske analize keramičkih ulomaka na vinkovačkom području pokazale su da mineralni sastav keramike odgovara mineralnom sastavu prapora na kojem se nalaze Ervenica i Damića gradina, što je dokaz da se posuđe izrađivalo od lokalnih sirovina. Napravljen je i test standardizacije na keramičkom materijalu čiji rezultati ukazuju na standardiziranu proizvodnju keramičkih posuda, posebno određenog tipa zdjela. Na osnovi rezultata autorica zaključuje da je u obrađenim vučedolskim naseljima postojala organizirana keramička proizvodnja sa specijaliziranim lončarima. (Iz Predgovora Maje Krznarić Škrivanko
Vizualna obilježja govorenoga jezika
No full textKnjiga nastoji pružiti uvid u problematiku vizualnih obilježja govorenoga jezika s motrišta suvremene jezične znanosti. Njen cilj jest omogućiti upoznavanje s osnovnim pojmovima i terminima problematike razgovornih gesta te osvijetliti znanstveno zanimanje za vizualne pojave govorenoga jezika u interdisciplinarnome ozračju suvremenih lingvističkih istraživanja. Sadržaj knjige je usredotočen na vizualna obilježja govorenoga jezika, tako da se nastojalo razmotriti vizualna obilježja govorenoga jezika u odnosu na povezane aspekte iz problematike jezika i spoznaje te na taj način pridonijeti boljem razumijevanju i istraživanju uloge vizualnih obilježja u usmenoj jezičnoj djelatnosti
Jezične ideologije u poučavanju engleskog jezika
No full textIdeologies can be defined as systems of common-sensical ideas and beliefs. They become common sense by being reproduced by institutions. The aim of this study is to identify and examine language ideologies found in English classrooms in Croatia, focusing particularly on the influence teachers have had on their students’ later attitudes to the foreign language. The method that has been used to gain the data is the semi-structured interview. The participants’ responses show that they have encountered and adopted three major types of language ideologies. The first is the ideology of the standard language. The participants find the standard to be a more prestigious variety. The second ideology is the ideology of the native speaker, which is reflected in the participants’ view of the native speaker as an authority on language. The third group of ideologies on which the participants’ answers have been collected are different ideologies concerning code-switching. The participants mostly favour the ideologies of monoglossia and monolingualism, that is, the exclusive use of English in the classroom. Moreover, they believe that their former teachers’ attitudes, that is, displays of language ideologies, are pedagogically justified because they facilitate language progress