Repository of Faculty of Humanities and Social sciences, University of Split
Not a member yet
3473 research outputs found
Sort by
Sociological Aspects of Youth Self-presentation on Social Media
No full textSamoprezentacija mladih na društvenim mrežama je proces kojim mladi korisnici aktivno i kreativno oblikuju svoj identitet na društvenim mrežama, poput Facebooka, Instagrama ili TikToka, koje su postale neizostavan dio svakodnevnog života mladih. Mladi koriste društvene mreže kako bi izrazili svoju osobnost, interese ili životne događaje kao i objavljivali fotografije i videozapise koji reflektiraju njihove sposobnosti i aspiracije. Kroz filtriranje, uređivanje i selektivno dijeljenje sadržaja, mladi pokušavaju iznijeti najbolje aspekte svoga života kako bi njihova publika stvorila dojam da nadmašuju idealizirane standarde ljepote, uspjeha i popularnosti. Međutim, u prevelikoj nadi da budu savršeni u očima drugih, mladi se često susreću s osjećajima manje vrijednosti, niskim samopouzdanjem i pritiscima da moraju nadmašiti standarde savršenstva.
Kvantitativno istraživanje metodom online ankete provedeno je na uzorku od 283 mladih u dobi od 20 do 34 godine u lipnju i srpnju 2023. godine na području grada Splita. Cilj provedenog istraživanja prvenstveno je bio ispitati načine samoprezentacije mladih s naglaskom na učestalost i načine provođenja slobodnog vremena kao i učestalost i razloge korištenja te kreiranja i uređivanja sadržaja na društvenim mrežama Instagram, Facebook i TikTok. Rezultati istraživanja pokazuju kako žene svoje slobodno vrijeme provode većinom družeći se, opuštajući se uz glazbu i konzumirajući medijski sadržaj, dok se muškarci više bave tjelovježbom. Rezultati također ističu kako žene koriste društvene mreže zbog zabave, praćenja i kreiranja sadržaja na društvenim mrežama, dok muškarci društvene mreže koriste zbog trenda ili upoznavanja s novim pojedincima. Žene su također sklonije koristiti razne opcije za uljepšavanje sadržaja u odnosu na muškarce, međutim rezultati su pokazali da mladi općenito nisu toliko opterećeni učiniti se savršenima.Youth self-presentation on social media is a process in which young users actively and creatively shape their identity on social media, such as Facebook, Instagram or TikTok, which have become an indispensable part of the youth everyday life. Youth use social media to express their personality, interests or life events as well as post photos and videos that reflect their abilities and aspirations. Through filtering, editing and selective content sharing, youth try to bring out the best aspects of their lives in order to give their audience the impression that they surpass idealized standards of beauty, success and popularity. However, in order to be perfect in the eyes of others, youth often encounter feelings of inferiority, low self-esteem and pressure to surpass standards of perfection.
Quantitative research using the online survey method was conducted on a sample of 283 young people aged 20 to 34 in June and July 2023 in the city of Split. The aim of the conducted research was primarily to examine the ways of youth self-presentation with an emphasis on the frequency and ways of spending leisure time, as well as the frequency and reasons for using, creating and editing content on the social media such as Instagram, Facebook and TikTok. The research results show that women mostly spend their leisure time socializing, relaxing with music and consuming media content, while men spend more leisure time doing exercise. The results also highlight that women use social media for entertainment, following and creating content on social networks, while men use social media for trends, popularity or meeting new individuals. Women are also more likely to use various options to beautify content than men, but the results showed that young people are generally not as burdened with making themselves perfect
PODRŠKA DAROVITOJ DJECI U RANOJ I PREDŠKOLSKOJ DOBI: STUDIJA SLUČAJA PROGRAMA ZA DAROVITE
No full textSvi uključeni u život djece, najprije roditelji, a potom odgojitelji i učitelji, trebali bi biti
svjesni da se dječji razvoj odvija u značajnom rasponu individualnih razlika. Potencijalno
darovita djeca kvalitativno se razlikuju od svojih vršnjaka ranim sazrijevanjem, samostalnošću
te unutarnjom motivacijom. Kada govorimo o darovitoj djeci, odnosno djeci „mimo
očekivanja“ često nailazimo na sukob njih samih s prostornim i socijalnim okruženjem koji
nerijetko predstavlja zapreke za razvoj njihovih potencijala. Neuvažavanje te neprepoznavanje
potencijalno darovite djece često takvoj djeci pridaje epitete poput neprilagođena, neposlušna,
prezahtjevna i sl. S obzirom da su oni itekako svjesni svoje okoline, njihovih mišljenja i
očekivanja kod njih se može javiti osjećaj nepripadnosti zajednici. Važnost odgojno –
obrazovnih ustanova te vrijednosti pojedinaca/profesionalaca koji su njihovi nositelji imaju
veliku odgovornost za poticanje važnosti ulaganja u potencijalno darovite pojedince. Upravo
prepoznavanje i identifikacija predstavlja prvi korak kako bi im se osigurala podrška,
razumijevanje te poticaji koji će odgovarati njihovim potrebama. Cijeli proces je složen, te
kako bi se osigurali uvjeti za cjelokupni razvoj djeteta nužna je suradnja roditelja, odgojitelja i
stručnog tima ustanove. Važno je osigurati djetetu obogaćeni program unutar ustanove, ali
također i uključivanje u kraće specijalizirane programe, tzv. igraonice za potencijalno darovitu
djecu. Upravo takav program provodi se unutar DV „Cvit Mediterana“ gdje je provedena
studija slučaja programa za darovite u vidu podrške darovitoj djeci u ranoj i predškolskoj dobi.
Kvalitativnim istraživanjem uz primjenu triangulacije podataka, u ovom slučaju prikupljenih
polu-strukturiranim promatranjem koje se temelji na protokolu promatranja razreda (Van
Tassel-Baska i dr. 2003) prilagođenom za potrebe promatranja, intervjuiranjem odgojiteljica te
literaturom. Ovaj specijalizirani program, kroz individualizaciju i diferencijaciju sadržaja
osigurava pružanje odgovarajuće podrške uvažavajući različite potrebe svakog pojedinca. Da
bi se to ostvarilo nužno je obogatiti program pri čemu se značajna uloga pridaje i prostorno –
materijalnom, ali i socijalnom okruženju. Dječje iskustvo bogati se raznim aktivnostima,
projektima, igrama, posjetima i suradnjama pri čemu se ne smije zanemariti važnost nositelja
programa, odnosno odgojiteljica koje su visokomotivirani profesionalci, a ujedno i partner te
suigrač na dječjem putu istraživanja. Uvažavanje svih ovih segmenata vodi do sretne i
zadovoljne djece koja ostvaruju svoje pune potencijale.Everyone involved in children's lives, starting with parents and then educators and teachers,
should be aware that children's development occurs within a significant range of individual
differences. Potentially gifted children qualitatively differ from their peers in early maturation,
independence and internal motivation. When we talk about gifted children, or children who are
"beyond expectations", we often come across a conflict between them and the spatial and social
environment, which often presents obstacles to the development of their potential. Disrespect
and failure to recognize potentially gifted children often gives such children epithets such as
maladapted, disobedient, too demanding, etc. Given that they are well aware of their
surroundings, their opinions and expectations, they may feel a sense of not belonging to the
community. Educational institutions and the values of individuals/professionals who are their
bearers have a great responsibility for encouraging the importance of investing in potentially
gifted individuals. Recognizing and identifying them is the first step in providing them with
support, understanding, and incentives that will correspond to their needs. The whole process
is complex, and in order to ensure the conditions for the overall development of the child,
cooperation between parents, educators and the professional team of the institution is
necessary. It is important to provide the child with an enriched program within the institution,
but also inclusion in shorter specialized programs, the so-called playrooms for potentially
gifted children. Such a program is implemented within the DV "Cvit Mediterana" where a case
study of the gifted program was carried out in the form of support for gifted children in early
and preschool age. Qualitative research with the application of triangulation of data, in this
case collected by semi-structured observations based on the class observation protocol (Van
Tassel-Baska et al. 2003) adapted for the needs of observation, interviewing teachers and
literature. This specialized program, through individualization and differentiation of content,
ensures the provision of appropriate support, respecting the different needs of each individual.
To achieve this, it is necessary to enrich the program, whereby a significant role is given to the
spatial - material, as well as the social environment. Children's experience is enriched by
various activities, projects, games, visits and collaborations, while the importance of program
facilitators, i.e. educators who are highly motivated professionals, and at the same time a
partner and teammate on the children's journey of research, should not be overlooked.
Considering all these segments leads to happy and satisfied children who realize their full
potential
PODRŠKA JEDNORODITELJSKIM OBITELJIMA
No full textObitelj je osnovna društvena jedinica koja ima ključnu ulogu u formiranju identiteta i
odgoju pojedinca koji unutar obitelji stječe temeljne socijalne vještine, upoznaje društvene
norme, usvaja vrijednosti i obrasce ponašanja. Razlikujemo nekoliko tipova obitelji od kojih su
jednoroditeljske obitelji, iako oduvijek prisutne u društvu, u suvremenom vremenu sve
učestalije, na što ukazuju statistički podatci prema kojima je broj jednoroditeljskih obitelji
posljednjih desetljeća u stalnom porastu. Sukladno tome, pružanje podrške takvim obiteljima
i njezinim članovima od iznimne je važnosti u čemu društvo, zajedno s institucijama, ima
ključnu ulogu. Kroz edukativne programe, savjetovanja i grupe podrške, samohranim
roditeljima pruža se prilika za razmjenu iskustava što doprinosi kvaliteti njihova života. Danas
su prisutni brojni programi koji aktivnim radom i nastojanjima da jednoroditeljskim obiteljima
pruže potrebnu potporu stvaraju pozitivan utjecaj na društvo u cjelini te potiču empatiju,
razumijevanje i suradnju.The family is a basic social unit that plays a key role in the formation of identity and
the upbringing of an individual who acquires basic social skills within the family, gets to know
social norms, and adopts values and patterns of behavior. We distinguish several types of
families, of which single-parent families, although always present in society, are increasingly
common in modern times, as indicated by statistical data, according to which the number of
single-parent families has been constantly increasing in recent decades. Accordingly,
providing support to such families and their members is extremely important, in which
society, together with institutions, has a key role. Through educational programs, counseling
and support groups, single parents are given the opportunity to share experiences, which
contributes to the quality of their lives. Today, there are numerous programs that, through
active work and efforts to provide single-parent families with the necessary support, create a
positive impact on society as a whole and encourage empathy, understanding and
cooperation
SEMANTICS OF HUMOR IN THE TELEVISION SERIES "TEEN WOLF"
No full textThe aim of this paper is to explain the humour in the television series “Teen Wolf” from a semantic point of view. The paper begins by mentioning several theories of humour. Then, Grice’s Cooperative Principle (1975) and the concepts of sarcasm, irony and puns are explained. Then follows the qualitative research made by analysing utterances extracted from the show. The corpus consists of 30 utterances, each of them is explained in detail based on the linguistic expression. The way in which humorous situations are made - by using sarcasm, ignoring Grice’s Conversational Maxims, and somewhat less by using irony and puns - is studied. The analysis showed that the humour in the series is based mainly on sarcasm, which plays a major role in the characterization of the protagonists and in the creation of interpersonal relationships.Cilj ovog rada je objasniti humour u televizijskoj seriji „Teen Wolf” sa semantičkog gledišta. Rad započinje navođenjem nekoliko teorija humora. Potom je objašnjeno Griceovo načelo suradnje (1975), te pojmovi sarkazam, ironija te dosjetka. Zatim slijedi kvalitativno istraživanje koje je ostvareno analizom citata prikupljenih iz navedene serije. Korpus se sastoji od 30 primjera, svaki od njih podrobno je objašnjen na temelju lingvističkog izričaja. Proučen je način postizanje humourističnih situacija korištenjem sarkazma, ignoriranjem Griceovih razgovornih maksima, te nešto manje korištenjem ironije i igara riječima. Analiza je pokazala kako je u seriji humor baziran uglavnom na sarkazmu, koji igra glavnu ulogu u karakterizaciji pojedinih likova te u kreaciji interpersonalnih odnosa
RESIDENTIAL ARCHITECTURE OF THE CITY OF TROGIR IN THE 15 TH CENTURY
No full textPovijesna jezgra grada Trogira, smještena na malenom otočiću između obale i otoka
Čiova, iako proporcijama izrazito malena te danas ne toliko naseljena koliko i prije, bogata je
spomenicima iz razdoblja od romanike do baroka. Tijekom renesanse dogodila se, nakon
strašnih razaranja Mlečana, obnova samog grada. Iako su Mlečani obnovili katedralu te
Komunalnu palaču, za same palače bili su zaduženi njihovi vlasnici. Tako iz perioda 15.
stoljeća imamo dokaze o obnovama nekolicine palača i kuća među kojima su: Velika i Mala
palače Ćipiko, palača Lucić, kuća Berislavić te palača Barbieri. Kod svih navedenih palača i
kuće riječ je o obnovama ranijih romaničkih kuća. U renovacijama tih palača sudjelovali su
Andrija Aleši, Nikola Firentinac i Ivan Duknović. U prvom dijelu završnog rada obrađen je
povijesni kontekst u okviru kojeg se događa renovacija gradskih palača. U drugom dijelu rada
autorica analizira pregradnje načinjene na pet spomenutih palača i kuće. Za svaku palaču i
kuću nabrajaju se gradske institucije koje danas djeluju u njima poput Gradske knjižnice
Trogir, Konzervatorskog odjela grada Trogira, Škole stranih jezika Katedra. Nažalost, neke od
spomenutih palača i kuće su ugrožene zbog procesa turistifikacije grada. Cilj ovog završnog
rada je naglasiti važnost trogirskih palača i kuća iz 15. stoljeća te njihovog očuvanja kao
važnog dijela trogirske kulturno-umjetničke baštine.The historical core of the city of Trogir, located on a small island between the coast
and the island of Čiovo, although extremely small in proportions and not as populated today
as before, is rich in monuments from the Romanesque to Baroque periods. During the
Renaissance, after the terrible destruction of the Venetians, the city itself was rebuilt.
Although the Venetians rebuilt the cathedral and the Communal Palace, for the renovations of
the palaces their owners were in charge. Thus, from the period of the 15th century, we have
evidence of the renovations of several palaces and houses, among which are: the Great and
Small Ćipiko palaces, the Lucić palace, the Berislavić house and the Barbieri palace. All the
mentioned palaces and house are renovations of earlier Romanesque houses. Andrija Aleši,
Nikola Florentinac and Ivan Duknović participated in the renovations of those palaces. In the
first part of the final paper, the historical context in which the renovation of the city palaces
takes place is dealt with. In the second part of the paper, the author analyzes the partitions
made on the five mentioned palaces and houses. For each palace and house, the city
institutions that operate in them today are listed, such as the City Library of Trogir, the
Conservation Department of the City of Trogir, the School of Foreign Languages Katedra.
Unfortunately, some of the mentioned palaces and houses are endangered due to the process
of tourism in the city. The goal of this final paper is to emphasize the importance of Trogir
palaces and houses from the 15th century and their preservation as an important part of
Trogir's cultural and artistic heritage
PRIMJENA SCENSKE LUTKE U ODGOJNO-OBRAZOVNOM PROCESU
No full textLutka, kao neživi objekt koji postaje živ i izražajan kroz manipulaciju i animaciju, ima važnu ulogu u odgoju i obrazovanju djece rane i predškolske dobi. Lutka prelazi granicu igračaka jer služi kao interaktivan alat koji potiče socijalni, spoznajni i socio-emocionalni razvoj djece. U ulozi odgojno-obrazovnog alata, lutke postižu učinkovitost prenošenjem znanja putem različitih osjetila zahvaljujući svojoj trodimenzionalnoj simboličkoj prirodi. Hibridna priroda lutkarstva omogućuje spajanje različitih disciplina, stilova učenja i tehnologija kako bi se oblikovala moderna iskustva učenja. Sve veća pažnja posvećuje se značaju upotrebe scenskih lutaka kao sredstava za kreiranje stimulativnih iskustava za djecu rane i predškolske dobi u institucionalnom kontekstu.
U lipnju 2023. godine provedeno je istraživanje koje je u ovom diplomskom radu imalo za cilj utvrditi mišljenje odgojitelja o primjeni scenske lutke u odgojno-obrazovnom procesu. Rezultati su pokazali da je radni staž odgojitelja, više nego životna dob, ključan za procjenu važnosti scenske lutke. U analizi uzorka nije pronađena statistički značajna razlika u procjeni važnosti scenske lutke temeljem razine obrazovanja odgojitelja. Sudionici istraživanja složili su se da je scenska lutka značajna u procesu odgoja i obrazovanja. Oni koji su prošli edukaciju ili radionice vezane uz lutkarstvo i scenske umjetnosti značajnijim su ocijenili scenske lutke u usporedbi s onima bez takve dodatne edukacije. Analizom dobivenih podataka, potvrđeno je da redovita upotreba scenske lutke među odgojiteljima dovodi do dublje percepcije njezine važnosti. Rezultati sugeriraju raznolike percepcije i vrednovanja dječjeg dramskog i lutkarskog stvaralaštva te naglašavaju važnost uloge scenske lutke u poticanju različitih aspekata dječjeg razvoja.A puppet as an inanimate object that comes to life and becomes expressive through manipulation and animation, plays a significant role in the education and development of young children in the preschool context. The puppet transcends the boundaries of mere toys, serving as an interactive tool that stimulates the social, cognitive, and socioemotional development of children. In its role as an educational tool, puppets achieve effectiveness by conveying knowledge through various senses due to their three-dimensional symbolic nature. The hybrid nature of puppetry allows for the fusion of different disciplines, learning styles, and technologies in shaping modern learning experiences. Increasing attention is being devoted to the significance of using puppets to create engaging experiences for young children within an institutional context.
In June 2023, a study was conducted that aimed to ascertain educators' opinions on the application of puppetry in the educational process. The results demonstrated that the work experience of educators, more so than their age, is crucial in assessing the importance of puppets. In the sample analysis, no statistically significant difference was found in the evaluation of puppet importance based on educators' levels of education. Research participant sagreed on the significance of puppets in the educational process. Those who had undergone education or workshops related to puppetry and performing arts rated puppets more significantly compared to those without such additional training. Analysis of the collected data confirmed that regular use of puppets among educators leads to a deeper perception of their importance. The results suggest diverse perceptions and evaluations of children's dramatic and puppetry-based activities, emphasizing the pivotal role of puppets in stimulating various aspects of child development
THE INFLUENCE OF THE MEDIA ON CHILDRENS ARTISCTIC EXPRESSION
No full textCilj ovog rada je utvrditi može li se u dječjem likovnom izričaju uočiti utjecaj medija na djecu rane i predškolske dobi. Istraživanje je provedeno u Dječjem vrtiću “Cvrčak” u Kninu. Ukupno je sudjelovalo 90 djece u dobi od 4 do 7 godina (djeca mlađe, srednje i starije odgojne skupine). Prikupljena su 83 rada u periodu od siječnja do travnja 2022.godine. Istraživanje je provedeno analizom crteža djece, zatim su kodirani prema stupnju utjecaja medijskog sadržaja kodovima 2, 1, 0. Dobiveni rezultati prikazali su da mediji imaju velik utjecaj na djecu rane i predškolske dobi u likovnom izražavanju.The aim of this paper is to determine whether the influence of the media on children of early and preschool age can be observed in children's visual expression. The research was conducted in the kindergarten "Cvrčak" in Knin. A total of 90 children between the ages of 4 and 7 participated (children of younger, middle and older educational groups). 83 papers were collected in the period from January to April 2022. The research was conducted by analyzing children's drawings, then they were coded according to the degree of media content influence with codes 2, 1, 0. The obtained results showed that the media has a great influence on children of early and preschool age in artistic expression
PRIKAZ EMOCIJA U DJEČJIM SLIKARSKIM RADOVIMA
No full textPredmet je završnog rada izražavanje emocija u dječjim slikarskim radovima. Cilj je završnog rada analizirati izražavanje emocija u odabranim dječjim slikarskim radovima. Likovno izražavanje je važno za djecu rane i predškolske dobi. Likovno izražavanje kod djece obuhvaća fazu šaranja, fazu shema, fazu razvijene sheme i fazu oblika i pojava. Odgajatelj razvoj kreativnosti u likovnom izražavanju djece može postići usmjeravanjem opažanja, aktiviranjem sjećanja, maštanjem i ilustracijama, zamišljanje, potvrđivanjem te igrama s likovnim materijalima. Likovno stvaralaštvo može pomoći i djeci rane i predškolske dobi u izražavanju emocija, u njihovom imenovanju te njihovom reguliranju. Emocionalne vještine djeca mogu razvijati i usavršavati kako bi bila emocionalna inteligentna i kako bi razvila emocionalnu pismenost. Za potrebe završnog rada analizirani su dječji slikarski radovi kako bi se utvrdilo na koji način djeca izražavaju svoje emocije u tim radovima. Iz dječjih slikarskih radova vidljivo je da djeca izražavaju pozitivne emocije te da se pritom služe svijetlim, ali i tamnijim te monokromatskim bojama koje se obično ne povezuju s pozitivnim emocijama.The subject of the final paper is the depiction of emotions in children's artwork. The aim of the final paper is to analyze the expression of emotions in selected children's paintings. Art expression is important for children of early and preschool age. Artistic expression in children includes the phase of drawing, the phase of schemes, the phase of developed schemes and the phase of forms and phenomena. The educator can achieve the development of creativity in the visual expression of children with developmental disabilities by directing observations, activating memories, imagining and illustrating, imagining, confirming, and playing with visual materials. Art can also help children of of early and preschool age to express their emotions, to name them and to regulate them. Children can develop and improve emotional skills in order to be emotionally intelligent and to develop emotional literacy. For the purposes of the final paper, children's paintings were analyzed in order to determine how children express their emotions in these works. It is evident from children's paintings that children express positive emotions and that they use bright, but also darker and monochromatic colors that are not usually associated with positive emotions
CREATION OF THE EUROPEAN COAL AND STEEL COMMUNITY
No full textOvaj rad se bavi procesom stvaranja Europske zajednice za ugljen i čelik (EZUČ-a), prve dugoročno funkcionalne organizacije isključivo europskih država, iz koje je nastala EU. Iako su prethodni pokušaji europskog povezivanja bili neuspješni, doprinijeli su razvoju europske ideje, kao i prvi pokušaji poslijeratnih integracija koji su uslijed poslijeratnih i hladnoratovskih okolnosti bivali sve intenzivniji. Međutim, nemogućnost povezivanja na nadnacionalnoj osnovi i loši njemačko-francuski odnosi potkopavali su suradnju. Francuska je svoju poslijeratnu sigurnost i ekonomski razvoj temeljila na ograničavanju njemačke industrije čelika i korištenju njenog (ruhrskog) ugljena (resursi ključni za ratovanje i razvoj industrije). Budući da su uslijed hladnoratovskih okolnosti SAD i UK željeli jaku Njemačku unutar zapadnog bloka, oni će francuske planove potkopati inzistiranjem na istom. Stoga će Francuska morati naći novo rješenje prihvatljivo SAD-u i Njemačkoj, a naći će ga u Monnetovom memorandumu Schumanu i Schumanovoj deklaraciji koji predlažu ujedinjavanje sektora ugljena i čelika, što će omogućiti konačno zbližavanje ovih dviju zemalja i pozvati druge europske zemlje na sudjelovanje u europskoj organizaciji. Nakon završenih pregovora šest će europskih zemalja potpisati Pariški sporazum, u kojem će, na temelju Schumanove deklaracije, prihvatiti stvaranje nadnacionalne zajednice kojoj će prepustiti dio suvereniteta i na taj način osigurati dugoročnu suradnju izgrađenu na međusobnom povjerenju.This paper deals with the process of creating the European Coal and Steel Community (ECSC), the first long-term functional organization made of European states, from which the EU was born. Although previous attempts of European integration were unsuccessful, they contributed to the development of the European idea, as well as the first attempts of post-war integration, which became more and more intense due to post-war and Cold War circumstances. However, the impossibility of connecting on a supranational basis and poor German-French relations undermined cooperation. France based its post-war security and economic development on limiting the German steel industry and on use of its (Ruhr) coal (resources crucial to warfare and industrial development). Since the USA and the UK due to the Cold War circumstances wanted a strong Germany within the Western bloc, they will undermine French plans by insisting on abolition of every control that was put upon Germany afer War. Therefore, France will have to find a new solution acceptable to the USA and Germany, and it will found it in Monnet's memorandum to Schuman and in the Schuman Declaration that followed, which proposed the unification of the coal and steel sectors, which will enable the final rapprochement of these two countries and invite other European countries to participate in newly established European organization. After the negotiations, six European countries will sign the Paris Agreement, in which, based on the Schuman Declaration, they will accept the creation of a supranational community to which they will cede part of their sovereignty and thus enable long-term cooperation built on mutual trust
THE IMPORTANCE OF VOCABULARY AND CULTURE IN TEACHING ITALIAN
No full textIl lessico e la cultura, termini trascurati fino al XX secolo nell’apprendimento di una lingua straniera, oggi hanno un’importanza molto maggiore, dato che stimolano l’interesse e aiutano a migliorare le capacità comunicative. Affinché si possa comunicare in una lingua straniera non è necessario acquisire solo la grammatica di quella lingua, ma si deve anche possedere un buon vocabolario e si deve imparare a pensare e a comportarsi come un madrelingua, cercando di conoscere la sua cultura. In tal senso va detto che nei tempi recenti, la grammatica, il lessico e la cultura diventano elementi essenziali e altrettanto importanti nell’apprendimento delle lingue straniere.
La parte teorica di questa tesi tratta i cambiamenti che si sono verificati nel campo della glottodidattica negli ultimi decenni, dando molto più importanza al lessico e alla cultura. Si studia poi il cambiamento del ruolo dell’insegnante nell’epoca moderna, perché l’insegnante non è più un esempio di autorità, ma una guida nella formazione di studenti indipendenti. Successivamente viene considerata l’importanza del lessico dal punto di vista della glottodidattica moderna e vengono proposti i suggerimenti su come il lessico dovrebbe essere insegnato e studiato. Infine, viene elaborato il concetto di cultura e l’importanza che questo elemento significa oggi, nell’acquisizione di una lingua straniera.
Nella parte operativa della tesi, queste tre componenti principali, il ruolo dell’insegnante, il lessico e la cultura, si uniscono e si intrecciano proponendo così un materiale ricco di spunti lessicali e culturali. Il materiale didattico preso per l’analisi si chiama Le città impossibili di Maurizio Sandrini e viene pubblicato dalla casa editrice italiana Alma Edizioni di Firenze (che pubblica materiali didattici per l’insegnamento e apprendimento dell’italiano come L2/LS). Questo materiale include il racconto di un viaggio in 10 (dieci) città italiane, audio registrazioni e attività mirate all’acquisizione degli elementi grammaticali, lessicali e culturali, introdotti tramite il racconto. Per le esigenze di questo lavoro, dal materiale didattico viene preso soltanto il racconto in base al quale vengono create 60 (sessanta) attività didattiche nuove per l’acquisizione degli elementi lessicali e culturali. L’intento principale è stato quello di sottolineare la crescente importanza dello studio del lessico e della cultura della lingua target, ma anche il ruolo essenziale dell’insegnante come guida all’apprendimento di una lingua e come ideatore e autore di materiali didattici adatti alle esigenze degli studenti.Vocabulary and culture, terms that were neglected until the 20th century in learning a foreign language, have much greater importance today, as they stimulate interest and help improve communication skills. In order to communicate in a foreign language, it is not only necessary to acquire the grammar of that language, but also to have a good vocabulary and to learn how to think and behave like a native speaker, trying to get to know its culture. In this sense it must be said that in recent times, grammar, vocabulary, and culture have become essential and equally important elements in learning foreign languages.
The theoretical part of this thesis studies the changes that have occurred in the field of language teaching in recent decades, giving much more importance to vocabulary and culture. Afterwards the change in the role of the teacher in the modern era is studied because the teacher is no longer an example of authority, but a guide in the education of independent students. Subsequently, the importance of vocabulary from the point of view of modern glottodidactics is considered and then suggestions are made on how vocabulary should be taught and studied. Finally, the concept of culture is elaborated and the importance that this element means today in the acquisition of a foreign language.
In the main part of the thesis, these three main components, the role of the teacher, vocabulary, and culture, come together and intertwine, thus proposing material rich in lexical and cultural ideas. The teaching material taken for the analysis is called Le città impossibili by Maurizio Sandrini and is published by the Italian publishing house, Alma Edizioni of Florence (which publishes teaching materials for teaching and learning Italian as L2/LF). This material includes the story of a trip to 10 (ten) Italian cities, audio recordings and activities aimed at acquiring the grammatical, lexical, and cultural elements introduced through the story. For the needs of this work, only the story is taken from the teaching material on the basis of which 60 (sixty) new teaching activities are created for the acquisition of lexical and cultural elements. The main intent was to underline the growing importance of the study of the lexicon and culture of the target language, but also the essential role of the teacher as a guide to learning a language and as creator and author of teaching materials suited to needs of students