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Lietuvio stereotipas paauglių rašto darbuose.
No full textŠiame straipsnyje remiantis 11–13 metų paauglių rašytinės kalbos tyrimo duomenimis nagrinėjama, koks lietuvio stereotipas įsitvirtina jaunesniųjų paauglių kalbos pasaulėvaizdyje, kiek paaugliai tapatinasi su lietuvio stereotipu suvokdami savo tapatybę. Siekiant užčiuopti lietuvio stereotipo kaitos tendencijas, lietuvio stereotipo turinys ir jo vertinimas paauglių kalboje lyginamas su studentų ir vyresnio amžiaus (35–65) žmonių grupėse kalbininkų atliktų tyrimų duomenimis. Lietuvio stereotipo tyrimui buvo atrinkti 62-jų paauglių iš 10-ies skirtingų Lietuvos mokyklų 246 rašytinės kalbos darbai. Tekstai parašyti mokiniams atliekant užduotis, kuriose: 1) buvo prašoma apibūdinti lietuvio charakterį, pateikus 37 antoniminių požymių sąrašą, kuriuo mokiniai galėjo (bet neprivalėjo) naudotis; 2) klausiama, kaip, mokinių nuomone, lietuvius apibūdina kitų šalių atstovai; 3) prašoma sukurti tipiško lietuvio paveikslą. Tiriant lietuvio stereotipo turinį remtasi J. Bartminskio išskirtais tautos atstovo vertinimo aspektais: 1) pagal santykį su materialiuoju gyvenimu; 2) psichines ir intelektines ypatybes; 3) santykį su kitais žmonėmis ir 4) santykį su pasauliu, tėvyne, religija. Pagal šiuos kriterijus tautinius stereotipus studentų ir vyresnio amžiaus (35–65 m.) grupėse tyrė A. Gudavičius. Išanalizavus paauglių tekstus, J. Bartminskio išskirti kriterijai papildyti nacionalinio tapatumo ir tautiniam stereotipui priskiriamų fizinių ypatybių aspektais. Taigi lietuvio stereotipo turinys paauglių kalboje tirtas pagal penkis kriterijus: 1) santykį su materialiuoju gyvenimu; 2) psichines ir intelektines savybes, 3) santykį su nacionaliniu tapatumu, 4) santykį su kitais ir 5) fizines ypatybes. Ankstyvosios paauglystės (11–13 m.) amžiaus tarpsnio mokinių rašytinės kalbos tyrimo duomenys rodo, kad šio amžiaus paauglių kalbos pasaulėvaizdyje yra susiformavęs lietuvio stereotipas. Suvokdami, kad lietuviai yra skirtingi, dauguma paauglių stereotipą laiko pagrįstais, apibendrintais daugumos savo tautos atstovų vertinimais. Lietuvį, kaip tautos atstovą, paaugliai identifikuoja pagal etninę kilmę, priklausymą valstybei, kultūrinį tapatumą. Lietuvio stereotipo bruožus paaugliai priskiria tautos atstovams, pagrįsdami savo požiūrį socialiniais ir kultūriniais argumentais. Dauguma paauglių tapatinasi su lietuvio stereotipu, dažniausiai savo santykį išreikšdami asmeniniais įvardžiais mes, mūsų. Paaugliai lietuvį charakterizavo 67-iais apibūdinimais: 48-iomis teigiamą konotaciją turinčiomis leksemomis ir žodžių junginiais, 19 – neigiamą. Apibūdindami lietuvio stereotipą, 53,4 proc. mokinių jam priskyrė tik teigiamus bruožus, o vien neigiamus bruožus įvardijo tik 3,4 proc. paauglių. Iš teigiamų lietuvio stereotipo bruožų didžiausia dalis paauglių pažymi darbštumą ir lietuvio intelektines galias, jas įvardydami leksemomis protingas, išmintingas, sumanus; iš neigiamų bruožų išskiria niūrumą, konservatyvumą ir savivertės stygių. Lyginant paauglių ir studentų bei vyresnio amžiaus žmonių grupėse atliktų tyrimų duomenis, galima teigti, kad darbštumas ir protingumas yra tvariausi bruožai lietuvių kalbos pasaulėvaizdyje. Paaugliai savo tautos atstovams dažnai priskiria antoniminių bruožų poras. Pavyzdžiui, lietuviui priskiriamas atvirumas ir uždarumas, linksmumas ir liūdnumas dažnai varijuoja tų pačių respondentų tekstuose. Pastebėtina, kad atvirumas, linksmumas, kaip lietuviams būdingos savybės, fiksuojamas tik paauglių tekstuose. Ar lietuvio stereotipo bruožai, identifikuojami tik mokinių kalboje, rodo lietuvio stereotipo turinio kitimą, būtų galima nustatyti atlikus empirinius tyrimus vyresnio amžiaus (16–18 m.) mokinių grupėje. Lyginant lietuvio stereotipo vertinimą paauglių ir studentų bei vyresnio amžiaus lietuvių kalbinėse bendruomenėse, galima teigti, kad paaugliai lietuvio stereotipą vertina pozityviausiai ir jam priskiria daugiau teigiamų bruožų nei kitų amžiaus grupių respondentai.This article, based on the study of data from writing samples by 11-13 year-old teens, explores what kind of a Lithuanian stereotype is etched in younger teens’ worldview as reflected through their language, and the extent to which teens identify themselves with the Lithuanian stereotype in their own understanding of their own identity. In efforts to identify shifts in the development of a Lithuanian stereotype, Lithuanian stereotype and its view through teens’ language is compared to research data collected by linguists among groups of students and older age groups (35-65 year olds). For purposes of the study of a Lithuanian stereotype, 246 samples of writing written by 62 teens from 10 different Lithuanian schools were selected. The analyzed samples were originally written by students who completed assignments, in which: 1) they were asked to describe Lithuanians from a list of 37 antonymic traits, which students could (but did not have to) refer to; 2) they were asked how, in their option, Lithuanians are viewed by other nationals; 3) they were asked to describe a representative of another nation; (4) they were asked to create a portrait of a typical Lithuanian. Analysis of a Lithuanian stereotype was based on J. Bartmiński singled out evaluation criteria of a national representative based on: 1) one‘s relationship with the material life; 2) mental and intellectual properties; 3) relationship with other people, and 4) attitude towards the world, homeland, religion. Based on these criteria, A. Gudavičius analyzed national stereotypes among groups of students and older age groups (35-65 years of age). After analyzing teens ‘writing samples, J. Bartmiński singled out criteria were supplemented by the national identity criteria and physical features ascribed to the national stereotype. Therefore, the contents of a Lithuanian stereotype in teens ‘writing was analyzed based on five criteria: 1) relationship to material life; 2) mental and intellectual features, 3) relationship with the national identity, 4) relationship with others and 5) physical features. Analysis of writings by teens in their early years (11–13 years of age) shows, that the worldview of teens at this age has a developed Lithuanian stereotype. Understanding, that Lithuanians do differ, most of the teens view the stereotype based on supported-by-time, generalized by the majority of their nation‘s representatives‘ assessments. Lithuanians, as representatives of their nation, are identified by teens by their ethnic origin, by their belonging to the nation, and by their cultural identity. Teens ascribe features of a Lithuanian stereotype to nation‘s representatives while supporting their attitudes based on social and cultural arguments. Most teens identify themselves with the Lithuanian stereotype, often times expressing their relationship to it by using a personal pronoun we. Teens characterized Lithuanians by using 67 descriptions: 48 of which were lexemes and word derivatives with a positive connotation, and 19 – negative. While describing the Lithuanian stereotype, 53.4 per cent of students ascribed only positive features, whereas only negative features were named among 3.4 per cent of the teens. Of the positive Lithuanian stereotype features the largest portion of students highlight “tireless work” and Lithuanian intellectual assets, referring to them through such words as “intellectual”, “wise”, “smart”; negative characteristics include being “sad”, “conservative” and “lack of self-worth”. When comparing analysis of data among groups of teens and students and older age groups, one may state, that “being hard working” and “smart“ are some of the most solid Lithuanian traits that show the worldview through the Lithuanian language. Teens often ascribe to their nationals antonymic feature pairs. For example, a Lithuanian is ascribed “openness” and ‘introverted-ness,’ and descriptions of “cheerfulness” and “sadness” frequent writings of the same respondents. It is noteworthy, that “openness” and “cheerfulness”, as the Lithuanian traits, is observed only in samples of writings by teens. The question of whether Lithuanian stereotype features identified only in students’ language are the indicators of the shift in Lithuanian stereotype perception can be determined after conducting empirical analysis among older students (16–18 years of age). When comparing Lithuanian stereotype assessment among Lithuanian teens and students and older age groups, one can state, that teens view Lithuanian stereotype most positively, ascribing to it more positive features than respondents do from other age groups
Lithuanian language prestige: pupils’ attitudes towards the Lithuanian language in the context of educational policy.
No full textStraipsnyje tiriamas lietuvių kalbos prestižas, remiantis 2018–2019 metais atliktu mokinių kalbos ir nuostatų dėl lietuvių kalbos tyrimu mokyklose lietuvių mokomąja kalba (1). Kaip vienas iš svarbių valstybinės kalbos prestižą formuojančių veiksnių aptariamos lietuvių kalbos politikos nuostatos, įtvirtintos Lietuvos švietimo dokumentuose. Reikšminiai žodžiai: Kalbinės mokinių nuostatos; Kalbos prestižas; Kalbos politika; Socialinė kalbos vertė; Pupils’ linguistic attitudes; Prestige of a language; Language policy; Social value of languageThe family, school, and the general field of public culture affect the formation of pupils’ attitudes towards the value of the Lithuanian language. Studies into linguistic attitudes of different age pupils allow observing the trends of pupils’ values regarding the Lithuanian language and the factors affecting them. The aim of the article is (1) to analyse the prestige of the Lithuanian language in groups of schoolchildren and teenagers based on the 2018–2019 survey of pupils’ language and attitudes towards the Lithuanian language in Lithuanian schools and (2) discuss the trends in the policy of Lithuanian language teaching as one of important factors shaping the language prestige. In order to analyse the attitudes of Lithuanian schoolchildren and teenagers towards the Lithuanian language, a comparative study was carried out in the 2018–2019 academic year. In order to guarantee the reliability of the data, the study involved the major part of Lithuania; schools from six municipalities – those of Vilnius, Kaunas, Klaipėda, Šiauliai, Panevėžys, and Druskininkai – took part in the survey. The article presents the analysis of questionnaire data obtained from 360 respondents: 105 third-formers, 128 fifth-formers, and 127 eighth-formers. Respondents of these particular ages were not selected randomly: they were primary school pupils, pupils in the first year of the basic school, and pupils completing the progymnasium. Responses obtained from the representatives of different age groups allowed observing shifts in their attitudes towards the Lithuanian language. Thus, the study material consisted of questionnaires completed by pupils in 2018–2019 and of the legal acts forming the Lithuanian language education policy. The survey was based on qualitative analysis, while the trends, correlations, and interfaces of the survey results were assessed using the quantitative method. The work is synchronic, analytical-descriptive. The study into the pupils’ attitudes towards the Lithuanian language and its prestige shows that as a deep motivating belief, the perception of language as a value is formed at younger school age. The third-formers already demonstrate a strong attitude towards the Lithuanian language concerning its usage and social value, and the impact of family, school, and teachers on the prestige of the Lithuanian language. The family has the strongest impact on the attitudes of primary school pupils’ towards the Lithuanian language, the general cultural field influences the attitudes among basic school pupils, and school influences pupils of all ages. The study revealed that the older the pupils were, the more dominant the English language they use online was. As for the after-school activities, reading books fills the major part of the Lithuanian language experience – regardless of their age, the majority of the respondents read books in Lithuanian. Thus, literature has a great impact on the development of pupils’ language and their linguistic sense. The survey results suggest that positive attitudes towards the value of the Lithuanian language of most of the pupils, especially the younger ones, are formed by parents: in the opinion of over a half of the third-formers and fifth-formers, families pay attention to the Lithuanian language used for communication. The survey results show that the pupils’ most sustainable linguistic attitude is the relationship of identity with the language: the majority of the pupils (three-fourths of the survey participants) are proud of the Lithuanian language and consider it a part of their identity regardless of their age. The comparison of the data of different-age respondents shows that the social prestige of the Lithuanian language decreases with the respondents’ age – the higher the form is, the fewer pupils think that it is necessary to know the Lithuanian language in order to enter a good gymnasium, university, or to find a good job. The analysis of educational documents regulating the process of education, the assessment of academic achievements, and the requirements for teachers’ qualification and competences shows that the provisions of the Law on Education to guarantee the quality of Lithuanian language education are not implemented through the legal acts that regulate Lithuanian language education, assessment of academic achievements, and the requirements for teachers. To sum up, it is evident that the state’s attitude to the sustainability of the Lithuanian language, the guarantee of its continuity, and the enhancement of its prestige is insufficient. It is worth noting that the pupils’ attitudes towards the Lithuanian language are influenced not only by education policy but also by the attitude of the society. Their linguistic attitudes reflect those of their families and the general public. Thus, the prestige of the language also reveals society’s attitude to itself: the status of a linguistic community closely correlates with the prestige of its language
Overcoming isolation: linguistic integration of repatriated children
No full textMokslo studijoje, remiantis kiekybiniais ir kokybiniais duomenimis, nagrinėjama grįžusių mokinių sociokultūrinė aplinka, išskiriant pagrindinius veiksnius, lemiančius kalbines grįžusių iš užsienio mokinių integracijos aplinkybes, aptariamos priežastys, lemiančios vienos kalbos pasirinkimą kitų kalbų atžvilgiu. Vertinant kalbinių nuostatų ir motyvacijos mokytis lietuvių kalbos svarbą, nagrinėjamos grįžusių iš užsienio mokinių nuostatos dėl lietuvių kalbos socialinės vertės ir kalbinės tapatybės, aptariami lietuvių kalbos mokymosi sunkumai ir jų įveikos sąlygos. Reikšminiai žodžiai: Reemigracija; Lietuvių kalbos mokymas; Dvikalbystė; Daugiakalbystė; Re-emigration; Lithuanian language teaching; Mother tongue education; Bilingualism; Multilingualis
Ethnolinguistic vitality through the aspects of pupils’ relation to language.
No full textStraipsnyje tiriamas mokinių etnolingvistinis gyvybingumas lietuvių kalbos vartojimo, mokėjimo ir kalbos vertinimo aspektais. Darbe remiamasi 2018–2019 m. atliktu mokinių kalbos ir nuostatų dėl lietuvių kalbos tyrimu lietuvių mokomąja kalba mokyklose. Reikšminiai žodžiai: Etninė tapatybė; Etnolingvistinis gyvybingumas; Kalbinės nuostatos; Mokinių kalba; Ethnic identity; Ethnolinguistic vitality; Linguistic attitudes; Language of schoolchildrenThis article aims to analyse ethnolinguistic vitality of pupils from schools where they are taught in the Lithuanian language in terms of the Lithuanian language usage, proficiency and language assessment. The survey was aimed at assessing the following ethnolinguistic vitality indexes of the analysed group of respondents: (1) language use and domination,(2) language proficiency and motivation to learn, (3) the attitude to the Lithuanian language, and (4) creative powers of language. Ethnolinguistic vitality of different age group pupils is analysed on the basis of an empirical study on the impact of other languages on the Lithuanian language of third- and fourthformers conducted in 2018–2019. The relevance of the study rests on the fact that ethnolinguistic vitality, as ethnic vitality of the Lithuanian linguistic community, has never been analysed before. For the first time, the article sequentially and systematically analyses ethnolinguistic vitality of a group of pupils through the aspects of the relation to language, which allows predicting perspectives of sustainability and continuity of the Lithuanians as an ethnic community. The study data show the tendency that, according to all the aspects studied, as the pupils become older, their vitality as members of an ethnolinguistic group decreases. Moreover, a foreign (English) language is becoming more and more dominant in the pupils’ language as they grow older. When assessing the pupils’ ethnolinguistic vitality in terms of language proficiency, it turned out that the pupils’ learning achievements decreased from the fifth form. As the data show, the majority of the pupils (more than 70 per cent) claim that they are proud of the Lithuanian language as their language, they indicate the connection between the Lithuanian language and their ethnic identity, and they relate the sustainability of the ethnic identity to the language strength – its usage in the ethnolinguistic community. However, the data also reveal the following tendency: the older the respondents are, the fewer of them have an opinion about the significance of the language to the identity of an ethnolinguistic community (from 7.3 per cent in the fourth form to 26 per cent in the eighth form). It can be assumed that a part of the respondents, especially the ones in senior forms, have weak ethnic identity self-concept and linguistic identity, and therefore the native language is being assessed only as the instrument of communication, the same as any other language. Assessment of the pupils’ ethnolinguistic vitality in terms of their linguistic powers and linguistic potential revealed that only a half of the respondents assess the Lithuanian language as a modern language. Weak linguistic self-awareness of pupils is observed in their attitude towards the strengthening of the Lithuanian language powers: less than a half of the respondents agree that the Lithuanian language resources must be expanded. The study data reveal that pupils’ ethnolinguistic vitality in terms of trust in the creative powers of their language, their attitudes to the expansion of the Lithuanian language resources, and giving priority to the use of the Lithuanian language decrease with age
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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