Prispevki, ki obravnavajo razvoj kolokacijske kompetence v hrvaščini kot drugem in tujem jeziku (J2), niso številni, zato še ni narejena tipologija kolokacijskih odstopanj kot tudi ne tipologija ...različnih vrst v preverjanjih dobljenih odgovorov. Prav zato je cilj prispevka analiza različnih vrst odgovorov pri produktivnih nalogah, s katerimi preverjamo poznavanje imenskih kolokacij glede na njihovo pogostost, asociativno moč in raven znanja jezika. V analizi odgovorov smo zajeli tri produktivne naloge: 1) izolirane stavke s kolokacijami v imenovalniku, 2) izolirane stavke s kolokacijami v odvisnih sklonih in 3) kolokacije v širšem kontekstu. Odgovori sodelujočih v raziskavi so razvrščeni v tri kategorije (leksikalno, slovnično in kombinirano), znotraj katerih smo razlikovali različna odstopanja. Analizo smo na vzorcu 70 tujih govorcev hrvaščine, ki imajo raven znanja B2 in B1, izvedli za imenske kolokacije, kjer je osnova samostalnik, kolokat pa pridevnik. Preden smo izdelali analitična orodja, smo naredili dve predhodni raziskavi: analizo kolokacij v dveh korpusih (CROLTEC in hrWaC) ter določitev asociativne moči kolokacij na vzorcu rojenih govorcev hrvaščine. Ugotovimo lahko, da na obeh ravneh znanja prevladuje visok odstotek napačnih odgovorov in kolokatorjev v nalogah, kjer ni podan kontekst (KIK). Kljub temu je potrebno omeniti, da je, ne glede na pogostost in asociativno moč kolokacij, odstotek pravilnih odgovorov pri vseh nalogah višji na ravni B2 kot na ravni B1.
Istraživanja
kolokacijske kompetencije u hrvatskom kao materinskom (Ordulj i Cvikić 2017) i
inom jeziku (Ordulj 2016) pokazuju kako na znanje imenskih kolokacija kod
izvornih i neizvornih govornika, ...uz morfološku obilježenost, utječu čimbenici
čestotnosti te asocijativne snage
kolokacijskih sastavnica. Upravo
je zato cilj ovoga rada prikazati podatke o asocijativnoj snazi i čestoti
kolokacijskih sastavnica za 228 kolokacija osnovnoga tipa sa strukturom
pridjev+imenica. Podaci o asocijativnoj snazi prikupljeni su na uzorku izvornih
govornika hrvatskoga jezika (N=283). Ispitanici su koristeći numeričku skalu
procjenjivali stupanj međusobne asocijacije ili povezanosti pridjeva i imenice
koji čine kolokaciju. Podaci o čestotnosti za pojedinu kolokaciju dobiveni su
korpusnom analizom u korpusu hrWaC 2.1
Research on collocational competence in Croatian as L1 (Ordulj and Cvikić 2017) and Croatian as second and foreign language (Ordulj 2016) has shown that the knowledge of noun collocations of native and non-native speakers is affected not only by morphological markedness, but also by the frequency and associative strength of collocation components. Since no standardised data on the associative strength of collocational components in the Croatian language are available, the aim of this paper is to examine the data on the associative strength and frequency of collocation components for 228 collocations which have a basic adjective-noun structure, and to supplement the existing collocational dictionary that illustrates frequency (Ordulj 2016) with information about associative strength. The data on collocational associative strength were gathered from a sample of 283 native speakers of Croatian. By using a numerical scale, respondents evaluated the degree of association or connectedness of adjectives and nouns in collocations. The frequency data for particular collocations were gathered on the basis of corpus analysis of the hrWaC 2.1 corpus (Croatian Web Corpus - Ljubešić and Erjavec 2011). This analysis of the frequency and associative strength of noun collocations will provide a better insight into the psychological and linguistic characteristics of colocations which are used in research on collocational competence in Croatian as L1 and Croatian as Second and Foreign Language (L2). Furthermore, this study will provide experts and teachers with a more systematic insight into the analysis of lexical bonds in Croatian and enable them to make more adequate choices of examples for practicing collocational competence in Croatian as L2.
Razvoj kolokacijske kompetencije u inom jeziku dug je i slozen proces na koji utjecu brojni čimbenici. Najvise je znanstvenih radova o kolokacijama objavljeno za engleski kao ini jezik (EIJ). ...Prijamno se znanje uobičava ispitivati zadatkom visestrukoga izbora, a rezultati redovito upučuju na bolje razvijeno prijamno znanje nad proizvodnim (Begagič, 2014.; Jaen, 2007.; Brashi, 2006.; Koya, 2003.). Cilje ovoga istraživanja prikazati rezultate analize odgovora imenskih kolokacija u zadatku na prijamnoj razini u hrvatskom kao inom jeziku (HIJ). Istrazivanje je provedeno na osnovnom tipu kolokacija sa strukturom pridjev + imenica na uzorku od 70 neizvornih govornika hrvatskoga kao inoga jezika na razinama znanja Bl i B2. Prije sastavljanja instrumentaprovedenaje korpusna analiza u korpusu hrWaC 2.1 kako bi se dobio uvid u cestotnost prikupljenih kolokacija. Prijamno se znanje provjerilo zadatkom visestrukoga izbora koji je, osim tocnoga odgovora, imao i po tri ometaca koji su obuhvacali lazne prijevode s najčescih materinskih jezika ispitanika (engleskoga, poljskoga, spanjolskoga i njemačkoga) te semanticki i tvorbeno slične pridjeve u hrvatskom jeziku. Rezultati pokazuju da je najvisi postotak točnih odgovora (80%) ostvaren za kolokacije vise čestote na B2 razini znanja hrvatskoga kao inoga jezika. Analiza odgovora pokazuje da su na razini Bl prevladavali tvorbeni ometači, no naobjejerazinepodjednakpostotak lažnih prijevoda za kolokacije nize čestote.
Language Teachers and Crowdsourcing Zanasi, Lorenzo; Weber, Tassja; Volodina, Elena ...
Rasprave Instituta za hrvatski jezik i jezikoslovlje,
01/2020, Letnik:
46, Številka:
1
Journal Article
Recenzirano
Odprti dostop
The paper presents a cross-European survey on teachers and crowdsourcing. The survey examines how familiar language teachers are with the concept of crowdsourcing and addresses their attitude towards ...including crowdsourcing into language teaching activities. The survey was administrated via an online questionnaire and collected volunteers’ data on: (a) teachers’ experience with organizing crowdsourcing activities for students/pupils, (b) the development of crowdsourced resources and materials as well as (c) teachers’ motivation for participating in or employing crowdsourcing activities. The questionnaire was disseminated in over 30 European countries. The final sample comprises 1129 language teachers aged 20 to 65, mostly working at institutions of tertiary education. The data indicates that many participants are not familiar with the concept of crowdsourcing resulting in a low rate of crowdsourcing activities in the classroom. However, a high percentage of responding teachers is potentially willing to crowdsource teaching materials for the language(s) they teach. They are particularly willing to collaborate with other teachers in the creation of interactive digital learning materials, and to select, edit, and share language examples for exercises or tests. Since the inclusion of crowdsourcing activities in language teaching is still in its initial stage, steps for further research are highlighted.
U radu je predstavljeno europsko istraživanje o nastavnicima i gomilizaciji (engl.
crowdsourcing
). U istraživanju je ispitano koliko su nastavnici jezika upoznati s konceptom gomilizacije te su ispitani njihovi stavovi o uključivanju gomilizacije u aktivnosti poučavanja jezika. Istraživanje je provedeno s pomoću mrežnog upitnika, a prikupljani su podatci o: (a) iskustvu nastavnika u organizaciji gomilizacijskih aktivnosti s učenicima/studentima, (b) razvoju gomilizacijskih resursa i materijala, kao i (c) motivaciji nastavnika za sudjelovanjem u gomilizaciji i upotrebi njezinih aktivnosti. Upitnik je distribuiran u više od 30 europskih zemalja. Uzorak obuhvaća 1129 nastavnika jezika u dobi od 20 do 65 godina, koji rade uglavnom u institucijama tercijarnog obrazovanja. Podatci upućuju na to da ispitanici nisu upoznati s konceptom gomilizacije, zbog čega je niska stopa gomilizacijskih aktivnosti u učionici. Međutim, velik je postotak nastavnika koji su voljni sudjelovati u gomilizaciji kako bi se razvili obrazovni sadržaji za jezike koje poučavaju. Posebno su voljni surađivati s drugim nastavnicima u stvaranju interaktivnih digitalnih obrazovnih sadržaja te odabirati, uređivati i dijeliti jezične primjere za vježbe i testove. Budući da je uključivanje gomilizacijskih aktivnosti u poučavanje jezika još u povojima, istaknuti su koraci za daljnja istraživanja.
Developing writing encompasses acquiring linguistic features, register and style related to text type and genre, and learning to write means learning to express oneself in written form. Involvement ...of the author in the text, or writer visibility, is characterized by first and second person reference, the speaker's mental processes, monitoring of information flow, emphatic particles, etc. (Petch-Tyson 1998). Various studies showed that writer visibility depends on discourse type, cultural conventions, language proficiency, writer's L1, etc. (Adel 2001; Petch-Tyson 1998; Rodriguez, Vazquez and Guzman 2011; Zolotova 2014). This paper investigates writer visibility in Croatian L1 and L2 argumentative writing. The main research question is how Croatian L1 and L2 writers differ in the use of I-perspective compared to we-perspective, both quantitatively and qualitatively. For the purpose of this paper argumentative essays in Croatian as L1 and L2 (N=80) are analyzed for their frequencies and discourse functions. The results show that first person personal pronouns are used more frequently in Croatian L2 than in L1 writing. However, only the overuse of I-form is proven to be statistically significant. The qualitative analysis shows that in Croatian L1 and L2 writing, the pronoun I is most frequently used to express discourse functions of writer's stance and writer's experience, whereas the pronoun we is used for the same purpose (presenting a general claim), thus to a much lower frequency. Besides similarities of L1 and L2 writing, the study shows the tendency of non-native speakers to use certain discourse function more frequently. The obtained results gave more insight into writing in Croatian, and confirm cultural, linguistic, and language learning influences to writing in both L1 and L2. Razvoj jezicne djelatnosti pisanja obuhvaca ovladavanje jezicnim obiljezjima, funkcionalnim stilovima i registrima povezanim uz pojedine tekstne vrste i zanrove, kao i ucenje o tome kako pisanjem izraziti sebe. Ukljucenost autora u tekst ili vidljivost autora, obiljezava uporaba licnih zamjenica za prvo i drugo lice, prikazivanje autorovih umnih procesa, uporaba osjecajnih cestica i druge znacajke (Petch-Tyson 1998). Dosadasnja su istrazivanja pokazala da nacin iskazivanja vidljivosti autora ovisi o cimbenicima poput vrste teksta, kulturoloskih konvencija, stupnja ovladanosti jezikom, autorova prvoga jezika itd. (Adel 2001; Petch-Tyson 1998; Rodriguez, Vazquez and Guzman 2011; Zolotova 2014). U ovome se radu istrazuje iskazivanje autorove vidljivosti u tekstovima na hrvatskome kao materinskome (J1) i inome (J2) jeziku. U istrazivanju se polazi od pitanja o tome razlikuju li se izvornojezicni i inojezicni govornici hrvatskoga jezika u uporabi osobnih zamjenica za prvo lice jednine i mnozine pri pisanju argumentacijskih tekstova. Gradu za analizu cinilo je 80 argumentacijskih eseja izvornih (N=40) i inojezicnih govornika (N=40) hrvatskoga jezika, a na temelju prikupljene grade provedena je kvantitativna i kvalitativna analiza. Kvantitativna analiza pokazala je da inojezicni govornici hrvatskoga jezika cesce od izvornojezicnih rabe osobne zamjenice za prvo lice. No, statisticki znacajna razlika pokazala se samo za uporabu zamjenice ja (u svim padezima), dok za uporabu zamjenice mi nije bilo statisticki znacajne razlike izmedu dvije skupine govornika. Kvalitativna analiza pokazala je da obje skupine zamjenicu ja najcesce rabe u diskursnim funkcijama izrazavanja autorova stava i autorova iskustva, a zamjenica mi takoder se najcesce rabi za izricanje slicne funkcije (iskazivanje opce tvrdnje). Kvantitativni rezultati djelomicno potvrduju nalaze za druge jezike, a dijelom ukazuju na specificnosti hrvatskoga jezika. S druge strane, kvalitativni rezultati uz visok stupanj slicnosti u uporabi zamjenica za iskazivanje diskursnih funkcija u prvome i inome jeziku takoder pokazuju i neke specificnosti uporabe licnih zamjenica kod neizvornih govornika. Dobiveni rezultati donijeli su nove spoznaje o pisanju na hrvatskome kao materinskome i inom jeziku te su na siroj razini kao bitne cimbenike na ovladavanje pisanjem u inome jeziku potvrdili kulturoloske i jezicne znacajke te proces ovladavanja inim jezikom. Keywords: writing, writer visibility, personal pronouns, Croatian as L1 and L2 Kljucne rijeci: pisanje, vidljivost autora, licne zamjenice, hrvatski jezik, ini jezik
In early language development complexity of syntax increases with the chronological age. Various theoretical models attempt to describe the early development of syntax and the way in which a child ...from the earliest utterances becomes a competent adult speaker. Tomasello offered a description of the complexity of the syntax of utterances from single and multi word utterances (combinations of words, pivot-schemes, item-based constructions) to abstract constructions. Two categories of constructions are of special importance for the description of the early syntax development: pivot-schemes and item-based constructions. Pivot-schemes are defined as two-item constructions with a ‘constant’ element supplemented with additional elements. Item-based constructions are less limited in lexical choice than pivot-schemes. Moreover, they differ in their usage of syntactic marking (morphosyntax and word order), forming a category of increased level of abstraction in child language. The aim of this study was to test whether a common definition of pivot-constructions and item-based constructions matches the structures in the Croatian child language and what their word order is considering the typological characteristics (morphological richness and a relatively free word order) of the Croatian language. Two word verbal utterances in the Croatian Corpus of Child Language (CCCL – Kovačević 2002) were studied. Pivot-constructions were selected and described together with their path to more complex item-based constructions. The results of the analysis show an early usage of grammatical morphemes, which differs from previous research based on the English language. According to this, when interpreting the results for the Croatian language, interlanguage differences must be taken into account. Furthermore, the applicability of a common definition of pivot-constructions to the Croatian language is just partial. The Croatian pivot-constructions contain specific morphological and syntactic elements, different from the grammar system of adult language, but certainly with associated meanings. The research has shown that the typological features of a language influence the development of syntax in language acquisition and induce an early onset of complex grammatical elements.
At the discourse level, personal pronouns have been acknowledged as one of the most important features used to express writer visibility – involvement of the author in the text. Studies have shown ...that writer visibility depends on discourse type, cultural conventions, writer’s L1, etc. (
;
;
;
). This paper investigates the discourse function of personal pronouns in argumentative writing in the Croatian language, a Slavic pro-drop language. For the purpose of this paper argumentative essays written by Croatian native speakers (N=100) are analysed for the frequencies of 1st and 2nd person personal pronouns and their discourse functions.
The results confirmed low frequency of 1st and 2nd person personal pronouns in the corpus, with the dominance of the 1st person singular personal pronoun
. The qualitative analysis shows that the pronoun
is most frequently used to express discourse functions of writer’s stance and writer’s experience, whereas all of the other pronouns were used mostly to express more general claims. The obtained results gave more insight into the use of personal pronouns in a pro-drop language and confirm cultural and linguistic influences on argumentative writing in the first language.
Istraživanja kolokacija u hrvatskome jeziku uglavnom su usmjerena na njihov lingvistički opis i leksikografsku problematiku, a istraživanja njihove uporabe rijetka su i uglavnom usmjerena na ...inojezične govornike (Petrović, 2007, Burić i Lasić, 2012, Ordulj, 2016). U ovome se radu donose rezultati istraživanja uporabe kolokacija kod izvornih govornika hrvatskoga jezika. Na temelju obavljenih korpusnih istraživanja obilježja kolokacija i ispitivanja govornika hrvatskoga kao materinskoga jezika, istražen je utjecaj dvaju čimbenika na uporabu kolokacija: čestote kolokacija te asocijativne snage kolokacijskih sastavnica. Istražena je uporaba kolokacija u morfološki neobilježenome obliku (nominativu), u kosim padežima, kao i uporaba u užem i širem kontekstu. Rezultati istraživanja pokazuju da su u uporabi kolokacija kod izvornih govornika ključni čimbenici čestote i asocijativne snage, a da je morfološki oblik kolokacije izvornim govornicima nebitan. Istaživanje je također pokazalo veći utjecaj konteksta na uporabu kolokacija manje čestote i slabije asocijativne snage od uporabe kolokacija veće čestote i jake asocijativne snage. Dobiveni rezultati važni su za razumijevanje općih procesa ovladavanja hrvatskim kao materinskim jezikom i kao polazište za promišljanja o učinkovitijim načinima poučavanja hrvatskoga jezika.
The first comprehensive programme in the Croatian language in the Republic of Serbia started in 2002, and the status of the Croatian community as a national minority was recognized, but teaching took ...place in very challenging circumstances, considering the numerous obstacles in hiring teachers, difficulties with textbooks, the decreasing number of Croats and the perception of the typologically related Serbian language as the mother tongue among Croats. The aim of this research is to get an insight into the experiences of teachers who work within the Croatian Teaching Abroad (CTA) programme in the Republic of Serbia. Only teachers from the Republic of Croatia selected by the Ministry of Science and Education participated in the research. The research was conducted through an anonymous survey that examined: 1) teacher education for work through the analysis of specific and general competencies and the suitability of available textbooks in the Croatian language, 2) the teachers’ ability to deliver content related to the cultural and historical heritage of Croatia and 3) the teachers’ qualifications for teaching Croatian as a heritage language. The results show that: 1) the teachers need additional intercultural competencies that they did not acquire during formal education, 2) the existing textbooks are not fully suitable for teaching language and literature, 3) the teachers need further training and practice in teaching the Croatian language before teaching Croatian abroad, especially in the area of acquiring Croatian as a heritage language, which is primarily due to the lack of programmes for the education of teachers of Croatian as a foreign or heritage language at the formal level. Moreover, the teachers note the problem of students’ prior knowledge and motivation, as well as that of differentiating between the Croatian and Serbian languages, as great challenges.
The first comprehensive programme in the Croatian language in the Republic of Serbia started in 2002, and the status of the Croatian community as a national minority was recognized, but teaching took ...place in very challenging circumstances, considering the numerous obstacles in hiring teachers, difficulties with textbooks, the decreasing number of Croats and the perception of the typologically related Serbian language as the mother tongue among Croats. The aim of this research is to get an insight into the experiences of teachers who work within the Croatian Teaching Abroad (CTA) programme in the Republic of Serbia. Only teachers from the Republic of Croatia selected by the Ministry of Science and Education participated in the research. The research was conducted through an anonymous survey that examined: 1) teacher education for work through the analysis of specific and general competencies and the suitability of available textbooks in the Croatian language, 2) the teachers’ ability to deliver content related to the cultural and historical heritage of Croatia and 3) the teachers’ qualifications for teaching Croatian as a heritage language. The results show that: 1) the teachers need additional intercultural competencies that they did not acquire during formal education, 2) the existing textbooks are not fully suitable for teaching language and literature, 3) the teachers need further training and practice in teaching the Croatian language before teaching Croatian abroad, especially in the area of acquiring Croatian as a heritage language, which is primarily due to the lack of programmes for the education of teachers of Croatian as a foreign or heritage language at the formal level. Moreover, the teachers note the problem of students’ prior knowledge and motivation, as well as that of differentiating between the Croatian and Serbian languages, as great challenges.
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