Croatian and Polish are flective Slavic languages, both of which exhibit free word order. Second language acquisition research shows that the word order is much more influenced by native and/or first ...language of the learner, than any other linguistic feature. This suggests that Polish learners of Croatian will acquire Croatian word order without difficulty, due to similarities between the two languages. However, there is a significant amount of errors made by Polish students of Croatian, most of which, as would be expected, are wrong clitics positioning. Still, there are many errors caused by negative transfer from Polish. This paper shows the results of a small research conducted on students of Croatian at the University of Silesia in Katowice (Sosnowiec) and Adam Mickiewicz University in Poznań (3rd, 4th, and 5th year), where the author had spent time as a Croatian lecturer trainee and as an exchange student within the Erasmus programme. The reason for conducting such a research was the growing need for feedback which would help students avoid further errors, as well as enrich the process of learning Croatian syntactic rules. The analysis showed a need for a further investigation of the topic since error analysis gives only a partial insight to the problem, but can be indicative. Such investigation would help analyse and systematise errors more precisely, choose the most applicable second language acquisition theoretical framework, and identify reasons why negative word order transfer occurs. Since there are 5 Croatian language departments within Polish universities, such a study would enrich the study of Croatian as a foreign language in Poland significantly, which makes the pedagogical implications of this research far-reaching.
Deiksa, semiotički resurs prisutan u svim jezicima, definira se kao izravna poveznica između jezične strukture i konteksta jezične upotrebe te ju se smješta u domenu pragmatike (Levinson 1983). ...Deiktička su sredstva indeksikali poput zamjenica i priloga (
ja, ti, onaj, ovdje, jučer
itd.) koji govornika smještaju u odnos s ostalim obilježjima komunikacijskog konteksta: sugovornicima, prostorom, vremenom i samim tekstom, odnosno iskazom. U ovom se radu na tragu suvremenih diskursnoanalitičkih pristupa uvriježeno poimanje deikse proširuje s referencijske i tekstne funkcije na društvenu uronjenost deiktičkog polja u interakcijskim kontekstima, s posebnim naglaskom na praksu
dijeljenja iskustava na društvenim mrežama
. Istraživanje se oslanja na teoriju pozicioniranja u
malim pričama
(eng.
small stories
, Georgakopoulou 2008, 2017), posebnoj vrsti narativnog diskursa. Za razliku od dominantno proučavanih narativnih žanrova poput
narativa o osobnom iskustvu,
tj. duljih iskaza o kakvim izvanrednim, uzročno-posljedičnim događajima iz prošlosti (Podboj 2020),
male priče
su kratki, eliptični iskazi o banalnim, trivijalnim svakodnevnim situacijama, događajima koji su u tijeku ili u su se upravo dogodili. Društvene mreže, na kojima se odvija ogroman udio komunikacije danas, dizajnirane su tako da svoje korisnike potiču upravo na učestalo dijeljenje takvih narativnih obrazaca. Namjera je ovog rada na primjeru objava na Twitteru ilustrirati ulogu deiktika u specifičnim procesima afektivnog pozicioniranja (Giaxoglou 2015) koje se javlja prilikom dijeljenja iskustava i stanja na toj popularnoj društvenoj mreži. Poseban je naglasak smješten na ulogu procesa entekstualizacije (Androutsopoulos 2014, Leppänen et al. 2014) i multimodalnog oblikovanja diskursa kroz kombinaciju verbalnih i vizualnih semiotičkih resursa. Glavni zaključak istraživanja jest da se u malim pričama dijeljenim na Twitteru deiksa iskazuje multimodalno, s ciljem afektivnog pozicioniranja autora.
Deixis, a semiotic resource present in all languages, is usually defined as a direct link between the linguistic structure and the context of an utterance or a speech event, which is why it is studied in the domain of pragmatics (Levinson 1983). Typical deictic resources are indexicals such as pronouns or adverbs (I, you, that, here, yesterday, etc.) that position speakers in relation to other aspects of the communicative context; other participants, space, time, and the text, i.e., the utterance itself. Building on contemporary approaches within discourse analysis, this paper aims to expand the understanding of deixis from its referential and textual function to its social embeddedness in the deictic field in different interactional contexts, with an emphasis on the practice of sharing experiences online. The study is informed by the theory of positioning in small stories (Georgakopoulou 2017a, 2017b), a particular type of narrative discourse. Compared to privileged and dominantly studied narrative genressuch as narratives of personal experience, which are about some extraordinary, linear events from the past (Podboj 2020), small stories encompass a wide range of short, elliptic accounts about mundane, trivial, everyday situations, ongoing events, or events that have just happened. Social networks, where a great amount of communication occurs nowadays, are designed in a way that particularly favours sharing of such narrative formats. The aim of the paper is to illustrate the role of deixis in the process of affective positioning (Giaxoglou 2015) on social networks by analysingexamples of sharing on Twitter. Special emphasis is given to the processes of entextualisation (Androutsopoulos 2014, Leppänen et al. 2014) and the multimodal construction of discourse through the combination of verbal and visual semiotic resources. The main conclusion of the study is that small stories shared on Twitter favour a multimodal construction of deixis, with an aim of affective positioning of the author.
U radu je predstavljena narativna analiza kao kvalitativna metoda opisa nadrecenicne razine jezika usredotocena na strukturu i drustvenu ulogu narativa kao specificnog diskursnog zanra, sto je u ...domacoj lingvistickoj tradiciji dosad neistrazeno podrucje. U prvom dijelu rada prikazan je kratak povijesni pregled razvoja i istaknuti trendovi narativne analize u lingvistici, sociolingvistici i razlicitim analizama diskursa, s osobitim naglaskom na analizu identitetske konstrukcije u narativnom diskursu. U drugom dijelu rada nudi se jedan moguci model narativne analize temeljen na spoznajama proizaslima iz empirijskog istrazivanja o konstrukciji identiteta u narativima o osobnom iskustvu migracije.
This paper presents narrative analysis as a qualitative research method focused on language at the suprasentential level and on the structure and social function of narrative as a specific discursive ...genre, which is a rather under–researched area in Croatian linguistics. The first part of the paper presents a short historical overview of the development and current trends of narrative analysis in linguistics, sociolinguistics, and various discourse analyses, with a special emphasis on the inquiry into identity construction in narrative discourse. The second part introduces a possible model of narrative analysis, based on findings from a larger empirical research on identity construction in personal narratives of migration.
Nasljedni jezik i identitet Podboj, Martina
Romanoslavica (București),
2016, Letnik:
LII, Številka:
2
Journal Article
Recenzirano
Odprti dostop
For the past two decades, identity has been recognised as one of the key constructs in applied linguistics, and has taken a central role in different second language learning contexts (Block 2007). ...Following the poststructuralist paradigm, in contrast to essentialist and structuralist perspectives, identity is seen as a dynamic process, constructed discursively in language use (De Fina et al. 2006). Since identity and language are inseparable (Tabouret-Keller 2000), studying speakers’ identity in second language learning is of great significance, especially in the case of heritage language. Not only does knowing another language change the speakers’ view of the world (Burck 2008), in case of heritage language it also has a specific influence on constructing individual and group identity/ies. In this paper I will discuss the relationship between language competence and identity construction of heritage learners and speakers of Croatian. Heritage language learners differ greatly from other language learners in terms of their language needs and motivation (Cvikić et al. 2010). Hence studying the fragmented, complex, and dynamic quality of identity is crucial for understanding the process of language learning and identity construction of heritage language learners, as well as understanding the fluidity of personal and group identity/ies, positioning, and belonging.
Croatian and Polish are flective Slavic languages, both of which exhibit free word order. Second language acquisition research shows that the word order is much more influenced by native and/or first ...language of the learner, than any other linguistic feature. This paper shows the results of a small research conducted on students of Croatian at the University of Silesia in Katowice and Adam Mickiewicz University in Poznan (3rd, 4th, and 5th year), where the author had spent time as a Croatian lecturer trainee and as an exchange student within the Erasmus programme. The reason for conducting such a research was the growing need for feedback which would help students avoid further errors, as well as enrich the process of learning Croatian syntactic rules. Since there are 5 Croatian language departments within Polish universities, such a study would enrich the study of Croatian as a foreign language in Poland significantly, which makes the pedagogical implications of this research far-reaching. Adapted from the source document
Izbjeglice, tražitelji azila i druge ranjive skupine migranata specifična su kategorija učenika inog jezika koja postaje sve brojnija u današnjem društvu, zbog čega se konteksti poučavanja, ali i ...potrebne vještine poučavatelja jezika dinamično mijenjaju. Klasično institucionalno poučavanje u okvirima nastavnih kurikula i modula zamijenili su neformalni, nestandardni i improvizirani konteksti poučavanja usmjereni na vrlo specifične potrebe ranjivih učenika jezika. U Hrvatskoj je volontersko poučavanje jedan od brojnih neizostavnih oblika podrške izbjeglicama te se najčešće javlja kao potreba zbog manjka dostupnih tečajeva usmjerenih na specifične potrebe učenika, odnosno kao ad hoc aktivnost koja proizlazi iz njihovih stvarnih svakodnevnih potreba. Posljedično, poučavatelji nisu nužno nastavnici jezika, a često, izuzev kroz kraće neformalne edukacije i radionice, nisu osposobljeni za rad s tako specifičnom kategorijom učenika. Primjerena osposobljenost poučavatelja za nastavu jezika jedan je od preduvjeta uspješnog poučavanja, posebice kada je riječ o ranjivoj skupini učenika koju odlikuju različitost kulturnog nasljeđa, proživljena traumatična iskustva, a nerijetko i niži stupanj formalnog obrazovanja te nepoznavanje (latiničnog) pisma. Sve navedeno osim metodičkih i jezičnih znanja i kompetencija zahtijeva i visoku razinu međukulturne kompetencije i razumijevanje načela inkluzivne nastave. U ovom su radu prikazani rezultati istraživanja u kojem je sudjelovalo 28 ispitanica i ispitanika koji volonterski jezično osposobljavaju izbjeglice u različitim kontekstima poučavanja. Daje se uvid u njihove stavove o poučavanju hrvatskog jezika za izbjeglice, percepciju vlastite uloge u tom procesu te stavove o kompetencijama koje smatraju važnima za takvu vrstu jezičnog osposobljavanja. Rezultati ukazuju na to da velika većina ispitanika i ispitanica ne smatra formalne kvalifikacije nužnima za uspješno poučavanje, ali misle da su dobrodošle. Kao najveće probleme i izazove poučavanja navode eksterne organizacijske probleme poput teškog ostvarivanja duljeg kontinuiranog poučavanja i opadanja ili manjka motivacije učenika. Kao izazovi se navode i složenost hrvatskog jezika te manjak i nedostupnost adekvatnih materijala za poučavanje izbjeglica te potreba za kontinuiranim, besplatnim i lako dostupnim tečajevima.
U jeku intenzivnih izbjegličkih kretanja Hrvatska se nedavno našla u dosad nepoznatoj poziciji tranzitne, ali i prihvatne zemlje izbjeglica. Tako se suočila s institucionalnim problemima njihova ...prihvata, a jedan od njih je i organiziranje i provođenje zakonom zajamčenih tečajeva hrvatskog jezika. Ovaj rad tematizira poučavanje izbjeglica kao posebno ranjive skupine učenika inog jezika, povezujući dvije međusobno nedjeljive dimenzije ove problematike – institucionalnu i primijenjenolingvističku. Navode se problemi i izazovi s kojima se u procesu poučavanja inog jezika susreću učenici izbjeglice i njihovi poučavatelji te neka moguća rješenja. Opisan je i kontekst aktualne izbjegličke problematike, čije je razumijevanje presudno za razvoj nastavnih programa i materijala te rad s tom skupinom učenika.
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