The development of ancient epistolography could be associated with the very development of literacy in Greece. Apart from its original function, to transfer a notice to a distant person, the letter has expanded its realm over time. Trough an overview of the letters preserved in the Greek language area and in the works of Greek authors, we can see various functions the letter assumed – both in everyday life and in literature. Numerous accounts and fragments of letters, from short business notice on lead tablets to private letters written on papyrus, which served as a means for preserving familiar or friendly relationships, point to a great popularity of the letter in ancient times. Given the flexibility of its form and the possibility of its usage on a number of occasions, whether public or private, both by the educated and by the uneducated, we notice that the epistolary form, as a means of communication, soon became firmly rooted in the Greek cultural area. The paper aims at highlighting the very beginning of developing the form of letter in Greece, its basic elements and characteristics, as well as the terms used for it in the Greek language.
{"title":"ANCIENT EPISTOLOGRAPHY: THE DEVELOPMENT OF LETTER-WRITING IN GREECE","authors":"Slobodanka S. Prtija","doi":"10.21618/fil2225189p","DOIUrl":"https://doi.org/10.21618/fil2225189p","url":null,"abstract":"The development of ancient epistolography could be associated with the very development of literacy in Greece. Apart from its original function, to transfer a notice to a distant person, the letter has expanded its realm over time. Trough an overview of the letters preserved in the Greek language area and in the works of Greek authors, we can see various functions the letter assumed – both in everyday life and in literature. Numerous accounts and fragments of letters, from short business notice on lead tablets to private letters written on papyrus, which served as a means for preserving familiar or friendly relationships, point to a great popularity of the letter in ancient times. Given the flexibility of its form and the possibility of its usage on a number of occasions, whether public or private, both by the educated and by the uneducated, we notice that the epistolary form, as a means of communication, soon became firmly rooted in the Greek cultural area. The paper aims at highlighting the very beginning of developing the form of letter in Greece, its basic elements and characteristics, as well as the terms used for it in the Greek language.","PeriodicalId":197643,"journal":{"name":"Филолог – часопис за језик књижевност и културу","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115335129","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Diana Lj. Prodanović Stankić, Bojana M. Jakovljević
In EFL, developing literacy is primarily based on improving reading skills, which is quite problematic for millennials, regardless of their proficiency levels, since they seem to be more used to video input than texts. Drawing on the theoretical concept of multiliteracies (New London Group 1996), introduced to outline a specific pedagogic framework for rethinking the future of language education, this paper discusses the results of a study conducted at the Department of English Studies, University of Novi Sad. The main aim of the study was to identify and determine the primary problems students majoring in English have while doing reading text-based comprehension tasks, and to compare the results with comprehension tasks that combine text and video input. Even though teaching and learning are by definition multimodal, particularly in the field of EFL, since both processes imply the use of different modes (speech, writing, gesture, image, sound), at higher levels of education these modes do not seem to be equally present. This study suggests some theoretical and practical directions towards integrating multimodal approaches in developing literacy in order to promote positive learning outcomes of EFL students.
在英语中，培养读写能力主要是基于提高阅读技能，这对千禧一代来说是相当有问题的，不管他们的熟练程度如何，因为他们似乎更习惯于视频输入而不是文本。借鉴多元素养的理论概念(New London Group 1996)，概述了一个重新思考语言教育未来的具体教学框架，本文讨论了诺维萨德大学英语研究系进行的一项研究的结果。本研究的主要目的是识别和确定英语专业学生在进行基于文本的阅读理解任务时存在的主要问题，并将结果与文本和视频输入相结合的理解任务进行比较。尽管根据定义，教学和学习是多模态的，特别是在EFL领域，因为这两个过程都意味着使用不同的模式(说话、写作、手势、图像、声音)，但在更高层次的教育中，这些模式似乎并不平等。本研究提出了一些理论和实践方向，以整合多模态方法培养学生的读写能力，从而促进学生的积极学习成果。
{"title":"INCORPORATING MULTILITERACIES AND MULTIMODALITY INTO LITERACY INSTRUCTION FOR EFL STUDENTS AT A TERTIARY LEVEL: A CASE STUDY","authors":"Diana Lj. Prodanović Stankić, Bojana M. Jakovljević","doi":"10.21618/fil2225068p","DOIUrl":"https://doi.org/10.21618/fil2225068p","url":null,"abstract":"In EFL, developing literacy is primarily based on improving reading skills, which is quite problematic for millennials, regardless of their proficiency levels, since they seem to be more used to video input than texts. Drawing on the theoretical concept of multiliteracies (New London Group 1996), introduced to outline a specific pedagogic framework for rethinking the future of language education, this paper discusses the results of a study conducted at the Department of English Studies, University of Novi Sad. The main aim of the study was to identify and determine the primary problems students majoring in English have while doing reading text-based comprehension tasks, and to compare the results with comprehension tasks that combine text and video input. Even though teaching and learning are by definition multimodal, particularly in the field of EFL, since both processes imply the use of different modes (speech, writing, gesture, image, sound), at higher levels of education these modes do not seem to be equally present. This study suggests some theoretical and practical directions towards integrating multimodal approaches in developing literacy in order to promote positive learning outcomes of EFL students.","PeriodicalId":197643,"journal":{"name":"Филолог – часопис за језик књижевност и културу","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115117021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Questo contributo ha come intento quello di presentare il rapporto tra uno dei giornalisti italiani più importanti di inizio Novecento, Arnaldo Fraccaroli, e la Serbia nei primi mesi della Grande Guerra. Fraccaroli viene annoverato dagli studiosi tra quei giornalisti quali Barzini, Civinini, Ojetti e altri che, con il loro lavoro e il loro stile di scrittura, hanno rappresentato un punto di svolta nella storia della carta stampata italiana. Piuttosto noto al grande pubblico durante la lunga carriera, il giornalista veronese, in parte fnito nel dimenticatoio dopo la sua morte, è stato riportato di recente all’attenzione dei lettori da un’accurata biografa scritta nel 2019 da Gian Pietro Olivetto. “La dolce vita di Fraka, cronista del Corriere della Sera” è il titolo dell’opera, da cui questo lavoro attinge parte delle informazioni sull’autore. La riscoperta di Fraccaroli, però, non si limita soltanto al libro di Olivetto, poiché nel 2017 la casa editrice Prometej di Novi Sad ha pubblicato la traduzione del libro “La Serbia nella sua terza guerra: lettere dal campo serbo”, scritto dal cronista italiano nel 1915. Questo testo, una raccolta di osservazioni e impressioni di viaggio annotate dal giornalista durante un viaggio da Salonicco a Belgrado nell’inverno del 1915, offre la possibilità, fnora poco approfondita, di considerare il lavoro di Fraccaroli nella prospettiva di un tramite tra i lettori italiani e la difcile realtà serba in quei primi mesi di guerra.
这篇文章介绍了20世纪初意大利最重要的记者之一阿纳尔多·费拉罗里在第一次世界大战初期与塞尔维亚之间的关系。科学家们将《先驱报》列为巴西尼、奇维尼尼、奥杰蒂和其他记者，这些记者的工作和写作风格是意大利印刷业历史上的一个转折点。在他漫长的职业生涯中，公众相当熟悉的是，在他去世后被遗忘的veronese记者最近被吉安·彼得罗·奥列韦托(Gian Pietro Olivetto) 2019年写的一篇精辟的传记提请读者注意。《晚邮报》记者弗拉卡的《甜蜜生活》是这部作品的标题，它从这部作品中获取了作者的部分信息。然而，对《小石鱼》的重新发现并不局限于奥列韦托的书，因为2017年，诺维萨德的Prometej出版社出版了1915年意大利记者写的《塞尔维亚在第三次战争中:塞尔维亚阵营的信件》。这一案文,收集意见和旅行记录在记者的感受从塞萨洛尼基到贝尔格莱德1915年冬天,或请ff是否fnora不深入,考虑视角下的Fraccaroli工作通过意大利和塞尔维亚difcile现实读者在战争的头几个月。
{"title":"“LA NAZIONE GIOVINETTA RESISTEVA AL COLOSSO”: FRACCAROLI E L’IMMAGINE DELLA SERBIA NEL LIBRO LA SERBIA NELLA SUA TERZA GUERRA: LETTERE DAL CAMPO SERBO (1915)","authors":"Maria Fornari Čuković","doi":"10.21618/fil2225389f","DOIUrl":"https://doi.org/10.21618/fil2225389f","url":null,"abstract":"Questo contributo ha come intento quello di presentare il rapporto tra uno dei giornalisti italiani più importanti di inizio Novecento, Arnaldo Fraccaroli, e la Serbia nei primi mesi della Grande Guerra. Fraccaroli viene annoverato dagli studiosi tra quei giornalisti quali Barzini, Civinini, Ojetti e altri che, con il loro lavoro e il loro stile di scrittura, hanno rappresentato un punto di svolta nella storia della carta stampata italiana. Piuttosto noto al grande pubblico durante la lunga carriera, il giornalista veronese, in parte fnito nel dimenticatoio dopo la sua morte, è stato riportato di recente all’attenzione dei lettori da un’accurata biografa scritta nel 2019 da Gian Pietro Olivetto. “La dolce vita di Fraka, cronista del Corriere della Sera” è il titolo dell’opera, da cui questo lavoro attinge parte delle informazioni sull’autore. La riscoperta di Fraccaroli, però, non si limita soltanto al libro di Olivetto, poiché nel 2017 la casa editrice Prometej di Novi Sad ha pubblicato la traduzione del libro “La Serbia nella sua terza guerra: lettere dal campo serbo”, scritto dal cronista italiano nel 1915. Questo testo, una raccolta di osservazioni e impressioni di viaggio annotate dal giornalista durante un viaggio da Salonicco a Belgrado nell’inverno del 1915, offre la possibilità, fnora poco approfondita, di considerare il lavoro di Fraccaroli nella prospettiva di un tramite tra i lettori italiani e la difcile realtà serba in quei primi mesi di guerra.","PeriodicalId":197643,"journal":{"name":"Филолог – часопис за језик књижевност и културу","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116068759","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper analyses the vocal and consonant system in the collection of poems On the Other Side of the Streak by Jagoda Kljaić. The language in this literary work is a reflection of the archaic Banija idiom, which is no longer spoken, and which the poet activates to preserve it from oblivion. The aim of this paper is to give an overview of the researched linguistic features, compare them with previous scientific knowledge about this and other western Serbian dialects, and complete the picture of the Banija dialect which is an integral part of the Herzegovinian-Krajina dialect.
{"title":"VOCALISM AND CONSONANTISM IN THE COLLECTION OF POEMS ON THE OTHER SIDE OF THE STREAK BY JAGODA KLJAIĆ","authors":"Biljanа M. Savić","doi":"10.21618/fil2225029s","DOIUrl":"https://doi.org/10.21618/fil2225029s","url":null,"abstract":"This paper analyses the vocal and consonant system in the collection of poems On the Other Side of the Streak by Jagoda Kljaić. The language in this literary work is a reflection of the archaic Banija idiom, which is no longer spoken, and which the poet activates to preserve it from oblivion. The aim of this paper is to give an overview of the researched linguistic features, compare them with previous scientific knowledge about this and other western Serbian dialects, and complete the picture of the Banija dialect which is an integral part of the Herzegovinian-Krajina dialect.","PeriodicalId":197643,"journal":{"name":"Филолог – часопис за језик књижевност и културу","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128768357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper investigates engagement resources employed in research article abstracts in the field of English for Specific Purposes. Engagement resources comprise rhetorical strategies by which authors allow for or dismiss alternative viewpoints. Excluding the dialogic space for alternative opinions is termed dialogic contraction, while opening up the possibility for dialogic alternatives is dialogic expansion. These strategies are described within Appraisal theory of Systemic Functional Linguistics. We conducted a corpus-based qualitative analysis on 50 ESP abstracts using Martin and White’s analytical method (Martin and White 2005), in order to investigate the dialogic space occupied by the writer and reader in the sample. All abstracts were written in English and published by Taylor & Francis Group in the period from 2015 to 2020. Engagement resources were identified and explicated in each move structure of abstracts we analysed. The results of the study will show what kind of lexicogrammatical structures are employed in order to achieve the rhetorical effects of dialogic expansion and contraction in ESP research article abstracts. The awareness of the evaluative strategies can help novice ESP academic authors in modeling their own abstracts and academic texts in general.
本文对专用英语领域的研究论文摘要中所使用的参与资源进行了研究。参与资源包括作者允许或驳回不同观点的修辞策略。排除不同意见的对话空间是对话的收缩，开辟不同意见的对话空间是对话的扩展。系统功能语言学的评价理论描述了这些策略。我们使用Martin and White的分析方法(Martin and White 2005)对50篇ESP摘要进行了基于语料库的定性分析，以调查样本中作者和读者所占据的对话空间。所有摘要均为英文，由Taylor & Francis Group出版，出版时间为2015 - 2020年。在我们分析的摘要的每个移动结构中，确定并说明了参与资源。研究结果将揭示在ESP研究文章摘要中，为了达到对话扩展和收缩的修辞效果，采用了什么样的词汇语法结构。对评价策略的认识可以帮助新ESP学术作者对自己的摘要和学术文本进行建模。
{"title":"ENGAGEMENT RESOURCES IN ESP RESEARCH ARTICLE ABSTRACTS","authors":"Katarina M. Ilić","doi":"10.21618/fil2225240i","DOIUrl":"https://doi.org/10.21618/fil2225240i","url":null,"abstract":"This paper investigates engagement resources employed in research article abstracts in the field of English for Specific Purposes. Engagement resources comprise rhetorical strategies by which authors allow for or dismiss alternative viewpoints. Excluding the dialogic space for alternative opinions is termed dialogic contraction, while opening up the possibility for dialogic alternatives is dialogic expansion. These strategies are described within Appraisal theory of Systemic Functional Linguistics. We conducted a corpus-based qualitative analysis on 50 ESP abstracts using Martin and White’s analytical method (Martin and White 2005), in order to investigate the dialogic space occupied by the writer and reader in the sample. All abstracts were written in English and published by Taylor & Francis Group in the period from 2015 to 2020. Engagement resources were identified and explicated in each move structure of abstracts we analysed. The results of the study will show what kind of lexicogrammatical structures are employed in order to achieve the rhetorical effects of dialogic expansion and contraction in ESP research article abstracts. The awareness of the evaluative strategies can help novice ESP academic authors in modeling their own abstracts and academic texts in general.","PeriodicalId":197643,"journal":{"name":"Филолог – часопис за језик књижевност и културу","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126235291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study of theatre culture in Africa provides a significant background to reassess the emphasis on orthodox ideologies and influence of European aesthetics on the development of African theatre. The tradition of locating the worldview of dramatic characters within a culture which the audience within the culture can emphathise with is universal. And in most instances it is the misinformation about what is stylistically different across cultures that is instrumental in isolating non-Western people's experiences. Thus the contextualisation of D. O. Fágúnwà’s novel, Ògbójú Ọdẹ Nínú Igbó Irúnmọlẹ̀, translated from the Yorùbá as The Forest of a Thousand Daemons: A Hunters Saga by the Nobel Prize winner Wole Soyinka, and Lángbòdó, the stage adaption whose title, Lángbòdó (The Indescribable Mount), is based on the wild locale at the heart of the hunter's adventure in Fágúnwà's novel by Wálé Ògúnyẹmí, within the system of Aláárìnjó the indigenous Yorùbá Travelling Theatre in West Africa, asserts culture as a performance space. The approach to understanding the concept of a theatre is to understand the art form which is characteristic of the culture. In the dramatic narrative of the hunter-narrator on a mission to the distant Mount Lángbòdó, Fágúnwà and Ògúnyẹ́mí capture the functional dimensions of indigenous people's theatres distinctive from European realities. This paper is an attempt to emphasise the importance of revisiting the definitions and developments of theatre along the backgrounds of indigenous cultures and theatrical arts such as Aláárìnjó as drawn from the selected works of the two Yorùbá writers.
非洲戏剧文化的研究为重新评估对正统意识形态的重视和欧洲美学对非洲戏剧发展的影响提供了一个重要的背景。将戏剧人物的世界观定位在一种文化中，这种文化中的观众可以强调这种文化，这种传统是普遍的。在大多数情况下，正是关于不同文化之间的风格差异的错误信息，有助于隔离非西方人的经历。因此，d.o. Fágúnwà的小说《Ògbójú Ọdẹ Nínú Igbó Irúnmọlẹ》的语境化，从Yorùbá翻译成《一千个精灵的森林》:诺贝尔奖得主沃勒·索因卡的《猎人的传奇》，以及舞台改编作品Lángbòdó，其标题Lángbòdó (the Indescribable Mount)是基于Wálé Ògúnyẹmí的小说Fágúnwà中猎人冒险的核心野外环境，在Aláárìnjó的系统内，当地的Yorùbá西非旅行剧院，主张文化作为一个表演空间。理解戏剧概念的方法是理解具有文化特征的艺术形式。在执行远山任务的猎人叙述者的戏剧性叙事Lángbòdó中，Fágúnwà和Ògúnyẹ´mí捕捉了土著人民剧院与欧洲现实不同的功能维度。本文试图强调在本土文化和戏剧艺术(如Aláárìnjó)的背景下重新审视戏剧的定义和发展的重要性，这些背景来自两位Yorùbá作家的精选作品。
{"title":"ÒGBÓJÚ ỌDẸ NÍNÚ IGBÓ IRÚNMỌLẸ̀ (THE FOREST OF A THOUSAND DAEMONS: A HUNTER’S SAGA) AND LÁNGBÒDÓ (THE INDESCRIBABLE MOUNT): PERFORMING CULTURE IN AFRICA","authors":"Shola Balogun, Abiodun John Macaulay","doi":"10.21618/fil2225279b","DOIUrl":"https://doi.org/10.21618/fil2225279b","url":null,"abstract":"The study of theatre culture in Africa provides a significant background to reassess the emphasis on orthodox ideologies and influence of European aesthetics on the development of African theatre. The tradition of locating the worldview of dramatic characters within a culture which the audience within the culture can emphathise with is universal. And in most instances it is the misinformation about what is stylistically different across cultures that is instrumental in isolating non-Western people's experiences. Thus the contextualisation of D. O. Fágúnwà’s novel, Ògbójú Ọdẹ Nínú Igbó Irúnmọlẹ̀, translated from the Yorùbá as The Forest of a Thousand Daemons: A Hunters Saga by the Nobel Prize winner Wole Soyinka, and Lángbòdó, the stage adaption whose title, Lángbòdó (The Indescribable Mount), is based on the wild locale at the heart of the hunter's adventure in Fágúnwà's novel by Wálé Ògúnyẹmí, within the system of Aláárìnjó the indigenous Yorùbá Travelling Theatre in West Africa, asserts culture as a performance space. The approach to understanding the concept of a theatre is to understand the art form which is characteristic of the culture. In the dramatic narrative of the hunter-narrator on a mission to the distant Mount Lángbòdó, Fágúnwà and Ògúnyẹ́mí capture the functional dimensions of indigenous people's theatres distinctive from European realities. This paper is an attempt to emphasise the importance of revisiting the definitions and developments of theatre along the backgrounds of indigenous cultures and theatrical arts such as Aláárìnjó as drawn from the selected works of the two Yorùbá writers.","PeriodicalId":197643,"journal":{"name":"Филолог – часопис за језик књижевност и културу","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127571215","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Since the Byblos “pseudohieroglyphic” signs are graphically almost identical with the Vinča (Danube/Old European) pre-script (which originally appeared in the central Balkans, then spread to the Danube valley, southern Hungary, Macedonia, Transylvania, and northern Greece, and has also been recorded in distant countries such as the Ukraine, Spain and Portugal), the author applies his knowledge in deciphering this pre-script in order to read more than fifty lines of the Byblos signs. Thus, at least some of the Byblos “pseudohieroglyphs” appear to constitute a restricted system of mythographic “eidograms” (halfway between pictograms and ideograms) used for the invocation of goddesses throughout the Old World, rather than a syllabary, as erroneously believed by George Mendenhall, Brian Colless, Jan Best, Fred Woudhuizen and others, or an alphabet (Malachi Martin).
{"title":"DECIPHERING THE BYBLOS “PSEUDOHIEROGLYPHIC” SCRIPT","authors":"Boris F. Hlebec","doi":"10.21618/fil2225015h","DOIUrl":"https://doi.org/10.21618/fil2225015h","url":null,"abstract":"Since the Byblos “pseudohieroglyphic” signs are graphically almost identical with the Vinča (Danube/Old European) pre-script (which originally appeared in the central Balkans, then spread to the Danube valley, southern Hungary, Macedonia, Transylvania, and northern Greece, and has also been recorded in distant countries such as the Ukraine, Spain and Portugal), the author applies his knowledge in deciphering this pre-script in order to read more than fifty lines of the Byblos signs. Thus, at least some of the Byblos “pseudohieroglyphs” appear to constitute a restricted system of mythographic “eidograms” (halfway between pictograms and ideograms) used for the invocation of goddesses throughout the Old World, rather than a syllabary, as erroneously believed by George Mendenhall, Brian Colless, Jan Best, Fred Woudhuizen and others, or an alphabet (Malachi Martin).","PeriodicalId":197643,"journal":{"name":"Филолог – часопис за језик књижевност и културу","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123038509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article is proposed as a study on the issue of the relationship between the datum of death and the aesthetic context of the creation of a literary work, and therefore of authorial poetics. Starting with an in-depth study of the concept of literature and poetics ‘of death’, it will be intended to proceed with research on the related philosophical and critical issues, to provide an overview of the most important insights on the subject. Thanks to a comparative and transmedia approach, the discourse will be addressed to the theory of death in literature, considering in a broad sense the most significant contemporary critical proposals. Thus, literary and cinematographic case studies will be proposed, as part of a reflection on the issue from a theoretical point of view. The ontological implications relating to the creation of the work of art will also be considered, in order to deepen, with full awareness, the relationship between the poetics of death and works of a not only artistic and literary nature, but also the testimonial.
{"title":"TOWARDS A POETICS OF DEATH: COMPARATIVE AND AESTHETICAL REFLECTIONS","authors":"Stefano Bottero","doi":"10.21618/fil2225323b","DOIUrl":"https://doi.org/10.21618/fil2225323b","url":null,"abstract":"This article is proposed as a study on the issue of the relationship between the datum of death and the aesthetic context of the creation of a literary work, and therefore of authorial poetics. Starting with an in-depth study of the concept of literature and poetics ‘of death’, it will be intended to proceed with research on the related philosophical and critical issues, to provide an overview of the most important insights on the subject. Thanks to a comparative and transmedia approach, the discourse will be addressed to the theory of death in literature, considering in a broad sense the most significant contemporary critical proposals. Thus, literary and cinematographic case studies will be proposed, as part of a reflection on the issue from a theoretical point of view. The ontological implications relating to the creation of the work of art will also be considered, in order to deepen, with full awareness, the relationship between the poetics of death and works of a not only artistic and literary nature, but also the testimonial.","PeriodicalId":197643,"journal":{"name":"Филолог – часопис за језик књижевност и културу","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114314887","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Challenging the established practice and canons has never been an easy task, i. e. ”a walk in the park”. This paper attempts to provide reasons for believing that the complexity of the CLIL method requires a new type of teacher focused on scientific research, recording and monitoring of their practice. Teachers-researchers, in the spirit of the new era of knowledge, especially when it comes to university teaching or transformative teaching, promote the improvement of contextual language education based on a true understanding of all kinds of academic specificities. Appropriate theory of practice, in order to be useful and applicable, must be pragmatic and tailored to the specific needs of a particular classroom. The theory of practice, intended for CLIL lecturers working in certain unexplored circumstances, is additionally demanding because it expects teachers to improve their practice and often create their own teaching materials, which are missing and which do not seem to appear on the market soon. The teacher-researcher, in that sense, should first examine, describe, evaluate and improve his practice, going into the depth of understanding the linguistic contextual situation and the complex concept of teaching such as CLIL. If teachers, as the backbone of the teaching process, do not engage in the right measure and in the right way in creating their own teaching identity, there is a possibility that they will not succeed when it comes to creating the identity of their students either. This means elucidating all the elements of small and large culture, as well as elucidating and creating new forms of communication and discursive forms that the new language practice spontaneously imposes. Introducing myth into teaching practice is an attempt to create wider possibilities of the teaching process through myth, so that myth, as a rich pedagogical resource, will be used to develop critical spirit, improve learning in the field of major studies and form patterns of tolerant and quality communicative competence. The assumption that this is an ambitious task and that it implies additional time efforts was not left out. However, the dominant intention was that the new teaching materials contribute to the creation of the student’s expertise and personality, and that each segment of the work leads to a higher level of knowledge, communicative skills and cultural understanding. The research confirmed the interest, activation and positive attitudes of students who see myths as more modern and flexible forms of teaching. Students showed a willingness to cooperate, talk, debate in an area they know very little about and in a way, they have never learned a language. Taking into account all the results we have obtained, we unequivocally conclude that the initial research needs additional, subsequent consideration, in order to obtain an even higher level of quality in teaching and language application.
{"title":"THEORY OF PRACTICE AND A BRIEF OVERVIEW OF TASK DESIGN IN UNIVERSITY CLIL TEACHING – AN EXAMPLE OF GEOMYTHOLOGY","authors":"Lidija V. Beko, Dragoslava N. Mićović","doi":"10.21618/fil2225203b","DOIUrl":"https://doi.org/10.21618/fil2225203b","url":null,"abstract":"Challenging the established practice and canons has never been an easy task, i. e. ”a walk in the park”. This paper attempts to provide reasons for believing that the complexity of the CLIL method requires a new type of teacher focused on scientific research, recording and monitoring of their practice. Teachers-researchers, in the spirit of the new era of knowledge, especially when it comes to university teaching or transformative teaching, promote the improvement of contextual language education based on a true understanding of all kinds of academic specificities. Appropriate theory of practice, in order to be useful and applicable, must be pragmatic and tailored to the specific needs of a particular classroom. The theory of practice, intended for CLIL lecturers working in certain unexplored circumstances, is additionally demanding because it expects teachers to improve their practice and often create their own teaching materials, which are missing and which do not seem to appear on the market soon. The teacher-researcher, in that sense, should first examine, describe, evaluate and improve his practice, going into the depth of understanding the linguistic contextual situation and the complex concept of teaching such as CLIL. If teachers, as the backbone of the teaching process, do not engage in the right measure and in the right way in creating their own teaching identity, there is a possibility that they will not succeed when it comes to creating the identity of their students either. This means elucidating all the elements of small and large culture, as well as elucidating and creating new forms of communication and discursive forms that the new language practice spontaneously imposes. Introducing myth into teaching practice is an attempt to create wider possibilities of the teaching process through myth, so that myth, as a rich pedagogical resource, will be used to develop critical spirit, improve learning in the field of major studies and form patterns of tolerant and quality communicative competence. The assumption that this is an ambitious task and that it implies additional time efforts was not left out. However, the dominant intention was that the new teaching materials contribute to the creation of the student’s expertise and personality, and that each segment of the work leads to a higher level of knowledge, communicative skills and cultural understanding. The research confirmed the interest, activation and positive attitudes of students who see myths as more modern and flexible forms of teaching. Students showed a willingness to cooperate, talk, debate in an area they know very little about and in a way, they have never learned a language. Taking into account all the results we have obtained, we unequivocally conclude that the initial research needs additional, subsequent consideration, in order to obtain an even higher level of quality in teaching and language application.","PeriodicalId":197643,"journal":{"name":"Филолог – часопис за језик књижевност и културу","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122978007","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Two movies from two very different movie eras, Michelangelo Antonioni's Red Desert (Il deserto rosso, made in 1964) and Todd Haynes' Safe (made in 1995), can be linked one with the other, based on several conceptual, thematic and stylistic similarities. This paper will be an attempt to highlight some aspects and characteristics of these major cinematic achievements, to show how much their worldviews and their directors' unique visions are comparable, and if so, for what reasons. The paper specifically examines the way these rather hermetic movies try to communicate with their viewers, by employing very specific means to achieve that goal, primarily open and closed spaces that help diminish the non-communicative nature of these works.
{"title":"SPACE AS A MEANS OF (NON)COMMUNICATION IN MICHELANGELO ANTONIONI’S RED DESERT AND TODD HAYNES’ SAFE","authors":"Dejan M. Malčić","doi":"10.21618/fil2225406m","DOIUrl":"https://doi.org/10.21618/fil2225406m","url":null,"abstract":"Two movies from two very different movie eras, Michelangelo Antonioni's Red Desert (Il deserto rosso, made in 1964) and Todd Haynes' Safe (made in 1995), can be linked one with the other, based on several conceptual, thematic and stylistic similarities. This paper will be an attempt to highlight some aspects and characteristics of these major cinematic achievements, to show how much their worldviews and their directors' unique visions are comparable, and if so, for what reasons. The paper specifically examines the way these rather hermetic movies try to communicate with their viewers, by employing very specific means to achieve that goal, primarily open and closed spaces that help diminish the non-communicative nature of these works.","PeriodicalId":197643,"journal":{"name":"Филолог – часопис за језик књижевност и културу","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129915714","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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