Pub Date : 2018-12-08DOI: 10.18485/KKONLINE.2018.9.9.10
T. Milivojević
The topic of self-government is closely related to the issues of ethics, morality, character and virtues, which are the study subject of both philosophy and psychology. Therefore, some scientific, sociocognitive and neuropsychological research which we refer to in our paper, have been approached from a philosophical perspective. In simple terms, science shows us what i possible and how self-regulation - which includes the function of self-control - works. Philosophy explains why, for what purpose is the capacity of personal self-government important. However, the boundary between the two disciplines is not immovable and impermeable. The philosopher uses and reflects on experience and scientific knowledge, and the psychologist relies on value assumptions and address value issues, as for example: what does it mean to be or become an integrated, mature, productive person. The terms of self-government, self-control, and self-management, in essence, have the same meaning, but different connotations. The first belongs to traditional philosophical and the others to contemporary scientific discourse. We have chosen as our primary expression "self-government" in order to highlight the continuity between the long tradition of philosophical thinking and the latest psychological scientific knowledge on this complex ability. Whether we are observing it from a philosophical or psychological standpoint, we regard self-governance as a prerequisite for all life achievements and virtues. It is not an end in itself, but a capacity that enables the development of other potentials, competencies and skills, as well as the realization of values essential for the individual and society. Self-governance is a component inherent to patience, perseverance, endurance, moderation, fairness, objectivity, decency, kindness, and so on. It is indispensable in education, in negotiations, conflict management, informed decision making, in improving oneself and one's social relations. Just how instrumental the ability to regulate oneself can be is best shown in the fact that it can also serve negative, antisocial goals, when it is, for example, ingrained in calculative, vindictive behavior, in lying, deceit, prevarication, manipulation, and the like. In this paper, however, we are going to be dealing with self-governance as the ability that determines the qualities aimed at personality development where a person is both an individualized and a social being. So we observe self-governance through the prism of virtues modeled after the ancient Greek ethics as skills of excellence in the art of living with others in a community. Community life not only implies, but it is communication. As social beings who actualize their distinctiveness and uniqueness in interpersonal relations and communication, the issue of consciousness and the level of conscious control that we exert over our behavior when interacting with others is undoubtedly one of the most important and fundamental issues of h
{"title":"VLADANJE SOBOM: NUŽNI USLOV RAZVOJA LIČNOSTI, KVALITETNE KOMUNIKACIJE I DOBRIH MEĐULJUDSKIH ODNOSA","authors":"T. Milivojević","doi":"10.18485/KKONLINE.2018.9.9.10","DOIUrl":"https://doi.org/10.18485/KKONLINE.2018.9.9.10","url":null,"abstract":"The topic of self-government is closely related to the issues of ethics, morality, character and virtues, which are the study subject of both philosophy and psychology. Therefore, some scientific, sociocognitive and neuropsychological research which we refer to in our paper, have been approached from a philosophical perspective. In simple terms, science shows us what i possible and how self-regulation - which includes the function of self-control - works. Philosophy explains why, for what purpose is the capacity of personal self-government important. However, the boundary between the two disciplines is not immovable and impermeable. The philosopher uses and reflects on experience and scientific knowledge, and the psychologist relies on value assumptions and address value issues, as for example: what does it mean to be or become an integrated, mature, productive person. \u0000The terms of self-government, self-control, and self-management, in essence, have the same meaning, but different connotations. The first belongs to traditional philosophical and the others to contemporary scientific discourse. We have chosen as our primary expression \"self-government\" in order to highlight the continuity between the long tradition of philosophical thinking and the latest psychological scientific knowledge on this complex ability. Whether we are observing it from a philosophical or psychological standpoint, we regard self-governance as a prerequisite for all life achievements and virtues. It is not an end in itself, but a capacity that enables the development of other potentials, competencies and skills, as well as the realization of values essential for the individual and society. Self-governance is a component inherent to patience, perseverance, endurance, moderation, fairness, objectivity, decency, kindness, and so on. It is indispensable in education, in negotiations, conflict management, informed decision making, in improving oneself and one's social relations. Just how instrumental the ability to regulate oneself can be is best shown in the fact that it can also serve negative, antisocial goals, when it is, for example, ingrained in calculative, vindictive behavior, in lying, deceit, prevarication, manipulation, and the like. In this paper, however, we are going to be dealing with self-governance as the ability that determines the qualities aimed at personality development where a person is both an individualized and a social being. So we observe self-governance through the prism of virtues modeled after the ancient Greek ethics as skills of excellence in the art of living with others in a community. Community life not only implies, but it is communication. As social beings who actualize their distinctiveness and uniqueness in interpersonal relations and communication, the issue of consciousness and the level of conscious control that we exert over our behavior when interacting with others is undoubtedly one of the most important and fundamental issues of h","PeriodicalId":37164,"journal":{"name":"Komunikacija i Kultura Online","volume":"9 1","pages":"174-205"},"PeriodicalIF":0.0,"publicationDate":"2018-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45824679","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}
Pub Date : 2018-12-08DOI: 10.18485/KKONLINE.2018.9.9.14
M. Stojanovic
In this paper, another in a series of papers dealing with colour terms and their etymologies (greys, reds, blues and purples having been researched previously), the author focuses on yellows: the pigments/dyes used through history, their origins, manufacture and stories that have become inextricably linked to them; the associations that specific colours seem to evoke both on personal and collective levels (culturally and socially induced colour associations); yellow colour terms and their etymologies. The colour yellow has always held a great fascination for humans throughout history as well as serving to perpetuate various social memes, some of which are of particular significance to art history studies. The relevant etymologies and the stories they tell shed light on the history of yellow pigments and dyes, and the role they have played in our civilization, whilst providing an interesting example of a language - art history interface.
{"title":"THE COLOUR YELLOW AND ITS IMMORTAL AND MORTAL BEAUTY","authors":"M. Stojanovic","doi":"10.18485/KKONLINE.2018.9.9.14","DOIUrl":"https://doi.org/10.18485/KKONLINE.2018.9.9.14","url":null,"abstract":"In this paper, another in a series of papers dealing with colour terms and their etymologies (greys, reds, blues and purples having been researched previously), the author focuses on yellows: the pigments/dyes used through history, their origins, manufacture and stories that have become inextricably linked to them; the associations that specific colours seem to evoke both on personal and collective levels (culturally and socially induced colour associations); yellow colour terms and their etymologies. The colour yellow has always held a great fascination for humans throughout history as well as serving to perpetuate various social memes, some of which are of particular significance to art history studies. The relevant etymologies and the stories they tell shed light on the history of yellow pigments and dyes, and the role they have played in our civilization, whilst providing an interesting example of a language - art history interface.","PeriodicalId":37164,"journal":{"name":"Komunikacija i Kultura Online","volume":"9 1","pages":"262-276"},"PeriodicalIF":0.0,"publicationDate":"2018-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47066786","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}
Pub Date : 2018-12-08DOI: 10.18485/KKONLINE.2018.9.9.12
J. Pršić
{"title":"City as a Somewhere and a Nowhere: Paul Auster’s “The New York Trilogy”","authors":"J. Pršić","doi":"10.18485/KKONLINE.2018.9.9.12","DOIUrl":"https://doi.org/10.18485/KKONLINE.2018.9.9.12","url":null,"abstract":"","PeriodicalId":37164,"journal":{"name":"Komunikacija i Kultura Online","volume":"9 1","pages":"221-243"},"PeriodicalIF":0.0,"publicationDate":"2018-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46491619","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}
Pub Date : 2018-12-08DOI: 10.18485/KKONLINE.2018.9.9.1
P. Bori
{"title":"Tourism Discourse in Language Textbooks: A Critical Approach","authors":"P. Bori","doi":"10.18485/KKONLINE.2018.9.9.1","DOIUrl":"https://doi.org/10.18485/KKONLINE.2018.9.9.1","url":null,"abstract":"","PeriodicalId":37164,"journal":{"name":"Komunikacija i Kultura Online","volume":"9 1","pages":"1-21"},"PeriodicalIF":0.0,"publicationDate":"2018-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42855709","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}
Pub Date : 2017-12-19DOI: 10.18485/KKONLINE.2017.8.8.1
Marcos de R. Antuna, Vittorio Marone
The widespread access to wireless and mobile connectivity, the increasing popularity of social media, and the pervasiveness of portable devices such as smartphones and tablets are offering unprecedented opportunities for expressing and sharing personal understandings and representations of the world. This technology-mediated and hyper-connected milieu offers a fertile ground for representing, enacting, and counteracting antisocial outlooks and behaviours such as prejudice, discrimination, and bullying. In the introduction, we propose a unified theoretical model to comprehend the idiosyncrasies of prejudice, discrimination, and bullying, in function of the analysis of user-generated Vines related to prejudice, which is presented in the second part of the article. In this study, we posit prejudice as one of the primary seeds of discrimination and bullying, and we then examine its multimodal representations on Vine, a social medium that offers a short-form apparatus for constructing and communicating meaning. This study contributes to the understanding of how prejudice is represented and interpreted on mobile social platforms and opens the field to research on how people depict and perceive sensitive issues through “condensed” forms of computer-mediated communication.
{"title":"MULTIMODAL REPRESENTATIONS OF PREJUDICE ON VINE","authors":"Marcos de R. Antuna, Vittorio Marone","doi":"10.18485/KKONLINE.2017.8.8.1","DOIUrl":"https://doi.org/10.18485/KKONLINE.2017.8.8.1","url":null,"abstract":"The widespread access to wireless and mobile connectivity, the increasing popularity of social media, and the pervasiveness of portable devices such as smartphones and tablets are offering unprecedented opportunities for expressing and sharing personal understandings and representations of the world. This technology-mediated and hyper-connected milieu offers a fertile ground for representing, enacting, and counteracting antisocial outlooks and behaviours such as prejudice, discrimination, and bullying. In the introduction, we propose a unified theoretical model to comprehend the idiosyncrasies of prejudice, discrimination, and bullying, in function of the analysis of user-generated Vines related to prejudice, which is presented in the second part of the article. In this study, we posit prejudice as one of the primary seeds of discrimination and bullying, and we then examine its multimodal representations on Vine, a social medium that offers a short-form apparatus for constructing and communicating meaning. This study contributes to the understanding of how prejudice is represented and interpreted on mobile social platforms and opens the field to research on how people depict and perceive sensitive issues through “condensed” forms of computer-mediated communication.","PeriodicalId":37164,"journal":{"name":"Komunikacija i Kultura Online","volume":"8 1","pages":"1-19"},"PeriodicalIF":0.0,"publicationDate":"2017-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49092121","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}
Pub Date : 2017-12-19DOI: 10.18485/KKONLINE.2017.8.8.8
Stephen Reysen, C. Plante
In the present research we examine the association between perceived maturity of a group and willingness to form a romantic relationship with a member of that group. In Study 1, we tested the validity of a 2-item measure of self-reported maturity by assessing its relationship with existing measures of maturity and other related measures. The new measure showed evidence of being valid. In Study 2, we modified the scale to examine participants’ perceptions of the maturity of fans of various interests (e.g., sport, music, media) and their degree of willingness to form romantic relationships with a member of each fan group. Results revealed a positive correlation between perceived maturity and willingness to date. Together, the results validate the short measure of maturity and demonstrate its utility in finding associations between perceived maturity, content of leisure interests, and prospects of romantic relationship formation
{"title":"FANS, PERCEIVED MATURITY, AND WILLINGNESS TO FORM A ROMANTIC RELATIONSHIP: APPLICATION OF A SHORT MATURITY MEASURE","authors":"Stephen Reysen, C. Plante","doi":"10.18485/KKONLINE.2017.8.8.8","DOIUrl":"https://doi.org/10.18485/KKONLINE.2017.8.8.8","url":null,"abstract":"In the present research we examine the association between perceived maturity of a group and willingness to form a romantic relationship with a member of that group. In Study 1, we tested the validity of a 2-item measure of self-reported maturity by assessing its relationship with existing measures of maturity and other related measures. The new measure showed evidence of being valid. In Study 2, we modified the scale to examine participants’ perceptions of the maturity of fans of various interests (e.g., sport, music, media) and their degree of willingness to form romantic relationships with a member of each fan group. Results revealed a positive correlation between perceived maturity and willingness to date. Together, the results validate the short measure of maturity and demonstrate its utility in finding associations between perceived maturity, content of leisure interests, and prospects of romantic relationship formation","PeriodicalId":37164,"journal":{"name":"Komunikacija i Kultura Online","volume":"8 1","pages":"154-173"},"PeriodicalIF":0.0,"publicationDate":"2017-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45838489","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}
Pub Date : 2017-12-10DOI: 10.18485/KKONLINE.2017.8.8.2
Dorijan F. Hajdu
Swedish modal adverbs ju, nog and val are amongst the most frequent sentence adverbs in everyday modern Swedish language. Simple cross-check in the Swedish Language Bank (the corpus collections of Swedish language) and three specified parts of the database, as well as the search on the Swedish Google page for a pattern-sentence including various sentence adverbs, confirm that they are in the top five most frequent Swedish sentence adverbs, with ju being in the top three. Our empirical study in form of a survey, however, has shown that the L2 speakers – students at the Faculty of philology in Belgrade – do not use them nearly as often in everyday conversations. This study therefore aims to point out the difference in practical use of these three adverbs between native, L1, and non-native, L2, speakers. Considering the importance (and the frequency) of these three modal adverbs in everyday Swedish – including the functions of pragmatic markers and attitude marking – at least nearly proportional use and proper understanding of them by the L2 speakers is of great importance in developing competences and acquiring higher level knowledge in the second language studies of the Swedish language. We also try to establish the reasons for said discrepancy in everyday use between L1 and L2 speakers and propose some possible future steps in Swedish L2-studies.
{"title":"PROBLEM USVAJANJA I PRAKTIČNE UPOTREBE ŠVEDSKIH REČENIČNIH ADVERBIJALA JU, NOG I VÄL U L2","authors":"Dorijan F. Hajdu","doi":"10.18485/KKONLINE.2017.8.8.2","DOIUrl":"https://doi.org/10.18485/KKONLINE.2017.8.8.2","url":null,"abstract":"Swedish modal adverbs ju, nog and val are amongst the most frequent sentence adverbs in everyday modern Swedish language. Simple cross-check in the Swedish Language Bank (the corpus collections of Swedish language) and three specified parts of the database, as well as the search on the Swedish Google page for a pattern-sentence including various sentence adverbs, confirm that they are in the top five most frequent Swedish sentence adverbs, with ju being in the top three. Our empirical study in form of a survey, however, has shown that the L2 speakers – students at the Faculty of philology in Belgrade – do not use them nearly as often in everyday conversations. This study therefore aims to point out the difference in practical use of these three adverbs between native, L1, and non-native, L2, speakers. Considering the importance (and the frequency) of these three modal adverbs in everyday Swedish – including the functions of pragmatic markers and attitude marking – at least nearly proportional use and proper understanding of them by the L2 speakers is of great importance in developing competences and acquiring higher level knowledge in the second language studies of the Swedish language. We also try to establish the reasons for said discrepancy in everyday use between L1 and L2 speakers and propose some possible future steps in Swedish L2-studies.","PeriodicalId":37164,"journal":{"name":"Komunikacija i Kultura Online","volume":"8 1","pages":"20-31"},"PeriodicalIF":0.0,"publicationDate":"2017-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48092599","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}
Pub Date : 2017-12-10DOI: 10.18485/KKONLINE.2017.8.8.3
N. Janković, Nenad Tomović, Bojana Gledić
Foreign language coursebooks, including those for English language teaching, do not only present the language itself, but also the culture pertaining to the community whose language is being studied. A large number of English language coursebooks can be found on today’s market which present the language through the culture of anglophone countries, while the culture that students originate from is generally rarely presented. Although major publishers have editions adapted for large markets, such as, for example, Indian, Chinese or some other, large European market, cultures pertaining to languages with fewer speakers are generally rarely represented in coursebooks printed in anglophone countries. Although some publishers offer localised versions of coursebooks, too, the localisation is mainly applied in smaller segments, while most of the teaching material is still based on the culture of anglophone countries. Thus, coursebooks that are written by foreign authors for international markets can never fully meet the requirements of national curricula, or the needs of the participants in the teaching process. A combination of elements of different cultures is an ideal framework for language acquisition in correlation with other school subjects that, by their nature, include culture, which is one of the most important aspects of contemporary foreign language teaching. Although it is indisputable that the culture of anglophone countries has to be presented in English language coursebooks, the question is which cultural elements the students will be familiar with, which ones need to be further explained, and to what extent the local (source) culture should be incorporated in the coursebook and how it should be related to the foreign (target) culture. In this paper, we will try to propose a model that can overcome these problems and offer general guidelines for writing coursebooks intended for a local market.
{"title":"NACIONALNA KULTURA U UDŽBENICIMA ENGLESKOG JEZIKA","authors":"N. Janković, Nenad Tomović, Bojana Gledić","doi":"10.18485/KKONLINE.2017.8.8.3","DOIUrl":"https://doi.org/10.18485/KKONLINE.2017.8.8.3","url":null,"abstract":"Foreign language coursebooks, including those for English language teaching, do not only present the language itself, but also the culture pertaining to the community whose language is being studied. A large number of English language coursebooks can be found on today’s market which present the language through the culture of anglophone countries, while the culture that students originate from is generally rarely presented. Although major publishers have editions adapted for large markets, such as, for example, Indian, Chinese or some other, large European market, cultures pertaining to languages with fewer speakers are generally rarely represented in coursebooks printed in anglophone countries. Although some publishers offer localised versions of coursebooks, too, the localisation is mainly applied in smaller segments, while most of the teaching material is still based on the culture of anglophone countries. Thus, coursebooks that are written by foreign authors for international markets can never fully meet the requirements of national curricula, or the needs of the participants in the teaching process. \u0000A combination of elements of different cultures is an ideal framework for language acquisition in correlation with other school subjects that, by their nature, include culture, which is one of the most important aspects of contemporary foreign language teaching. Although it is indisputable that the culture of anglophone countries has to be presented in English language coursebooks, the question is which cultural elements the students will be familiar with, which ones need to be further explained, and to what extent the local (source) culture should be incorporated in the coursebook and how it should be related to the foreign (target) culture. \u0000In this paper, we will try to propose a model that can overcome these problems and offer general guidelines for writing coursebooks intended for a local market.","PeriodicalId":37164,"journal":{"name":"Komunikacija i Kultura Online","volume":"8 1","pages":"32-47"},"PeriodicalIF":0.0,"publicationDate":"2017-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43278481","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}
Pub Date : 2017-12-10DOI: 10.18485/KKONLINE.2017.8.8.6
Mirjana Marinković
The paper explores the views of Turkish writer Omer Seyfettin (1884-1920) on the standardization of the Turkish language, which was of the highest national and cultural significance for the Turkish nation at the beginning of the 20th century. Omer Seyfettin is one of the founders of the Turkish short story, a prominent representative of the National literature era (1911-1923), a fighter for the "new language", ie. the Turkish language cleansed of Arabic and Persian constructions and words and basically spoken and comprehensible to all. Omer Seyfettin takes a prominent place as a story teller who selected the topics, messages and, above all, the simple Turkish language to awaken Turkish national consciousness, pointed to moral values and sought to affirm national ideals. In addition to his stories, a very important part of his work is composed of numerous essays and newspaper articles devoted to language issues. Despite his young age, Omer Seyfettin demonstrates great erudition and language competence that, with a convincing and flowing style, make his articles an interesting and inspiring source for exploring the roads and paths of a recent history of the Turkish language. Deeply aware that "every nation lives in its own language," Omer Seyfettin argued the fundamental language reform, the rejection of an elite, reputed and unnatural so-called " Ottoman Turkish language and the establishment of Istanbul's Turkish language as a standard that is understandable to the entire Turkish world from Bosphorus to China.
{"title":"DOPRINOS OMERA SEJFETINA STANDARDIZACIJI TURSKOG JEZIKA","authors":"Mirjana Marinković","doi":"10.18485/KKONLINE.2017.8.8.6","DOIUrl":"https://doi.org/10.18485/KKONLINE.2017.8.8.6","url":null,"abstract":"The paper explores the views of Turkish writer Omer Seyfettin (1884-1920) on the standardization of the Turkish language, which was of the highest national and cultural significance for the Turkish nation at the beginning of the 20th century. Omer Seyfettin is one of the founders of the Turkish short story, a prominent representative of the National literature era (1911-1923), a fighter for the \"new language\", ie. the Turkish language cleansed of Arabic and Persian constructions and words and basically spoken and comprehensible to all. Omer Seyfettin takes a prominent place as a story teller who selected the topics, messages and, above all, the simple Turkish language to awaken Turkish national consciousness, pointed to moral values and sought to affirm national ideals. In addition to his stories, a very important part of his work is composed of numerous essays and newspaper articles devoted to language issues. Despite his young age, Omer Seyfettin demonstrates great erudition and language competence that, with a convincing and flowing style, make his articles an interesting and inspiring source for exploring the roads and paths of a recent history of the Turkish language. Deeply aware that \"every nation lives in its own language,\" Omer Seyfettin argued the fundamental language reform, the rejection of an elite, reputed and unnatural so-called \" Ottoman Turkish language and the establishment of Istanbul's Turkish language as a standard that is understandable to the entire Turkish world from Bosphorus to China.","PeriodicalId":37164,"journal":{"name":"Komunikacija i Kultura Online","volume":"8 1","pages":"105-116"},"PeriodicalIF":0.0,"publicationDate":"2017-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46439721","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}
Pub Date : 2017-12-10DOI: 10.18485/kkonline.2017.8.8.5
Katarina Krželj, Nataša S. Hartweger
The paper analyzes the possibilities of effective implementation of mobile learning in foreign language instruction and the potential contribution of mobile learning to the enhancement of teaching quality and to the achievement of teaching goals. The paper aims to critically examine the potential of mobile learning in foreign language instruction, based on an analysis of the findings of a study conducted in 2017 on a sample of 120 students of German language courses at the Goethe Institute in Belgrade. The results of the study, which utilized a questionnaire supplemented with a five-point Likert scale, have been used for and analyzing and summarizing students‘ experiences, attitudes and suggestions with regard to mobile learning, primarily with the aim of improving teaching practice. In order to assess the effects of tablet use on the quality of instruction, a Likert scale was created with indicators formulated on the bases of Meyer’s “The characteristics of good teaching” (Meyer, 2009:17-18). The paper starts from the following premises: the use of tablets has a positive effect on the quality of instruction and on achievement; students show more interest in educational games and tools that facilitate vocabulary acquisition and structural language patterns practice than in tools and applications that aim to develop speaking or writing skills; in their choice of applications and tools, teachers don’t use the full potential of mobile media for developing all language skills, and the most frequently used tools and applications are those designed to expand learners‘ vocabulary and provide practice of structural language patterns. The findings have confirmed the hypothesis that tablet use has a positive effect on instruction quality by helping create a stimulating learning environment and more efficient achievement of teaching goals. Questionnaire responses indicated that students perceived the greatest benefits of implementing mobile learning in German language teaching to be rapid feedback, interesting teaching and the opportunity for collaborative work. None of the indicators of good teaching pointed to any deficit in teaching that used tablets compared to teaching without tablets, and students stated they would like to use them either in every class or several times a week, preferably in pairs, as they regard pair work as the most effective. Educational games were rated as the most interesting, followed by vocabulary and reading exercises and culture learning activities. Respondents suggested that more time should be allocated to exercises for listening, writing and reading skills development, but also to culture learning activities. Although responses indicated that in their free time students used tablets primarily for information searches and communication and only very rarely for informal learning, respondents expressed interest in the possibilities of using tablets for German language learning in their free time. The findings of the stu
本文分析了在外语教学中有效实施移动学习的可能性，以及移动学习对提高教学质量和实现教学目标的潜在贡献。本文旨在根据2017年对贝尔格莱德歌德学院德语课程120名学生样本的研究结果进行分析，批判性地审视移动学习在外语教学中的潜力。本研究采用问卷形式，辅以李克特五分制量表，研究结果用于分析和总结学生对移动学习的体验、态度和建议，主要目的是为了改进教学实践。为了评估平板电脑使用对教学质量的影响，在Meyer的“the characteristics of good teaching”(Meyer, 2009:17-18)的基础上，创建了李克特量表，并制定了指标。本文从以下前提出发:平板电脑的使用对教学质量和成绩有积极的影响;学生对促进词汇习得和结构化语言模式练习的教育类游戏和工具表现出更大的兴趣，而不是旨在培养口语或写作技能的工具和应用程序;在选择应用程序和工具时，教师并没有充分利用移动媒体的潜力来发展所有的语言技能，最常用的工具和应用程序是那些旨在扩大学习者词汇量和提供结构化语言模式练习的工具和应用程序。研究结果证实了平板电脑的使用对教学质量有积极影响的假设，它有助于创造一个刺激的学习环境，更有效地实现教学目标。问卷调查结果表明，学生认为在德语教学中实施移动学习的最大好处是快速反馈、有趣的教学和合作的机会。没有任何良好教学的指标表明，与没有平板电脑的教学相比，使用平板电脑的教学有任何缺陷，学生们表示，他们愿意在每节课或每周几次使用平板电脑，最好是成对使用，因为他们认为成对工作是最有效的。教育类游戏被评为最有趣的，其次是词汇和阅读练习以及文化学习活动。受访者建议，应该把更多的时间分配给听力、写作和阅读技能的培养，以及文化学习活动。尽管调查结果表明，学生在空闲时间主要使用平板电脑进行信息搜索和交流，很少用于非正式学习，但受访者表示对在空闲时间使用平板电脑学习德语的可能性很感兴趣。研究结果表明，教师有必要更彻底地熟悉合作学习技术，如合作写作，而学习场景应该包括一些任务，这些任务会导致创造“新文化产品”，正如bachmaair (bachmaair 2010: 24)所定义的那样，因为它们能够实现基于任务的语言学习。
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