Pub Date : 2021-12-01DOI: 10.22210/suvlin.2021.092.04
Zrinka Kolaković
{"title":"Actionality and affixation of biaspectual verbs in Croatian in the light of formal–functional theory of verbal aspect","authors":"Zrinka Kolaković","doi":"10.22210/suvlin.2021.092.04","DOIUrl":"https://doi.org/10.22210/suvlin.2021.092.04","url":null,"abstract":"","PeriodicalId":40950,"journal":{"name":"Suvremena Lingvistika","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49254711","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 : 2021-12-01DOI: 10.22210/suvlin.2021.092.13
Benedikt Perak
{"title":"Ivana Bašić, Dokazivanje i odnos prema znanju u jeziku znanosti, Hrvatska sveučilišna naklada, Zagreb, 2020.","authors":"Benedikt Perak","doi":"10.22210/suvlin.2021.092.13","DOIUrl":"https://doi.org/10.22210/suvlin.2021.092.13","url":null,"abstract":"","PeriodicalId":40950,"journal":{"name":"Suvremena Lingvistika","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43728408","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 : 2021-12-01DOI: 10.22210/suvlin.2021.092.15
Ranko Matasović
{"title":"Ideološki i drugi vrijednosni stavovi o jeziku: odgovor Mati Kapoviću","authors":"Ranko Matasović","doi":"10.22210/suvlin.2021.092.15","DOIUrl":"https://doi.org/10.22210/suvlin.2021.092.15","url":null,"abstract":"","PeriodicalId":40950,"journal":{"name":"Suvremena Lingvistika","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44954180","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 : 2021-12-01DOI: 10.22210/suvlin.2021.092.06
Francisco Jose Lería Dulčić, Roxana Nora Acosta Peña, Patricia Ester Sasso Orellana, Daniela Andrea Collao Jofré
Instructions are a fundamental part of early childhood educators’ verbal activities in a plethora of interactions, that constantly guide children to achieve a targeted educational goal. However, little attention has been devoted to identify their presence and relative proportions in early childhood educators’ daily speech. Underpinned by functional linguistic theory, this study’s purpose is to identify early childhood educators’ spoken directive commands from a large database to check their distribution and predominance, compared to other verbal modalities that are equally important for their pedagogical work, such as: commands, sayings, feedback, questions, etc. Th rough 20 participants’ daily audio–recordings from regular work–hours with preschool children, we selected a large number of sentences to later be classifi ed according to their degree of belonging to a specifi c directive command’s category – ten in this study. Th e fi ndings suggest that instructional directives are the fi rst in order of frequency followed by the use of reformulations and singing, among others. We conclude that it is vital for early childhood educators’ professional practice to identify which types of linguistic styles they predominantly use in order to make eff ective decisions to pursuit an educational goal, and that way successfully support young children’s learning processes. Th e scope of these fi ndings is briefl y discussed taking into perspective future research and its contributions to early childhood education’s formative processes. – deset u ovom studiju. Na temelju dobivenih podataka, uočeno je da su najučestalije zapovjedi i upute, a nakon njih slijede uporabe reformulacije i pjevanje, među drugim direktivama. Zaključujemo da je odgajateljicama rane i predškolske dobi ključno imati uvid u jezični stil koji najčešće koriste u svrsi donošenja učinkovitih odluka kako bi se postigao željeni odgojni cilj, i na taj način, podržavao proces učenja. Kratki osvrt na opseg ovih rezultata je predstavljen uvažavajući buduća istraživanja i njihov doprinos visokoškolskom obrazovanju odgajateljica rane i predškolske dobi.
指导是幼儿教育工作者在大量互动中言语活动的基本组成部分，这些互动不断引导儿童实现有针对性的教育目标。然而，很少有人关注他们在幼儿教育者日常演讲中的存在及其相对比例。在功能语言学理论的基础上，本研究的目的是从一个大型数据库中识别幼儿教育者的口语指令，以检查其分布和优势，与其他对其教学工作同样重要的言语模式相比，如：命令、语录、反馈、问题等。在本研究中，通过20名参与者与学龄前儿童的日常工作时间的录音，我们选择了大量句子，稍后根据它们属于特定指令命令类别的程度进行分类——10个。研究结果表明，教学指令是频率顺序的第一位，其次是使用改写和唱歌等。我们得出的结论是，幼儿教育工作者的专业实践至关重要的是，要确定他们主要使用哪种类型的语言风格，以便做出有效的决定来追求教育目标，从而成功地支持幼儿的学习过程。考虑到未来的研究及其对幼儿教育形成过程的贡献，我们简要讨论了这些发现的范围这是一项研究。我是多比夫尼波达塔卡，我是扎波夫耶迪，我是改革派，我是药物总监。Zaključujemo da je odgajateljicama rane i predškolske dobi ključno imati uvid u jezični stil koji najčešće koriste u svrsi donošenja učinkovitih odluka kako bi se postigaoželjeni odgojni cilj，i na taj način，podržavao proces učenja。Kratki osvrt na opseg ovih rezultata je predstavljen uvažavajući buduća istraživanja i njihov doprinos visokoškolskom obrazovanju odgajateljica rane i predškolke dobi。
{"title":"Do instructions overwhelm the preschool classroom? Early childhood educators’ use of instructional vs regulative directive commands","authors":"Francisco Jose Lería Dulčić, Roxana Nora Acosta Peña, Patricia Ester Sasso Orellana, Daniela Andrea Collao Jofré","doi":"10.22210/suvlin.2021.092.06","DOIUrl":"https://doi.org/10.22210/suvlin.2021.092.06","url":null,"abstract":"Instructions are a fundamental part of early childhood educators’ verbal activities in a plethora of interactions, that constantly guide children to achieve a targeted educational goal. However, little attention has been devoted to identify their presence and relative proportions in early childhood educators’ daily speech. Underpinned by functional linguistic theory, this study’s purpose is to identify early childhood educators’ spoken directive commands from a large database to check their distribution and predominance, compared to other verbal modalities that are equally important for their pedagogical work, such as: commands, sayings, feedback, questions, etc. Th rough 20 participants’ daily audio–recordings from regular work–hours with preschool children, we selected a large number of sentences to later be classifi ed according to their degree of belonging to a specifi c directive command’s category – ten in this study. Th e fi ndings suggest that instructional directives are the fi rst in order of frequency followed by the use of reformulations and singing, among others. We conclude that it is vital for early childhood educators’ professional practice to identify which types of linguistic styles they predominantly use in order to make eff ective decisions to pursuit an educational goal, and that way successfully support young children’s learning processes. Th e scope of these fi ndings is briefl y discussed taking into perspective future research and its contributions to early childhood education’s formative processes. – deset u ovom studiju. Na temelju dobivenih podataka, uočeno je da su najučestalije zapovjedi i upute, a nakon njih slijede uporabe reformulacije i pjevanje, među drugim direktivama. Zaključujemo da je odgajateljicama rane i predškolske dobi ključno imati uvid u jezični stil koji najčešće koriste u svrsi donošenja učinkovitih odluka kako bi se postigao željeni odgojni cilj, i na taj način, podržavao proces učenja. Kratki osvrt na opseg ovih rezultata je predstavljen uvažavajući buduća istraživanja i njihov doprinos visokoškolskom obrazovanju odgajateljica rane i predškolske dobi.","PeriodicalId":40950,"journal":{"name":"Suvremena Lingvistika","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42449380","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 : 2021-12-01DOI: 10.22210/suvlin.2021.092.02
M. Erk, S. Ručević
Foreign language acquisition has been introduced to a younger population of children than in years past. However, the justifi cation of this trend has been recently questioned because of the lack of evidence for a critical period in second language acquisition (Singleton and Pfenninger 2018a) and research fi ndings that call into question the presumed advantages of starting to learn a foreign language at the primary level (Baumert et al. 2020). Nevertheless, some countries have introduced mandatory foreign language learning, mostly EFL learning, for children at the kindergarten level. In Croatia, optional and non–formal learning of English is off ered in early childhood education and care institutions, but the short and long–term eff ects of such programmes remain unknown to us. Th e language achievement of young EFL learners (N = 147) was investigated regarding the participants’ age at the beginning of EFL learning and their length of exposure to organised instruction. A signifi cant relationship was found between the age at the start of students’ learning and early achievement; however, it was not confi rmed in the long run. Moreover, very young and young learners achieved language results equally well after fi ve years and three years of EFL instruction, respectively. Th e fi ndings of this study point towards pre–primary EFL learning not ensuring long– term advantages and raise important questions about the role of environment, continuity, and the intensity of instruction in supporting the process of early multilingual development in children.
{"title":"Early English language acquisition: how early is early enough?","authors":"M. Erk, S. Ručević","doi":"10.22210/suvlin.2021.092.02","DOIUrl":"https://doi.org/10.22210/suvlin.2021.092.02","url":null,"abstract":"Foreign language acquisition has been introduced to a younger population of children than in years past. However, the justifi cation of this trend has been recently questioned because of the lack of evidence for a critical period in second language acquisition (Singleton and Pfenninger 2018a) and research fi ndings that call into question the presumed advantages of starting to learn a foreign language at the primary level (Baumert et al. 2020). Nevertheless, some countries have introduced mandatory foreign language learning, mostly EFL learning, for children at the kindergarten level. In Croatia, optional and non–formal learning of English is off ered in early childhood education and care institutions, but the short and long–term eff ects of such programmes remain unknown to us. Th e language achievement of young EFL learners (N = 147) was investigated regarding the participants’ age at the beginning of EFL learning and their length of exposure to organised instruction. A signifi cant relationship was found between the age at the start of students’ learning and early achievement; however, it was not confi rmed in the long run. Moreover, very young and young learners achieved language results equally well after fi ve years and three years of EFL instruction, respectively. Th e fi ndings of this study point towards pre–primary EFL learning not ensuring long– term advantages and raise important questions about the role of environment, continuity, and the intensity of instruction in supporting the process of early multilingual development in children.","PeriodicalId":40950,"journal":{"name":"Suvremena Lingvistika","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48827495","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 : 2021-12-01DOI: 10.22210/suvlin.2021.092.07
P. Sorianello
Th e primary aim of this research was to verify if the vowel space of Italian people with speech sound disorders was diff erent from that of typically developing people. Several acoustic metrics derived from vowels, such as VSA–3, FCR–3, VAI–3 F1–Ratio and F2–Ratio, were applied to three diff erent experimental groups: 1) individuals with Down Syndrome, 2) speakers with profound hearing loss, and 3) hearing subjects without any chromosomal condition. Th e results proved that impaired subjects displayed a reduced vowel space, both in the range of F1 and F2, a great overlap between vowels and low speech intelligibility when compared to typical speakers. All measures were able to diff erentiate subjects with speech disorders from controls. In contrast, FCR–3 and F1–Ratio failed to distinguish people with Down Syndrome from deaf individuals.
{"title":"The contribution of certain acoustic vowel measures to the overall speech intelligibility","authors":"P. Sorianello","doi":"10.22210/suvlin.2021.092.07","DOIUrl":"https://doi.org/10.22210/suvlin.2021.092.07","url":null,"abstract":"Th e primary aim of this research was to verify if the vowel space of Italian people with speech sound disorders was diff erent from that of typically developing people. Several acoustic metrics derived from vowels, such as VSA–3, FCR–3, VAI–3 F1–Ratio and F2–Ratio, were applied to three diff erent experimental groups: 1) individuals with Down Syndrome, 2) speakers with profound hearing loss, and 3) hearing subjects without any chromosomal condition. Th e results proved that impaired subjects displayed a reduced vowel space, both in the range of F1 and F2, a great overlap between vowels and low speech intelligibility when compared to typical speakers. All measures were able to diff erentiate subjects with speech disorders from controls. In contrast, FCR–3 and F1–Ratio failed to distinguish people with Down Syndrome from deaf individuals.","PeriodicalId":40950,"journal":{"name":"Suvremena Lingvistika","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47875037","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 : 2021-12-01DOI: 10.22210/suvlin.2021.092.08
Alexey A. Timbay
Th e article establishes the role of interruption as a key communicative strategy which defi ned the character of the 2020 US presidential debates. It is posited that the participants of the debates, namely Donald Trump and Joseph Biden, realized how eff ective certain types of linguistic behavior could be and deliberately used specifi c communicative tactics to achieve better results and win the voters’ support. Some of the strategies that the participants resorted to were merely situational; however, most of the strategies identifi ed in the research had a recurrent nature representing the debating styles of the politicians. It is also assumed in the study that repeated breaches of a normal turn–taking process such as systemic interruptions have the potential to modify the public perception of the politician’s communicative styles, which are seen in the paper as inherent components of the politicians’ identities.
{"title":"Interruption as a reflection of speaker’s identity in the 2020 US presidential debates","authors":"Alexey A. Timbay","doi":"10.22210/suvlin.2021.092.08","DOIUrl":"https://doi.org/10.22210/suvlin.2021.092.08","url":null,"abstract":"Th e article establishes the role of interruption as a key communicative strategy which defi ned the character of the 2020 US presidential debates. It is posited that the participants of the debates, namely Donald Trump and Joseph Biden, realized how eff ective certain types of linguistic behavior could be and deliberately used specifi c communicative tactics to achieve better results and win the voters’ support. Some of the strategies that the participants resorted to were merely situational; however, most of the strategies identifi ed in the research had a recurrent nature representing the debating styles of the politicians. It is also assumed in the study that repeated breaches of a normal turn–taking process such as systemic interruptions have the potential to modify the public perception of the politician’s communicative styles, which are seen in the paper as inherent components of the politicians’ identities.","PeriodicalId":40950,"journal":{"name":"Suvremena Lingvistika","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44395589","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 : 2021-07-27DOI: 10.22210/suvlin.2021.091.06
Jakov Proroković
{"title":"Katica Balenović, (Među)jezikom do inog jezika: Kako ovladati engleskim članom, Zadar: Sveučilište u Zadru, 2020.","authors":"Jakov Proroković","doi":"10.22210/suvlin.2021.091.06","DOIUrl":"https://doi.org/10.22210/suvlin.2021.091.06","url":null,"abstract":"","PeriodicalId":40950,"journal":{"name":"Suvremena Lingvistika","volume":" ","pages":""},"PeriodicalIF":0.3,"publicationDate":"2021-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49132009","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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