Pub Date : 2022-07-01DOI: 10.2478/jolace-2022-0012
Khafiza Ordabekova, S. Tulepova, M. Zholshayeva, K. Kurkebayev
Abstract The current article attempts to analyze the concept of “wolf” and its conceptualisations by native Kazakh people through the study of Kazakh idioms, set expressions, proverbs, sayings, and quotations with this component. The objective was to conduct the conceptual analysis in order to discern figurative-associative and evaluative meaning of the concept “wolf”. By presenting the cognitive model of this concept in the linguistic consciousness of the Kazakhs, its conceptualisation is demonstrated, the associative nature of the concept “wolf” and its universal, ideological and ethnocultural features are manifested. It was found that the concept “wolf” has various conceptualisations, reflecting the Kazakhs’ naive national-linguistic picture of the world and evokes interpretations with positive and negative connotations as well.
{"title":"The Concept “Wolf” in Kazakh Language: Traditional Conceptualisations","authors":"Khafiza Ordabekova, S. Tulepova, M. Zholshayeva, K. Kurkebayev","doi":"10.2478/jolace-2022-0012","DOIUrl":"https://doi.org/10.2478/jolace-2022-0012","url":null,"abstract":"Abstract The current article attempts to analyze the concept of “wolf” and its conceptualisations by native Kazakh people through the study of Kazakh idioms, set expressions, proverbs, sayings, and quotations with this component. The objective was to conduct the conceptual analysis in order to discern figurative-associative and evaluative meaning of the concept “wolf”. By presenting the cognitive model of this concept in the linguistic consciousness of the Kazakhs, its conceptualisation is demonstrated, the associative nature of the concept “wolf” and its universal, ideological and ethnocultural features are manifested. It was found that the concept “wolf” has various conceptualisations, reflecting the Kazakhs’ naive national-linguistic picture of the world and evokes interpretations with positive and negative connotations as well.","PeriodicalId":41689,"journal":{"name":"Journal of Language and Cultural Education","volume":"10 1","pages":"73 - 83"},"PeriodicalIF":0.1,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43203739","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 : 2022-07-01DOI: 10.2478/jolace-2022-0009
Onyebuchi Nwosu, Chidimma U. E. Inyima, Immaculate N. Dona-Ezenne, Obinna Ibezim, Ngozi G. Ugochukwu
Abstract The novel coronavirus (SAR-COV-2) and its attendant respiratory disease, COVID-19, said to have originated in Wuhan, China in December, 2019 has become a global concern with far-reaching impact on all facets of human life. Its impact on the English language can be seen in the emergence of new forms of expressions, extension of the meaning of existing words and the resuscitation of hitherto not commonly used expressions. A number of these innovations and usages affect the English language generally, yet language use is context-bound revealing the cultural realities of its users and their environment so that language at all times exhaustively catalogues the things, events and processes in its environment of use (Carrol, 1966:102). This study adopts the Functionalist Approach to investigate the linguistic impact of COVID-19 discourse on the Nigerian variety of the English language using data from Nairaland, an online Nigerian forum. It establishes that COVID-19 pandemic has informed new Englishes in Nigerian English by way of morphemic coinages, phrasal restructuring, syntactic composition, semantic broadening, lexical resuscitation and acronymic coinages.
{"title":"Epidemics and Language Rejuvenation: The Emergence and Use of New English Forms in the Covid-19 Pandemic Nigeria","authors":"Onyebuchi Nwosu, Chidimma U. E. Inyima, Immaculate N. Dona-Ezenne, Obinna Ibezim, Ngozi G. Ugochukwu","doi":"10.2478/jolace-2022-0009","DOIUrl":"https://doi.org/10.2478/jolace-2022-0009","url":null,"abstract":"Abstract The novel coronavirus (SAR-COV-2) and its attendant respiratory disease, COVID-19, said to have originated in Wuhan, China in December, 2019 has become a global concern with far-reaching impact on all facets of human life. Its impact on the English language can be seen in the emergence of new forms of expressions, extension of the meaning of existing words and the resuscitation of hitherto not commonly used expressions. A number of these innovations and usages affect the English language generally, yet language use is context-bound revealing the cultural realities of its users and their environment so that language at all times exhaustively catalogues the things, events and processes in its environment of use (Carrol, 1966:102). This study adopts the Functionalist Approach to investigate the linguistic impact of COVID-19 discourse on the Nigerian variety of the English language using data from Nairaland, an online Nigerian forum. It establishes that COVID-19 pandemic has informed new Englishes in Nigerian English by way of morphemic coinages, phrasal restructuring, syntactic composition, semantic broadening, lexical resuscitation and acronymic coinages.","PeriodicalId":41689,"journal":{"name":"Journal of Language and Cultural Education","volume":"10 1","pages":"42 - 55"},"PeriodicalIF":0.1,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41886495","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 : 2022-03-01DOI: 10.2478/jolace-2022-0003
Xénia Liashuk
Abstract The paper aims to explore the relation between students’ Moodle activity during different semester phases, measured through the total number of logs and quiz logs, and their final test score. The study takes a quantitative approach to the analysis: Spearman’s rank test is used to identify the presence and direction of correlation between variables in a sample of 53 observations, and linear regression is performed to probe the strength of this relation. The results show that there is a similar significant moderate correlation for the first and the second month of the formal instruction period and no significant correlation for the examination period. The outcomes of linear regression are statistically significant and suggest that Moodle activity can account for about 25% of the variation in the final score. Both students’ quiz activity during the formal instruction period and during the examination period are significantly moderately correlated with the final test score, which results in the suggestion that diverse interactive content that allows practicing and revising the material is of great importance in an effective e-learning course. A relatively robust moderate correlation between Moodle activity in the first month and the final test score suggests that educators can use Moodle statistics from as early as the first four weeks of instruction to identify procrastinating students and low achievers.
{"title":"Relation between Moodle Activity and Student Performance in the Context of EFL Training in Higher Education","authors":"Xénia Liashuk","doi":"10.2478/jolace-2022-0003","DOIUrl":"https://doi.org/10.2478/jolace-2022-0003","url":null,"abstract":"Abstract The paper aims to explore the relation between students’ Moodle activity during different semester phases, measured through the total number of logs and quiz logs, and their final test score. The study takes a quantitative approach to the analysis: Spearman’s rank test is used to identify the presence and direction of correlation between variables in a sample of 53 observations, and linear regression is performed to probe the strength of this relation. The results show that there is a similar significant moderate correlation for the first and the second month of the formal instruction period and no significant correlation for the examination period. The outcomes of linear regression are statistically significant and suggest that Moodle activity can account for about 25% of the variation in the final score. Both students’ quiz activity during the formal instruction period and during the examination period are significantly moderately correlated with the final test score, which results in the suggestion that diverse interactive content that allows practicing and revising the material is of great importance in an effective e-learning course. A relatively robust moderate correlation between Moodle activity in the first month and the final test score suggests that educators can use Moodle statistics from as early as the first four weeks of instruction to identify procrastinating students and low achievers.","PeriodicalId":41689,"journal":{"name":"Journal of Language and Cultural Education","volume":"10 1","pages":"25 - 37"},"PeriodicalIF":0.1,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46711194","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 : 2022-03-01DOI: 10.2478/jolace-2022-0006
Petra Ivenz, Eva Reid
Abstract One of the long-term aims of the European Union is to incorporate intercultural education into lessons in foreign languages. However, studies have shown that teachers of foreign languages often do not know what intercultural teaching involves and are themselves not interculturally competent. The aim of an elective course Intercultural training in a teacher training study program is to develop students’ intercultural communicative competences (ICC) and to teach them various teaching techniques and activities for the development of ICC. An activity for this intervention is called Aliens, where students were creating their planets (cultures) with sociocultural and historical foundations and sociolinguistic and pragmatic aspects of their newly developed cultures. Four lessons focused on intercultural topics such as greetings, addressing, non-verbal communication, small talk, punctuality, diversity, etc. were conducted before the intervention. The main aim of this intervention was to develop intercultural communicative competences (awareness, sociocultural knowledge, sociolinguistic and pragmatic competences) and positive attitudes towards difference and respect for other cultures. The intervention was conducted via four-step action research and it was evaluated as very successful, as students were able to reflect on their own and other cultures, and showed open-mindedness, curiosity, and acceptance toward foreign cultures.
{"title":"Development of Students’ Intercultural Communicative Competence via Creating Their Own Cultures","authors":"Petra Ivenz, Eva Reid","doi":"10.2478/jolace-2022-0006","DOIUrl":"https://doi.org/10.2478/jolace-2022-0006","url":null,"abstract":"Abstract One of the long-term aims of the European Union is to incorporate intercultural education into lessons in foreign languages. However, studies have shown that teachers of foreign languages often do not know what intercultural teaching involves and are themselves not interculturally competent. The aim of an elective course Intercultural training in a teacher training study program is to develop students’ intercultural communicative competences (ICC) and to teach them various teaching techniques and activities for the development of ICC. An activity for this intervention is called Aliens, where students were creating their planets (cultures) with sociocultural and historical foundations and sociolinguistic and pragmatic aspects of their newly developed cultures. Four lessons focused on intercultural topics such as greetings, addressing, non-verbal communication, small talk, punctuality, diversity, etc. were conducted before the intervention. The main aim of this intervention was to develop intercultural communicative competences (awareness, sociocultural knowledge, sociolinguistic and pragmatic competences) and positive attitudes towards difference and respect for other cultures. The intervention was conducted via four-step action research and it was evaluated as very successful, as students were able to reflect on their own and other cultures, and showed open-mindedness, curiosity, and acceptance toward foreign cultures.","PeriodicalId":41689,"journal":{"name":"Journal of Language and Cultural Education","volume":"10 1","pages":"61 - 69"},"PeriodicalIF":0.1,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47734878","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 : 2022-03-01DOI: 10.2478/jolace-2022-0005
Shu-Ying Liu
Abstract Engaging with social, political, and cultural topics can pose challenges in English language teaching classrooms. These sites represent linguistically diverse settings housing distinct ideologies. This article documents classroom interactions that began with exposure to a science fiction film and progressed to a discussion of contemporary sociopolitical concerns that resonated with ELLs. Drawing on this case study, the article explores how an instructor and her ELL students addressed sociopolitical topics in a science fiction–themed classroom. The author analyzes student–teacher and student–student interactions in the classroom and the instructor’s subsequent self-reflection. Findings suggest that, when adopting intellectually stimulating materials that foster ELLs’ agency in learning, teachers need scaffolding to meaningfully incorporate such tools into a critical pedagogical approach.
{"title":"Science Fiction and Political Imagination: ELLs Co-constructing Critical Social Justice Narratives in the ELT Classroom","authors":"Shu-Ying Liu","doi":"10.2478/jolace-2022-0005","DOIUrl":"https://doi.org/10.2478/jolace-2022-0005","url":null,"abstract":"Abstract Engaging with social, political, and cultural topics can pose challenges in English language teaching classrooms. These sites represent linguistically diverse settings housing distinct ideologies. This article documents classroom interactions that began with exposure to a science fiction film and progressed to a discussion of contemporary sociopolitical concerns that resonated with ELLs. Drawing on this case study, the article explores how an instructor and her ELL students addressed sociopolitical topics in a science fiction–themed classroom. The author analyzes student–teacher and student–student interactions in the classroom and the instructor’s subsequent self-reflection. Findings suggest that, when adopting intellectually stimulating materials that foster ELLs’ agency in learning, teachers need scaffolding to meaningfully incorporate such tools into a critical pedagogical approach.","PeriodicalId":41689,"journal":{"name":"Journal of Language and Cultural Education","volume":"10 1","pages":"47 - 60"},"PeriodicalIF":0.1,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46457871","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 : 2022-03-01DOI: 10.2478/jolace-2022-0004
Phan Ngoc Son
Abstract This research aims to uncover linguistic and cultural features in dish names, also known as culinaronyms. The purpose of this study is to show how the culinaronym is structured, specifically to examine the link between the components of the name and its semantic diversification within the word. Additionally, this study will identify the characteristics of the culinary trends of an ethnic group based on the dishes of that language. The results exhibit that culinaronyms are created by linking, recreating, adding, and rotating its components. In addition, the modern culinary trend is gradually synching with the trend of developing life, the need for healthy living and the promotion of traditional values, combined with modern factors. The prospect that the topic will contribute to the study of culinary language, especially within the field of identifiers, is the idea that it will create a foundation for the study of culinary culture based on the linguistic features of dish names, and food of one nation or another.
{"title":"Modern Dishes: How Are They Named and What Do They Tell Us about Culinary Trends?","authors":"Phan Ngoc Son","doi":"10.2478/jolace-2022-0004","DOIUrl":"https://doi.org/10.2478/jolace-2022-0004","url":null,"abstract":"Abstract This research aims to uncover linguistic and cultural features in dish names, also known as culinaronyms. The purpose of this study is to show how the culinaronym is structured, specifically to examine the link between the components of the name and its semantic diversification within the word. Additionally, this study will identify the characteristics of the culinary trends of an ethnic group based on the dishes of that language. The results exhibit that culinaronyms are created by linking, recreating, adding, and rotating its components. In addition, the modern culinary trend is gradually synching with the trend of developing life, the need for healthy living and the promotion of traditional values, combined with modern factors. The prospect that the topic will contribute to the study of culinary language, especially within the field of identifiers, is the idea that it will create a foundation for the study of culinary culture based on the linguistic features of dish names, and food of one nation or another.","PeriodicalId":41689,"journal":{"name":"Journal of Language and Cultural Education","volume":"10 1","pages":"38 - 46"},"PeriodicalIF":0.1,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47288560","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 : 2022-03-01DOI: 10.2478/jolace-2022-0002
Junyu Chen
Abstract This study examined how Japanese instructors utilize scaffolding strategies during classroom teaching. By closely investigating the question-answer interaction that occurred in an elementary-level Japanese class through Conversation Analysis (CA), this study categorized four types of scaffolding strategies utilized by the Japanese instructors: partial answer, asking further questions, gestures, and giving more information. Findings also uncovered how Japanese teachers utilized these specific scaffolding tactics when students encountered difficulties in the language classroom. Then, this study discussed a more generalized frame of scaffolding strategies in question-answer interaction in the Japanese language classroom. Finally, the conclusion indicated the pedagogical implication of scaffolding strategies in Japanese language teacher education.
{"title":"Scaffolding in an Elementary-level Japanese Language Classroom Question-Answer Interactions","authors":"Junyu Chen","doi":"10.2478/jolace-2022-0002","DOIUrl":"https://doi.org/10.2478/jolace-2022-0002","url":null,"abstract":"Abstract This study examined how Japanese instructors utilize scaffolding strategies during classroom teaching. By closely investigating the question-answer interaction that occurred in an elementary-level Japanese class through Conversation Analysis (CA), this study categorized four types of scaffolding strategies utilized by the Japanese instructors: partial answer, asking further questions, gestures, and giving more information. Findings also uncovered how Japanese teachers utilized these specific scaffolding tactics when students encountered difficulties in the language classroom. Then, this study discussed a more generalized frame of scaffolding strategies in question-answer interaction in the Japanese language classroom. Finally, the conclusion indicated the pedagogical implication of scaffolding strategies in Japanese language teacher education.","PeriodicalId":41689,"journal":{"name":"Journal of Language and Cultural Education","volume":"10 1","pages":"16 - 24"},"PeriodicalIF":0.1,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48688190","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 : 2022-03-01DOI: 10.2478/jolace-2022-0001
Kristina Goodnight, Catherine van Beuningen, R. de Graaff
Abstract Improvisational drama techniques (IDTs) can benefit foreign language (FL) learners by offering them an engaging way to practise speaking while hiding behind the safety of a character mask. This study aimed to glean perceptions toward and experiences with IDTs among FL student teachers, as well as training needs related to integrating IDTs as a pedagogical tool. Foreign language student teachers at a Dutch university who had not received IDT-training took part in a questionnaire (n = 197). Former student teachers who had taken such a course in drama were interviewed in depth (n = 9). Almost all student teachers - both those who had and had not received IDT-training-shared the belief that IDTs have added pedagogical value. The majority of student teachers who had not had drama training indicated that they did not often implement IDTs in their classes. Former student teachers who had IDT-training continued to integrate IDTs with some regularity. Both groups provided valuable input on the components that should be included in a future IDT-training module for both student teachers and in-service teachers. Our findings give rise to the hypothesis that training can play a key role in galvanizing teachers to implement IDTs, and allow us to formulate design criteria for an innovative training module.
{"title":"Why all the drama? Perceptions and Experiences of Foreign Language Student Teachers on Training in Improvisational Drama Pedagogy","authors":"Kristina Goodnight, Catherine van Beuningen, R. de Graaff","doi":"10.2478/jolace-2022-0001","DOIUrl":"https://doi.org/10.2478/jolace-2022-0001","url":null,"abstract":"Abstract Improvisational drama techniques (IDTs) can benefit foreign language (FL) learners by offering them an engaging way to practise speaking while hiding behind the safety of a character mask. This study aimed to glean perceptions toward and experiences with IDTs among FL student teachers, as well as training needs related to integrating IDTs as a pedagogical tool. Foreign language student teachers at a Dutch university who had not received IDT-training took part in a questionnaire (n = 197). Former student teachers who had taken such a course in drama were interviewed in depth (n = 9). Almost all student teachers - both those who had and had not received IDT-training-shared the belief that IDTs have added pedagogical value. The majority of student teachers who had not had drama training indicated that they did not often implement IDTs in their classes. Former student teachers who had IDT-training continued to integrate IDTs with some regularity. Both groups provided valuable input on the components that should be included in a future IDT-training module for both student teachers and in-service teachers. Our findings give rise to the hypothesis that training can play a key role in galvanizing teachers to implement IDTs, and allow us to formulate design criteria for an innovative training module.","PeriodicalId":41689,"journal":{"name":"Journal of Language and Cultural Education","volume":"10 1","pages":"1 - 15"},"PeriodicalIF":0.1,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48877429","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: 10.2478/jolace-2021-0021
Alebachew Fentaw, Tesfaye Dagnew, Ayenew Guadu
Abstract Aiming at explicating structural prolepsis, and how temporality of reading and living are related, the study was conducted on Tell Me Your Dreams (1998) and its respective Amharic translation (Hilimishn Achawichgn-ህልምሽን አጫውችኝ, 2009).The English novel is anticipation of retrospection. The structural prolepsis propels the story without excursion. But the Amharic translation is not; there is no structural prolepsis. The present is constructed retrospectively and reveals that the best of times is yet to come in the English novel; the future has a retrospective significance of meaning to the present. There is a hermeneutic circle between the presentification of reading the English novel and the depresentification of real life present. The present of the English novel and the lived present of real life are experienced in preterite form in relation to a future to come. The future of real life and the English narrative are the same for both are unknown and imagined. The A and B philosophy of time solidified the literariness of the English narrative, but temporal becoming is emphasized in the Amharic translation. The past has just been, and so is not; the future is to be, and so is not yet. Thus, its literariness can’t be sensed.
{"title":"Time in literary translation: Anticipation of retrospection, temporality of reading and living","authors":"Alebachew Fentaw, Tesfaye Dagnew, Ayenew Guadu","doi":"10.2478/jolace-2021-0021","DOIUrl":"https://doi.org/10.2478/jolace-2021-0021","url":null,"abstract":"Abstract Aiming at explicating structural prolepsis, and how temporality of reading and living are related, the study was conducted on Tell Me Your Dreams (1998) and its respective Amharic translation (Hilimishn Achawichgn-ህልምሽን አጫውችኝ, 2009).The English novel is anticipation of retrospection. The structural prolepsis propels the story without excursion. But the Amharic translation is not; there is no structural prolepsis. The present is constructed retrospectively and reveals that the best of times is yet to come in the English novel; the future has a retrospective significance of meaning to the present. There is a hermeneutic circle between the presentification of reading the English novel and the depresentification of real life present. The present of the English novel and the lived present of real life are experienced in preterite form in relation to a future to come. The future of real life and the English narrative are the same for both are unknown and imagined. The A and B philosophy of time solidified the literariness of the English narrative, but temporal becoming is emphasized in the Amharic translation. The past has just been, and so is not; the future is to be, and so is not yet. Thus, its literariness can’t be sensed.","PeriodicalId":41689,"journal":{"name":"Journal of Language and Cultural Education","volume":"9 1","pages":"90 - 103"},"PeriodicalIF":0.1,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42229728","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: 10.2478/jolace-2021-0017
Eva Vitézová
Abstract The teaching of literature (and at the same time the teaching of the history of national literature) together with education in the field of the mother tongue has always been one of the key areas of education in the Slovak school system, therefore they have always received due and even special attention. Literary education (teaching literature) is a specific school process of literary communication and metacommunication, which can be interpreted in two ways in secondary school conditions: the first represents literary education as a traditional and stable part of the subject Slovak language and literature. Its goal is to prepare the pupil for the maturita exam. The second view presents literary education as a way to search for the meaning of human life through a functional chain of reception and interpretation of artistic texts. A fundamental problem of current education in the field of literature is the transfer of information from the latest scientific research into school practice. Another long-term and permanent problem of teaching literature at Slovak grammar schools and secondary schools is that literary education practice overestimates the informative component of the curriculum focused on memory acquisition. The paper introduces and discusses the number of theoretical and practical problems which arise in connection with the above-mentioned problems, as well as with teaching literary analysis and organizing the complex of tasks related to the meaningful reading of literary texts.
{"title":"Teaching literature at Slovak secondary schools (Text and context in literary education)","authors":"Eva Vitézová","doi":"10.2478/jolace-2021-0017","DOIUrl":"https://doi.org/10.2478/jolace-2021-0017","url":null,"abstract":"Abstract The teaching of literature (and at the same time the teaching of the history of national literature) together with education in the field of the mother tongue has always been one of the key areas of education in the Slovak school system, therefore they have always received due and even special attention. Literary education (teaching literature) is a specific school process of literary communication and metacommunication, which can be interpreted in two ways in secondary school conditions: the first represents literary education as a traditional and stable part of the subject Slovak language and literature. Its goal is to prepare the pupil for the maturita exam. The second view presents literary education as a way to search for the meaning of human life through a functional chain of reception and interpretation of artistic texts. A fundamental problem of current education in the field of literature is the transfer of information from the latest scientific research into school practice. Another long-term and permanent problem of teaching literature at Slovak grammar schools and secondary schools is that literary education practice overestimates the informative component of the curriculum focused on memory acquisition. The paper introduces and discusses the number of theoretical and practical problems which arise in connection with the above-mentioned problems, as well as with teaching literary analysis and organizing the complex of tasks related to the meaningful reading of literary texts.","PeriodicalId":41689,"journal":{"name":"Journal of Language and Cultural Education","volume":"9 1","pages":"12 - 39"},"PeriodicalIF":0.1,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43464485","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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