Примењена лингвистика у част Ранку Бугарском - Језик у

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Tatjana Paunović: INTERCULTURAL COMMUNICATIVE COMPETENCE: ... Tatjana Paunović INTERKULTURNA KOMUNIKATIVNA KOMPETENCIJA: VIDETI NEVIDLJIVO 252 Rezime Razvijanje interkulturne komunikativne kompetencije (Byram 1997) u učenju stranog jezika nije lak posao za učenika – treba razumeti kako kultura oblikuje ponašanje ljudi i njihov pogled na svet; treba razvijati pozitivne stavove prema kulturnoj različitosti, kao i veštine neophodne da se prevaziđu prepreke u komunikaciji. Pri tome je od ključnog značaja sposobnost učenika da kritički posmatra, interpretira i saoseća sa drugima. To je težak posao i za nastavnike stranog jezika, koji učenike treba da vode kroz ovaj razvojni proces. Budući da su ciljevi učenja stranog jezika u savremnom pristupu definisani upravo u smislu sticanja interkulturne komunikativne kompetencije, ona treba da ima mnogo značajnije mesto i u obrazovanju samih nastavnika. U ovom radu predstavljena je analiza pisanih radova (dnevnika i eseja) 40 studentata osnovnih studija na Departmanu za anglistiku Filozofskog fakulteta Univerziteta u Nišu, koji su nastali kao rezultat njihovog rada na jednosemestralnom izbornom kursu usmerenom upravo na razvijanje interkulturne kompetencije. Kvalitativna analiza sadržaja (Carley 1990; Stemler 2001; Hüning 2007) primenjena na korpus studentskih radova imala je za cilj da identifikuje koncepte i tematske kategorije koji ukazuju na ideje, kulturne elemente i komunikativne kontekste koje su studenti smatrali relevantnim i uključili u svoje pisane sastave. Na temelju analize identifikovanih tema i koncepata u relaciji prema konkretnim kontekstima u kojima su se javili, interpretirani su stavovi studenata prema kulturnim razlikama, stepen kulturne ‘osetljivosti’ (cultural sensitivity), i njihova ‘kritička svest o kulturi’ (critical cultural awareness). Rezultate istraživanja autorka razmatra u kontekstu obrazovanja nastavnika engleskog kao stranog jezika u Srbiji, gde sposobnost da se ‘iskorači iz centra’ (the ability to decentre, Byram et al. 2002: 12; Bennett 2004) i obrazovanje ‘interkulturnih govornika’ tek treba da se definišu kao opšteprihvaćeni ciljevi obrazovanja. Ključne reči: interkulturna komunikativna kompetencija, kritički pristup, etnografski pristup, kvalitativna analiza sadržaja, obrazovanje nastavnika stranog jezika. Tatjana Paunović Filozofski fakultet, Univerzitet u Nišu e-mail: tpaunovic@gmail.com
Zoltán Kövecses IDIOMS, METAPHORS, AND MOTIVATION IN FOREIGN LANGUAGE TEACHING UDK 81`37 Abstract. In this paper, I make four suggestions: (1) The existence of many idioms and their meaning in particular languages derives from the presence of certain conceptual metaphors and that of systematic mappings in the mind of the speakers of these languages. (2) The existence of the same conceptual metaphor and their (metaphor-based) idiomatic expressions (together with their meanings) derive from some (near-)universal conceptual metaphors and the systematic mappings constituting them. (3) However, the linguistic expression of the same conceptual metaphor may vary from language to language. Speakers of different languages seem to have different patterns in expressing the conceptual metaphors. (4) The expression of the same conceptual metaphor may differ not only in the types of patterns speakers of different languages tend to make use of but also in the cultural-ideological backgrounds underlying the languages. If the suggestions for greater systematicity described in this paper are found valid and potentially useful by the applied linguistic community, we could begin to design new, large-scale projects between two or more languages that would map the most frequent and important idioms (and metaphorically used words) in the ways suggested briefly in this paper. The large-scale systematic motivation for such metaphor-based language may lead to more effective ways of teaching idioms in a foreign language teaching context than what is available today. Keywords: idioms, conceptual metaphors, mapping, systematicity, motivation, foreign language teaching. It is a commonplace in language pedagogy that one of the most difficult areas of foreign language teaching is idioms. The problem with idioms is that, according to the traditional view, most idioms are nontransparent or, in the terminology of cognitive linguistics, unmotivated, and this lack of transparency, or motivation, makes their teaching/learning difficult. However, the machinery of cognitive linguistics allows us to provide motivation for most idioms. As a result, motivation may facilitate the teaching/learning of idioms in foreign languages. I will look at four ways in which idioms may be seen as motivated, at least in a general and loose sense of motivation. My discussion will center around four 253
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PRIMENJENA LINGVISTIKA U ČAST RANK
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NOVA SERIJA IZ PRIMENJENE LINGVISTI
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SADRŽAJ / CONTENTS Nova serija iz
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Tatjana Paunović Intercultural com
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PRIMENJENA LINGVISTIKA U ČAST RANK
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JEZIK U UPOTREBI / LANGUAGE IN USE
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APPLIED LINGUISTICS IN HONOUR OF RA
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22 BIOGRAFIJA RANKA BUGARSKOG Refer
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24 A BIOGRAPHICAL SKETCH OF RANKO B
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26 BIOGRAFIJA RANKA BUGARSKOG 10. M
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Ranko Bugarski: SELEKTIVNA BIBLIOGR
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Ranko Bugarski UDK 81`33 PRIMENJENA
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Ranko Bugarski JEZIK U UPOTREBI / L
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