The language of literature and the system of functional styles of standard language

U članku se govori o položaju jezika književnosti u sustavu funkcionalnih stilova standardnoga jezika. Jezik književnosti tradicionalno se shvaća kao književnoumjetnički ili beletristički funkcionalni stil koji zajedno s admi- nistrativnim, novinarskim, znanstvenim i razgovornim stilom čini sustav funkcionalnih stilova standardnoga jezika. Prijeporno je, međutim, je li je- zik književnosti zaista funkcionalni stil standardnoga jezika ili zbog svoje različitosti od jezika drugih funkcionalnih stilova, odnosno zbog vlastita spe- cifična odnosa prema jezičnome sustavu i standardnome jeziku, treba biti smatran jezikom sui generis. U članku se navode karakteristike jezika knji- ževnosti te razlike između njega i jezika u funkcionalnim stilovima te se nastoji pokazati kako jezik književnosti zaista jest jezik sui generis te kako ga treba drugačije sagledavati te proučavati metodologijom različitom od tra- dicionalne funkcionalnostilističke metodologije.The article deals with the position of the language of literature in the system of functional styles of the standard language. The language of literature is traditionally perceived as a literary or fictional functional style which to- gether with the administrative, journalistic, scientific and colloquial styles makes the system of functional styles of the standard language. However, it is a point at issue if the language of literature as such really is a functional style of the standard language or, because it differs from the language of other functional styles and because of its special relation to the language system and standard language, it should be considered as a language sui generis. The article specifies characteristics of the language of literature and differences between it and the language of functional styles. It also tries to show how the language of literature actually is the language sui generis and that it should be perceived in a different way and studied by means of methodology different from the traditional methodology of func- tional styles

Dani hrvatskoga jezika u Grazu

U Grazu su 29. i 30. svibnja 2008. održani vrlo uspješni Dani hrvatskoga jezika u organizaciji nekoliko kroatista

Usporedna povijest standardizacijskih procesa u zapadnim južnoslavenskim jezicima

Anita Peti-Stantić: Jezik naš i/ili njihov --- Vježbe iz poredbene povijesti južnoslavenskih standardizacijskih procesa, Zagreb: Srednja Europa, 2008. Odmah po objavljivanju knjiga Anite Peti-Stantić (2008) izazvala je veliku pozornost stručne i kulturne javnosti. Ova je knjiga, podijeljena u deset dijelova, opsežna studija o položaju hrvatskoga jezika u južnoslavenskome kontekstu s povijesnoga i sociolingvističkoga stajališta

Approach to lexical items in teaching Croatian as a second and foreign language

Obrada vokabulara jako je važan dio u nastavi stranoga i drugoga jezika. Čest je slučaj da učenici stranoga jezika ovladavanje vokabularom smatraju važnijim od ovladavanja jezičnim strukturama. Na nižim stupnjevima zainteresirani su za vokabular kako bi se mogli snaći u osnovnoj komunikaciji, a na višim stupnjevima trebaju razvijen vokabular kako bi razumjeli nijanse u značenju i mogli se precizno izražavati. Da bi se određena leksička jedinica smatrala dobro obrađenom u nastavi hrvatskoga kao drugoga i stranoga jezika, u obradu trebaju biti uključene sljedeće razine: ortoepska (pravilan izgovor glasova i naglasak), ortografska (pravilno pisanje), flektivna (fleksijska obilježja, oblici i glasovne promjene), sintaktička (na koji se način uključuje u rečenice), kolokacijska (kako se kombinira s drugim leksičkim jedinicama), semantička (što ona točno znači) i pragmatička (u kojim je situacijama i kontekstima upotreba pojedine leksičke jedinice primjerena). Pri obradi treba razlikovati takozvani prijamni vokabular (koji učenici razumiju, ali ne rabe samostalno) od proizvodnoga vokabulara (koji samostalno rabe) te im treba prilagoditi način obrade. Treba razlikovati i usvajanje vokabulara od njegova svjesnoga učenja. Jedna je od najvažnijih svrha nastave stranoga jezika otkriti i razviti načine pomoću kojih učenici mogu što uspješnije svjesno naučiti vokabular. Ovladavanje vokabularom vrlo je individualno te ovisi o potrebama i sklonostima učenika, a njegova individualnost raste proporcionalno stupnju ovladanosti stranim jezikom. Uspješnosti učenja vokabulara pridonosi dobro razumijevanje svake leksičke jedinice te njezino što češće ponavljanje i pojavljivanje u različitim kontekstima. Potrebno je dobro osmisliti koje će se leksičke jedinice poučavati u nastavi, koliko i kojim redoslijedom, osobito na nižim stupnjevima. Nastavnik treba raditi na razvijanju studentskih strategija i vještina te poticati studente da budu što samostalniji u ovladavanju vokabularom u stranome jeziku.Dealing with vocabulary is of great importance when teaching a foreign and second language. In many cases students who study a foreign language find mastering vocabulary more important than mastering linguistic structures. At lower or earlier learning stages they are interested in vocabulary in order to be able to manage basic communication in the foreign language, while at more advanced stages they need vocabulary proficiency in order to understand nuances in meaning and to be able to express themselves accurately. In order to consider a lexical unit well-dealt with in teaching Croatian as a second and foreign language, the following levels should be covered: orthoepic (correct pronunciation of sounds and accent), orthographic (correct writing), morphonologic (morphonologic characteristics of a certain lexical item, forms and sound changes), syntactic (how a lexical item is included in sentences), collocational (how a lexical item is combined with other lexical items), semantic (what it means exactly) and pragmatic (in which situations and contexts is the use of a certain lexical item adequate). In dealing with vocabulary a distinction should be made between so called receptive vocabulary (which students understand, but don\u27t use on their own) and productive vocabulary (which they actively use) and accordingly dealt with in adequate ways. Also, a distinction should be made between language acquisition and conscious language learning. One of the most important goals and purposes of foreign language teaching is to find and develop ways, activities and strategies by means of which students can consciously achieve mastery of vocabulary in the most effective way. Language learning and language acquisition are very individual and depend on the needs and affinities of students, and their individuality proportionally grows with the level of mastery of the foreign language. Learning of vocabulary can be improved by a good understanding of each lexical item and its frequent repetition and appearance in different contexts. It is necessary to pay great attention to figuring out which lexical items should be taught, how many of them and in which order, especially at lower levels of learning. Teacher should work on developing students\u27 strategies and skills and encourage students to be as self-reliant as possible in mastering foreign language vocabulary

HRVATSKI JEZIČNI IDENTITET U SVJETLU PROŠLIH I SADAŠNJIH IDEOLOGIJA

U radu je dan prikaz knjige Anite Peti-Stantić i Keitha Langstona HRVATSKO JEZIČNO PITANJE DANAS: IDENTITETI I IDEOLOGIJE (Srednja Europa, Zagreb, 2013.)

Dani hrvatskoga jezika u Grazu

U Grazu su 29. i 30. svibnja 2008. održani vrlo uspješni Dani hrvatskoga jezika u organizaciji nekoliko kroatista

Pragmatic Characteristics of Indefinite Pronouns in Croatian as a Second Language

This paper deals with some of the pragmatic characteristics of indefinite pronouns, specifically about the potential for expressing a negative attitude or stance by using them. The results of a quantitative survey will be presented exploring to what extent the potential to express a negative attitude using indefinite pronouns has been mastered. The research questionnaire consisted of two parts and examined the respondents’ command in terms of both comprehension and production of the pragmatic properties of indefinite pronouns in Croatian as a second language (CL2), and the examples used in the questionnaire were taken from the hrWaC 2.0 corpus (Ljubešić and Erjavec 2011). The research was conducted among students of CL2 at the levels B2 and C1 (N=60) who attended the programs of Croaticum – Centre for Croatian as Foreign and Second Language, University of Zagreb in the 2019/2020 academic year. The results obtained in this research can be applied in the development of learning materials intended for teaching the semantic and pragmatic features of indefinite pronouns in the instruction of CL2. They show that the pragmatic level needs to be included more thoroughly in the teaching of CL2 because its mastery is an essential component of language competence, especially at higher levels. The pragmatic properties of IP should also be taught, as should idiomatic expressions with IP. It is necessary to not only teach from an explicitly grammatical approach, but also to teach lexically in such a way that includes the pragmatic level, because IP have great pragmatic potential