Dinamičnost naknadne dječje dvojezičnosti

The paper presents two theoretical models of multilingual/bilingual development – Dynamic Model of Multilingualism (DMM) and Thresholds Theory (TT). The data from a case study of a successive Croatian (L1) – English (L2) bilingual development are presented in the light of DMM and TT. The author concludes that the mentioned models have a significant explanatory power but are not yet refined enough to present a multitude of aspects and interacting components in the development of successive childhood bilingualism.U radu se prikazuju dva teorijska modela višejezičnoga/dvojezičnoga razvoja – Dinamični Model Višjezičnosti (DMV) i Teorija Praga (TP). U svjetlu spomenutih modela, autorica intepretira podatke dobivene praćenjem jednoga slučaja naknadnoga hrvatsko (J1)- engleskog (J2) dvojezičnog razvoja. Autorica zaključuje da spomenuti modeli imaju znatnu objasnidbenu snagu, ali još nisu dovoljno razrađeni da bi mogli predočiti/objasniti svo bogatstvo različitih vidova naknadnoga dvojezičnoga razvoja te međudjelovanje različitih sastavnica tijekom istoga

Dinamičnost naknadne dječje dvojezičnosti

The paper presents two theoretical models of multilingual/bilingual development – Dynamic Model of Multilingualism (DMM) and Thresholds Theory (TT). The data from a case study of a successive Croatian (L1) – English (L2) bilingual development are presented in the light of DMM and TT. The author concludes that the mentioned models have a significant explanatory power but are not yet refined enough to present a multitude of aspects and interacting components in the development of successive childhood bilingualism.U radu se prikazuju dva teorijska modela višejezičnoga/dvojezičnoga razvoja – Dinamični Model Višjezičnosti (DMV) i Teorija Praga (TP). U svjetlu spomenutih modela, autorica intepretira podatke dobivene praćenjem jednoga slučaja naknadnoga hrvatsko (J1)- engleskog (J2) dvojezičnog razvoja. Autorica zaključuje da spomenuti modeli imaju znatnu objasnidbenu snagu, ali još nisu dovoljno razrađeni da bi mogli predočiti/objasniti svo bogatstvo različitih vidova naknadnoga dvojezičnoga razvoja te međudjelovanje različitih sastavnica tijekom istoga

HOW WELL DO CROATIAN LEARNERS SPEAK ENGLISH?

U radu se raspravlja o problematici vrednovanja vještine govorenja u stranome (engleskome) jeziku te se detaljno prikazuju proces i rezultati vrednovanja vještine govorenja u sklopu znanstveno-istraživačkoga projekta MZOŠ-a ‘Engleski jezik u Hrvatskoj’. Rezultati vrednovanja pokazuju da i na kraju osnovnoškolskoga i srednjoškolskoga obrazovanja učenici mogu komunikacijski učinkovito koristiti engleski jezik, što jest i glavni cilj suvremene nastave stranoga jezika, no da bi bilo poželjno dodatno poraditi na točnosti njihova usmenoga iskaza.The paper discusses issues related to assessing the speaking skill in English as a foreign language. The paper also presents the process and the results of assessing the speaking skill within the Croatian Ministry of Science, Education and Sport research project - English in Croatia. Assessment results show that grade 8 and grade 12 learners are communicatively competent when speaking English. Although this is the main goal of teaching English as a foreign language, the author stresses that in the process of teaching more attention should be payed to the accuracy of learners’ speech

Terms of Foreign Origin in Kinesiological Terminology

The aim of this study was to analyse the words of foreign origin that have entered the Croatian language and that are used within the domain of kinesiology, the science of human movement. The sample consisted of 659 technical terms that were ultimately categorised into eight categories: terms of English, French, Latin, Italian, German and Greek origin, and the categories proper names and other languages. The allocation of terms per category was expressed both in frequency distributions and in percentages. It is evident that the terms of English origin were the most frequent ones (26.6%), as well as proper names (26.6%), followed by the terms from French (10.9%), Latin (9.5%) and Italian (9%). There are some technical terms that are borrowings for which there are no originally Croatian translation equivalents, and for a number of them such equivalents might never be found. However, it is possible to find Croatian counterparts for the other terms of foreign origin which could appropriately denote the concepts in question. In the end, it is also concluded that the international nature of kinesiological vocabulary helps in developing communicative competence in Croatian sportsmen when using English as a foreign language

Percepcija utjecaja učenja stranoga jezika na osobnost

The argument that language exerts an important influence on the cognitive processes of an individual was first proposed by Edward Sapir, and was also adopted by the sociocultural theory of L. S. Vygotsky and his followers. Lately, the issue of language and identity has become a vibrant topic in SLA research. Based on the responses of 186 proficient learners of English as a foreign language, this paper tries to analyze the link between language learning and the development of personality/ies in the foreign language learning context. The research shows that the issue of language and personality is important to bilinguals, regardless of whether they think that their personality does or does not change when they speak their different languages.Tvrdnju da jezik vrši velik utjecaj na kognitivne procese pojedinca prvi je iznio Edward Sapir, a kasnije ju je usvojila sociokulturalna teorija L. S. Vygotskog i njegovih sljedbenika. U posljednje vrijeme, pitanje odnosa jezika i identiteta postalo je prilično izraženo u okviru istraživanja procesa ovladavanja inim jezikom. U ovome su radu predstavljeni rezultati istraživanja provedenog na 186 naprednih učenika engleskog kao stranoga jezika. Analizira se predodžba veze između učenja stranog jezika i razvoja osobnosti (jedne ili više njih). Istraživanje je pokazalo da je pitanje jezika i osobnosti važno dvojezičnim osobama, iako je većina ispitanika izvijestila da ne osjećaju promjene u svojoj osobnosti pri korištenju različitih jezika

Testiranje znanja stranoga jezika - što nam otkrivaju usmena izvješća

The paper deals with several issues related to testing second language learners’ 1 communicative language competence. It concentrates on verbal protocols as a means of gaining insight into learners’ test taking strategies and cognitive processes, and as one of the ways of checking test validity and reliability. The research part of the paper presents results of the application of the verbal protocol technique with primary school children who were faced with three different cloze-test tasks. The research proved that verbal protocols can be used with learners of this age group, and that the application of verbal protocols is very important for a more reliable interpretation of learners’ test results.U članku se raspravlja o problematici testiranja komunikacijske jezične kompetencije učenika stranoga jezika. Akcenat je na usmenim izvješćima učenika kao načinu da se stekne uvid u učeničke strategije rješavanja testova i kognitivne procese koje pri tom koriste, kao i o načinu provjere valjanosti i pouzdanosti testa. Prikazani su i rezultati istraživanja u kojem su učenici osnovne škole trebali primijeniti verbalne protokole dok su rješavali tri različita cloze-testa. Istraživanje je potvrdilo da su osnovnoškolci sposobni rješavati test i istovremeno izvještavati o tome te da su informacije dobivene tim usmenim izvješćima vrlo bitne za pouzdaniju interpretaciju učeničkih rezultata na testu

SLA and OVIJ: What\u27s behind the acronym?

U radu se iznosi kraći osvrt na znanstveno-istraživačku disciplinu koja se bavi istraživanjem procesa usvajanja odnosno učenja drugoga i stranoga jezika, a koja je u svijetu poznata pod akronimom SLA. Glavna je svrha rada predstavljanje hrvatskoga nazivlja za samu disciplinu i neke od najučestalijih pojmova koji se pojavljuju u raspravama iz spomenutoga znanstveno-istraživačkoga područja. Kao inačicu za `Second Language Acquisition Research\u27, tj. SLA, želi se utvrditi već predloženi naziv `ovladavanje inim jezikom\u27 (Jelaska, 2007b) i skraćenica OVIJ te potaknuti rasprava o tome, kao i ostalim spomenutim nazvima. Kako se željelo predstaviti što šire nazivlje u jednome članku, ne ulazi se u detaljniju raspravu o porijeklu određenoga naziva i njegove prijevodne inačice, nego ih se nastoji odrediti prikazom nastanka same discipline te naznakama nekih od ključnih pitanja kojima se OVIJ danas bavi.The paper introduces some of the basic questions of second language acquisition research, with the primary aim of establishing Croatian equivalent terminology for the terms frequent in SLA publications. As a name for the discipline the author advocates the establishment of the term `ovladavanje inim jezikom\u27 (already proposed by Jelaska, 2007b) and its acronym OVIJ. The purpose of the paper is to raise discussion among Croatian SLA experts about the terms in question which could then lead to a greater uniformity or consistency of terminology in Croatian research dealing with SLA