PREDSTAVLJANJE GLAGOLA U NEMAČKO-SRPSKIM ŠKOLSKIM REČNICIMA

In der vorliegenden Arbeit werden wir uns mit grammatischen Angaben zu den Verben in deutsch-serbischen Schulwörterbüchern befassen. Bei der Analyse gehen wir von der Tatsache aus, dass in den Schulwörterbüchern folgende Angaben zu den Verben angegeben werden sollten: Angabe der Konjugation, Perfektbildungsangabe, Verbvalenzangabe und Angabe der Reflexivität. Es wird auch die Form, wie diese Angaben dargestellt sind, analysiert. Für diese Forschung haben wir zwei Wörterbücher für die Grundschule und zwei Wörterbücher für die Mittelschule ausgewählt. Es handelt sich um die neuesten Ausgaben dieser Wörterbücher. Wir werden einen Vergleich zwischen den Artikeln in den Wörterbüchern für die Grundschule und den Artikeln in den Wörterbüchern für die Mittelschule im Hinblick auf die Behandlung der grammatischen Angaben bei den Verben machen und feststellen, ob die angeführten grammatischen Angaben der Zielgruppe und dem Schulalter der Schüler angepasst sind.

ICT IN TEACHING – ONCE A CHOICE, NOW A NECESSITY

The usage of ICT in the teaching process was a recommendation and an opportunity to innovate and actualize it until only a few months ago. The inevitable change caused by the unexpected circumstances triggered by Covid-19 brought all teachers into a situation where there was no room for consideration and no option to avoid the use of modern technology for learning and teaching purposes. Taking into account current situation that indicates the need for integration ICT into the teaching process, the aim of this paper was to analyze the relevant research, to point out the inevitability of providing additional support to teachers for the use of ICT in teaching. Accordingly, the research objectives was: pedagogical significance and contribution of ICT integration in the teaching process, the importance of the role of teachers in the process of ICT integration in teaching, as well as potential obstacles and difficulties that teachers may face in using ICT in teaching process. The obtained results can contribute to a more comprehensive view of the problems that teachers could face in the implementation of ICT in teaching, which would allow the determination of directions that would affect changes in their opinion related to acceptance and promotion of learning in ICT environment, as well as advantages to innovate teaching process by using ICT in teaching.

THE STUDENT AS AN ACTIVE RECIPIENT OF LITERARY ART

The theory of reception in the study of literature is based on the knowledge that the reader is an indispensable actor in the realization of a literary work, as well as in the process of its spiritual form. A literary work of art can come to life and realize its true function only if the one receiving it understands and experiences it in the right way, if he manages to interpret and adopt the message that the writer sends him through the work. There is therefore a common opinion that the writer and the reader jointly create and revive the wonderful world of literary art. This paper points out the importance of educating early primary school students for the proper reception, understanding and emotional experience of a literary text. The precondition to achieve success in this endeavor, is that students successfully master the skill of reading and familiarize themselves in a comprehensive way with the different types of reading. Modern schooling also sets an important task for the teacher, which is to motivate students to read and experience literary works; and above all to encourage and help students develop their own internal motivation to read.

EDUCATIONAL ASPECTS OF ADULT PARTICIPATION IN PLAYFUL ACTIVITIES

Playfulness in adulthood has been shown to be un-researched scientific issue. We believe that it is because of earlier non-recognition of this issue as a special field of study, but also the existence of a popular belief that the playful activities are reserved only for children. Just because of the lack of initiative and coherent researches that take into account playful activities in adulthood and characteristic of playfulness as a personal trait this research can be considered as the first research of that kind in the Republic of Serbia. The aim of this research is to determine adult perceptions of their playfulness and dominant cognitive qualities of playfulness. Adult Playfulness Trait Scale was used (APTS, Shen, Chick & Zin, 2014) to explore adult playfulness and inherent cognitive characteristic of this personal trait. Research sample consists of 1234 adult individuals aged from 18 to above 60 years from a cities and villages of Serbian area. The results of this research show that respondents recognize and highly value all tree sub-dimensions of playfulness trait: fun-seeking motivation, uninhibitedness and spontaneity. An important finding of this research is one that indicates on the characteristics of fun-seeking motivation sub-dimension as dominant one.

THE MEANING OF THE LITERARY TEXT – READER’S INDIVIDUAL ACT

The relationship between a literary text and a reader, and especially the triad the author – the text – the reader are complex phenomena that have been studied from different perspectives in the science of literature. However, the least attention has been paid to the reader as an important, if not the most important factor in the process of successfully revealing numerous potential meanings of the literary text. Only at the beginning of the 20th century did the reader become a significant component in the interpretation of the text. Many scientific disciplines have become interested in the reader, while his emotional sensitivity, motivation to read, depth of experience and level of mental engagement have become crucial for all possible meanings of the text. The reader becomes the key element in the process of understanding the text, whose dedication and level of reception and the future fate of the text will depend on. Starting from Ingarden’s claim that there are two different phases of interpreting a literary text (while-reading and post-reading phase), and having in mind the need to educate a true, dedicated, realistic reader, this paper highlights the importance of good motivation for experiencing and understanding a text as a prerequisite for nurturing a literary taste, developing the emotional sensitivity and individuality of a person from an early age. Understanding a literary text, whether by listening or reading, implies a mentally active recipient who is fully engaged in both phases and in direct contact with the text, and he discovers, interprets and re-creates the literary text based on his personal experience, while at the same time advancing himself spiritually, aesthetically and emotionally with new meanings that the text radiates. That is why the approach to a literary text should always be open-minded and new, it should look for unexpected, original answers that are an expression of the reader’s individual experience.

MEDIA, ETHICAL NORMS AND MEDIA LITERACY EDUCATION

Media reporting requires ethical prudence. Journalistic ethics must set norms, guidelines, rules, and codes that will provide for truthfulness and accuracy; impartiality and honesty; respect for personality and privacy; independence from individual interests; accountability to society and social goods; respect for the law; moral, competence and good taste.. New media offer quick contact, promotion, exchange of thought, and freedom of expression. New technologies, such as the Internet, do not change the necessity of posing basic ethical issues of privacy violations, intellectual property or identity theft, dissemination of fake information, but only give them a greater dimension. The current body of research provides ample evidence of the growing need for media literacy instruction in all schooling levels in order to educate and protect the young from unethical social media contents. Therefore, this paper will deal with the problem of media, ethical norms and media literacy education comprising teaching moral reasoning and critical thinking skills. Media literacy must be incorporated in all schooling levels, from the lowest and progressing towards the highest. Even the youngest ones nowadays know how to stream, how to twitch and use social media but they are not fully aware of possible negative effects. Media and the Internet especially should be seen as an instrument of change and progress but they can be manipulative as well. However, the role of the responsible society is to educate the young how to use media to their advantage and successfully differentiate ethical from the unethical in the media of the contemporary networking world.

OUR SCHOOL IN EYES OF GAMER GENERATION: HOW VIDEO GAMES EXPOSE DEEP PROBLEMS OF OUR EDUCATION

From the theoretical perspective of the contemporary educational theory and didactics, there are many problems concerning our elementary and high school curriculums (within the educational system of Republic of Serbia). There is also empirical evidence that our education is outdated, ill-construed and with the problematic conception of the learning process in its core. However, those problems are rarely considered and presented from the students’ point of view. In this paper, I am approaching the problems of our educational system from that perspective. I argue that the deep flaws in our education are even more evident to the newest, so-called: gamer generation. As the argument in favour of this negative claim, I offer an analysis of the learning process within the video games insisting that it is – as a sort of Dewian conception of learning – superior to the learning process typically assumed in our school. On the basis of that analysis, I propose that students acquainted and familiar with such learning process would naturally be even more reluctant and less motivated for learning in old fashioned way still present in our school system. As for the closing and positive part of the paper, my main suggestion is that focusing school curriculums around the competences tightly connected to reasoning and discovering (and also encouraging a heuristic approach as the preferable teaching method) can make our education better in both respects: objectively and in the eyes of the students we teach.

THE ARCHEOLOGY OF LANGUAGE AND POETRY FOR BEGINNERS – APPLICATION OF ORAL LYRICS IN DIALECT IN TEACHING

Oral lyric poetry in a dialect can be found neither in the curriculum nor in textbooks. The purpose of this paper is to promote homeland literature as a step toward gaining insight into universal culture and civilization while its main objective is to present the methods and importance of a significant teaching principle in training students coming from a dialectal environment – the homeland principle, which implies getting acquainted with the literature originating from the homeland characterized by homeland motifs and dialect. Concurrently, this paper aims at suggesting the possibilities of applying oral lyric poetry in a dialect while teaching students who come from the environment marked by the concordance between the standard language and native tongue, or by slight deviations between the two, as well as at presenting relevant sources from which to obtain material for such activities. This would allow for a more thorough and complete understanding of our oral lyric poetry and acquiring the value and messages it conveys. The applicability of oral lyric poetry is observed in regular classes of the Serbian language and literature (studying perusal, the history of the Serbian language, acquiring standard language and dialect concepts, studying author literature in a dialect, etc.), in extracurricular classes, as well as in the correlation with other school subjects (history, geography, music).

MRGUDA BY PETAR KOČIĆ – A VICTIM OR A REAL HERO

A strong love and suffering because of it, almost an archetypal motif and a common mythopoetic theme, is the basis of the story Mrguda by Petar Kočić. Mrguda represents poeticized death with the power of great ancient heroes of post-Homeric age. It seems that only by death is Mrguda able to restrain body strength and desire, the fire that cannot be quenched; to overpower physical by spiritual. The character of Mrguda can be seen not in the fight, as Vitomir Vuletić wrote, but in yearning for death – or phraseologically – in heroic death. Does a suicide possess heroic or brave qualities, that is an eternal question. Mrguda’s taking is, in one hand, taking of the body, while the soul remains to live; taking the soul would go into another direction – the body does not belong to the universe, memory and eternity anyway.

EAP STUDENTS' PERCEPTIONS ABOUT CONCORDANCE-BASED LEARNING OF ACADEMIC VOCABULARY AND FORMULAIC EXPRESSIONS

This study aimed to explore perceptions about two vocabulary instruction programs as reported from a cohort of 37 English for academic purposes (EAP) students enrolled in an academic speaking course in an English medium (EMI) university. While one group received concordance-based instruction of formulaic expressions (FE) for 10 hours, one group received a similar instruction of single academic vocabulary (AV). Participants were interviewed after pedagogical intervention was finalized. Semi-structured interviews with each participant were audio-recorded and later transcribed verbatim for qualitative thematic analysis. Findings showed that both groups perceived vocabulary intervention they received to be useful for their academic needs and for enhancing their awareness about contextual use of academic vocabulary and formulaic expressions. As a third theme, the FE group emphasized the contribution of learning FE to their confident performance in L2 whereas the AV group differently reported that they enjoyed systematicity of AV instruction. Pedagogical implications of findings were discussed.