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Nova višejezičnost i učenje stranih jezika
In the society of total globalization and internationalization, model of multilingualism is not new model. The factors of globalization and internationalization considerably contribute to its importance. The work is dealing with the notion of multilingualism and learning of foreign languages as a part of language policy respectively. We can examine the multilingual model on the European level as the basic value since the structure of European integration processes particularly distinguished language and cultural variety of the member countries. What to accentuate here is the importance of choice of an individual language and access of learning of certain language in schools as well as the way and the volume of the offer. In Europe, the multilingualism becomes a standard but to urge it in small countries does not mean to push out mothertongue. On the contrary, it means to stop giving advantage to native speakers who speak the languages of the large countries. Cultural and language particularities of EU country members will be an important identification characteristic meaning further on that multilingualism will become one of the features of the Europeans, similar to countries like Switzerland, Belgium and Luxemburg. Thus, we can suppose that the importance of various languages in Europe will become even more distinguished and that it will be a challenge to the contact linguistics, notably to language policy. Besides, it is necessary to examine very carefully the plan of introduction and order of learning foreign languages. The conclusion within the structure of multilingual policy is to systematize with argument and plan the Croatian language policy and to carry out the choice and order in learning certain foreign languages.
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The authors aim to analyse and compare the lexeme Geld and its collocations on the grammatical and semantic levels in general and in business German. A special emphasis will be put on the importance of the communicative function that this lexeme and its collocations have in the language of banking. The paper also has a practical purpose. Its applicability in teaching is envisaged to improve the communicative competence of students of economics.
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Krajem lipnja za tečaj njemačkog jezika u tirolskom gradu Schwazu prijavila su se četvorica bogoslova – fra Ilija Dević, fra Jurica Periša, fra Stjepan Pavličević i moja malenkost. Mjesec dana kasnije s raznih strana svijeta ova se ekipa skupila u Zagrebu na željezničkom kolodvoru i ukrcala se u vlak za Tirol, i tu počinje naša priča. Ekipa je, osim fra Ilije, već “prekaljenog” bogoslova, bila sastavljena od prve godine bogoslova, friško izašle iz novicijata. Put nam je protekao uglavnom mirno, u uživanju u ljepotama Alpa, i bez problema, izuzmemo li sumnjičave slovenske graničare koji su najduže zadržali vlak na putu prema Tirolu.
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Ljetni tečaj talijanskog jezika i boravak u Milanu za mene je nezaboravno životno iskustvo kojeg se uvijek rado sjećam. Zahvaljujući meštru fra Miri Jelečeviću ove godine po prvi put smo išli na tečaj u Milano, glavni grad sjeverne talijanske pokrajine Lombardije. Grad poznat po monumentalnim građevinama koje oduzimaju dah svojom ljepotom i skladom, grad poznatih modnih kreatora i bankara.
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Nakon provedenog ljeta kod svojih kuća, nas trojica, fra Ivan Jurić, fra Davor Petrović i fra Ivan Pilić, osamnaestog kolovoza, našli smo se na Teologiji s ciljem da se ujutro u osam sati zaputimo, kao što bi naši stari rekli, u zemlju snova - Njemačku. Naš prvenstveni cilj je bio da tijekom jednog mjeseca, koliko je moguće kvalitetnije, svladamo njemački jezik. Put do cilja, malog gradića u provinciji Fuldi, i nije bio baš jednostavan. Naime, putovanje nam se sastojalo iz dva dijela. Na prvo odredište u München stigli smo u kasnim poslijeponoćnim satima gdje nas je s neizmjernom gostoljubivošću ali i ljubavlju dočekao naš bivši student Danijel Jurić, kod kojega smo prenoćili i čekali sutradan polazak vlakom za Wangen - mjesto koje smo si u svojoj mašti samo predočavali, budući da nismo znali ništa o tomu nama misterioznom gradiću. Putovanje vlakom trajalo je oko tri sata, te smo za vrijeme večere već kucali na vrata samostana u Wangenu. Gvardijan samostana ljubazno je otvorio vrata i konačno smo bili na odredištu. Upoznali smo se s braćom u samostanu koja su nam srdačno zaželjela dobrodošlicu. Drukčijeg su temperamenta od nas, ali naše uklapanje u njihov svijet išlo je prilično brzo.
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Na tečaj u Italiju pošli smo koncem lipnja. Iako je sve počelo kao i obično, ustajanje na subotnju misu i doručak, osjetila se neka vrsta iščekivanja i napetosti. Jesmo li, možda, nešto zaboravili uraditi ili ponijeti? Sve to iščekivanje i napetost su nestali pri ulasku u autobus, koji je u pola deset krenuo iz Sarajeva. Putujući autobusom za Zagreb stigli smo ja i još trojica braće, fra Josip Perić, fra Mario Katušić i fra Josip Pilić, do graničnog prijelaza u Bosanskom Brodu. Ostavili smo iza sebe prelijepu Bosnu i krenuli u široki svijet.
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Na kraju šestog mjeseca, fra Josip Petričević i ja krenuli smo na tečaj talijanskog jezika. Naše odredište bila je Sjeverna Italija, odnosno gradić Arco, koji je smješten u brdovitom području provincije Trento nedaleko od jezera Lago di Garda koje je i najveće u Europi. Provincija Trento poznata je po tomu jer se u njoj održao Tridentinski sabor, a cijelo ovo područje je privlačno turistima zbog čistog zraka i prekrasnih planina, ali i mnogobrojnih jezera.
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I ove godine, nakon akademske godine i ispitnog roka u mjesecu lipnju, došao je trenutak za odlazak na tečaj. Fra Bruni Ćubeli i meni je bilo ponuđeno da u srpnju pohađamo tečaj talijanskog jezika, što smo vrlo rado prihvatili. Dodatna radost je bila ta da je tečaj u Firenci, gradu umjetnosti. Krenuli smo 26. lipnja iz Sarajeva zajedno s braćom bogoslovima koji su išli prema Arcu i Milanu također na tečaj talijanskog jezika. Prije samog putovanja malo smo razgledali Zagreb, odakle smo u večernjim satima imali vlak za Veneciju gdje smo se rastali i krenuli svako svojim putem.
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Let iznad gustih oblaka, prozori uprljani sunčevim zrakama i pogledi u beskrajno plavetnilo prilično su siguran nagovještaj za idilično ljeto. Tome smo se barem nadali Darko Lovrinović i ja prilikom leta u Prag, gdje smo čekali avion za Madrid. Naizgled neponovljivi let za sunčeve žege ubrzo je zasjenio noćni let između dva sloja sitnih žarulja, iznad i ispod nas. Kasno uvečer sletjeli smo na aerodrom Barajas, na periferiji Madrida, gdje nas je dočekao fra Leon Kikić. Gvardijan samostana u kojemu on boravi primio nas je, u najmanju ruku, gostoljubivo.
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Ovog je ljeta moj dom na dva mjeseca bio Madrid. Krenuo sam onamo na tečaj španjolskog jezika, ne znajući kakav je to grad i kakve su naravi njegovi stanovnici. Sve sam to imao saznati. Nekoliko dana prije moga leta za Madrid netko mi je, poučen iskustvom, rekao da će prva stvar koju ću zatražiti po dolasku u Španjolsku biti cerveza (pivo). Moglo bi se reći da je to bio moj prvi pravi kontakt sa španjolskim. Uslijedilo je nekoliko internet- predavanja o svakodnevnim izrazima, brojevima i riječima. Došao je i dan moga polaska, a svoje sam “skripte” zaboravio ponijeti sa sobom, kako bih ih i naučio. Zato sam s učenjem morao nastaviti samostalno, i to već na aerodromu u Barceloni, gdje sam upoznao Amerikanca s kojim sam čekao svoj ranojutarnji let za Madrid.
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The paper presents the aims, tasks and expected results of an е-platform designed for the teaching of foreign languages for specific purposes. The platform, developed by the Laboratory for Language Technologies of New Bulgarian University, is tailored to the specific needs of students. The platform allows: 1/ corpus creation and management; 2/ the creation of term banks, with definitions and translations, 3/ corpus analysis (lemmatisation, POS, morphological and morphemic analysis, syntactic analysis, parallel text alignment); 4/ the generation of text-based drills and tests; 5/ automatic test assessment.
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The EU consistent policy on languages promotes new language teaching methods and encourages pedagogical experiments at all levels of education, Content and Language Integrated Learning (CLIL) being one of language education innovations. Over the past twenty years CLIL proved to be an effective method in foreign language acquisition and there is considerable evidence of successful CLIL implementation in secondary schools in many European countries. Speaking about foreign languages in higher education, it is necessary to note that abbreviation EMI – English as a Medium of Instruction – is mentioned much more often than CLIL. One of the reasons for lower CLIL implementation at a tertiary level is the complexity of subject contents taught at universities. Furthermore, if a student’s major is law, the issue becomes more challenging because of the differences in common law and civil law systems. However, one of lawyer’s professional competences directly connected with language learning is a communicative competence. Such spheres of lawyer’s activity as client counseling, negotiation, and mediation rely heavily on listening, paraphrasing, reframing, summarising, and skills of question formation regardless of what legal system a lawyer belongs to. These so-called soft skills can be developed within a foreign language course but it seems more rational to master them through a professional medium. Therefore, law teachers should be engaged in designing a substantive part of course materials, while language teachers are to be in charge of communicative competence development. The present study aims at analyzing the practice and experience in designing and implementing an original optional course “Client Consultation in English”. This course can serve as an illustration of a CLIL Legal English course and its structure can be used as an example to follow while designing similar courses.
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Issues in minority education in relation to citizenship have received more attention lately, because of new requirements for language testing in several countries (Bevelander, Fernandez & Hellström, 2011, p. 101). The acquisition of citizenship is more decisive for immigrant participation in society than the duration of stay in the country (Bevelander, Fernandez & Hellström, 2011). The second language is crucial for active citizenship and integration in this perspective. Most countries in the EU (except Ireland and Sweden) have language requirements for citizenship and the use of language testing becomes increasingly common among the countries that receive migrants. The rapid development highlights the need for new international studies on the relationship between citizenship and conditions for second language learning. The goal of the recent study is to compare premises, perspectives and scales of values of Danish, Norwegian and Swedish language educators, related to the requirements for immigrant citizenship. Previous studies (Björklund & Liubiniené, 2004) indicate that there are major differences in value systems even between the neighbouring countries. To reach the objective of the present study, interviews were conducted with language educators in Denmark, Norway and Sweden. The results have revealed two opposing patterns. The values of Swedish informants show a wide-ranging variation, while the Danish and Norwegian data on values are consistently similar. The results raise further questions about the effects caused by differences in values among language educators when comparing the countries and call for a further verification of the data in a more extended study, including Lithuania and other Baltic states.
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This paper examines article use in Dutch by adult Czech learners. Since Dutch does have the category of articles and Czech, as the majority of Slavic languages with the exception of Bulgarian and Macedonian, does not, the acquisition of this grammatical phenomenon can be very problematic. The aim of this paper is to define the main issues involved in the article acquisition in Dutch by Czech learners. Firstly, the paper briefly refers to recent research on second language acquisition of articles based on the mentalistic and behavioristic dichotomy. Further, the article use in Dutch and the way to express similar issues in Czech are described. Some characteristics of articles, such as definiteness, specificity and grammatical gender, are discussed. Finally, an error analysis is carried out in order to determine the biggest stumbling blocks of the article use in Dutch by adult Czech learners.
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This writing deals with the opportunities for conducting research in the field of exploiting the potential of songs for the purposes of Teaching Dutch as a Foreign Language (to this area is in the text referred with the Dutch abbreviation NVT — “Nederlands als vreemde taal”). This research is based upon a combination of the literature study and examples of good practice. These examples were observed at one of the NVT-institutes offering university studies of Dutch in the Czech Republic. The methodological choice for using the NVT-field within the region of Central Europe as the point of reference is discussed in detail. The same applies to minimalizing the number of the NVT-institutes where this research is carried out. These reasons have primarily to do with the feasibility of this research and with the increased availability of the ICT-tools in the recent years. It is expected that these tools can contribute to improving foreign language teaching and make it more effective. Special attention is being paid to the pilot research concerning the ways how the bachelor students of Dutch in the 1st and the 2nd year at this particular university perceive systematic implementation of songs for the language teaching purposes.
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This article aims to report on the status of French as the "language world." To speak French, to writing in French its own culture or to translate into in French does not imply that it is a French of France. The French language is a plural space varies according to neighboring languages, and especially according to the culture of the users of that language. So if French is a language of diversity and place of crossing cultures, it is because language and culture mother are always present in speaking of speakers, in their social imaginary, in their writing, etc.. Language and culture are seen in their correlation. This complex relationship comes in "language / cultureS" especially in the case of French and foreign cultures within a given community.
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This article focuses on the situation of French as a Foreign Language in Morocco; special attention is paid to the oral comprehension techniques. Our main idea is that the French-speaking culture is built in schools, by teachers, with the help of their students.
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The call launched in 2011 within the framework of the four-year programming of the Agence universitaire de la Francophonie – Bureau Europe central et orientale “Making the French-speaking scientific community a reference on the international scene”, and of the priority theme “French language, cultural and linguistic diversity” gave the opportunity to five universities from Romania, Republic of Moldova and Croatia to constitute a partnership unwound between November, 2011 and March, 2014: “Strengthening of French Language and of Research in French for the nonspecialist students in a multicultural and French-speaking environment”. The target group consisted of teachers of French as a foreign language (FLE), of teachers of French for specific purposes (FOS), of teachers of specialized disciplines and also of science students who learn French as an optional discipline. In the first part of our article, we shall characterize the general context of cooperation and we shall present the specific objectives which are on the basis of all the developed activities within the framework of our international partnership. In the second part, we detail these activities (training and research activities, for the teachers and the students) and the results obtained.
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