ЈА/ТИ/МИ/ВИ У ДИСКУРСНОЈ КОМПЕТЕНЦИЈИ У СВЕТЛУ КОНТРАСТИВНЕ АНАЛИЗЕ МЕЂУЈЕЗИКА
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Објављено:
Dec 3, 2021
Кључне речи:
контрастивна анализа међујезика, србофони говорници енглеског, корпус ICLE, корпус КорССАнг, заменице, стил, настава писања
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У раду најпре истражујемо дискурсне феномене коришћења личних заменица првог и другог лица (једнине и множине) у функцији личног метадискурса и флуктуације степена формалности писаног дискурса на српском као матерњем језику коришћењем корпуса КорССАнг. У светлу контрастивне анализе међујезика, резултати актуелног истраживања упоређени су са досадашњим резултатима истраживања референтног дискурса писаног на енглеском као страном језику код исте групе говорника (корпус ICLE-SE). Поређење јасно показује да су слабости дискурсне компетенције у писању на страном језику уочене у ранијим истраживањима присутне и у писању на српском као матерњем језику. Уопштено говорећи, а на основу резултата истраживања, неопходно је примењивати систематичнији приступ у настави писања не само на енглеском као страном језику, већ и на српском као матерњем језику. Стога је у раду представљен и педагошки оријентисан приступ настави писања заснован на коришћењу аутентичних језичких корпуса (учење засновано на подацима), уз упућивање на конкретне активности у учионици које могу допринети развијању дискурсне компетенције ученика у писању и на матерњем и на страном језику.
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Како цитирати
Марковић, Ј. М., & Станковић, Р. М. (2021). ЈА/ТИ/МИ/ВИ У ДИСКУРСНОЈ КОМПЕТЕНЦИЈИ У СВЕТЛУ КОНТРАСТИВНЕ АНАЛИЗЕ МЕЂУЈЕЗИКА. Методички видици, 12(12), 95–119. https://doi.org/10.19090/mv.2021.12.95-119
Bрој часописа
Секција
НАСТАВА СТРАНИХ ЈЕЗИКА, КЊИЖЕВНОСТИ И КУЛТУРА
Референце
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Ädel, A., & Mauranen, A. (2010). Metadiscourse: Diverse and Divided Perspectives. Nordic Journal of English Studies 9 (2): 1–11.
Altenberg, B., & Granger, S. (2001). The Grammatical and Lexical Patterning of MAKE in Native and Non-native Student Writing. Applied Linguistics 22 (2): 173–195.
Appel, R., & Szeib, A. (2018). Linking adverbials in L2 English academic writing: L1-relare differences. System 78: 115–129.
Deshors, S. C., Götz, S., & Laporte, S. (Еds.). (2018). Rethinking Linguistic Creativity in Non-native Englishes (Benjamins Current Topics ed., vol. 98). Amsterdam / Philadelphia: John Benjamins.
Gilquin, G., & Granger, S. (2011). From EFL to ESL: Evidence from the International Corpus of Learner English, in Exploring Second-Language Varieties of English and Learner Englishes: Bridging a paradigm gap, eds. J. Mukherjee, M. Hundt (Amsterdam / Philadelphia: John Benjamins): 55–78.
Gilquin, G., Granger, S., & Paquot, M. (2007). Learner corpora: The missing link in EAP pedagogy. Journal of English for Academic Purposes 6 (4): 319–335.
Granger, S. (1993). The International Corpus of Learner English, in English Language Corpora: Design, Analysis and Exploitation, eds. J. Aarts, P. de Haan, & N. Oоstdijk (Amsterdam: Rodopi): 51–71.
Granger, S. (1996). From CA to CIA and back: An integrated approach to computerized bilingual and learner corpora, in Languages in Contrast: Text-based cross-linguistic studies, eds. K. Aijmer, B. Altenberg, & M. Johansson (Lund: Lund University Press): 37–51.
Granger, S. (2002). A Bird's-eye view of learner corpus research, in Computer Learner Corpora, Second Language Acquisition and Foreign Language Teaching, eds. S. Granger, J. Hung, & S. Petch-Tyson (Amsterdam / Philadelphia: John Benjamins): 3–33.
Granger, S. (2003). The International Corpus of Learner English: A New Resource for Language Learning and Teaching and Second Language Acquisition Research. TESOL Quarterly 37 (3): 538–546.
Granger, S. (2015). Contrastive interlanguage analysis: A reappraisal. International Journal of Learner Corpus Research 1 (1): 7–24.
Granger, S., Dupont, M., Meunier, F., Naets, H., & Paquot, M. Eds. (2020). International Corpus of Learner English 3. Louvain-la-Neuve: Presses universitaires de Louvain.
Greenbaum, S., & Quirk, R. (1990). A Student’s Grammar of the English Language. Harlow: Longman.
Hyland, K. (2005). Metadiscourse: Exploring Interaction in Writing. London: Continuum.
Hyland, K. (2008). As can be seen: Lexical bundles and disciplinary variation. English for Specific Purposes 27: 4–21.
Hyland, K., & Tse, P. (2004). Metadiscourse in Academic Writing: A Reappraisal. Applied Linguistics 25 (2): 156–177.
Ivanič, R., & Camps, D. (2001). I am how I sound: Voice as self-representation in L2 wrting. Journal of Second Language Writing 10: 3–33.
Jarvis, S. (2000). Methodological rigour in the study of transfer: identifying L1 influence in the interlanguage lexicon. Language Learning 50 (2): 245–309.
Jarvis, S. (2011). Data mining with learner corpora, in A Taste for Corpora: In honour of Sylviane Granger, eds. F. Meunier, S. De Cock, G. Gilquin, & M. Paquot (Amsterdam / Philadelphia: John Benjamins): 127–154.
Jarvis, S., & Pavlenko, A. (2008). Crosslinguistic influence in language and cognition. New York and London: Routledge.
Krstev, C. (2008). Processing of Serbian – Automata, Texts and Electronic Dictionaries. Belgrade: Faculty of Philology, University of Belgrade.
Kuo, C.-H. (1999). The Use of Personal pronouns: Role Relationships in Scientific Journal Articles. English for Specific Purposes 18 (2): 121–138.
Lee, D. Y., & Chen, S. X. (2009). Making a bigger deal of the smaller words: Function words and other key items in research writing by Chinese learners. Journal of Second Language Writing 18: 281–296.
Марковић, Ј. (2017). Лични метадискурс у писању код неизворних и изворних говорника енглеског језика. Филолог 15: 44–60. [Marković, J. (2017). Lični metadiskurs u pisanju kod neizvornih i izvornih govornika engleskog jezika. Filolog 15: 44–60].
Марковић, Ј. (2019). Кроз призму контрастивне анализе међујезика. Пале: Филозофски факултет. [Marković, J. (2019). Кroz prizmu kontrastivne analize međujezika. Pale: Filozofski fakultet].
Mizumoto, A., & Chujo, K. (2016). Who is data-driven learning for? Challenging the monolithic view of its relationship with learning styles. System 61: 55–64.
Nesselhauf, N. (2005). Collocations in a Learner Corpus (Studies in Corpus Linguistics ed., vol. 14). Amsterdam / Philadelphia: John Benjamins.
Paquot, M. (2017). L1 frequency in foreign language acqusition: Recurrent word combinations in French and Spanish EFL learner writing. Second Language Research 33(1): 13–32.
Paquot, M., & Granger, S. (2012). Formulaic language in learner corpora. Annual Review of Applied Linguistics 32: 130–149.
Radić-Bojanić, B. (2019). Neodređena zamenica one u pisanju kod neizvornih govornika engleskog jeziku [Indefinite pronoun one in academic writing of non-native speakers of English]. Godišnjak Filozofskog fakulteta u Novom Sadu 44 (2): 39–52.
Radonja, M. (2019). The Use of Interactive Metadiscourse in Serbian Students’ Writing in English. Радови Филозофског факултета: часопис за хуманистичке и друштвене науке 21: 121–134.
Schmid, H. (1997). Improvements in Part-of-Speech Tagging with an Application to German. In Natural Language Processing Using Very Large Corpora, eds. S. Armstrong et al. (Dordrecht: Springer): 13–25.
Schmid, H. (1999). Probabilistic Part-of-Speech Tagging Using Decision Trees. In New Methods in Language Processing, ed. D. B. Jones (London: Routledge): 154–164.
Sinclair, J. (2004). Introduction, in How to Use Corpora in Language Teaching (Studies in Corpus Linguistics ed., vol. 12), ed. J. Sinclair (Amsterdam / Philadelphia: John Benjamins): 1–10.
Sorace, A. (2003). Near-Nativeness, in The Handbook of Second Language Acquisition, eds. C. J. Doughty, & M. H. Long (Malden: Blackwell Publishing): 130–151.
Stanković, R., Šandrih, B., Krstev, C., Utvić, M., & Škorić, M. (2020). Machine Learning and Deep Neural Network-Based Lemmatization and Morphosyntactic Tagging for Serbian, in Proceedings of the 12th International Conference on Language Resources and Evaluation, LREC, eds. N. Calzolari et al. (Marseille: European Language Resources Association): 3947–3955.
Šućur, S. (2019). Reverse Transfer in Adult Serbian EFL Learners’ Writing – A Corpus Based Study, in CELLS – Beyond Hermeneutics: Challenging Traditional Approaches to Literary and Language Studies, eds. Ž. Babić et al. (Banja Luka: Faculty of Philology): 141–159.
Tomašević, A., Stanković, R., Utvić, M., Obradović, I., & Kolonja, B. (2018). Managing Mining Project Documentation Using Human Language Technology. The Electronic Library 36 (6): 993–1009.
Утвић, М. (2011). Анотација Kорпуса савременог српског језика. ИНФОтека 12 (2): 39–51. [Utvić, M. (2011). Anotacija Кorpusa savremenog srpskog jezika. INFOteka 12 (2): 39–51].
Ädel, A., & Mauranen, A. (2010). Metadiscourse: Diverse and Divided Perspectives. Nordic Journal of English Studies 9 (2): 1–11.
Altenberg, B., & Granger, S. (2001). The Grammatical and Lexical Patterning of MAKE in Native and Non-native Student Writing. Applied Linguistics 22 (2): 173–195.
Appel, R., & Szeib, A. (2018). Linking adverbials in L2 English academic writing: L1-relare differences. System 78: 115–129.
Deshors, S. C., Götz, S., & Laporte, S. (Еds.). (2018). Rethinking Linguistic Creativity in Non-native Englishes (Benjamins Current Topics ed., vol. 98). Amsterdam / Philadelphia: John Benjamins.
Gilquin, G., & Granger, S. (2011). From EFL to ESL: Evidence from the International Corpus of Learner English, in Exploring Second-Language Varieties of English and Learner Englishes: Bridging a paradigm gap, eds. J. Mukherjee, M. Hundt (Amsterdam / Philadelphia: John Benjamins): 55–78.
Gilquin, G., Granger, S., & Paquot, M. (2007). Learner corpora: The missing link in EAP pedagogy. Journal of English for Academic Purposes 6 (4): 319–335.
Granger, S. (1993). The International Corpus of Learner English, in English Language Corpora: Design, Analysis and Exploitation, eds. J. Aarts, P. de Haan, & N. Oоstdijk (Amsterdam: Rodopi): 51–71.
Granger, S. (1996). From CA to CIA and back: An integrated approach to computerized bilingual and learner corpora, in Languages in Contrast: Text-based cross-linguistic studies, eds. K. Aijmer, B. Altenberg, & M. Johansson (Lund: Lund University Press): 37–51.
Granger, S. (2002). A Bird's-eye view of learner corpus research, in Computer Learner Corpora, Second Language Acquisition and Foreign Language Teaching, eds. S. Granger, J. Hung, & S. Petch-Tyson (Amsterdam / Philadelphia: John Benjamins): 3–33.
Granger, S. (2003). The International Corpus of Learner English: A New Resource for Language Learning and Teaching and Second Language Acquisition Research. TESOL Quarterly 37 (3): 538–546.
Granger, S. (2015). Contrastive interlanguage analysis: A reappraisal. International Journal of Learner Corpus Research 1 (1): 7–24.
Granger, S., Dupont, M., Meunier, F., Naets, H., & Paquot, M. Eds. (2020). International Corpus of Learner English 3. Louvain-la-Neuve: Presses universitaires de Louvain.
Greenbaum, S., & Quirk, R. (1990). A Student’s Grammar of the English Language. Harlow: Longman.
Hyland, K. (2005). Metadiscourse: Exploring Interaction in Writing. London: Continuum.
Hyland, K. (2008). As can be seen: Lexical bundles and disciplinary variation. English for Specific Purposes 27: 4–21.
Hyland, K., & Tse, P. (2004). Metadiscourse in Academic Writing: A Reappraisal. Applied Linguistics 25 (2): 156–177.
Ivanič, R., & Camps, D. (2001). I am how I sound: Voice as self-representation in L2 wrting. Journal of Second Language Writing 10: 3–33.
Jarvis, S. (2000). Methodological rigour in the study of transfer: identifying L1 influence in the interlanguage lexicon. Language Learning 50 (2): 245–309.
Jarvis, S. (2011). Data mining with learner corpora, in A Taste for Corpora: In honour of Sylviane Granger, eds. F. Meunier, S. De Cock, G. Gilquin, & M. Paquot (Amsterdam / Philadelphia: John Benjamins): 127–154.
Jarvis, S., & Pavlenko, A. (2008). Crosslinguistic influence in language and cognition. New York and London: Routledge.
Krstev, C. (2008). Processing of Serbian – Automata, Texts and Electronic Dictionaries. Belgrade: Faculty of Philology, University of Belgrade.
Kuo, C.-H. (1999). The Use of Personal pronouns: Role Relationships in Scientific Journal Articles. English for Specific Purposes 18 (2): 121–138.
Lee, D. Y., & Chen, S. X. (2009). Making a bigger deal of the smaller words: Function words and other key items in research writing by Chinese learners. Journal of Second Language Writing 18: 281–296.
Марковић, Ј. (2017). Лични метадискурс у писању код неизворних и изворних говорника енглеског језика. Филолог 15: 44–60. [Marković, J. (2017). Lični metadiskurs u pisanju kod neizvornih i izvornih govornika engleskog jezika. Filolog 15: 44–60].
Марковић, Ј. (2019). Кроз призму контрастивне анализе међујезика. Пале: Филозофски факултет. [Marković, J. (2019). Кroz prizmu kontrastivne analize međujezika. Pale: Filozofski fakultet].
Mizumoto, A., & Chujo, K. (2016). Who is data-driven learning for? Challenging the monolithic view of its relationship with learning styles. System 61: 55–64.
Nesselhauf, N. (2005). Collocations in a Learner Corpus (Studies in Corpus Linguistics ed., vol. 14). Amsterdam / Philadelphia: John Benjamins.
Paquot, M. (2017). L1 frequency in foreign language acqusition: Recurrent word combinations in French and Spanish EFL learner writing. Second Language Research 33(1): 13–32.
Paquot, M., & Granger, S. (2012). Formulaic language in learner corpora. Annual Review of Applied Linguistics 32: 130–149.
Radić-Bojanić, B. (2019). Neodređena zamenica one u pisanju kod neizvornih govornika engleskog jeziku [Indefinite pronoun one in academic writing of non-native speakers of English]. Godišnjak Filozofskog fakulteta u Novom Sadu 44 (2): 39–52.
Radonja, M. (2019). The Use of Interactive Metadiscourse in Serbian Students’ Writing in English. Радови Филозофског факултета: часопис за хуманистичке и друштвене науке 21: 121–134.
Schmid, H. (1997). Improvements in Part-of-Speech Tagging with an Application to German. In Natural Language Processing Using Very Large Corpora, eds. S. Armstrong et al. (Dordrecht: Springer): 13–25.
Schmid, H. (1999). Probabilistic Part-of-Speech Tagging Using Decision Trees. In New Methods in Language Processing, ed. D. B. Jones (London: Routledge): 154–164.
Sinclair, J. (2004). Introduction, in How to Use Corpora in Language Teaching (Studies in Corpus Linguistics ed., vol. 12), ed. J. Sinclair (Amsterdam / Philadelphia: John Benjamins): 1–10.
Sorace, A. (2003). Near-Nativeness, in The Handbook of Second Language Acquisition, eds. C. J. Doughty, & M. H. Long (Malden: Blackwell Publishing): 130–151.
Stanković, R., Šandrih, B., Krstev, C., Utvić, M., & Škorić, M. (2020). Machine Learning and Deep Neural Network-Based Lemmatization and Morphosyntactic Tagging for Serbian, in Proceedings of the 12th International Conference on Language Resources and Evaluation, LREC, eds. N. Calzolari et al. (Marseille: European Language Resources Association): 3947–3955.
Šućur, S. (2019). Reverse Transfer in Adult Serbian EFL Learners’ Writing – A Corpus Based Study, in CELLS – Beyond Hermeneutics: Challenging Traditional Approaches to Literary and Language Studies, eds. Ž. Babić et al. (Banja Luka: Faculty of Philology): 141–159.
Tomašević, A., Stanković, R., Utvić, M., Obradović, I., & Kolonja, B. (2018). Managing Mining Project Documentation Using Human Language Technology. The Electronic Library 36 (6): 993–1009.
Утвић, М. (2011). Анотација Kорпуса савременог српског језика. ИНФОтека 12 (2): 39–51. [Utvić, M. (2011). Anotacija Кorpusa savremenog srpskog jezika. INFOteka 12 (2): 39–51].