МОТИВАЦИЈА И НЕСИГУРНОСТ У УСВАЈАЊУ ДРУГОГ ЈЕЗИКА: КОХЕРЕНЦИЈА И ПРОБЛЕМИ У ОНЛАЈН КОМУНИКАЦИЈИ ПРИ УЧЕЊУ РУМУНСКОГ ЈЕЗИКА У СЕВЕРНОЈ МАКЕДОНИЈИ
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Дигитално образовање које подстиче писменост и вештине попут компјутерског размишљања и недавне иницијативе за његово промовисање захтевале су редефинисање наставних планова и програма, метода подучавања и учења, прилагођених овом новом каналу комуникације. Наиме, мање пажње је посвећено психолошким димензијама учења и подучавања румунског као страног језика, посебно постојању свести о језику и мотивацији ученика или студената за учење језика у пракси. Почевши од општепознатих чињеница, као што су комуникационе шеме и етнографија комуникације (друштвeнa и културнa прaвилa, нoрмe и врeднoсти), овај чланак анализира стратегије које се користе у уском појасу учења и подучавања румунског као страног језика у Северној Македонији кроз онлајн часове и радионице лексикографије и превода.
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Stanciu, N. V. (2023). МОТИВАЦИЈА И НЕСИГУРНОСТ У УСВАЈАЊУ ДРУГОГ ЈЕЗИКА: КОХЕРЕНЦИЈА И ПРОБЛЕМИ У ОНЛАЈН КОМУНИКАЦИЈИ ПРИ УЧЕЊУ РУМУНСКОГ ЈЕЗИКА У СЕВЕРНОЈ МАКЕДОНИЈИ. Методички видици, 14(14-1), 33–52. https://doi.org/10.19090/mv.2023.14.33-52
Bрој часописа
Секција
TEACHING AND LEARNING DURING THE COVID-19 PANDEMIC: THE RISE OF ELEARNING
Референце
Andrews, S. (2003). Special issue: Teacher language awareness. Language awareness 12 (2): 79–142.
Andrews, S., McNeill, A. (2005). Knowledge about language and the good language learner, in Applied Linguistics and language teaching education, ed. N. Bartels (New York: Springer): 159–178.
Barnett, R. (2022). Trans-disciplinarity: A suitably ambiguous idea for higher education: Response to ‘the struggling towards a transdisciplinary metaphysics’. Post-digital Science and Education. Huston: University of Huston.
Beer, S. (1994a). Brain of the firm. Hoboken, NJ: John Wiley & Sons.
Beer, S. (1994b). The heart of enterprise. Hoboken, NJ: John Wiley & Sons.
Beer, S. (2007). Platform for Change. Hoboken, NJ: John Wiley & Sons.
Bell, N. D. (2002). Using and understanding humor in a second language: A case study. Ph.D Unpublished dissertation. Philadelphia: University of Pennsylvania.
Bell, N. D. (2006). Interactional adjustments in humorous intercultural communication. Intercultural Pragmatics 3 (1): 1–28.
Bernstein, B. (1992). Langage et classes sociales. Codes socio-linguistiques et contrôle social. Paris: Minuit.
Bollinger, D. (1980). Aspects of language. New York: Harcourt Brace Jovanovich.
Bourdieu, P. (1977 [1972]). Outline of a Theory of Practice. Cambridge Studies in Social and Cultural Anthropology. Cambridge: Cambridge University Press.
Bourdieu, P. (2001). Language and Symbolic Power. Cambridge: Malden.
Brooks, D. R., Wiley, E. O. (1988). Evolution as entropy: Toward a unified theory of biology. Chicago, IL: University of Chicago Press.
Chomsky, N. (2006). Language and Mind. Cambridge: Cambridge University Press.
Cots, J., Arno, E. (2005). Integrating language teachers’ discipline knowledge in a language course), in Applied Linguistics and language teaching education, ed. N. Bartles (New York: Springer): 59–78.
Crapanzano, V. (1981). Text, Transference and Indexicality. Ethos 9 (2): 122–148.
Crapanzano, V. (2006). The Scene: Shadowing the Real. Anthropological Theory 6 (4): 378–405.
Croft, W. (1991). Syntactic Categories and Grammatical Relations: The Cognitive Organization of Information. Chicago and London: The University of Chicago Press.
Crystal, D. (1988). Rediscovering Grammar. London: Longman.
Fairclough, N. (1989). Language and Power. London: Longman.
Fairclough, N. (1999). Global capitalism and critical awareness of language. Language Awareness 8 (2): 71–83.
Frank, C., Rinovolucri, M. (1983). Grammar in Action. Awareness Activities for Language Learning. New Jersey: Prentice Hall.
Hawkins, E. (1981). Modern Languages in the Curriculum. Cambridge: Cambridge University Press.
Hawkins, E. (1984). Awareness of languages: An introduction. Cambridge: Cambridge University Press.
Heidegger, M. (1978). Question concerning technology and other essays. New York & London: Garland Publishing.
Heidegger, M. (1994). Ființă și timp. București: Editura Jurnalul Literar.
Hui, Y. (2019). Recursivity and Contingency. Lanham, MD: Rowman & Littlefield.
Huizinga, J. (1980). Homo Ludens. A Study of the Play-Element in Culture. London, Boston and Henley: Routledge and Kegan Paul.
Illich, I. (2001). Tools for Conviviality. London: Marion Boyars.
Jakobson, R. (1960). Linguistics and Poetics, in Style and Language, ed. Th. A. Sebeok (Chicago: Chicago University Press): 350–377.
James, C., Garrett, P (eds.) (1992): Language Awareness in the Classroom. London: Longman.
Johnson, M. W., Rodriguez-Arciniegas, S., Kataeva, A. N. (2020). Comparative judgement and the visualisation of construct formation in a personal learning environment. Interactive Learning Environments. Accesat 22. 6. 2022. URL:.
Kerbrat-Orecchioni, C. (1982). L’implicite. Paris: Armand Colin.
Klein, W. (1986). Second Language Acquisition. Cambridge: Cambridge University Press.
Koutselini, M. (1997). Contemporary trends and perspectives of the curricula: towards a meta-modern paradigm for curriculum. Curriculum Studies 5 (1): 87–101.
Kramsch, C. (1992). Language and Culture. Oxford: Oxford University Press.
Lauer, R, M. (1996). A meta curriculum based upon critical thinking. ETC: A Review of General Semantics 53 (4): 374–387.
Leydesdorff, L. (2017). The evolutionary dynamics of discursive knowledge: Communication-theoretical perspectives on an empirical philosophy of science. Cham: Springer.
Luhmann, N. (1996). Social Systems. Trans, J. Bednarz & D. Baecker. Stanford, CA: Stanford University Press.
Lye, S. Y., Koh, J. H. L. (2014). Review on teaching and learning of computational thinking through programming: What is next for K-12? Computers in Human Behavior 41: 51–61.
Malmqvist, A. (2005). How Does Group Discussions in Reconstruction Tasks Affect Written Output?. Language Awareness 14 (2&3): 128–141.
Marx, K. (1990). Capital: A critique of political economy. London: Penguin Classics.
McLuhan, M. (2012). Understanding Media. London: Routledge.
Noble, D. (2002). The rise of computational biology. Nature Reviews. Molecular Cell Biology 3 (6): 459–463.
Perkins, D. N., Schwartz, J. L., West, M. M., & Wiske, M. S. (eds.). (1997). Software goes to school: Teaching for understanding with new technologies. Oxford: Oxford University Press.
Rose, J., Schlichter, B. R. (2013). Decoupling, re-engaging: managing trust relationships in implementation projects: Managing trust relationships in implementation projects. Information Systems Journal 23 (1): 5–33.
Schutz, A. (1967). Phenomenology of the social world. Evanston, IL: North-Western University Press.
Scott, M. (1986). Consicentizacão, Working papers No.19 CEPRIL, PUC-SP, São Paulo.
Shute, V. J., Sun, C., Asbell-Clarke, J. (2017). Demystifying computational thinking. Educational Research Review 22: 142–158.
Simondon, G. (2016). On the mode of existence of technical objects. Minneapolis, MN: Univocal Publishing.
Spencer-Brown, G. (2010). Laws of form: The new edition of this classic with the first-ever proof of rieman’s hypothesis. Leipzig: Bohmeier Verlag.
Sperber, D., Wilson, D. (1986). Relevance. Communication and Cognition. Oxford: Basis Blackwell Ltd.
Stanciu, N. (2011). Some difficulties experienced by Slovenian students learning Romanian. Vestnik za tuje jezike: 197–207.
Stanciu, N. (2015a). New Trends and Approaches in Second Language Acquisition. A Communicative Approach in a Globalizing World. Education and Science without Borders 12(2): 106–113.
Stanciu, N. (2015b). Etymological confluences: baltag, bolovan, chin, three words from Turkic languages and their meanings in Kazakh and Romanian, in Proceedings of International Conference dedicated to 550 Anniversary of First Kaghanate in Kazakhstan (Karaganda: Lingua Institute): 5–9.
Stanciu, N. (2016). Some Difficulties Experienced by Russian Speaking Students in Learning Romanian Language in Kazakhstan. Education and Science Without Borders 4(2): 69–75.
Stanciu, N. (2019). New Trends and Methods in Second Language Acquisition. How Do They Apply to the Context of Differentiating Education in Kazakhstan, in Proceedings of International Scientific Conference ‘Saginov’s Readings’ (Karaganda: Karaganda State Technical University).
Stanciu, N. (2020a). The Role of Etymology in Second Language Aquisition. The Case of Romanian in Kazakhstan. International Journal of Innovation and Research in Educational Sciences 7 (2): 134–147.
Stanciu, N. (2020b). Conștientizare lingvistică și mecanisme de motivare în învățarea limbii române de către străini, in Proceedings of the Conference on Romanian as a Second Language (Ploiești: University of Ploiești).
Stanciu, N. (2021). Confluențe etimologice și interferențe lexicale în predarea limbii române în Macedonia de Nord, in Proceedings of International Conference Science, education, culture. Vol. 2 (Comrat: University of Comrat Press, Gagauzian Autonomous Region): 132–137.
Storch, N. (2002). Patterns of interaction in ESL pair work. Language Learning 52 (1): 119–158.
Svalberg, A. (2007). Language awareness and language learning. Language Teaching 40: 287–308.
Trowler, P., Becher, T. (2001). Academic tribes and territories. Maidenhead: Open University Press.
Van Lier, L. (1996). Interaction in the Language Curriculum. Awareness, autonomy and authenticity. Longman, New York.
VanPatten, B. (1996). Input Processing and Grammar Instruction in Second Language Acquisition. Albex: Norwood, NJ.
Vygotski, L. (1978). Mind and Society. The Development of Higher Psychological Process, Cambridge, MA: Harvard University Press.
Vygotsky, L.S. (1986 [1962]). Thought and Language, translation newly revised and edited by Alex Kozulin. Cambridge, Massachusetts & London: MIT Press.
Wegerif, R. (2010). Dialogic education and technology: Expanding the space of learning. New York: Springer.
Weintrop, D., Beheshti, E., Horn, M., Orton, K., Jona, K., Trouille, L., Wilensky, U. (2016). Defining computational thinking for mathematics and science classrooms. Journal of Science Education and Technology 25 (1): 127–147.
Wing, J. M. (2008). Computational thinking and thinking about computing. Philosophical Transactions. Series A, Mathematical, Physical, and Engineering Sciences 366 (1881): 3717–3725.
Winter, R. (2003). Contextualizing the Patchwork Text: addressing problems of coursework assessment in higher education. Innovations in Education and Teaching International 40 (2): 112–122.
Andrews, S., McNeill, A. (2005). Knowledge about language and the good language learner, in Applied Linguistics and language teaching education, ed. N. Bartels (New York: Springer): 159–178.
Barnett, R. (2022). Trans-disciplinarity: A suitably ambiguous idea for higher education: Response to ‘the struggling towards a transdisciplinary metaphysics’. Post-digital Science and Education. Huston: University of Huston.
Beer, S. (1994a). Brain of the firm. Hoboken, NJ: John Wiley & Sons.
Beer, S. (1994b). The heart of enterprise. Hoboken, NJ: John Wiley & Sons.
Beer, S. (2007). Platform for Change. Hoboken, NJ: John Wiley & Sons.
Bell, N. D. (2002). Using and understanding humor in a second language: A case study. Ph.D Unpublished dissertation. Philadelphia: University of Pennsylvania.
Bell, N. D. (2006). Interactional adjustments in humorous intercultural communication. Intercultural Pragmatics 3 (1): 1–28.
Bernstein, B. (1992). Langage et classes sociales. Codes socio-linguistiques et contrôle social. Paris: Minuit.
Bollinger, D. (1980). Aspects of language. New York: Harcourt Brace Jovanovich.
Bourdieu, P. (1977 [1972]). Outline of a Theory of Practice. Cambridge Studies in Social and Cultural Anthropology. Cambridge: Cambridge University Press.
Bourdieu, P. (2001). Language and Symbolic Power. Cambridge: Malden.
Brooks, D. R., Wiley, E. O. (1988). Evolution as entropy: Toward a unified theory of biology. Chicago, IL: University of Chicago Press.
Chomsky, N. (2006). Language and Mind. Cambridge: Cambridge University Press.
Cots, J., Arno, E. (2005). Integrating language teachers’ discipline knowledge in a language course), in Applied Linguistics and language teaching education, ed. N. Bartles (New York: Springer): 59–78.
Crapanzano, V. (1981). Text, Transference and Indexicality. Ethos 9 (2): 122–148.
Crapanzano, V. (2006). The Scene: Shadowing the Real. Anthropological Theory 6 (4): 378–405.
Croft, W. (1991). Syntactic Categories and Grammatical Relations: The Cognitive Organization of Information. Chicago and London: The University of Chicago Press.
Crystal, D. (1988). Rediscovering Grammar. London: Longman.
Fairclough, N. (1989). Language and Power. London: Longman.
Fairclough, N. (1999). Global capitalism and critical awareness of language. Language Awareness 8 (2): 71–83.
Frank, C., Rinovolucri, M. (1983). Grammar in Action. Awareness Activities for Language Learning. New Jersey: Prentice Hall.
Hawkins, E. (1981). Modern Languages in the Curriculum. Cambridge: Cambridge University Press.
Hawkins, E. (1984). Awareness of languages: An introduction. Cambridge: Cambridge University Press.
Heidegger, M. (1978). Question concerning technology and other essays. New York & London: Garland Publishing.
Heidegger, M. (1994). Ființă și timp. București: Editura Jurnalul Literar.
Hui, Y. (2019). Recursivity and Contingency. Lanham, MD: Rowman & Littlefield.
Huizinga, J. (1980). Homo Ludens. A Study of the Play-Element in Culture. London, Boston and Henley: Routledge and Kegan Paul.
Illich, I. (2001). Tools for Conviviality. London: Marion Boyars.
Jakobson, R. (1960). Linguistics and Poetics, in Style and Language, ed. Th. A. Sebeok (Chicago: Chicago University Press): 350–377.
James, C., Garrett, P (eds.) (1992): Language Awareness in the Classroom. London: Longman.
Johnson, M. W., Rodriguez-Arciniegas, S., Kataeva, A. N. (2020). Comparative judgement and the visualisation of construct formation in a personal learning environment. Interactive Learning Environments. Accesat 22. 6. 2022. URL:
Kerbrat-Orecchioni, C. (1982). L’implicite. Paris: Armand Colin.
Klein, W. (1986). Second Language Acquisition. Cambridge: Cambridge University Press.
Koutselini, M. (1997). Contemporary trends and perspectives of the curricula: towards a meta-modern paradigm for curriculum. Curriculum Studies 5 (1): 87–101.
Kramsch, C. (1992). Language and Culture. Oxford: Oxford University Press.
Lauer, R, M. (1996). A meta curriculum based upon critical thinking. ETC: A Review of General Semantics 53 (4): 374–387.
Leydesdorff, L. (2017). The evolutionary dynamics of discursive knowledge: Communication-theoretical perspectives on an empirical philosophy of science. Cham: Springer.
Luhmann, N. (1996). Social Systems. Trans, J. Bednarz & D. Baecker. Stanford, CA: Stanford University Press.
Lye, S. Y., Koh, J. H. L. (2014). Review on teaching and learning of computational thinking through programming: What is next for K-12? Computers in Human Behavior 41: 51–61.
Malmqvist, A. (2005). How Does Group Discussions in Reconstruction Tasks Affect Written Output?. Language Awareness 14 (2&3): 128–141.
Marx, K. (1990). Capital: A critique of political economy. London: Penguin Classics.
McLuhan, M. (2012). Understanding Media. London: Routledge.
Noble, D. (2002). The rise of computational biology. Nature Reviews. Molecular Cell Biology 3 (6): 459–463.
Perkins, D. N., Schwartz, J. L., West, M. M., & Wiske, M. S. (eds.). (1997). Software goes to school: Teaching for understanding with new technologies. Oxford: Oxford University Press.
Rose, J., Schlichter, B. R. (2013). Decoupling, re-engaging: managing trust relationships in implementation projects: Managing trust relationships in implementation projects. Information Systems Journal 23 (1): 5–33.
Schutz, A. (1967). Phenomenology of the social world. Evanston, IL: North-Western University Press.
Scott, M. (1986). Consicentizacão, Working papers No.19 CEPRIL, PUC-SP, São Paulo.
Shute, V. J., Sun, C., Asbell-Clarke, J. (2017). Demystifying computational thinking. Educational Research Review 22: 142–158.
Simondon, G. (2016). On the mode of existence of technical objects. Minneapolis, MN: Univocal Publishing.
Spencer-Brown, G. (2010). Laws of form: The new edition of this classic with the first-ever proof of rieman’s hypothesis. Leipzig: Bohmeier Verlag.
Sperber, D., Wilson, D. (1986). Relevance. Communication and Cognition. Oxford: Basis Blackwell Ltd.
Stanciu, N. (2011). Some difficulties experienced by Slovenian students learning Romanian. Vestnik za tuje jezike: 197–207.
Stanciu, N. (2015a). New Trends and Approaches in Second Language Acquisition. A Communicative Approach in a Globalizing World. Education and Science without Borders 12(2): 106–113.
Stanciu, N. (2015b). Etymological confluences: baltag, bolovan, chin, three words from Turkic languages and their meanings in Kazakh and Romanian, in Proceedings of International Conference dedicated to 550 Anniversary of First Kaghanate in Kazakhstan (Karaganda: Lingua Institute): 5–9.
Stanciu, N. (2016). Some Difficulties Experienced by Russian Speaking Students in Learning Romanian Language in Kazakhstan. Education and Science Without Borders 4(2): 69–75.
Stanciu, N. (2019). New Trends and Methods in Second Language Acquisition. How Do They Apply to the Context of Differentiating Education in Kazakhstan, in Proceedings of International Scientific Conference ‘Saginov’s Readings’ (Karaganda: Karaganda State Technical University).
Stanciu, N. (2020a). The Role of Etymology in Second Language Aquisition. The Case of Romanian in Kazakhstan. International Journal of Innovation and Research in Educational Sciences 7 (2): 134–147.
Stanciu, N. (2020b). Conștientizare lingvistică și mecanisme de motivare în învățarea limbii române de către străini, in Proceedings of the Conference on Romanian as a Second Language (Ploiești: University of Ploiești).
Stanciu, N. (2021). Confluențe etimologice și interferențe lexicale în predarea limbii române în Macedonia de Nord, in Proceedings of International Conference Science, education, culture. Vol. 2 (Comrat: University of Comrat Press, Gagauzian Autonomous Region): 132–137.
Storch, N. (2002). Patterns of interaction in ESL pair work. Language Learning 52 (1): 119–158.
Svalberg, A. (2007). Language awareness and language learning. Language Teaching 40: 287–308.
Trowler, P., Becher, T. (2001). Academic tribes and territories. Maidenhead: Open University Press.
Van Lier, L. (1996). Interaction in the Language Curriculum. Awareness, autonomy and authenticity. Longman, New York.
VanPatten, B. (1996). Input Processing and Grammar Instruction in Second Language Acquisition. Albex: Norwood, NJ.
Vygotski, L. (1978). Mind and Society. The Development of Higher Psychological Process, Cambridge, MA: Harvard University Press.
Vygotsky, L.S. (1986 [1962]). Thought and Language, translation newly revised and edited by Alex Kozulin. Cambridge, Massachusetts & London: MIT Press.
Wegerif, R. (2010). Dialogic education and technology: Expanding the space of learning. New York: Springer.
Weintrop, D., Beheshti, E., Horn, M., Orton, K., Jona, K., Trouille, L., Wilensky, U. (2016). Defining computational thinking for mathematics and science classrooms. Journal of Science Education and Technology 25 (1): 127–147.
Wing, J. M. (2008). Computational thinking and thinking about computing. Philosophical Transactions. Series A, Mathematical, Physical, and Engineering Sciences 366 (1881): 3717–3725.
Winter, R. (2003). Contextualizing the Patchwork Text: addressing problems of coursework assessment in higher education. Innovations in Education and Teaching International 40 (2): 112–122.