. 2/2011

. 2/2011

: 350: 1

Daniel Print,

ISSN 2217-415X

. 221000 www.ff.ns.ac.rsmetodickicasopis@gmail.com

,

, Hrvatska

University of Essex, United Kingdom, Department of Language and Linguistics

Humboldt-Universitt zu Berlin, Deutschland, Philosophische Fakultt II, Institut fr Slawistik

Hankuk, Korea, University of Foreign Studies, Faculty of Central and East European Studies, Department of South Slavic Studies

CIP ,

371.3:80/82316.77

: - / , . 2010, br. 1 . : , 2010. 22cm

.ISSN 2217-415X

COBISS.SR-ID 258963207

2011.

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Solar, M. (1976). Teorija knjievnosti. Zagreb: K. Strajni, N. (1990). Haire. akovec: TIZ Zrinjski. Fraj, N. (1985). Biblija i knjievnost. Beograd: Prosveta.

SummaryNumber of books we read is less important than the influence of a book to our spiritual refinement. This holds especially true for the relationship towards the book in teaching of literature, which is a predominant topic of this paper. Technological development ena-bled us with new dynamic and attractive media. Even in this new media space, however, the book still survives.

Key words: technological development, modern media, eternity of books.

Pavle J. Ili

THE READER AND THE BOOKS: HOW MATTERS MORE THAN HOW MANY

ITANKA I METODOLOKO OBLIKOVANJE PROGRAMSKOG

SADRAJA

SAETAKMetodoloka oblikovanost je jedna od odlika koja itanku ini spe-cifinom knjigom, razliitom od strune ili naune knjige. Metodo-loka oblikovanost itanke ukljuuje vieslojne pristupe, metode i postupke u organizovanju i interpretativnom pristupu knjievnom tekstu, a samo oblikovanje uslovljeno je specifinou knjievnog sadraja, recepcijskim i kognitivnim mogunostima uenika, kao i obrazovno-vaspitnim sadrajem zadataka i ciljeva. U radu razma-tramo organizaciju nastavnog sadraja na primeru odlomka iz dela ivot i prikljuenija Dositeja Obradovia u sedmom razredu osnov-ne kole. Budui da itanka obuhvata tekstove razliite sadrine, i pristup se prilagoava sadraju. itanka ukljuuje bogatu skalu metoda, postupaka i sredstava u funkciji metodikog i pedagokog oblikovanja. Karakter i raspon metodikih sredstava uslovljen je psiholoko-saznajnim iniocima, zadacima i ciljevima obrazovno-vaspitnih procesa.

KLJUNE REI: itanka, programski sadraj, metodoloko oblikovanje.

Dragana B. Francikovi

dragana.franciskovic@magister.uns.ac.rs

(Uiteljski fakultet, Subotica)

13

Uvod

itanka je temeljna knjiga za knjievno obrazovanje i vaspitanje, koja donosi razliite tekstove izabrane po odreenim kriterijumima. Slui kao udbenik koji se koristi u nastavnom procesu. Ona svojom koncepcijom, sadrinom kao i likovnim prilozima, treba da omoguava nastavniku i uenicima da postupno, po utvrenom redu, planski i sistematski upoznaju svet knjievnosti, da vaspi-tava knjievni ukus uenika i razvija njihove sposobnosti. To je udbenik koji uvodi uenike u svet knjievnosti i pribliava ih pisanoj rei. itanka ostvaruje ciljeve i za-datke predviene nastavnim programom. Na primeren nain transponuje dostignua nauke u odgovarajue me-todike sisteme i postupke. Sadraj koji se nae u itanci oblikuje se prema posebnoj metodologiji.

Metodika nastave knjievnosti primarno je zaintere-sovana za koncepciju, naela izrade, strukturu, postupke oblikovanja i modalitete praktine primene itanke kao udbenika, prirunika i ostalih tekstualnih metodikih izvora, jer su oni u nastavnom procesu jo uvek osnovna i nezamenjiva osnova za rad. Udbenici i drugi metodiki tekstualni izvori su i praktian rezultat primenjene meto-dike teorije udbenik treba da je pod permanentnom panjom metodiara, a njegovo funkcionisanje u nastavi izvor podsticaja za istraivanje, proveravanje i usavra-vanje teorijskih dostignua. itanka ve odavno ne pred-stavlja izbor tekstova na osnovu nastavnog programa. Ona je metodiko delo kojem se pristupa kao istraivakom projektu od metodoloke osnove, proveravanja meto-dikih instrumenata u praksi do naunog oblikovanja izvora znanja koji, osim sadraja znanja, ukljuuje i put kojim se do tog znanja dolazi.

Metodoloko oblikovanjeMetodoloka oblikovanost je jedna od odlika koja i-

tanku ini specifinom knjigom, razliitom od strune ili naune knjige. Metodoloka oblikovanost itanke ukljuuje vieslojne pristupe, metode i postupke u organizovanju i interpretativnom pristupu knjievnom tekstu, a samo obli-kovanje uslovljeno je specifinou knjievnog sadraja, recepcijskim i kognitivnim mogunostima uenika, kao i obrazovno-vaspitnim sadrajem zadataka i ciljeva. Priro-

da knjievnog sadraja odreuje sistem pristupa. Budui da itanka obuhvata tekstove razliite sadrine, i pristup se prilagoava sadraju. itanka ukljuuje bogatu skalu metoda, postupaka i sredstava u funkciji metodikog i pedagokog oblikovanja. Karakter i raspon metodikih sredstava uslovljen je psiholoko-saznajnim iniocima, zadacima i ciljevima obrazovno-vaspitnih procesa. Pro-gramski sadraj, propisan nastavnim programom, autor transponuje u udbenik bazirajui ovaj proces na teoriji didaktikog prenosa i teoriji udbenika. Naela teorije didaktikog prenosa su:

naelo primerenosti doivljajno-saznajnim mogunostima uenika odreenog uzrasta

vaspitno naelo naelo obrazovne opravdanosti naelo didaktiko-metodike oblikovanosti (Rosandi

2005: 161).

Specifinost itanke kao udbenika je da se u njoj nalazi samo deo gradiva predvienog za izuavanje u odreenom razredu. U itankama za osnovnu kolu na-lazi se onaj deo gradiva koji se ita i obrauje u koli, a ine ga dela koje karakterie kraa forma ili odlomci iz obimnijih dela. Dela veeg obima itaju se kod kue. Tekstovi se grupiu u tematske krugove, a izuavaju se kao celovite literarne tvorevine (i kad je knjievni odlo-mak u pitanju).

Poslednjih decenija u metodikoj nauci vrlo je aktu-elno i diskutabilno pitanje o izboru odlomka u itankama za osnovnu kolu. Knjievni odlomak javlja se u itan-ci kao svojevrsna neophodnost bez koje se delo ne moe celovito sagledati.

Knjievni odlomci zastupljeni su u veoj meri u i-tankama za vie razrede. U itankama za nie razrede uglavnom se nalaze tekstovi koji imaju krau formu, i prenose se u celini. Metodiko-didaktika aparatura koja prati knjievni odlomak u itankama za osnovnu kolu ne razlikuje se od aparature koja prati ostale vrste knjievnih tekstova, izuzev po tekstu lokalizacije, koji se, najee, nalazi ispod naslova, a ispred knjievnog odlomka. Uz tekstove se nalaze podaci o piscima. Nakon teksta nalaze se pitanja koja uenike podstiu na analitiko-sinteti-ko sagledavanje teksta. Ova pitanja najee su smernice mogue analize, ali neophodna je aktivnost nastavnika da

14

bi analiza bila sveobuhvatna i kvalitetna. Na ovom uzra-stu, knjievnoteorijski i funkcionalni pojmovi izuavaju se u funkciji analize teksta.

Metodoloko oblikovanje primer iz prakseKao primer za metodoloko oblikovanje nastavnog

sadraja navodimo odlomak iz autobiografije Dositeja Obradovia ivot i prikljuenija iz itanke za sedmi razred osnovne kole.1)

Primer: knjievni odlomak iz autobiografije ivot i prikljuenija Dositeja Obradovia

Shema organizacije nastavnog sadraja

NASLOV

KNJIEVNI ODLOMAK TEKST

NAPOMENA: ODLOMAK IZ ISTOIMENE AUTOBIOGRAFIJE

OBJANJENJE NEPOZNATIH REI I IZRAZA

NAPOMENA O SAMOM DELU

PITANJA I ZADACI ZA RAZGOVOR O TEKSTU

NAPOMENA O JEZIKU DOSITEJEVOG DELA

Shema organizacije polazi od naslova odlomka (ivot i prikljuenija). Za razliku od prethodnih izdanja (Luki 2002) u kojima je odlomak imao sopstveni naslov (Prve nauke), autor se opredelio za naslov dela iz kojeg potie odlomak. Pored teksta nalazi se portret Dositeja Obra-dovia slikara Arsenija Todorovia. Ime pisca nalazi se nakon teksta, a ne iznad ili ispred naslova dela.

Tekst lokalizacije nalazi se u odeljku nakon teksta, nije vidno istaknut i nalazi se zajedno sa pitanjima koja slue za analizu dela. Tekst lokalizacije u ovom primeru je sledei: ivot i prikljuenija je autobiografija Dosite-ja Obradovia, jednog od najveih srpskih knjievnika

1) Andri, M (2009). itanka za sedmi razred osnovne kole. Beograd: Zavod za udbenike. 206207.

iz 18. veka. U duhu tada preovlaujuih ideja o vaspi-tanju mladih i prosveivanju naroda, piui svoju auto-biografiju, Dositej Obradovi iznosi svoja iskustva i eli da doprinese da se takve evropske ideje ostvare i u srp-skom narodu.

Lokalizovati jedan tekst znai dovesti ga u vezu sa celinom iz koje je uzet (Dimitrijevi 1972: 33). Da bi uenik mogao da percipira tekst, u celini i pojedinostima, to je i cilj knjievne analize, uenik treba da zna mesto odreenog teksta u okviru njegove celine, u kontekstu, da zna ta je ono to prethodi, ali i ta sledi nakon odlomka koji analizira neophodno je, dakle, da se uspostavi lo-gika i prirodna veza.

U metodikoj literaturi obraeno je pitanje kako loka-lizovati tekst. Lokalizacija teksta je kompleksan postupak i veoma vaan segment svake interpretacije knjievnog odlomka. Ono je utoliko sloenije ukoliko su pisac i nje-govo delo ivotno i umetniki kompleksniji. Prvo pitanje koje se postavlja jeste da li treba lokalizovati svaki tekst. U vezi s tim, Radmilo Dimitrijevi vri podelu na tzv.

nezavisne ili samostalne tekstove i zavisne tekstove (Ibid.)

Nezavisni tekstovi su oni koji nisu izdvojeni iz vee celine (to su celoviti tekstovi: kraa pripovetka, crtica, novela, pesma). Zavisni tekstovi su odabrani odlomci iz-dvojeni iz vee celine (romana, novele, drame).

Zavisne tekstove neophodno je vratiti u knjievnu celinu iz koje su uzeti. Ponekad je potrebno izvriti dvo-struko lokalizovanje teksta. Epizoda ili scena smeta se u kontekst dela, tj. posmatra se kao deo vee celine. Za-visno od strukture dela lokalizacija se ostvaruje na vie nivoa. Epizoda se lokalizuje u poglavlje, poglavlje u iru kompozicijsku celinu-deo romana, roman u piev opus. Lokalizacija se moe ostvariti u jo irim okvirima. Neza-visni tekstovi drugaije se lokalizuju nego zavisni. Ovde je taj postupak daleko raznovrsniji i uglavnom se svodi na neophodna objanjenja. Lokalizovanje u ovom sluaju moe da daje podatke o nastanku dela, periodu nastanka, o pobudama, ciljevima, namerama, hronolokim i bibli-ografskim podacima. Koji e se podaci koristiti zavisi od prirode teksta, a esto i od okolnosti i vremena u kome se taj posao vri. Ova lokalizacija moe se sprovesti u ra-zliitim fazama asa. Moe se realizovati nakon itanja i provere doivljaja kad zapone interpretacija teksta. Ona

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moe da se uklopi u razliite tipove interpretacije (inter-pretacija tematsko-idejnog sloja, interpretacija likova, strukture, jezika, stila).

Svako knjievno delo je sutinski deo odreenog kompleksa, bilo da je u pitanju autorski, istorijski, dru-tveni, jeziki ili stilski kompleks. Odlomcima u udbeni-cima treba da prethodi lokalizacija u obliku saete infor-macije o razvoju fabularnog toka. Odlomke u itankama treba lokalizovanjem vratiti u celinu kojoj pripadaju, tj. u odgovarajue knjievno delo. Lokalizacija teksta treba da sadri tematsku osnovu dela u celini i pregled radnje do epizode koja je prezentovana u udbeniku. Tekst lo-kalizacije, takoe, treba da sadri osnovnu informaciju o problemu koji se postavlja u sredite dela. Prati razvoj radnje, imenuje likove, odreuje im mesto u strukturi dela (glavni i sporedni lik), uspostavlja psiholoki kontekst u kojem se odigrava prikazana situacija. Lokalizacija ima informativnu i motivacionu ulogu, tj. obavetava ueni-ka o podacima bez kojih ne moe ui u prostor dela i mo-tivie ga za taj ulazak.

Sledi tekst odlomka, a ispod njega se nalazi podatak o tome iz kog knjievnog dela potie ovaj odlomak. Knjiev-no-umetniki tekst je glavni izvor knjievnog vaspitanja i obrazovanja. On je temeljni sadraj itanke i udbenika iz knjievnosti. Metodika je utvrdila kriterijume prema kojima se knjievni tekst odabira u itanku ili udbenik i kako se metodiki oblikuje. Izbor knjievno-umetnikih tekstova u itanci za osnovnu kolu temelji se na slede-im kriterijumima:

psiholokom gnoseolokom estetskom etikom idejnom nacionalnom

Osim ovih kriterijuma, pri izboru knjievno-umet-nikog teksta u srednjokolskom udbeniku iz knjiev-nosti, afirmisan je kriterijum reprezentativnosti (anto-logijski kriterijum).

Nakon teksta sledi objanjenje nepoznatih rei i izraza.

Autori itanke mogli bi da objanjavaju rei u mar-gini pored teksta, a kao jo jedan vid objanjenja mogu se

nai ilustracije odreenih pojmova, estetski prihvatljive i privlane za uenike. Nepoznate rei oteavaju recepci-ju teksta, a kao objanjenje, na samom kraju metodike aparature uz ovaj tekst, nalazi se sledee objanjenje Do-sitejevog knjievnog jezika: Dositej Obradovi je pisao slavenosrpskim jezikom, koji je blizaka narodnom, a na-stao je meanjem ruskocrkvenog jezika i jezika graan-ske obrazovane klase u dananjoj Vojvodini, a tada Junoj Ugarskoj. Mada u jeziku Dositeja Obradovia ima navede-nih knjievnih jezika iz nae prolosti, grkih, latinskih, turskih rei, vojvoanskih dijalektizama, njegov jezik je ipak bio blizak jeziku obinog naroda, a njegova dela pri-stupana itaocima, kojima su i bila namenjena.

Autor daje objanjenje za sledee rei i izraze:sluiti se desiti se; zlopoluan zlosrean; visokou-

mije uobraenost, gordost; obraz lik; priklad obra-zac ponaanja, primer za ugledanje; vnimanije panja, pritvornost dvolinost, neiskrenost; vsegda uvek; lice-merije dvolinost, pritvornost; prelastan zavodljiv, za-mamljiv; prikljuenije dogaaj, doivljaj.

Smatramo da je neophodno objasniti i: ne hotei, rez, rasudenije, laljivobasnovitih, nastavljenija.

U metodikoj aparaturi ovoga teksta analiza teksa ne postoji kao poseban deo, pitanja i zadaci nalaze se u delu sa lokalizacijom i objanjenjem o jeziku Dositejevog dela. Pitanja i zadaci podstiu uenike da uoe osnovne elemente teksta, da ih analiziraju, uporeuju, povezuju i ona su razliitog karaktera (percepcijskog tipa, analitiko-sintetikog, klasifikacijskog). Aktivnosti za razumevanje teksta afirmiu se razliitim postupcima. Razumevanje literarne pojave bazira se na njenom uoavanju. Pitanja i zadaci koji se nalaze u itanci podstiu uenike da uoa-vaju, ralanjuju, porede, razvrstavaju pojave u knjiev-nom tekstu. Pitanja za proveravanje recepcije uenika jesu vaan faktor za ostvarivanje obrazovnih, vaspitnih i funkcionalnih zadataka pri radu na knjievnom tekstu. Npr. problemska pitanja deluju motivacijski jer omo-guavaju laku recepciju i bre ukljuivanje uenika u kvalitetnu interpretaciju. Posebno su podsticajna diver-gentna pitanja jer se baziraju na pluralitetu odgovora, za razliku od kovergentnih pitanja. Posebno podsticajna pitanja su ona koja imaju istraivaki karakter. Ona se najee formuliu na osnovu sledeih imperativa: upo-

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redi, navedi, obrazloi, opii, dokai tvrdnju, istrai. Vii nivo tumaenja postie se zadacima koji navode na uo-avanje problemskih situacija, formulisanje problema i definisanje stvaralakih hipoteza.

Svaka vrsta teksta podrazumeva drugaiju recep-ciju. Ulaenje u svet znakova knjievnog dela, dug je i sloen proces. Prouavanje teksta danas je, zahvaljujui sredstvima masovnih komunikacija, imperativ vremena u kome ivimo. Sve je vie pisanih informacija, koje zah-tevaju itanje, prouavanje, zauzimanje stava, tematskim i idejnim slojevima i porukama teksta. Dananje itanke imaju izrazitu grafiku i estetsku opremu, to je eleme-nat koji privlai uenike. To je vano, ali jo nije odluu-jue za njihovu recepciju. Vanija od toga je didaktiko-metodika aparatura kao osnov recepcije. Ona je snano motivaciono sredstvo.

U itanci se nalaze dve vrste tekstova: umetniki (pri-marni) i knjievnonauni i struni tekstovi (sekundarni). Sekundarni tekstovi su u funkciji tumaenja primarnih. U drugu grupu tekstova spadaju i oni kojima autori i-tanki didaktiko-metodiki oblikuju itanku u udbenik. U takve tekstove spadaju lokalizacije umetnikog teksta, podaci o piscu znaajni za tumaenje teksta, vezni tek-stovi; zatim, to mogu biti transformacije knjievnog tek-sta u likovnu, muziku i scensku umetnost i, najzad, to je tekst koji je najoperativniji deo didaktiko-metodike aparature: pitanja, zadaci, podsticaji, tumaenja knjiev-noteorijskih pojmova, optih nepoznatih pojmova i rei (Ili 1997: 111).

Vebe i zadaci su usmereni na posmatranja, me-renja, zapaanja, zapisivanja. Kvalitetno razumevanje i tumaenje knjievnog dela omoguavaju sledei tipovi pitanja i zadataka:

pitanja i zadaci percepcijskog tipa pitanja i zadaci analitiko-sintetikog tipa pitanja i zadaci klasifikacijskog tipa

(Rosandi 1986: 305)

Objanjenja i komentari odnose se na tekstovne ili vantekstovne elemente. Prema sadraju objanjenja i ko-mentari mogu biti:

knjievnoteorijski knjievnoistorijski lingvistiki

stilistiki socioloki psiholoki filozofski kulturoloki itd.

Pored tekstovnih sredstava, u itanci se nalaze i gra-fika sredstva (sheme, tablice, crtei, ilustracije, fotogra-fije), vizuelna i auditivna sredstva (npr. zvuna itanka) kojima se pospeuje razumevanje i tumaenje teksta.

Podaci o piscu ne nalaze se uz tekst, nego na kraju udbenika, na str. 252. Ovo nije naznaeno uz sam tekst, mada nakon upoznavanja sa udbenikom na poetnim a-sovima, uenici usvajaju ovu koncepciju udbenika. Kor-pus podataka je primeren uzrastu uenika: upoznaju se sa sloenijim podacima vezanim za, pre svega, knjievni rad Dositeja Obradovia.

OBRADOVI, DOSITEJ (17391811) pisao stihove, prozu, prevodio. Bio pod snanim uticajem ideja evropskog prosvetiteljstva. Neumorni putnik, koji je voleo da to vie vidi, proita i naui. Bio je prvi ministar prosvete u Kara-orevoj Srbiji, slualac mnogih evropskih univerziteta, predava, politiar i diplomata. Najpoznatije delo je ivot i prikljuenija, a potom Pismo Hralampiju, Sovjeti zdravago razuma, Basne, Etika i dr.

Tehniko reenje itanke trebalo bi da omogui da se ovakvi tekstovi, uenicima tee razumljivi, priblie raznovrsnim, kreativnim metodikim postupcima. Kon-kretno, kod ovog odlomka potrebno je osavremeniti fazu lokalizacije i objanjenje nepoznatih rei. Za lokalizaciju je potrebno uvesti audio-vizuelna sredstva (odlomci iz seri-ja, dokumentarnih filmova o Dositejevom ivotu i radu; napraviti interaktivni softver o ivotu i radu ili npr. pu-tovanjima Dositeja Obradovia). Da bismo pribliili dra-gocene poruke Dositejevog dela uenicima, neophodan je promiljen pristup metodikim radnjama pre itanja teksta, to se posebno odnosi na objanjenje nepoznatih rei i pribliavanje jezika dela dananjem ueniku. Kao to smo ve naveli, rei treba objanjavati u margini uz tekst, uz pomo ilustracija (gde je to mogue). Poeljno je da se rei objasne pre itanja teksta, kako ovaj sloj teksta ne bi remetio recepciju vanih poruka Dositejevog dela.

17

ZakljuakU nastavnoj interpretaciji knjievno-umetnikog tek-

sta osnovni zadatak je da uenik doivi delo kao umetni-ku tvorevinu i shvati smisao i funkciju njegovih konsti-tutivnih elemenata (fabula, likovi, tema, jeziko-stilska obeleja i dr.). Interpretacija knjievnog dela treba da se bazira na prirodnom i postupnom uvoenju u doivlja-vanje i shvatanje estetsko-etikih vrednosti umetnikog dela, kao i na zapaanju elemenata karakteristinih za odreenu umetniku tvorevinu. Jedan od osnovnih pro-blema u savremenoj nastavi knjievnosti je kako odreeno knjievno delo pribliiti uenicima tako da ga oni perci-piraju kao aktuelno i zanimljivo, njima blisko i korisno. Sadanje stanje nastavnog procesa ukazuje na nedovolj-nu efikasnost nastave u odnosu na ciljeve i zadatke koji su projektovani kao krajnji rezultat. Sa stanovita nasta-ve knjievnosti taj problem se ispoljava kao nedovoljna usvojenost knjievnih nastavnih sadraja, kao i mala spo-sobnost za nastavno tumaenje knjievnih tekstova i nji-hovo razumevanje. Jedno od kljunih pitanja je i kako da uenici savladaju preobimne nastavne sadraje, da steknu odgovarajua znanja i ista primenjuju u svom buduem radu. U nastavi knjievnosti inovacije i reenja kreu se u dva pravca. Prvi podrazumeva konstantno preispitivanje nastavnih sadraja pre svega, obimnosti i primereno-sti knjievnih tekstova, dok se u drugom pravcu iznalaze

metodiki postupci koji e pratiti brojne novine metodo-logije prouavanja i metodoloke organizacije knjievnih tekstova. Savremene nastavne tendencije insistiraju na intenzivnoj interakciji na relaciji uenik-udbenik, pa uenik dekodira udbenik, bez preterane pomoi ui-telja, nastavnika, ulazi u njegovu sutinu, klasifikuje i-njenice, gradivu pristupa na uvek nov nain. Danas se afirmie produktivno sticanje znanja zasnovano na ue-nikoj recepciji. Nijedan udbenik ne bi trebalo da je be-zlian, kod uenika treba da podstie radoznalost i elju da ga prihvate i tako ue iz njega. Udbenik bi trebalo da svojom strukturom i nainom prezentiranja motivie uenike za dalje korienje i uenje.

SummaryThe methodological design of the one of the features that makes the reader a specific book, other than professional or scientific book. The methodological design of the reader includes multi-layer approaches, methods and procedures in organizing and interpretive approach to a literary text, and only conditioned by the specificity of the formation of the literary content, reception and cognitive abilities of students and the educational content of tasks and goals. The nature of the literary content determines the system approach. As the reader a variety of content including ar-ticles, and access to content is adjusted. Reader includes a rich gamut of methods, procedures and resources in the function of methodological and pedagogical design. The na-ture and range of methodological resources is conditioned by the psychological cognitive factors, tasks and goals of education the educational process.

Key words: Reader, programming, design methodology.

L I T E R A T U R A Ili, P. (1997). Metodika nastave srpskog jezika i knjievnosti.

Novi Sad: Prometej. Rosandi, D. (1986). Metodika knjievnog odgoja i obrazovanja.

Zagreb: kolska knjiga. Rosandi, D. (2005). Metodika knjievnog odgoja. Zagreb:

kolska knjiga Petrovaki, Lj. (2003). Udbenik i motivacija uenika za itanje

i tumaenje knjievnog dela. Knjievnost i jezik 13. Beograd. Petrovaki, Lj. (2006). itanka, mozaik staza, lica, predela.

Susret kultura. Novi Sad: Filozofski fakultet. Velmar Jankovi, S. (1995). Dorol. Beograd: Studio Mono. Sabrana dela Dositeja Obradovia IVI (2008). Beograd:

Zadubina Dositej Obradovi (priredila Mirjana D. Stefanovi). Dimitrijevi, R. (1972). Problemi nastave knjievnosti i maternjeg

jezika. Beograd: Zavod za udbenike i nastavna sredstva.

Dragana B. Francikovi

READER PROGRAM DESIGN AND METHODOLOGY CONTENT

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Littlejohn, Andrew and Diana Hicks (1996). Cambridge English for schools, Students Book One. Cambridge: University Press.

Gordana R. tasni and Nataa M. Dobri

EXAMPLES OF THE METHODICAL MODELS OF THE GUIDE THROUGH THE TEXTBOOK

SummaryIn this paper are shown models of different typs of the guides through the textbooks and discussed didactical and methodical validity for their integration in the structure of the textbook.

Keywords: textbook, guide through the textbook, textbook standards.

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43

Branka M. Jaki Provi

EPIC OF GILGAMESH FROM THE EDUCATIONAL POINT OF VIEW

SummaryThe paper presents an educational interpretation of the old Sumerian and Acadian epic considering its organization, the characterization of its main protaginists, and the positioning the gods within the narrative flow of the epic. Special attention is given to the phenomenon of sleep, the description of fights and fighting rivals, Gilgameshs quest for immortality, as well as to the description of flood, and Gilgameshs descend into the underworld.

Key words: epic, epic hero, epic gods, immortality, flood, dream, journey, educational interpretation.

.

dragoslavazutic@yahoo.com

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51

Dragoslava S. uti

LAZA LAZAREVI IN A PRIMARY SCHOOL TEACHING STUDY

SummaryThis work is about the short story Sve e to narod pozlatiti by La-za Lazarevi. It is presented through analytical and methodical ap-proach, the focus being on the mood, the complexity of characters, the narrative form and realistic events. In addition, both Lazarevis portrayal of society and the authors versatile language as well as possible influences of other authors have been considered.

Key words: analytical, methodical approach, the characters, the mood, the language, possible influences.

, (1956). .

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, (1977). . . 21. : / : .

, (1972). : . . . : .

, (1956). . : . , (1996). .

( ). : .

, (1973). . : .

Renik knjievnih termina (1985). (ur. Dragia ivkovi). Institut za knjievnost i umetnost. Beograd: Nolit.

52

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biljana.turanjanin@gmail.com

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57

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58

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Svetlana S. Turanjanin

THE BOOK OF RUTH IN JEWISH LITERATURE (THE BIBLICAL SUBTEXT IN THE NOVELS OF ISAAC BASHEVIS SINGER AND DAVID ALBAHARI)

SummaryThe work points out the significance of the biblical subtext, prima-rily The Book of Ruth, for understanding the novel Slave Isaac Bashevis Singer and Bait David Albahari. Over motives Wander-ing Jew and Lord-savior, are underlined intertextual links that make these works more complex, open them to each other and make them members of the same literary family.

Key words: Jewish literature, the Biblical subtext, the book of Ruth, Ahasuerus, Goel.

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: , , , .

.

tzetza@sbb.rs

( , )

60

1984. , A, - , .1) , . , je - (Jaus 1991: 574). - - ( ), ( ), - ( ), ( ), - () -, . , , - -. , . - , .

, - , , -, .2) je, , , -, , , , . - - . , -

1) www.khazars.com.

2) www.khazars.com

, , -. , , , - . - , , . , , ( ), , (Pavi 1988: 95). - , - - . (Deli 1991: 93). , - 100 000 , -, 50 000 - ( 2002: 32).

- , , , . - , (Pavi 1988: 90) , -, (Pavi 1986: 2). , , . , , -, .

. - , . -

61

, - , . -, . - - , -, III , (Pavi 1986: 2). , -, - , . , - , - ( , ). , - , . , - - . , , . Appendix- I, , . , , , , - (Deli 1991: 243).

- () - ( 1691. ), . -, . - ( Haion 1996: 214). , - , (Lexicon cosri) - .

- 293 , , , 1689. , 1982. . , (Nedi 1986: 67). - . . , , , - . , - : , , , , -, : ( Haion 1996: 213214). , - - ( 1998: 51).

, - , : . . - , - ( ) ( 1993: 22). - - , . , -, , . , , . .

62

- (Pavi 1986: 2).

, . - . , : ? (Pavi 1988: 91). - , . . : , , -, , , - (Pavi 1988: 254). , - , . - , () , , , , ( 1990: 212). , - ( 1998: 152) ( ), (Pavi 1988: 19). -. , : , -

(Pavi 1988: 19). , - , -. , , . - , , - , .

- , . - Appendix- l ( - , Appendix ll - ) (Pavi 1988: 274). - - , - , . - - - , ( 2002). , - , . ( ) , - .

- , , , - . ( 1998: 307). , -, , (Pavi 1988: 19). - -, ,

63

: Verbum caro factum est ( ), -- ( 1998: 14), - - , . , , . , - . , . , - . , - , , -, , . - -, . - . , , , , - . .

- , - , , -, . , , , , , - , , .

- -, a (Bahtin 1989: 193),

, (Pavi 1988: 127). - -3) ( 1993: 82), , - .

. -, , - , - , , , . , -, , (Nedi 1986: 80).

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3) .

64

. - , . , - (- ), , , . , - ( -), ( ).

SummaryDictionary of the Khazars balances on the borders of genre. Literary innovations that Pavic presented his first novel, increased the horizon of expectations of the readership. These innovations, the bulk of pages, it is necessary to col-lect in order to get familiar with the writers poetics. The basic concept of Pavics novel-lexicon based on the notion of palimpsest. Specifically, the Dictionary of the Khazars are already familiar motifs from a writers story Flower fever, Dinner in Dubrovnik, The Game of Chess with living figures and others, which can be determined by applying the comparative method. In the philological analysis of the novel, the unusual syntactic structure and paradoxes, it is shown that Pavic tends to separate from the stand-ard linguistic expression, thus creating their own idiom. Analysis of key segments of the novel using a compara-tive, structuralist, philological and tex method, leads to its immanent poetics.

Keywords: Dictionary of the Khazars, immanent poetics, horizon of expectations, intertextuality.

Bahtin, Mihail (1989). O romanu. Beograd: Nolit. Boji, Goran (1986). Enciklopedija i leksikografija najnovije

proze Milorada Pavia i Danila Kia. Savremenik XXXII (12). Beograd: Knjievne novine.

Deli, Jovan (1991). Hazarska prizma. Beograd: Prosveta/ Titograd: Oktoih/ Gornji Milanovac: Deje novine.

, (1997). , IV. : .

Jaus, Hans Robert (1997). Horizont oekivanja publike, Teorijska misao o knjievnosti. Novi Sad: Svetovi.

, (1990). . : .

, (1993). , 5 ( ). .

Kordi, Radoman (1989). Postmodernistika ukrtenica. Knjievna kritika XX (2). Beograd: Rad.

, (1993). , 5 ( ). .

, (1992). ( ). .

Nedi, Marko (1986). Hazarski i drugi palimpsesti Milorada Pavia, Savremenik XXXII (3): 12. Beograd: Knjievne novine.

Pavi, Milorad (1988). Hazarski renik. Beograd: Prosveta: Narodna knjiga: SKZ/ Sarajevo: Svjetlost/ Pritina: Jedinstvo/ Novi Sad: Matica srpska.

Pavi, Milorad (1986). Barokni sloj u Hazarskom reniku, Delo XXXII (32): 6. Beograd: Nolit.

, (1998). . : . 2002

26. 2002. , (2002). .

: Orpheus. www.khazars.com , ,

Svetlana S. Tornjanski Branjovi

IMMANENT POETICS DICTIONARY OF THE KHAZARS

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millysavic@yahoo.com

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70

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72

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75

Milica M. Savi

DISCOVERY OF CONSTRUCTIVE ABILITIES OF VERBS (VERB VALENCY) IN SERBIAN LANGUAGE TEACHING methodical application

. - - . , , .

SummaryIn this paper the insight is given on how the valency of verbs, as their constructive ability to attach certain number of terms in a sentence to themselves is included in the teaching of Serbian language. With a short overview of the relevant methodical and expert literature, the specific method model is given in order to show how pupils can independently reveal the different sentence structures and models by using textbooks and semi-programmed in-structions. The elaborated methodical application, based on contemporary methodical systems, forses pupils to ac-tively participate in teaching-learning process and it leads to their discovery of structuring the sentence with less difficulty, according to their own learnig pace.

Key words: Serbian language teaching methodology, syn-tax, valence, semi-programmed instructions.

, (2010).

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76

. 2/2011

II

Dragana M. Gak gak.dragana@gmail.com

(Fakultet tehnikih nauka Engleski jezik, Novi Sad)

SummaryThe textbook plays an important role in teaching and learning. It represents a useful resource for both teachers as a course design-ers and learners as persons who are acquiring the English language. However, the use of a ready-made textbook has its advantages and disadvantages. This paper aims at investigating the benefits and hindrances in using a ready-made textbook as well as ways of text-book adaptation. Textbook adaptation is a process of overcoming problems in using only ready-made textbooks. Textbook adapta-tions at activity level, unit level and syllabus level are an integral part of the course-developing process which assists the teacher in meeting the learners specific work-related needs.

Key Words: textbooks, students needs, textbook adaptation.

TEXTBOOK AN IMPORTANT ELEMENT IN THE

TEACHING PROCESS

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Introduction

T he textbook is a book used as a standard source of information for formal study of a subject and an in-strument for teaching and learning (Graves 2000: 175). It should be regarded as one of the many sources teachers can draw upon in creating an effective lesson and may offer a framework of guidance and orientation. Addi-tionally, the textbook provides confidence and security for an inexperienced teacher who finds adapting exist-ing textbooks challenging especially for tailored work-related courses.

It is necessary to emphasize that no ready-made text-book will ever fit perfectly every language program. There is no ideal textbook, ideal for every teacher, ideal for every group of learners and ideal in every teaching situation. Moreover, teachers reactions to using ready-made text-books are manifold. Many teachers are required to use textbooks and are bound to the textbook in its existing form. Since this simplifies class preparation for teachers, this is acceptable for some teachers who eventually begin to over-rely on textbooks and decide to follow the text-book closely, making no or only small essential changes and additions. On the other hand, some teachers reject the textbook approach to learning and wish to make sub-stantial changes to the textbook they need to use.

Adapting a textbook to fit actual needs of a group of learners is a demanding and time-consuming proc-ess. Apart from lack of time and resources that major-ity of teachers state to be the main obstacles in adapting textbooks, teachers also need training and experience in modifying textbooks.

It is not only the teachers who have a significant impact on the use and modification of textbooks; the learners reaction to textbooks needs to be taken into consideration as well. For the learners the textbook is one of the most important sources of contact they have with the language. It is a framework or guide that helps them to organize their learning. It is helpful to involve students in the process of adapting textbooks. Conse-quently, they would feel that their needs are respected and they would feel much more motivated to successfully finish the course (Graves 2000: 176).

Advantages and disadvantages of using textbooksThe use of textbooks in teaching has both advantages

and disadvantages, depending on how they are used and what the contexts for their use are. What one teacher considers an advantage in a textbook, another teacher may consider a disadvantage (Graves 2000: 175).

The following list contains the most frequently stat-ed advantages of using textbooks (Graves 2000: 175; Bas-turkmen 2010: 149):

It provides a syllabus for the course because the authors of the syllabus have made decisions about what will be learned and in what order.

It provides security for the students because they have a kind of a road map of the course: they know what to expect and they know what is expected from them.

It provides a set of visuals, activities, readings, etc., and so saves the teacher time in finding or developing such materials.

It provides teachers with a basis for assessing students learning. Some textbooks include tests or evaluation tools.

It may include supporting materials (teachers guide, cd, worksheets, and video.)

It provides consistency within a program across a given level, if all teachers use the same textbook. If textbooks follow a sequence, as within a series, it provides consistency between levels.

Textbooks also have limitations, which can lead to teachers and learners dissatisfaction with the course. The following list contains the most frequently stated dis-advantages of using only ready-made textbooks (Graves: 175; Basturkmen 2010: 149):

The content or examples may not be relevant or appropriate to the group and they may not reflect the students needs since textbooks are often written for global markets and often do not reflect the interests and needs of students.

They may contain inauthentic language, since texts, dialogs and other aspects of content tend to be

80

specially written to incorporate teaching points and are often not representative of real language use.

The content may not be at the right level.

There may not be the right mix of activities (too much of X, too little of Y), there may be too much focus on one or more aspects of language and not enough focus on others, or it may not include everything teachers want to include.

The sequence of units is not in accordance with the real work-related needs.

The activities, readings, visuals, etc., may be boring.

The timetable for completing the textbook or parts of it may be unrealistic.

The textbook doesnt take the students background knowledge into account.

Graves (2000: 176) suggests that, in order to min-imize difficulties when selecting textbooks, teachers should: use the textbook as a resource for students, but not the only resource; use a textbook as a guide, be free to modify, evaluate, develop, change, eliminate, or add to the material in the textbook, supplement the textbook with lots of outside readings.

Textbook AdaptationDuring the second half of the 20th century, due to

great expansion in science, technology and economy, English was accepted as the primary language for in-ternational communication. As a result of this, English for specific purposes (ESP) has become one of the most important segments of English language teaching (ELT) and, the need to design appropriate courses increased. Additionally, a new generation of learners, who knew exactly why they are learning the language, was creat-ed. Therefore, the importance of the learners and their attitude to learning became an integral part of a course designing process. One way of incorporating learners needs into a course is adapting the existing textbook so that it can be used as a useful and productive element in the teaching process.

Graves (2000: 205) defines the textbook adaptation cycle as a series of steps which includes: planning (in-

cluding needs analysis and textbook structure analysis), teaching (implementing modifications), replanning (after the completion of one course, plan again using all conclu-sions made during the previous course) and reteaching (the implementation of new conclusions and decisions made on the basis of the previous course and replanning). This is followed by continuous assessment.

Stage 1Planning how to teach

with the text

Stage 4Reteaching

Ongoing assessment

and decision making

Stage 2Teaching

with the text

Stage 3Replanning how

to teach

Fig. 1. The Cycle of Textbook Adaptation

The planning of textbook adapting provides a basis for all necessary changes. It is a complex process and it starts with a thorough needs analysis which gives teach-ers insight into students wishes and objectives. This is followed by looking into the textbook organization. Teachers need to understand the textbook, its content and structure in order to know what they are adapt-ing or supplementing and to decide what kind of adding and resequencing is possible and necessary. Frequently the table of contents shows what is in the book, how the units are sequenced, and the content and organization of individual units.

Once the teacher is familiar with the overall content and the organization of the book, it is helpful to become familiar with one of the units what the content of the unit is, what the objectives are, and how the content helps

81

to achieve the objectives (Graves 2000: 186). There are several ways to do this. One is to make a diagram of the unit. Another is to make lists of content, objectives, and the relationships between them. This is followed by con-siderations on how the teacher wants to adapt the text-book. There is a range of choices about how much the textbook should be adapted. The teacher may adapt the textbook at the activity level, at the unit level and at the syllabus level. The adaptations are cumulative: adapting at the unit level involves adaptation at the activity level, adapting at the syllabus level involves adaptation at the unit level. Such choices depend on teachers experience with the textbook; it is easier to adapt a textbook the teacher has already taught from.

In the interest to create the best possible course, teachers may choose to ask the learners to express their views of how effective the textbook and the adaptations. This gives teachers valuable feedback and guidelines for replanning and reteaching and creates a crucial connection between the teacher and learners. Each time the teacher goes through the cycle of planning, reaching, replanning and reteaching he/she becomes more comfortable mak-ing choices about what to emphasize, what to leave out, and where to supplement and personalize the textbook.

Adapting at the activity levelActivities can be classified into four types (Graves

2000: 188): warm-up activities usually based on previous

topics. It can be considered a review activity and it is usually given at the beginning of a class as a creative way to start a class or break the routine of a class.

presentation activities introduce new topics.

practice activities it is a meaningful opportunity for the learners to practice the taught material.

consolidation activity it is developed after the practice and these activities reinforce the topics that had already been taught.

The majority of teachers adapt and add activities which fit into the schedule to make students more inter-ested and active in the learning process and provide their students the opportunity to learn in a more pleasurable

way. These newly developed activities should focus on learners needs, give more control to the students, and allow for students creativity and innovation to enhance the students sense of competence and self-worth.

Adapting at the unit levelThe next level of adaptation is at the unit level. Each

textbook consists of a number of theme-based units and each unit has its own structure. The teacher may add ex-ercises to give extra practice to items that are frequently used or which require extra time to learn. In addition, the teacher may skip over confusing or not relevant parts of a unit or resequence the parts of the unit to fit the course.

Adapting at the syllabus levelUr (1997: 176) defines the syllabus as a document

which specifies all the things that are to be taught in the course for which the syllabus was designed. A textbook can be adapted at the syllabus level by adding items or even whole units that are important to students, such as topics on cultural understanding which are crucial for successful business or omitting components that may not be of high priority for learners. Adapting the syllabus in-volves the teacher and learners working together to make decisions and it is a way of giving high priority to the rec-ognition of learners needs within the course.

Additional FactorsThere are additional factors that need to be taken

into consideration prior to textbook adaptation. In or-der to make textbooks acceptable in many different con-texts controversial topics are avoided and textbooks often present an idealized view of the world. The teachers un-derstandings about how people learn and what the stu-dents prevailing attitudes towards sensitive issues are play an important role in textbook interpretation and adaptation (Graves 1996: 203). In order to make deci-sions about how to adapt a textbook at the activity, unit or syllabus level, it is important that teachers are aware of their beliefs concerning what they know about stu-dents and their needs.

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Also, the institutional context in which teachers work can be crucial for decisions about adapting a text-book. In some contexts teachers have a great deal of in-dependence as far as what they do in the classroom. In other contexts, teachers may need to be sensitive to insti-tutional and cultural constrains with the respect to what, how and how much they can adapt the textbook.

ConclusionTextbooks give a great contribution in the teaching-

learning process both to the teachers and to learners. They offer a framework of guidance and orientation. Howev-er, apart from numerous advantages a single textbook frequently does not meet diverse needs of the learners. This generates a need for textbook adaptation at the ac-tivity, unit and syllabus levels. Adapting provides teach-ers with an opportunity to make a greater use of their professional skills and for learners to be involved in the learning process.

R E F E R E N C E S Basturkmen, H. (2010). Developing Courses in English for

Specific Purposes. New York: Paglave Macmillan. Donna, S. (2000). Teach business English. Cambridge:

Cambridge University Press. Dudley-Evans, T. & St. John, M. J. (1998). Developments in ESP:

A multidisciplinary approach. Cambridge: Cambridge University Press.

Graves, K. (1996). Teachers as course developers. England: Cambridge University Press.

Graves, K. (2000). Designing Language Course, A Guide for Teachers. Boston. Heinle. Cengage Learning.

Harding, K. (2007). English for Specific Purposes. New York: Oxford University Press.

Hutchison, T. & Waters, A. (1987). English for Specific Purposes: a learner-centered approach. England: Cambridge University Press.

Nation, I. S. P. Macalister, J. (2010). Language Curriculum Design, New York: Routledge.

Richards, J. C. (2001). Curriculum Development In Language Teaching. Cambridge: Cambridge University Press.

Robinson, P, C. (1991). ESP Today: A Practitioner s Guide. New York: Prentice Hall.

Dragana M. Gak

UDBENIK VAAN ELEMENT U NASTAVI

SaetakUdbenik ima posebnu ulogu u nastavi stranog jezika. On je ne samo korisna osnova za dranje kursa ve je i orijentir kako za predavaa tako i za studente. Meutim, pored mnogobrojnih prednosti, korie-nje udbenika kao jedinog nastavnog sredstva ima i svoje ozbiljne nedostatke koji su predoeni u ovom radu. Iz tog razloga esto je neophodno prilagoditi udbenik konkretnom kursu i potrebama studena-ta, posebno za kurseve sa posebnim profesionalnim namenama. Prilagoavanje udbenika je sloen pro-ces koji obuhvata prilagoavanje na nivou aktivno-sti, lekcije i silabusa. Posebno je vano ukljuivanje studenata u ovaj proces kako bi i predavai i sudenti bili zadovoljni rezultatom.

Kljune rei: udbenik, potrebe studenata, prilagoavanje udbenika.

ABSTRACTNel Teletandem (TT) due apprendenti comunicano in ambiente telematico per imparare luno la lingua madre dellaltro, in modo autonomo e secondo un progetto personalizzato di scambio lingui-stico-culturale. Nel caso di un TT con le microlingue, inoltre, pos-sibile configurare un rapporto di accentuata simmetria tra addetti di uno stesso settore scientifico-professionale e il superamento del modello che prevede la relazione tra un insegnante di microlingua, in genere non specialista della materia, possessore del significante, e un discente, possessore dei significati. Il presente lavoro intende il-lustrare le criticit e i punti di forza nellambiente di apprendimento TT quando in esso entrano in gioco i linguaggi settoriali.

PAROLE CHIAVE: apprendimento di microlingue, Teletandem, autonomia dellapprendente, counseling, approccio task-based.

Lorenzo E. Guglielmi, Aleksandra R. Blatei

loreguglie@yahoo.it; lorenzo.guglielmi@unive.it

(Universit Ca Foscari di Venezia)

ablatesic@yahoo.it

(Filozofski fakultet Romanistika: Italijanski jezik, Novi Sad)

APPRENDERE LE MICROLINGUE IN TELETANDEM, TRA TEORIA

E PRATICA

84

Le microlingue e lapprendimento in ambiente telematico

S econdo la definizione di Balboni, le microlingue scien-tifico-professionali sono usate con lo scopo di una comunicazione che sia il meno ambigua possibile e del riconoscimento di appartenenza ad un settore scientifi-co-professionale (Balboni 2000, 21-22).1) Le microlin-gue dunque presentano aspetti morfosintattici, lessicali e testuali nettamente distinguibili, sia nel senso di langue che in quello di parole. La comunicazione viva in campo scientifico e professionale presenta di frequente unosmosi tra diversi registri mentre la conoscenza della langue nel contesto specifico della comunicazione microlinguistica permette di disambiguare e condividere i messaggi tra spe-cialisti di uno stesso settore scientifico-professionale.

Lapprendimento-insegnamento di una microlingua si caratterizza in genere come un rapporto nel quale il discente, specialista in un determinato settore, si affida alla mediazione di un esperto linguistico che lo facilita nellapprendere a ricodificare nella lingua obiettivo i con-tenuti della materia gi espressi in una o pi microlingue di partenza (siano esse LM, LS1, LS2, ecc.). Questo tipo di apprendimento gli consentir di partecipare, a secon-da del grado di raggiunto nello sviluppo delle competen-ze comunicative, alla comunit scientifico-professionale che di quella microlingua fa uso, in una serie di possibili contesti comunicativi caratterizzati da compiti scritti e/o orali, conferenza, seminario, scrittura di saggio, ecc. A meno che lesperto linguistico in questione in materia di economia, biologia, matematica, ecc. non sia anchegli uno specialista nella materia veicolata, il raggiungimento di un certo livello di proficiency nella microlingua obiettivo sar possibile per lo pi affidandosi alla capacit collabo-rativa tra il discente (esperto della materia), possessore del significato, e il docente (esperto linguistico), posses-sore del significante. Tale proficiency sar linterfaccia mi-crolinguistica che render comunicabili i contenuti della materia veicolata allinterno della comunit.

Questo modello operativo della lezione di microlin-gua potrebbe tuttavia essere superato qualora fossero i

1) Largomento trattato in questo ar