The theory of affordances

社会语言学通览 = The Handbook of sociolinguistics

6. Self and Identity in L2 Motivation in Japan: The Ideal L2 Self and Japanese Learners of English

Premda se u stranim didaktikama o jezicnoj svjesnosti (language awareness, Sprachbewusstheit) govori vec desetljecima, a posebno intenzivno od pocetka 1990-ih godina, cini se kako kod nas ta tema u svojem pojmovnom i konceptualnom obliku tek treba saživjeti u teoriji i praksi nastave (stranih) jezika. Potvrdu toga nasli smo u odgovorima nastavnika iz upitnika koji smo sastavili kako bismo dobili preliminaran uvid u to kako nasi nastavnici spoznaju pojam i koncept/koncepte jezicne svjesnosti. Velika vecina ispitanih nastavnika jezicnu svjesnost shvaca u njezinu najužem obliku, kao svjesnost o morfo-sintaktickim jezicnim oblicima, te u tom smislu vide i nacin primjene koncepta jezicne svjesnosti. Takvo usko poimanje jezicne svjesnosti potaknulo me na pisanje ovoga clanka. U prvom dijelu clanka bit ce rijec o tome kada i kako, tj. u kojem kontekstu je nastao pojam jezicne svjesnosti, a pokusat cu ga i definirati. U drugom se dijelu navode neke vrste jezicne svjesnosti, a u trecem ce se predstaviti jezicna svjesnost kao metodologija, tj. ciljevi i nacini razvoja jezicne svjesnosti u nastavi stranog jezika.

What is language awareness

As a student I participated in different language courses and the emphasis was put on the coursebook. I found these courses pretty boring. Many experts have debated whether literature is good for demonstrating language structures or not. First of all it can be useful to enliven the classes. It is easier to learn a language if people can enjoy the classes. Literature offers a wide range of materials to be worked on. Of course teachers have to prepare the different materials for the learners, they have to adjust them to the level of the class. With my work I want to show everybody who is afraid of bringing literature to the language class that there is a need of students for literature and that there is a way to make it work with any kind of group. I personally find short stories the most appropriate not only because of their length but their content, too. They deal with everyday topics and while reading people can identify themselves with the characters. They can bring their experience to the class and share it with the others. The more they read the more they will be able to express themselves. Those who don't believe it must try and they will see it is worth it.

Literature in the Language Classroom

The non-native speaker teacher as proficient multilingual: a critical review of research from 2009–2018

Age as a factor in Russian EFL teacher attitudes towards literature in language education

Learning Arabic in Scandinavia: Motivation, metacognition, and autonomy

Multilingualism and gender in the UAE: A look at the motivational selves of Emirati teenagers

The status of Arabic, superdiversity, and language learning motivation among non-Arab expats in the Gulf

Raees Calafato

Papers

The non-native speaker teacher as proficient multilingual: a critical review of research from 2009–2018

Age as a factor in Russian EFL teacher attitudes towards literature in language education

Learning Arabic in Scandinavia: Motivation, metacognition, and autonomy

Multilingualism and gender in the UAE: A look at the motivational selves of Emirati teenagers

The status of Arabic, superdiversity, and language learning motivation among non-Arab expats in the Gulf