Iskanje po katalogu digitalne knjižnice

Opis: The article deals with the concept of linguistic sexism in the cross-cultural context. It compares the generally accepted guidelines for avoiding linguistic sexism in English and Slovene, exemplified by two guides on non-sexist use of English. It is argued that in English non-sexist language strives for gender neutrality, whereas in Slovene it strives for gender specificity. The reasons for the differences between the perceptions of sexism in English and Slovene are examined by taking into account the linguistic expression of gender and the cultural and historical context in which both languages have developed. The use of semantic gender in English, as opposed to the use of grammatical gender in Slovene, is treated as one of the factors influencing the approach to the non-sexist use of language in both languages. Strategies for non-sexist expression and their rebuttals are discussed in the context of predominant cultural ideologies about gender and presuppositions regarding the link between social change and linguistic reform.
Ključne besede: English language, Slovene language, sexism, gender, nonsexist use of language
Objavljeno v DKUM: 16.05.2017; Ogledov: 2005; Prenosov: 196
Celotno besedilo (109,25 KB)
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Opis: This study deals with the attitudinal aspect of Euro-English, denoting a specific form of the English language that is frequently used within the institutions of the European Union. A questionnaire survey was conducted among 285 representatives who work for one of these institutions in Brussels. The respondents were asked to rate several deviations from Standard English, identified in a corpus-based analysis of EU texts, as either "acceptable" or "unacceptable" English usage. The findings reveal that the high acceptability rates of the proposed features among the non-native English-speaking respondents were mainly related to their proficiency in English and/or mother tongue interference. Moreover, since native speakers of English also accepted most of the proposed deviations, it follows that the participants did not seem to be aware of non-standardness in the test sentences. Euro-English must be regarded as EU jargon due to its technical, administrative or legal nature and not as a separate non-standard form of English for EU institutional settings.
Ključne besede: European Union institution, Euro-English, corpus linguistics, deviations from Standard English, attitudes towards language, Eurojargon
Objavljeno v DKUM: 12.05.2017; Ogledov: 1152; Prenosov: 389
Celotno besedilo (227,32 KB)
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Opis: This paper discusses the use of second person pronouns in Slovene as linguistic markers of personal and social (in)equality in face-to-face interaction. In addition to the fundamental social dimensions of power/status and solidarity that are usually associated with the choice of a particular pronoun in such interactions, I explore some other dimensions such as formality and casualness that may also contribute to the choice. The focus is on the comparison of the use of Slovene second person pronouns in their native and diaspora contexts. While the rules for their use in Slovenia are relatively well established and observed in a fairly consistent manner, especially by older speakers, their use in the North American context is quite different. The questionnaire responses by Slovenes and their descendants living in the United States and Canada show that these pronouns are often used almost as if at random and that, especially with younger speakers, the predorninant form has become "ti". It is possible that this is due to the dirninishing knowledge of Slovene and the speakers' uncertainty as to which form to use, but also to the very strong influence of English with its exclusive use of you. The growing tendency of younger speakers in Slovenia toward ti is also addressed as a possible indication of a language change under way.
Ključne besede: Slovene language, language usage, personal pronouns
Objavljeno v DKUM: 12.05.2017; Ogledov: 1656; Prenosov: 407
Celotno besedilo (528,86 KB)
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Opis: This MA paper explores different ways of using music, songs and song lyrics in an ESL classroom, different experience of teachers and other researchers with this area, and the effects music and songs have on students and class work. The theoretical section includes scientific findings, experience and reports of researchers and teachers, relating to a wide spectrum of using music and songs for teaching English in many different ways. It also explores the area of motivation, its position in the learning process and the correlation between motivation and the use of music and songs in the classroom. The empirical section presents a more practical follow-up to the theoretical section, and is roughly divided into four “sub-sections”: the first sub-section was designed to research the opinions and experience of English language teachers from Maribor, Celje and Velenje (and their immediate surroundings) about using music and songs in an ESL classroom. There were 89 elementary school teachers included in the survey, which was also the instrument for data collection in this sub-section. The data shows that most of the teachers use music and songs quite often in their classrooms and have a predominantly positive experience with it. Most teachers strongly agree that music and songs enrich the lesson and activate the students. However, there are some who believe that music and songs take up too much time in the already over-stuffed schedule. Teachers use different sources to find their music and songs and also present these songs in different ways. Nevertheless, it is very uncommon for them to sing and play the songs to the students themselves- they usually use a cd or the internet. Most teachers use children’s songs and also believe that using songs is most effective with younger learners in the 1st triad. The majority of teachers also believe that music has the most powerful effect on student motivation and participation, however, they don’t see music and songs as good alternatives for standard language exercises and drills. Overall, most believe that an occasional, but regular use of music could change classroom practice in a very positive way (which is why many of them are already (more or less) including it into their English lessons). The second sub-section refers to a case-study implemented for researching the effect of using music and songs for teaching English on student learning achievement. The data was collected with the help of specially designed tests of knowledge (pre-tests and post-tests) and the case-study itself, in which 3 English lessons with music and songs were carried out in two groups of students from grade 9 (control group (9 students) and experimental group (8 students)) from one of the elementary school in Maribor. The results show that the two groups had different initial knowledge before the experiment even began- the experimental group scored higher on the pre-test of the 2nd conditional structure. Even though there were no other statistically significant differences between the two groups, the effect size measurement has shown that music has a medium to strong effect on student learning achievement. However, there was a statistically-significant difference in scores on the 1st conditional tests in the experimental group relating to progress within the group. I believe that same progress would have been seen in with the 2nd conditional structure too, but the students had already “aced” the pre-test, so it was almost impossible to achieve a statistically significant difference with the post-test. The third sub-section deals with researching the effects that using music and songs in the classroom has on student engagement, student motivation and classroom atmosphere. The data here was gathered with the help of a specially designed observational checklist with a chronological scale for observing classes/lessons. The results here were unanimous and show that all three categories under study were rated much high
Ključne besede: ESL, songs, music, learning/teaching a language, motivation
Objavljeno v DKUM: 20.02.2017; Ogledov: 2273; Prenosov: 230
Celotno besedilo (909,09 KB)

Opis: We are surrounded with different varieties of English language. We listen to English music or radio shows, watch English movies and shows and watch English videos on the internet. The most common varieties that we encounter are British English and American English, which have distinctive differences in stress and pronunciation. Because we encounter both varieties daily, we have found it interesting to see which one prevails in our primary schools. The British English variety is primarily taught in school and the American variety is all around us and is thus more likely to be acquired. Children acquire a foreign language very easily if they are in contact with it on a regular basis. This is as nowadays, as we all hear English lyrics on the radio or hear English conversations on TV. The thesis focuses on the factors that might influence the choice of the English variety. It explores if the input, whether it is pictorial with pictures or textual with words, influences the choice of variety. It also presents connections between the pronunciation of more frequent and less frequent words with choice of variety, the influence of the pupils’ backgrounds, and way of learning English.
Ključne besede: word recognition, working and long-term memory, second language, language acquisition, language learning, British and American English pronunciation.
Objavljeno v DKUM: 15.11.2016; Ogledov: 1886; Prenosov: 73
Celotno besedilo (1,13 MB)