Iskanje po katalogu digitalne knjižnice

Opis: The M.A. thesis focuses on political correctness as a concept in today's society and seeks practical approaches to teaching its linguistic aspects as part of English classes in the primary school. The thesis consists of an overview of the history of political correctness, its elements, its implementation in educational institutions; an overview of a similar implementation in Slovenia (Faculty of Arts at the University of Ljubljana) and its reaction; and an overview of theoretical and practical approaches to teaching political correctness. In the practical section, Touchstone, a series of English as a foreign language course books, written by a Slovene author, are reviewed, examples of content related to political correctness and the content that may potentially be perceived as politically incorrect are presented and analyzed. In the empirical section, a questionnaire was conducted. The participants were teachers of English from primary and secondary schools and English student teachers. Based on the results, we attempted to determine the general attitude towards political correctness and teaching political corrects in English as a foreign language classes; experiences participants have with teaching topics related to political correctness; and the level of importance participants believe political correctness has in peer and class relations. The conclusion is based on the findings from the theoretical, practical and empirical segment and suggestions on how political correctness could be implemented in English as a foreign language classes are provided.
Ključne besede: English language, political correctness, primary school, education
Objavljeno v DKUM: 12.10.2021; Ogledov: 1153; Prenosov: 80
Celotno besedilo (1,44 MB)

Opis: While many of his works have since been translated into Slovene, Shakespeare’s extensive vocabulary and clever phrasing are still relatively unexplored in the Slovene language, including the incessant use of obscene words and vulgar expressions in his texts that often end up lost in translation. The initiative of the thesis was to determine how much of Shakespeare’s suggestive text elements, sexual(ized) wordplays, and bawdy innuendos become subject to omission or heavily paraphrased and why. Based on a theoretical and analytical research, where the latter was centred around an analysis of the English original Romeo and Juliet, and two of its Slovene translations, specific text segments were evaluated based on the model for a linguistic analysis of text by Kitty Van Leuven-Zwart. The analysis covered a comparison between the original and its translations, whilst simultaneously comparing both translations in contrast to each other to see which dissimilarities of sexually suggestive and vulgar elements of text occur in the transition from the original to its translations. Results have shown that while dissimilarities appear in both translations to a similar degree, the categories of dissimilarity that mostly transpire during translation noticeably vary between the selected translations.
Ključne besede: Shakespeare, translation, wordplay, sexual allusions, vulgar language
Objavljeno v DKUM: 12.02.2021; Ogledov: 854; Prenosov: 64
Celotno besedilo (911,01 KB)

Opis: The publication focuses on English and Italian in the context of genre-based research in foreign language learning, with five contributions focusing on language, namely the position of abbreviations in the Italian business context, the English language in tertiary education using the LanGuide platform, the compilation of the Shakespeare's Dictionary, the attitude of young learners towards the introduction of the first foreign language and the strategies used in translating administrative texts into a minority language. In her contribution, Lenassi discusses the principle of economy in the language usage in business Italian correspondence, and focuses on the similarities and differences in the use of abbreviations. Kompara Lukančič and Fabijanić present a different approach to learning and teaching foreign languages, and they emphasise the role of language acquisition and multilingualism. Kompara Lukančič also discusses the micro- and macrostructure of the Shakespeare’s Dictionary. In his contribution, Smajla discusses the attitudes of Slovenian language learners to the introduction of the first foreign language. In the last part of the monograph Paolucci writes about his study from 2019 in which he examined source and target-oriented strategies in the translation of normative and informative administrative texts for the Italian minority in Slovenia.
Ključne besede: language learning, first foreign language, legal languages, business communication, lexicography.
Objavljeno v DKUM: 10.09.2020; Ogledov: 1161; Prenosov: 0

Opis: This master’s thesis presents an analysis of appraisal in the case of ten book reviews. Their selection is based on several criteria that make them representative of this text type. The selected texts evaluate novels, novellas and short stories that were ranked top 300 according to the Open Syllabus Project 2.0 online data base. This means that they fall into the category of the most often assigned books in educational institutions. The authors of the selected texts are editors, journalists and writers, and there is an even number of male and female reviewers. The purpose of the study is the appraisal analysis of the contemporary English language; therefore, only the recently published texts were selected. The main methodology used in this master’s thesis is the appraisal theory developed by James Martin and Peter White (Martin and White). This theory evolved in the systemic functional linguistics, and it relies on the theoretical concepts of Michael Halliday (Halliday). The appraisal analysis was conducted with help of the analytical tool Catma 5.0, which enables annotation of texts, their analysis and the visualization of data. The results of the research show that the most frequently used attitudinal resources are the expressions of appreciation. Therefore, the evaluation of the story and everything associated with it is in the foreground of the book reviews. The analysis of the selected texts reveals that evaluation is mostly explicit, meaning that the reader is directly invited to engage with the book. The findings indicate that the attitudinal resources are graded more according to intensity and quantity and less according to prototypicality and marginality. This conclusion draws attention to the variety of lexical and grammatical structures in the selected texts that are assumed to be characteristic of this text type in general. The results also show that the reviewers do not include many external sources into the text, which consequently narrows down the dialogistic space and excludes alternative views and attitudes. The appraisal analysis points toward the text-structural and semantic characteristics of book reviews in general. The structure of the selected texts consists of the following elements: information about the author and the book, the plot summary and evaluation of these elements, which are often intertwined. Some reviews also include personal accounts, book details and/or numeric ratings. The most significant semantic characteristic of evaluation expressed in the selected book reviews is the critique of the Western oppressor. The reviewers judge crimes against humanity and question Western perspectives. They also imply the complicity of the readers because they are viewed as members of the Western identity. Additionally, the results of the analysis show that the book reviews are contextual and intertextual text types, which include various means for the realization of appraisal. A vast spectrum of lexical and grammatical structures makes book reviews an interesting research topic with many possibilities for further research.
Ključne besede: evaluative language, systemic functional linguistics, appraisal theory, appraisal analysis, book review.
Objavljeno v DKUM: 23.07.2020; Ogledov: 1595; Prenosov: 180
Celotno besedilo (2,65 MB)

Opis: Technological development, information technology development, new ways of communicating and globalisation have influenced the society and knowledge greatly. One's knowledge needs to be upgraded and improved constantly since it enables the quality of work, personal development, as well as a better quality of life in society. Due to historical spread of the language and the economic power of the United States of America, English has gained the position of a global language and is used as a lingua franca in the world. Therefore, many invidiuals decide to learn English in adulthood. Their decision to enrol in language courses and final success depend on many factors, motivation certainly being one of the key factors. The main aim of the master’s thesis is to find out what motivates adults to take part in language courses as well as what the potential barriers are. The analysis of the survey has not shown any major differences in motivation between older and younger adults; however, factor analysis shows that knowledge is the most important value upon which people decide to enrol in the English language classes. When analysing barriers, situational barriers have proven as the most pressing issue once again.
Ključne besede: lifelong learning, the English language, motivation, barriers to learning
Objavljeno v DKUM: 20.12.2019; Ogledov: 1296; Prenosov: 157
Celotno besedilo (1,18 MB)