Tiodor Rosi}, O metodu naporednog tekstualnog predstavqawa

ISSN 1451-673X

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2004: Stjepan Babi, Hrvanja hrvatskoga, Zagreb: kolska knjiga.

2001: Dalibor Brozovi, Lingvistiki nazivi na srednjojunoslavenskom
podruju, u: Jezik i demokratizacija, urednik Sven Menesland, Sarajevo: Institut za jezik
u Sarajevu, 25-32.
2005: . , , Pt, 7. 3. 2005, 12.
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2005: HAZU, Izjava o ploaju hrvatskog jezika, 23. 2. 2005;
http://www.hina.hr/nws-bin/gnews.cgi?TOP=kultura&NID=kultura/H2239330.4yk
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1960: , : Pp ptg g pp , , : ,
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2006: Ivo Pranjkovi, Hrvatski i srpski su jedan jezik, Slobodna Dalmacija, Split, 7. 2. 2006.
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2003: , , p VIII/12 ()
209220.

Milos Kovacevic, PhD

Faculty of Philology and Arts in Kragujevac
Faculty of Education in Jagodina

SERBIAN AS MAJORITY AND MINORITY

LANGUAGE IN SERBIA
Summary: The paper studies from the linguistic and sociolinguistic points of
view the present status of the Serbian literary language and the so called Bosnian
and Croatian literary languages in Serbia. It is proved that recognition of the Bosnian and the Croatian languages as minority languages represents a linguistic
and legal absurdity because there is no linguistic or legal criterion that allows these
two languages the status of separate languages different from the Serbian literary
language. From the scientific standpoint these languages are only the renamed
Serbian literary language. Since the above mentioned minority languages are
only renamed variations of the Serbian literary language, it can be concluded that
the Serbian literary language in Serbia today has both the majority and minority status, though under different names.
Key words: Serbian literary language, Bosnian language, Croatian Language, majority language, minority language, language identity, the Council of
Europe Declaration on minority languages.

15

: 811.163.4126:32
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.

Broz, Ivan. Hrvatski pravopis. 1892.

Broz, Ivan, Ivekovi, Franjo. Rjenik hrvatskog jezika. 1901.
Brozovi, Dalibor, Ivi, Pavle. Jezik srpskohrvatski, hrvatskosrpski, hrvatski ili srpski.Jugoslavenski leksikografski zavod Miroslav Krlea. 1988. ( .
) ( . ). t/Serbica, . I, 23/1998. (, 2000).
Danii, uro. Ogled. Rjenik hrvatskoga ili srpskoga jezika. Na svijet izdaje Jugoslavenska akademija znanosti i umjetnosti. Obrauje Gjuro Danii. 1878.
Danii, uro. Rjenik hrvatskoga ili srpskoga jezika. 1882.
Dekalaracija o nazivu i poloaju hrvatskog knjievnog jezika, 1967. Slavka Vukomanovia Jezik, drutvo, nacija, 1987.
, . Pt t p . 2005. .
Mareti, Tomo. Gramatika i stilistika hrvatskoga ili srpskoga knjievnog jezika. 1899.
Martini, Ivan. Hrvatski preporod, I. 1994.
Pravopisi Ljudevita Gaja, Kratke
osnove... suvremeni tokavski jezik p p
(2006).

38

Matasi, Tomo. Karta hrvatskog jezika sa dodatkom srpskog. Dobar dan!

Ein Lehrbuch des Kroatischen mit Anhang fr erbisch. Max Hueber Verlag. Mnchen
1984. t/Serbica . I, 23/1998.
p pg. 2000.
, . , 1997, 2002.
, , , , , , , , , ,
, , , , , , , , . ,
, .
, . p p, 2006.
Nova deklaracija HAZU. Izjava Hrvatske akademije znanosti i umjetnosti o poloaju hrvatskog jezika. (Prihvaena na sjednici Predsjednitva Aklademije 23. veljae
2005.). Hrvatsko slovo, 25. veljae 2005. . 8, 11, .
, . t t g, t g. , VI/12, 2000.
, . Pt , I, II. : (I) (II). 1970.
Pravopis hrvatskosrpskog knjievnog jezika. Matica hrvatska, 1960.
, . t . , . , 5/2005.
, . t , p g, t t t... IIV, 17941795. :
t IIV, 2002.
, IIII. , , tt. .
e , , 1970.

Petar Milosavljevic, PhD

Faculty of Philosophy,
Novi Sad

SCIENTIFIC DEFEATS OF CROATIAN PHILOLOGY

Reaction to New Declaration of Croatian Academy of Science and Art
Summary: The paper is a reaction to the New Declaration issued by the Croatian Academy of Science and Art (CASA) (2004), asking international institutions
to defend the Croatian language. The New Declaration imposes the question of the
identity and integrity of the Serbian language, as did the Declaration of 1967.
The paper denies the right to use the name Croatian for the language that is
actually Serbian, and the name Croatian Latin Alphabet for the Latin alphabet
established by Vuk Karadzic as Illyrian.
By publishing and commenting the dialect maps of the Serbian language it
is certified that the language which CASA wants to protect as Croatian is in fact
the Serbian national and literary language.
39

The paper refutes the argument that Vuk adopted the language of Dubrovnik writers for the Serbian literary language. We cannot speak about the adoption,
since ancient citizens of Dubrovnik wrote in East Herzegovina dialect of the Serbian language, which was Vuks native language.
The paper stresses as unjustifiable the proclamation of Roman Catholics of
the Serbian language as Croatian.
Key words: Serbian language studies, Croatian language studies, Serbian
philology programme, Croatian philology programme, Croatian Declaration

40

: 371.3::821.163.41
821.163.41:398

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50

Tiodor Rosic, PhD

Faculty of Education
Jagodina

ABOUT THE SYNCHRONOUS TEXTUAL

PRESENTATION METHOD
Summary: The method of synchronous textual presentation is based on the
substitution of archaic, non-standard words, which facilitates the reception of fairytale texts and improves their esthetic experience. The researcher has developed the
method through an exact, empirical process in the course of preparing anthologies
of folk fairy tales titled The Best Serbian Folk Fairy Tales and Serbian Fairy Tales,
for which texts were taken from several sources, but mainly from Vuks Serbian
Folk Tales. The paper gives the draft of the method which will be developed and
codified in further papers. The method of synchronous textual presentation will be
studied at phonetic, morphological, syntactic, and lexical levels.
Key words: method of synchronous monolingual presentations, textual comparation method, text, textology, methodology research, substituent and substituted
lexical units, folk fairy tale, folk story, ethnolinguistics, phonetic, morphological,
syntactic, lexical type, fairytale phraseology, dialect forms.

51

: 81.163.41367:8123

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Jelena Jovanovic, PhD

Faculty of Philology
Belgrade

ON PRAGMEMIC EXPRESSIVENESS
Summary: The paper defines pragmemic expressiveness as the phonema emanations, their communicative purpose being of primary importance, while stylistic purpose is secondary.
Key words: assertion, exclamation, expiration, expression, imitation, interrogation, negation, incentive, cession.

67

, 2007. .1 p

68

: 811.163.41367.624:8137
811.163.4137

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79

 1996 , pgt
p, 31 /15, , , 96105
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1995 , g tg pt, : , XX , , , 188197
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g t, : , XX , , , 85113
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1983 , p (gt tt t tp), ,
1990 , p pt , ,
2002 , , p t,
,

Ilijana Cutura, MA
Faculty of Education,
Jagodina

LEXICAL AND SEMANTIC CHARACTERISTICS

OF ADVERBS OF FREQUENCY IN SERBIAN
Summary: Lexical and semantic set of universal affirmative quantifying adverbs is a sequence of synonyms (, t, , , t, t,
etc.). The group dominant is the adverb . These adverbs often denote an absolute frequency within a time period denoted with another adverbial. In relation
to the verb aspect, adverb signals regularity of an event or general meaning. Universal time determination is often combined with universal determination of other
categories. From the point of grammar, this structure is made of parallel constructions consisting of adverbs belonging to two different meaning areas, semantically
connected by the basic meaning component: the full degree sema.
Key words: adverbs, adverbs of frequency, universal quantification, affirmative quantifiers

80

: 821.09-342/-343

:

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81

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, . . (1974), t , ,
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, (1979), , ,
Bodkin, Bod. Archetypal Paterns in Literature, Oxford Univer.Press
Daemrich, H. S. (1972), The Infernal Fairy Tale : the Inversion of Archetypal Motifs in Modern Literature, Mozaik
Jung, Carl G. Collected Works, Routlegde an Kegan, London
, (1974), , :
g , ,

86

Kajoa, Roger (1971), ,

Cook, E. (1959), The Ordinary and the Fabulous, Cambridge University Press
, . (1972), Pt t t, ,

, (1973), g g, , .
, E. M. (1958), G : p ,

, E. M. (1976), Pt , ,
, . . (1969), g , ,
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, (1957), , , , . 131.
, (2001), pt ,

Grozdana Olujic, MA
Belgrade

INTER-GENRE RELATIONS:
FAIRY TALE AND FICTION STORY
Summary: The paper deals with the fiction character of the story. Research
is directed to the relationship between fairy tale and anti-fairy tale, fiction story and
fairy tale. Miracle is differentiated from fiction, and the definition of fiction story
is given. An original view of origins of fairy tale and fiction story is given, irrespective of its vicious aspect or nonsensical fiction story. The paper does not include science fiction because it has been outdated by science.
Key words: fairy tale, anti-fairy tale, archetype, fiction, fiction story, vicious
story, nonsensical story.

87

: 821.163.41.08 .

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: , t 20. , : t p t, www.rastko.org.yu
1978: , P g t, ,
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,: P p, p p 19501979, ,
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tt p t, , , , 1978.

Violeta Jovanovic, PhD

Faculty of Education
Jagodina

THE LYRICAL NARRATIVE STYLE OF ANTONIJE ISAKOVIC

Sammary: The paper studies the literary and historical contexts related to
Antonije Isakovics literary work, or more precisely, to literary and social influences determining the writers first book of short stories titled Big Children. It also
gives a critical review of the reception of the book by literary criticism in the second half of the 20th century, as well as the directions for new research approaches
to reading and studying the book. Parallel studies of the implicit and explicit poetics of the author stress its key characteristics as the literary style.
Key words: lyrical narrative style, tradition, criticism ,literary reception

95

: 159.928
37.036-057.874

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1995: , P
Fryer 1996: Fryer M., CreativeTeaching and creative Learning, Paul Chapman Ltd.
1923: , G ,

104

Ruzica Petrovic, PhD

Faculty of Education
Jagodina

GIFTEDNESS AND CREATIVITY OF TEACHERS AND STUDENTS

Sammary:The paper determines the concepts of giftedness and creativity
from the philosophical aspect and links them to the teachers and students roles in
the process of education. Basic skills that a teacher should posses are studied, as
well as methods to be used in order to secure proper teaching and recognize students potential. It is stressed how important it is to develop all talents, including
the strengths securing happiness and satisfaction.
Key words: giftedness, creativity, education, intellect, morality

105

: 316.752-053.6
37.018.1:37.03
316.614

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br. 12, Beograd
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Gordana Budimir-Ninkovic, PhD

Faculty of Education
Jagodina

FAMILY AND VALUE ORIENTATIONS

Summary: The paper deals with interdependence of family life and value
orientations of the young and adults, primarily children and their parents. First,
122

theoretical explanations are given related to family (definitions, classifications,

functioning . . .), emphasizing the family influence on childs upbringing, family
relations and parents impact on value orientations of children. Essential factors
of family upbringing are stressed (objective, methods, means ) in achieving
proper acquisition of value system and orientations. Then, the results of an empirical research on value orientations are given, emphasizing the (dis)satisfaction with
family and family life, as well as life styles of the young and adults.
Key words: society, family, the young, adults, upbringing, values, value orientations, life styles, satisfaction.

123

124

125

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: 37.02
371.311.4

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130

Margit Savovic, PhD

Faculty of Education
Jagodina

INNOVATIONS. ORGANIZING SUBJECT-GROUP

TEACHING
Summary: At the beginning of the 20th century, due to the weaknesses of traditional class teaching, there were a number of trials to overcome these weaknesses by stressing individualization and differentiation in education.
Although some of those trials to individualize teaching by introducing some
original ideas were really significant, the class teaching system was not endangered.
Subject class teaching is a well-known system applied in schools which employ specialists in all skills, providing thus all teachers with the required number of working hours. Similarly to the block-system teaching, this teaching model
affects favourably the process of students adapting to being taught by a number of
teachers, allowing them to get used to certain features of subject teaching.
Key words: class teaching, subject-group teaching, subject division, grouping subjects teaching model affects favourably the process of students adapting
to being taught by a number of teachers, allowing them to get used to certain features of subject teaching.

131

: 159.922.72-053.4/.5
159.954-053.4/.5
37.036:72/77

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Sretko Divljan, MA
Faculty of Education
Jagodina

LEARNING AND GROWING UP THROUGH ARTISTIC

CREATIVITY
Summary: Emotions represent the childs primary state and psychology.
They are shaped through psychological structure differentiation. All childrens
games and needs can be satisfied through talk and play. Emotionally stressed children find it hard to follow instructions. Childs emotions are essential, a child
should be encouraged and helped in overcoming own weaknesses and insecurity.
Childs kinesthetic skills in artistic creativity are expressions of intelligence.
Key words: high artistic productivity, consistency, artistic emotional fluency,
artistic self-confidence, artistic individuality, artistic intelligence.

138

: 371.3::811.111
371.332

ptt: 1
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1 ( , ) 13. (TESOL Macedonia Thrace),

46. 2005. . .

139


, . .
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. (Stephen Krashen,
1981),
. , (Hutchinson
and Waters, 2004).

. . (2004)

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140

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142



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(Tsk: Discuss the competences class teachers should acquire to meet the
educational needs of primary class teaching at the beginning of the 21st century.
Negotiate in groups and decide on five key competences that you will present/report about.)

. (
. explainer, . involver, . nabler) (Scrivener. 1994: 6),
,
: subject matter, teaching methodology,
classroom atmosphere, enabling learning, counsellor, resource of information,
autonomous learning, conveying information, enthusiasm, imagination, entertaining lessons, interesting lessons, informative lessons, personal involvement, challenge, effective teacher, planning and working methods, confidence, individual
exercises, inspiring individual learning, : really listens to his students, shows respect, gives clear, positive
feedback, has a good sense of humour, is patient, knows his subject, inspires confidence, inspires learning, empathizes with students problems, is well-organized,
makes lerssons interesting, paces lessons well, does not complicate things unnecessarily, is enthusiastic and inspires enthusiasm, inspires creative and critical thought, can be authoritative without being distant, is honest, is approachable.
, , ,
: Personally, I think / believe / con143

sider that ...; On the one hand, I think that ..., but on the other I think ...; Well, first
of all, ... secondly ..., finally ...; Generally, I agree / disagree with ... ; My opinion
is that ...; I agree entirely. Absolutely! Of course. Youre right. Thats right. Well, Im
not sure I agree with you. I dont see it quite like that. You have a point, but ;
Dont you agree that ; But what about you? Is that your view too? I didnt quite
catch that. Can you be more specific. Lets summarize.
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: professional and subject knowledge, ability to understand pupils and listen to them, ability to inspire creative and critical thought, ability to inspire learning and ability to make lessons interesting.
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144

 ,
,
.

Common European Framework of Reference for Languages: Learning, Teaching,

Assessment (2002), Cambridge, CUP.
Davies, Paul & Pearce, Eric (2000), Success in Teaching English. OUP, Oxford.
Harmer, Jeremy (2001), The Practice of English Language Teaching. Pearson Education Ltd.
Hutchinson, Tom & Waters, Alan (2004), English for Specific Purposes. CUP Cambridge.
Nunan, David (2001), Syllabus Design. OUP, Oxford.
Richards, Jac & Rodgers, Theodore S. (2001), Approaches and Methods in Language
Teaching. CUP, Cambridge.
Scrivener, Jim (1994), Learning Teaching. Heinemann, Oxford.
Ur, Penny (1996): Discussions that Work Task-centred fluency practice. CUP,
Cambridge.
Willis, Jane (1998), A Framework for Task-Based Learning. Longman, Harlow.
Willis, Jane & Willis, Dave, ed. (1998), Challenge and Change in Language Teaching.
Macmillan Publishers Limited, Oxford.

Vera Savic, BA
Faculty of Education
Jagodina

ESP CLASSROOM DISCUSSION FOR DEVELOPING

COMMUNICATION SKILLS
Summary: Most ESP courses concentrate on written language and on developing reading and writing skills. In order to improve language proficiency of our
students we need to integrate development of communication skills into our ESP
syllabus. Discussion is an activity that offers possibilities for efficient fluency practice through dynamic and motivated interchange of ideas and opinions. The paper
focuses on using discussion as a task-based activity in developing students communication skills and confidence on a discourse level. An example of a discussion
held by student teachers (class teaching) will be presented, showing successful integration of foreign language knowledge and skills with professional knowledge.
Key words: teaching English for specific purposes, communication skills,
task-based learning, discussion, integration of language skills and professional
knowledge.
145

: 371.311.1
37.025

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1999: , : P , ,

Irena Golubovic-Ilic, MA
153

Faculty of Education
Jagodina

RESPECTING INDIVIDUAL STUDENT DIFFERENCES

A PATH TO MORE EFFICIENT TEACHING AND
STUDENT ACHIEVEMENTS
Summary: Individual differences in a class are numerous and complex. From
the pedagogical point it is necessary to respect them and adapt teaching to individual student needs. In order to satisfy the requirements of modern school, efficient teaching and desirable student attainment, the teacher is expected to put more
effort not only in preparing lessons and classroom teaching that respect the above
mentioned differences, but also in monitoring and identifying individual student
abilities and particular characteristics. A good and successful teacher should know
his students individual characteristics, procedures of identifying their differences,
and the possibilities of adapting teaching methods, aids and activities to the observed differences.
Key words: student individual differences, adapting teaching to individual
student needs, identifying, diagnosis, individualised teaching.

154

: 37.025
371.315.7
159.953.5-057.874

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164

Dusan Ristaniovic, MA
Faculty of Education
Jagodina

PSYCHOLOGICAL ELEMENTS OF HEURISTIC

TEACHING MODEL
Summary: Establishment of heuristic teaching model as a complete teaching system requires the formation of its theoretical basis, emphasizing its historical, methodological, didactic, and psychological aspects.
The paper analyses two crucial elements of psychological basis of the heuristic teaching model: discovery method in learning and students creative abilities.
The first part of the paper deals with theoretical approaches to learning by Bruner,
Ausubel, Landa and Gagne. In the second part of the paper, the nature of students
creative potential is studied within the heuristic classification into cognitive, creative, and organisational-methodological.
Key words: heuristic teaching model, discovery method in learning, creative
potential, students heuristic activity.

165

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Tiodor Rosi}, O metodu naporednog tekstualnog predstavqawa

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(19391940) (19601970)
ISSN 1451-673X = ()
COBISS. SR-ID 110595084

207