{"id":12931,"date":"2013-09-25T17:13:56","date_gmt":"2013-09-25T16:13:56","guid":{"rendered":"http:\/\/www.ffzg.unizg.hr\/anglist\/?p=12931"},"modified":"2020-10-08T17:50:35","modified_gmt":"2020-10-08T16:50:35","slug":"primjena-kognitivne-lingvistike-u-ucenju-i-poucavanju-drugog-jezika","status":"publish","type":"post","link":"https:\/\/anglist.ffzg.unizg.hr\/?p=12931","title":{"rendered":"Primjena kognitivne lingvistike u u\u010denju i pou\u010davanju drugog jezika (arh.)"},"content":{"rendered":"

<\/p>\n

DIPLOMSKI STUDIJ ANGLISTIKE \u2013 NASTAVNI\u010cKI SMJER, od 2015\/2016<\/span><\/strong><\/span><\/p>\n

JEDNOPREDMETNI\/DVOPREDMETNI STUDIJ<\/span><\/strong><\/span><\/p>\n

3. semestar<\/span><\/strong><\/span><\/p>\n

Naziv kolegija: <\/span><\/strong>Primjena kognitivne lingvistike u u\u010denju i pou\u010davanju drugog jezika<\/span><\/span>
\nNositelj kolegija:<\/strong> dr. sc. Renata Geld, izv.prof.<\/span><\/span>
\n Nastavnik:\u00a0<\/strong>dr.sc. Renata Geld<\/span>
\n ECTS-bodovi:\u00a0<\/strong>5<\/span>
\n Jezik:\u00a0<\/strong>engleski<\/span>
\n Trajanje:\u00a0<\/strong>1 semestar (3. semestar diplomskog studija)
\n<\/b>Status:\u00a0<\/strong>izborni<\/span>
\n Oblik nastave:\u00a0<\/strong>2 sata predavanja + 2 sata seminara<\/span>
\n Uvjeti:\u00a0<\/strong>odslu\u0161an (polo\u017een) kolegij: Kognitivna lingvistika<\/span>
\n Ispit:<\/strong>\u00a0kontinuirana evaluacija (2 testa i projektni zadatak)\u00a0\u00a0<\/span><\/p>\n

Cilj:\u00a0<\/strong>Stjecanje znanja o temeljnim aspektima kognitivnolingvisti\u010dke teorije koji su relevantni u suvremenim strujanjima u teoriji usvajanja drugog jezika te u teoriji i praksi u\u010denja i pou\u010davanja stranoga jezika. Po zavr\u0161enom kolegiju, studenti \u0107e mo\u0107i uspje\u0161no:<\/span>
\n –\u00a0\u00a0prepoznati relevantne elemente kognitivnolingvisti\u010dke teorije i primijeniti ih u praksi<\/span>
\n –\u00a0\u00a0osmisliti na\u010dine provjere odre\u0111enih teorijskih postavki u praksi<\/span>
\n – prilagoditi nastavni materijal i pristup pou\u010davanja gramatike i vokabulara koriste\u0107i kognitivnolingvisti\u010dki opis jezika<\/span>
\n –\u00a0konsolidirati prethodno ste\u010dena znanja o jeziku, usvajanju jezika i pouci jezika s obzirom na kognitivnolingvisti\u010dki uvid u prirodu jezika.<\/span>
\n Na\u010din rada:<\/b>\u00a0Na nastavi se o\u010dekuje visok stupanj pripremljenosti i interakcije studenata. Uspje\u0161nost na kolegiju se mjeri navedenim testovima u 5. i 10. tjednu nastave te aktivnim sudjelovanjem u osmi\u0161ljavanju i provo\u0111enju mikro projekata.<\/span><\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
week<\/b><\/span><\/td>\nTopics<\/b><\/span><\/td>\n<\/tr>\n
1<\/span><\/td>\nFundamental concepts<\/span>
\n Introduction\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/span><\/td>\n<\/tr>\n
2<\/span><\/td>\nFundamental concepts: the nature of language and language vis-\u00e0-vis other cognitive processes\u00a0<\/span><\/td>\n<\/tr>\n
3<\/span><\/td>\nFundamental concepts: aspects of conceptual structure and construal<\/span><\/td>\n<\/tr>\n
4<\/span><\/td>\nFundamental concepts: cognitive motivation in language \/ the nature of grammar\/lexicon<\/span><\/td>\n<\/tr>\n
5<\/span><\/td>\nREVISION<\/span>
\n Test 1<\/span><\/td>\n<\/tr>\n
6<\/span><\/td>\nLanguage as an experiential phenomenon: L1 vis-\u00e0-vis L2<\/span><\/td>\n<\/tr>\n
7<\/span><\/td>\nStrategic construal (L2 construal): cognitive learning strategies vis-\u00e0-vis general cognitive processes\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/span><\/td>\n<\/tr>\n
8<\/span><\/td>\nStrategic construal (L2 construal): from specificity to schematicity \/ from idiomaticity to grammar<\/span><\/td>\n<\/tr>\n
9<\/span><\/td>\nLearning L2 by insight: grammar as conceptual structure\/meaningfulness of grammar\/\u201dmaking sense\u201d of grammar\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/span><\/td>\n<\/tr>\n
10<\/span><\/td>\nREVISION<\/span>
\n Test 2 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/span><\/td>\n<\/tr>\n
11<\/span><\/td>\n\u00a0Ways of testing theory in practice<\/span><\/td>\n<\/tr>\n
12<\/span><\/td>\nWays of testing theory in practice: microproject I \u2013 plans and drafts<\/span><\/td>\n<\/tr>\n
13<\/span><\/td>\nConsolidation<\/span><\/td>\n<\/tr>\n
14<\/span><\/td>\nWays of testing theory in practice: microproject II \u2013 reports\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/span><\/td>\n<\/tr>\n
15<\/span><\/td>\nWays of testing theory in practice: microproject II \u2013 reports\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Obavezna ispitna literatura:<\/strong><\/span>
\n 1) Achard, M. i Niemeier, S. (ur.) 2004.\u00a0Cognitive Linguistics, Second Language Acquisition, and<\/i>\u00a0Foreign Languge Teaching<\/i>. Walter de Gruyter Inc (Uvod \u2013 str. 1-11 i Achardov \u010dlanak \u2013 str. 165-192).<\/span>
\n 2) Geld, R. i \u0110ur\u0111ek, S. 2009. Gradience in L2 procesing: the importance of the non-protoypical, u Brdar, M., Omazi\u0107, M. i Pavi\u010di\u0107-Taka\u010d V. (ur.)\u00a0Cognitive Approaches to English: Some Fundamental Interdisciplinary and Applied Aspects,\u00a0<\/i>Newcastle: Cambridge Scholars Publishing.<\/span>
\n 3) Geld, R. 2006. Konceptualizacija i vidovi konstruiranja zna\u010denja: temeljne postavke i pojmovi kognitivnolingvisti\u010dkog teorijskog okvira,\u00a0Suvremena lingvistika<\/i>, 62, str. 183-211.<\/span>
\n 4) Geld, R. 2006. Strate\u0161ko konstruiranje zna\u010denja engleskih fraznih glagola,\u00a0Jezikoslovlje<\/i>, 7.1-2, str. 67-111.
\n5) Putz M., Niemeier S., Dirven R. (ur..) 2001.\u00a0Applied Cognitive Linguistics I: Theory and Language Acquisition.<\/i>Berlin\/ New York: Mouton de Gruyter (Uvod \u2013 str. xiii-xviii, Langackerov \u010dlanak \u2013 str. 3-39 te Tylerov i Evansov \u010dlanak \u2013 str. 63-105).
\n6) Putz, M., Niemeier, S., Dirven, R. (ur..) 2001.\u00a0Applied Cognitive Linguistics II: Language Pedagogy.\u00a0<\/i>Berlin\/New York: Mouton de Gruyter (Uvod \u2013 str. xiii-xx, Dirvenov \u010dlanak \u2013 str. 3-27, K\u00f6vecsesov \u010dlanak \u2013 str. 87-115 te Barcelonin \u010dlanak \u2013 str. 117-146).<\/span>
\n 7) Radden, G. i Dirven, R. 2007.\u00a0Cognitive English Grammar.<\/i>\u00a0Amsterdam\/ Philadelphia: John Benjamins (odabrana poglavlja).<\/span><\/p>\n

Dodatna literatura:\u00a0<\/strong><\/span>
\n 1)\u00a0<\/b>Aarts, B., Denison, D., Keizer, E., Popova, G. (ur.) 2003.\u00a0Fuzzy Grammar.\u00a0<\/i>Oxford: Oxford University Press<\/span>
\n 2)\u00a0<\/b>Dirven, R. i Verspoor, M. 2004.\u00a0Cognitive Exploration of Language and Linguistics.<\/i>\u00a0Amsterdam\/Philadelphia: John Benjamins<\/span>
\n 3) Rudzka-Ostyn, B. 2003.\u00a0Word Power: Phrasal Verbs and Compounds, A Cognitive Approach.\u00a0<\/i>Berlin\/New York: Mouton de Gruyter<\/span><\/p>\n

\u00a0<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

DIPLOMSKI STUDIJ ANGLISTIKE \u2013 NASTAVNI\u010cKI SMJER, od 2015\/2016 JEDNOPREDMETNI\/DVOPREDMETNI STUDIJ 3. semestar Naziv kolegija: Primjena kognitivne lingvistike u u\u010denju i pou\u010davanju drugog jezika Nositelj kolegija: dr. sc. Renata Geld, izv.prof. Nastavnik:\u00a0dr.sc. Renata Geld ECTS-bodovi:\u00a05 Jezik:\u00a0engleski Trajanje:\u00a01 semestar (3. semestar diplomskog studija) Status:\u00a0izborni Oblik nastave:\u00a02 sata predavanja + 2 sata seminara Uvjeti:\u00a0odslu\u0161an (polo\u017een) kolegij: Kognitivna lingvistika […]<\/p>\n","protected":false},"author":6,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"ngg_post_thumbnail":0,"footnotes":""},"categories":[40],"tags":[],"class_list":["post-12931","post","type-post","status-publish","format-standard","hentry","category-9-semestar-nastavnicki-smjer-jednopredmetni"],"_links":{"self":[{"href":"https:\/\/anglist.ffzg.unizg.hr\/index.php?rest_route=\/wp\/v2\/posts\/12931","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/anglist.ffzg.unizg.hr\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/anglist.ffzg.unizg.hr\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/anglist.ffzg.unizg.hr\/index.php?rest_route=\/wp\/v2\/users\/6"}],"replies":[{"embeddable":true,"href":"https:\/\/anglist.ffzg.unizg.hr\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=12931"}],"version-history":[{"count":21,"href":"https:\/\/anglist.ffzg.unizg.hr\/index.php?rest_route=\/wp\/v2\/posts\/12931\/revisions"}],"predecessor-version":[{"id":38085,"href":"https:\/\/anglist.ffzg.unizg.hr\/index.php?rest_route=\/wp\/v2\/posts\/12931\/revisions\/38085"}],"wp:attachment":[{"href":"https:\/\/anglist.ffzg.unizg.hr\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=12931"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/anglist.ffzg.unizg.hr\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=12931"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/anglist.ffzg.unizg.hr\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=12931"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}