Primena modela obrnute učionice u obradi jedinica s poredbenim i načinskim značenjem u nastavi srpskog kao stranog jezika

Abstract

Predmet ove disertacije je obrada sintaksičkih jedinica s poredbenim i načinskim značenjem u nastavi srpskog kao stranog jezika, metodički koncipirana prema modelu „obrnute učionice“. Primenom kvantitativne i kvalitativne analize u okviru strukturalno- deskriptivnog modela utvrđuju se specifičnosti, sličnosti i razlike između poredbenih i načinskih konstrukcija u nastavi srpskog kao stranog jezika, sa posebnim ciljem da se definiše njihovo mesto u sintaksičkom sistemu i otvore alternativni načini prezentovanja ove nastavne jedinice. Metodički model „obrnute učionice“ smatra se pogodnim za savremenu nastavu jer unapređuje najbolje tekovine tradicionalne nastave, dugoročno gledano štedi vreme, odlikuje se aktuelnošću, dostupnošću materijala, prilagođen je nivou znanja, uzrastu, različitim stilovima učenja i ličnim afinitetima. Osim receptivnog korpusa (dvanaest udžbenika srpskog kao stranog jezika na A, B, C nivou), analiziran je i produktivni (pisani) korpus studenata polaznika kurseva srpskog kao stranog jezika. Pomoću eksperimentalne metode sprovedeno je pilot- istraživanje na Filozofskom fakultetu Univerziteta „Komenski“ (Bratislava, Slovačka 2017/2018). Na osnovu tih rezultata praćen je napredak tzv. kontrolne grupe na Sofijskom univerzitetu „Sveti Kliment Ohridski“ 2018/2019. godine. Dakle, predmetom ovog rada obuhvaćena je nastava srpskog kao stranog jezika na različitim filološkim fakultetima. Cilj je da se ispita: (1) obrada poredbenih i načinskih jedinica u aktuelnim udžbenicima srpskog kao stranog jezika; (2) raspored tih jedinica na tri nivoa vladanja stranim jezikom; (3) primena modela obrnute učionice u obradi poredbenih i načinskih jedinica na različitim nivoima (A, B, C). U zasebnom poglavlju date su implikacije za nastavnu praksu sa po pet zadataka za svaki od nivoa uz upotrebu veb-alata koji se mogu primeniti u „obrnutoj učionici“, a mogu biti namenjeni svim studentima, a ne samo studentima filologije. Ključne reči: poredbene konstrukcije, načinske konstrukcije, srpski kao L2, model „obrnute učionice“, platforme za učenje, digitalna pismenost, receptivni korpus, produktivni korpus.

The subject matter of this dissertation is concerned with teaching Serbian as a foreign language, focusing on syntactic units which incorporate the meanings of comparison and manner. The main teaching methodology employed in the study is the „Flipped Classroom“ method. By employing quantitative and qualitative analysis within the structural-descriptive model, we can establish the characteristics, similarities, and differences between comparative constructions and constructions of manner when teaching Serbian as a foreign language, to define their place in the syntactic system and open new ways of presenting these units. The methodological framework of the „Flipped Classroom“ is deemed appropriate for contemporary classrooms because it upgrades the best features of a traditional classroom, it saves time in the long term, it can provide the newest and topical materials for the students which are readily available, and it adapts the teaching to one’s knowledge, age, styles of learning and personal preferences. The research is based on a corpus consisting of twelve textbooks from different publishers and CEFR levels (A, B, C). In addition to the receptive corpus, we have analyzed a productive corpus consisting of mistakes that beginner students made while writing essays. The pilot research was conducted at the Faculty of Philosophy, „Comenius University“ (Bratislava, Slovakia 2017/2018) using an experimental method. Based on the results and with certain modifications, we used action research methods and monitored the development of the control group at the Sofia University „St. Kliment Ohridski“ 2018/2019. Thus, the subject of this paper encompasses teaching Serbian as a foreign language in different philology faculties. The aim was to study: (1) how the comparative units and units of manner were dealt with in the contemporary textbooks of Serbian as a foreign language; (2) the principles by which one should allocate the aforementioned units on all three observed CEFR levels (assignment suggestions can be found on Moodle and Edmodo platforms); (3) the principles by which one can apply the Flipped Classroom method when teaching the comparative and manner units to different levels (A, B, C). In a separate chapter, we have outlined the implications this might have on the teaching praxis, in addition to five assignments for each of the levels that use web tools that can be employed in the Flipped Classroom.