Socio-Humanistic Determinants of Education: Language, Art and Cultural Heritage

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Socio-Humanistic Determinants of Education: Language, Art and Cultural Heritage SOCIO-HUMANISTIC DETERMINANTS OF EDUCATION: LANGUAGE, ART AND CULTURAL HERITAGE Editors: Ivana Paula Gortan-Carlin Aleksandra Rotar Lorena Lazarić Pula, 2018. SOCIO-HUMANISTIC DETERMINANTS OF EDUCATION: LANGUAGE, ART AND CULTURAL HERITAGE Editors: Ivana Paula Gortan-Carlin, Ph.D., assistant professor Aleksandra Rotar, mag. art., assistant professor Lorena Lazarić, senior lecturer Publisher: Juraj Dobrila University of Pula / Faculty of Educational Sciences For the publisher: Rector, Alfio Barbieri, Ph.D., full professor Reviewers: Elvi Piršl, Ph.D., associate professor Silva Bratož, Ph.D., assistant professor Reviewers of chapters: Marina Banić Zrinšćak (HR), full professor, academy-trained painter, graphic artist Irena Stamljič Breznik (SLO), Ph.D., full professor Dragica Haramija (SLO), Ph.D., full professor Antun Karam (FBiH), Ph.D., full professor Moira Kostić Bobanović (HR), Ph.D., full professor Marina Vicelja Matijašić (HR), Ph.D., full professor Merima Čaušević (FBiH), Ph.D., associate professor Mauro Dujmović (HR), Ph.D., associate professor Miroslav Huzjak (HR), mr. art., associate professor Blaženka Martinović (HR), Ph.D., associate professor Silva Bratož (SLO), Ph.D., assistant professor Ivana Paula Gortan Carlin (HR), Ph.D., assistant professor Vjekoslava Jurdana (HR), Ph.D., assistant professor Kristina Riman (HR), Ph.D., assistant professor Cover design: Aleksandra Rotar, mag. art., assistant professor Language revision: Jelena Gugić, prof. Translation and language revision chapters 5 and 9: Janet Ann Tuškan, prof. Layout: Tiskara Nova Galižana Print: Print run: 150 CIP zapis dostupan u računalnome katalogu Sveučilišne knjižnice u Puli pod brojem 141205017. ISBN: 978-953-7320-73-7 The book is published pursuant to the 17th University Senate Decision of 15 December 2017. Contents - Sadržaj Research Papers – Izvorni znanstveni rad Matea Butković, Ester Vidović 5 University Students’ Perceptions of Their English Language Needs Sažetak: Percepcija sveučilišnih studenata o njihovim engleskim jezičnim potrebama Moira Kostić-Bobanović, Jelena Mandić 39 Student self-esteem and Humanistic Approaches Sažetak: Studentski akademski pojam o sebi i humanistički pristupi Tijana Vukić 59 Socio-humanistic Qualities of Journalistic Abilities in the Croatian Academic Journalism Education Sažetak: Društveno-humanističke odlike novinarskih sposobnosti u hrvatskom akademskom obrazovanju novinara Preliminary notes – Prethodno priopćenje Vjekoslava Jurdana, Alen Klančar 95 Psychoanalytic and analytical psychological interpretations of fairy tales in the guise of contemporary literary interpretation Sažetak: Psihoanalitička i analitičko psihološka interpretacija bajki u ruhu suvremene književne interpretacije Aleksandra Rotar 127 A model of gallery education with pre-school children, and elementary and high school pupils Sažetak: Model galerijske pedagogije s djecom predškolskog uzrasta, učenicima osnovnih i srednjih škola Tihana Škojo, Mirna Sabljar 151 Multiple Intelligences in the Context of Active Learning Application in Music Lessons Sažetak: Višestruke inteligencije u kontekstu primjene aktivnog učenja u glazbenoj nastavi Review paper - Pregledni rad Elizabeta Bandilovska, Ljuljzim Ademi 169 The nominations for colors in the Macedonian and the Albanian language according to the theory of the protoype Sažetak: Nazivi boja u makedonskom i albanskom jeziku prema teoriji prototipa Jasminka Brala-Mudrovčić, Marina Radošević 179 A Linguistic Analysis of the Local Idiom of Smiljan Sažetak: Jezična analiza mjesnog idioma Smiljana Professional paper - Stručni rad Hermina Maras Benassi 219 Paintings with Motifs of the Stations of the Cross in the Parish Church of All Saints in Karojba Sažetak: Slike s motivima Križnog puta u Župnoj crkvi Svih svetih u Karojbi University Students’ Perceptions of Their English Language Needs 5 Matea Butković, PhD Faculty of Engineering, University of Rijeka [email protected] Ester Vidović, PhD Faculty of Teacher Education, University of Rijeka [email protected] UDK: 378-057.87:811.11 Original scientific paper Abstract The paper studies the students’ perception of their language proficiency against the backdrop of intended university study outcomes of their English language courses. The research was conducted on a sample of 216 undergraduate students from the Faculty of Teacher Education (58), Faculty of Engineering (79), and Faculty of Law (79) of the University of Rijeka. The aim of this research, which was carried out in the form of a “needs analysis” questionnaire, was to obtain an understanding of the students’ attitudes towards General English (GE) and English for Specific Purposes (ESP) and to find out whether the current availability of English courses in their study programmes caters to their expectations and perceived professional needs. The results of self-assessments indicate that while the students of all study programmes note that the English courses have contributed to their language proficiency and are an invaluable asset to their professional skills, they highlight the need for additional English courses, both GE and ESP, in senior years of study, which is currently not available to all. The obtained results are an important contribution to the discussion on the quality of English language courses currently available at the university level. Keywords: General english, English for specific purposes, Needs analysis, Language skills, Language proficiency Matea Butković, Ester Vidović 1. Introduction English, as the principal language in contemporary global communication (Balenović 6 2008), has reinforced its status as the most prestigious language in all European countries, including Croatia (Narančić Kovač and Cindrić 2007). The demands that the contemporary society imposes upon individuals include, among other competencies, mastering communicative and linguistic skills. In that manner it comes as no surprise that children start learning English at such a young age in our country since speaking foreign languages is, according to Yvonne Vrhovac (2007), one of the main competencies individuals are expected to develop in the modern world. Moreover, Vrhovac argues, speaking one foreign language fluently is considered insufficient in this time and age, thereby stressing the recommendations of The Council of Europe that soon it will be a must to be in command of at least two foreign languages. In “Conclusions on Multilingualism and the Development of Language Competencies” the Council of the European Union called on the Member States to “adopt and improve measures aimed at promoting multilingualism and enhancing the quality and efficiency of language learning and teaching, including by teaching at least two languages in addition to the main language(s) of instruction from an early age and by exploring the potential of innovative approach to the development of language competencies” (Conclusions 2014:3), given that linguistic diversity is one of the core components of European culture and intercultural dialogue, and that the ability to communicate in foreign languages is “one of the key competencies which citizens should seek to acquire”. Language competencies “contribute to the mobility, employability and personal development of European citizens, in particular young people” (Ibid. 2); the latter being in line with the objectives of the Europe 2020 strategy for growth and jobs. Similarly, Mirjana Prebeg-Vilke claims that the ultimate goal of the programmes for learning a foreign language at an early age is an adult bilingual speaker, who will be able to use foreign languages both in his private and professional life (Prebeg-Vilke, 1991). Speaking foreign languages fluently is a prerequisite, stresses Neda Borić, to functioning as a competent and competitive expert in all professional areas (2005). When it comes to the academic setting, things start getting more complex. The Bologna process has focused on adopting new, modern methods of teaching and assessing foreign languages, as Anna Martinović and Ivan Poljaković point out (2010). Accordingly, instruction started to be held in smaller classes, continuous assessment was introduced, and language competencies based on language outcomes were devised. The curricula had to be adapted to the conventions of the Bologna Treaty, which resulted in the conversion of some obligatory subjects to optional, while keeping the University Students’ Perceptions of Their English Language Needs structure of the original courses, the consequence of which was usually accompanied by a decreased number of teaching periods. One of the key aims of the Bologna process has been for higher education institutions 7 to “implement a coherent language policy clarifying its role in promoting language learning and linguistic diversity, both among its learning community and in the wider locality” (Communication 2003:8). These changes also affected the instruction of foreign languages at universities throughout Croatia. The developments related to the introduction of the Bologna process at Croatian universities resulted in a new status of foreign languages within the curricula of non-language faculties. Borić argues that the attitudes toward the instruction of foreign languages as subjects taught at non-language faculties range from complete indifference (this is, fortunately, a rare practice at Croatian faculties) to an awareness of the importance of foreign languages as indispensable subjects in the education of future young professionals, who are expected “to be not
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