Search

U cilju osavremenjivanja nastave stranih jezika struke i povećanja motivacije studenata, neprestano se teži poboljšanju kako nastavnih materijala, tako i uvođenju različitih sredstava u nastavni proces. Shodno tome, u radu se razmatraju prednosti primene audio-vizuelnih sredstava u didaktičke svrhe. Za potrebe istraživanja sprovedena je anketa među predavačima stranog jezika struke na Univerzitetu u Beogradu, kao i među studentima druge godine osnovnih studija koji su pohađali nastavu stranog jezika struke na Poljoprivrednom fakultetu Univerziteta u Beogradu. Predmet istraživanja rada podrazumeva ispitivanje stava predavača i studenata stranog jezika struke prema primeni audio-vizuelnih sredstava u nastavi. Cilj istraživanja sastoji se u sagledavanju (ne)postojanja preduslova za primenu audio-vizuelnih sredstava u nastavi stranih jezika struke. Rezultati istraživanja ukazuju na brojne prednosti primene audio-vizuelnih sredstava u nastavi stranog jezika struke i potrebu za njihovim korišćenjem i neophodnosti daljih istraživanja u ovoj oblasti. Kako predavači tako i studenti smatraju da je upotreba audiovizuelnih sredstava u nastavi veoma korisna jer pre svega čini nastavu zanimljivijom a gradivo jasnijim, te na taj način motiviše studente za učenje stranog jezika struke. In order to modernise the teaching of languages for specific purposes (LSP) and increase the motivation of students, a constant effort is made to improve both teaching materials and introduce various tools. In this regard, the paper discusses the advantages of using audio-visual resources for didactic purposes. For this research, a survey was conducted among LSP practitioners at the University of Belgrade, as well as among second-year undergraduate students who attended LSP classes at the Faculty of Agriculture, University of Belgrade. The subject of the research is to examine the attitude of LSP practitioners and students of languages for specific purposes towards the application of these resources in LSP classes. The research aims to consider the (non)existence of preconditions for the application of audio-visual resources in the teaching of languages for specific purposes. These results indicate numerous advantages of the application of audio-visual resources and the need for their application, as well as for further research in this area. LSP practitioners, as well as students, believe that the use of audiovisual resources in teaching is beneficial because, above all, it makes teaching more interesting and the material clearer, and thus motivates students to learn a foreign language for specific purposes.

Predmet rada je percepcija onlajn nastave engleskog jezika na univerzitetskom nivou iz ugla studenata/kinja koji su ovaj vid nastave pohađali na Poljoprivrednom fakultetu Univerziteta u Beogradu u prolećnom semestru 2020. godine, tokom proglašenog vanrednog stanja zbog epidemije kovida 19. U istraživanju je učestvovalo 40 ispitanika/ca. Ekstenzivnim, onlajn upitnikom koji je konstruisan za potrebe ove studije, ispitivana su mišljenja studenata o raznim aspektima realizovane onlajn nastave i način na koji procenjuju značaj tehničkih, kontekstualnih i psiholoških faktora u tom procesu, kao i motivisanost za učešće u ovom obliku nastave. Rezultati analize pokazuju da su ispitanici/e ispoljili/e visok nivo motivisanosti za ovaj vid nastave engleskog jezika. Ocena praktično svih analiziranih aspekata onlajn nastave je preovlađujuće pozitivna, što se odnosi i na opaženu ekvivalentnost znanja stečenog na klasičnim i na onlajn časovima, kao i na podjednaku interaktivnost jednog i drugog vida nastave. Kao glavnu dobru stvar onlajn nastave većina ispitanika/ca navodi činjenicu da su nastavu mogli da prate od kuće čime su uštedeli na vremenu, kao i olakšanu komunikaciju i atmosferu koja se stvara na onlajn časovima jezika. Kao najčešća loša strana ovog vida nastave navedene su zamerke tehničke prirode, poput loše internet veze i sa njom povezanih prekida zvuka i slike. U zaključnom delu diskutovan je značaj dobijenih rezultata u kontekstu njihovih pedagoških implikacija i potencijala za unapređenje ovakvog vida nastave. Online classes are not a brand-new concept in teaching languages. The use of Internet and different applications and platforms in everyday life all probably contributed to recognizing online classes as a convenient way for language teaching. There has been a plethora of research on online classes, their benefits and weaknesses, as well as on students' attitudes towards this type of learning. Since there are many benefits of integrating online materials into language teaching programmes, some language practitioners are eager to use these regularly, whereas some still hesitate and use this type of teaching rarely or not at all. However, the year 2020 forced all university teachers to conduct online classes due to the COVID-19 pandemic, since it was impossible to conduct face-to-face instruction in classroom setting. This opened up new possibilities, but brought about various problems as well. Having all this in mind, this paper aims to show how university students perceived the online classes of English during the declared national state of emergency in Serbia. These particular students attended online English classes at the Faculty of Agriculture, University of Belgrade, in the spring semester of 2020. An extensive, online questionnaire designed for the purposes of the study was used to examine students' opinions on various aspects of online classes, their assessment of important technical, contextual, and psychological factors in the process, as well as their motivation to participate in online classes. The results of the analysis show that the respondents were highly motivated for this type of English language classes. They predominantly positively assessed practically all analyzed aspects of online classes, including the observed equivalence of knowledge acquired in face-to-face and online classes, as well as the equal interactivity of both types of classes. The level of self-assessed digital literacy of respondents was fairly high, which must have helped students to a great extent in successively attending the classes. As for the main advantage of online classes, most respondents stated that they were able to attend classes from home, which saved their time and facilitated communication. They also liked the atmosphere in online language classes. The most commonly stated disadvantage of this type of classes is poor internet connection, followed by the related interruptions of sound and video. The dominant attitude of the respondents was that English classes at the university should be conducted as hybrid courses, which implies that they should be a combination of face-to-face teaching and online classes. Although small-scale, the findings of this pilot research can help pinpoint the weaknesses of online classes, as well as offer useful suggestions aimed at improving them in the future. For instance, since students mostly use their mobile phones to attend online classes, it would be convenient for the class activities to be accessible and manageable through different social media apps. Still, it may be argued that the findings are limited in scope since the study was conducted on the sample of students of only one faculty of the University of Belgrade; additionally, it explored the experience with only one online course these students attended. Therefore, the research may be expanded by exploring the potential of online classes in different subject courses, as well as at other faculties.

The study deals with metadiscourse markers employed in the essays written by ESP university students of mechanical engineering. The aim was to investigate the frequency of use of metadiscourse markers and to determine their types according to Hyland’s (2005) taxonomy. The corpus consisted of 100 essays dealing with two topics related to mechanical engineering. The research findings indicate that students used interactional metadiscourse categories to a significantly higher extent than interactive metadiscourse categories. The most used markers overall were transitions, followed by engagement markers and hedges. This suggests that students tried to capture the attention of their readers and make them participate in the discussion. Still, some markers were misused or overused, which implies that students need more instruction in the adequate use of markers. It can be concluded that adding explicit instruction in the use of metadiscourse markers to the ESP university curriculum would increase the level of students’ pragmatic competence so as to help them avoid pragmatic failures in writing.