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VAŽNOST VIZUALIZACIJE U DIDAKTICI KNJIŽEVNOSTI: MOTIVACIJSKI FAKTOR ZA RAZVOJ ČITALAČKE SOCIJALIZACIJE? / THE IMPORTANCE OF VISUALIZATION IN LITERATURE DIDACTIC: MOTIVATIONAL FACTOR FOR THE DEVELOPMENT OF READING SOCIALIZATION?
Abstract
Suvremena visokoškolska praksa zahtijeva odgovor na pitanje što čini "dobru" ili "prikladnu" tehniku vizualizaciju u didaktici književnosti? Međutim, na ovo se pitanje ne može odgovoriti ambivalentno, budući da se konteksti uporabe uvelike razlikuju, a naposljetku je istina da dobar učitelj zapravo može koristiti različite svrishodne tehnike kako bi pospješio čitateljske navike mlade generacije. Bavljenje slikama kao zasebnim aspektom kompetencije ulazi i upotreba tehnike vizualizacije i prezentacije koje treba savladati, ali i vizualna pismenost također igra važnu ulogu. U radu se polazi od temeljne hipoteze da se uz pomoć tehnike vizualizacije u didaktici književnosti mogu povećati čitateljske navike učenika, posebice na stranom L2 jeziku. U istraživanju je sudjelovalo 79 studenata preddiplomskih i diplomskih studija. Istraživanje je provedeno od 10. do kraja siječnja 2022. putem online upitnika na svim razinama studija među studentima Odsjeka za njemački jezik i književnost Filozofskog fakulteta Sveučilišta u Splitu. Istraživanja su pokazala da se metodom vizualizacije mogu poboljšati navike čitanja na stranom jeziku kod studenata koji studiraju L2 jezik.
Contemporary higher education practice requires an answer to the question of what makes a "good" or "appropriate" visualization in the didactics of literature? However, this cannot be answered with this absoluteness, since the contexts of use vary greatly, and ultimately it is true that a good teacher can actually use everything more or less purposefully: A bad text or a factually inadequate, graphically ambiguous visualization can very well be used in a later application step in a revision task can be used sensibly. Dealing with imagery as a separate aspect of competence flows into the visualization and presentation techniques to be learned, but visual literacy also plays an important role. The paper starts from the basic hypothesis that with the help of visualization of the didactics of literature, students' reading habits can be increased, especially in L2 foreign language. The study involved 79 undergraduate and graduate students. The research was conducted from 10 to the end of January 2022 via an online questionnaire at all levels of study among students at the Department of German Language and Literature on Faculty of Humanities and Social Sciences of University in Split. Research has shown that the visualization method can improve reading habits in a foreign language among students studying L2 language.
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DOI: http://dx.doi.org/10.46827/ejlll.v7i3.487
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