UUKIC 1. KOLOKVIJ

Question 1

Define globalisation!

Answer 1

We can say that it refers to the process of interaction and integration among people, companies, and governments worldwide

Complex process, significantly influences modern society all over the world

Question 2

When and why did globalisation start?

Answer 2

Started and accelerated in the 18th century due to the advances in transportation and communication technology

Question 3

Academic literature commonly divides globalisation into what three major areas?

Answer 3

Economic globalisation, cultural globalisation, political globalisation

Question 4

Define economic globalisation! Give examples!

Answer 4

Economic globalization refers to the increasing interconnectedness and integration of economies around the world. It involves the free flow of goods, services, capital, and information across national borders. This process is facilitated by advancements in technology, transportation, and communication.
Removal of cross-border trade barriers (European Union, Schengen Agreement)

Question 5

Define cultural globalisation! Give examples!

Answer 5

Cultural globalisation refers to the transmission of ideas, meanings, and values around the world in such a way as to extend and intensify social relations
A way in which it spreads is through the common consumption of cultures that have been diffused by the Internet, popular culture media, and international travel
Extended social relations, crossing national and regional borders
Cultural globalization involves the formation of shared norms and knowledge

Question 6

Define political globalisation! Give examples!

Answer 6

Political globalisation refers to the growth of the worldwide political system
One of the key aspects of political globalisation is the declining importance of the nation-state and the rise of other actors on the political scene –> entanglement between the domestic and international levels of authority

Example: dual citizenship

Question 7

Define multiculturalism!

Answer 7

Cultural globalisation brings increasing interconnectedness among different populations and cultures and so we speak of multiculturalism

Question 8

Define multiple citizenship!

Answer 8

Multiple citizenship, also called dual citizenship or multiple nationality or dual nationality, is a person’s citizenship status in which a person is concurrently regarded as a citizen of more than one state under the laws of those states
* Some people are citizens of multiple nation-states (Germany and Turkey, Germany and Croatia)

Question 9

Explain the impact of globalisation on human rights!

Answer 9

Many international documents have emerged due to international contacts and agreements. Still, globalisation is very often seen as the root of much exploitation by multinational companies and other forms of human rights abuses
Rich people become more affluent and poor people have less and less money and other possessions

Question 10

Explain the impact of globalisation on education!

Answer 10

Numerous consequences; Example: the Bologna Declaration from 1999, proposed a European Higher Education Area in which students and graduates could move freely between countries, using prior qualifications in one country as acceptable entry requirements for further study in another
The European Commission initiated different exchange programmes in education between EU countries, and they included non-EU countries (Erasmus, Erasmus Plus)
Globalisation gave an impetus to school reform –> school reform at ALL levels has been continued (not only changing the school systems but also the actual schools and how they look)

Question 11

Explain the impact of globalisation on language learning!

Answer 11

Negative: many languages have disappeared or are in the process of disappearance; Google Translate doesn’t offer many of the existing languages
Positive: The current globalisation processes require the knowledge of a foreign language; more and more people are becoming bilingual / multilingual
The use of English has been on the rise! English as a Global Language, English as a Lingua Franca, World English(es), International English

Question 12

What’s the difference between a developed and a developing country? How is globalisation influencing their relation?

Answer 12

A developed country (or industrialised country, more economically developed country) – a country that has a high quality of life, developed economy and advanced technological infrastructure compared to other less industrialised nations

A developing country is a country with a less developed industrial base and a low Human Development Index (HDI) relative to other countries

Developed countries impose economic rules, policies, cultural values, social norms and even language upon the undeveloped ones and some cultures might become diffused and disappear as a result of it

Many young people in smaller countries take needless delight in anything foreign

Some young people of foreign origin in Western countries reject the new culture and even become terrorists

Many refugees have come to Europe and North America as a result of poverty in the Third World

Commercials on television, mass media, smartphones and the Internet enabled people in developing countries to learn about the Western world

Western countries have become multicultural

The gap between developed and developing countries is widening

Question 13

Explain the sociological theory by Robert Merton!

Answer 13

The sociological theory in its core tells us that concepts connected to culture such as cultural heritage, culture identity or cultural identity, and socialization are closely linked and difficult to separate

Question 14

What is idiosyncrasy and who defined it?

Answer 14

The concept of idiosyncrasy in general is the relationship of the concepts of “culture”, “cultural heritage”, and “cultural capital” (as defined by Pierre Bourdieu)

Question 15

Define identity!

Answer 15

Identity is defined as “a sense of self”, and it is formed through the process of socialization in the family, as well as through formal and “hidden” curriculum during education.

Question 16

What are the three basic types of identity?

Answer 16

Individual / personal identity, social and national / cultural.

Question 17

What two main views of identity exist?

Answer 17

It being fixed and unique to every individual (Hymes, Halliday, etc.) or it being formed, changeable, through social, historical and political contexts (sociocultural perspective)

Question 18

Define the concept of social identity!

Answer 18

Our social identities are both defined by social groups into which we are born (gender, social class, religion, race, etc.) and those we choose to participate in and are available in our communities
These institutions give shape to the kinds of groups to which we have access and to the role relationships we can establish with others

Question 19

Define habitus (Pierre Bourdieu)

Answer 19

The way a person of a particular background perceives and reacts to the world; how they act, feel and think
When we come together in a communicative event, we perceive ourselves and others in the manner in which we have been socialized ; *we view others in a way in which we have been taught to
Who we are, who we think others are, and who others think we are, affect the way we communicate!

Question 20

What is agency?

Answer 20

One’s socioculturally negotiated ability or willingness to take action within specific sociocultural contexts; * agency refers to an individual’s capacity to act and make choices within the constraints of their social and cultural environment

Question 21

Explain Gidden’s theory of structuration!

Answer 21

We, as individual agents, shape and, at the same time, are given shape by social structures – conventionalized, established ways of doing things
Individual agency is a semiotic activity, a social construction, something that has to be routinely created and sustained in the reflexive activities of the individual

Question 22

What do interactional linguistics by John Gumperz tell us about?

Answer 22

Contextualization cues: any verbal sign which, when processed at the same time with symbolic grammatical and lexical signs, serves to construct the contextual ground for situated interpretations and thereby affects how constituent messages are understood.
(the cues tell people how to interpret meaning of a particular message in a conversation)

Question 23

What is the co-construction of identity?

Answer 23

We have multiple and different identities, they build up and change every day through different interactions
We take on a variety of identities defined by our memberships in social groups

Question 24

Speech stylization?

Answer 24

Stylization involves reflexive communicative action in which speakers produce specially marked and often exaggerated representations of languages, dialects and styles that lie outside their habitual repertoire…

Question 25

Language crossing?

Answer 25

Crossing involves a stronger sense of social or ethnic boundary transgression.
Language crossing is when people mix different languages while talking or writing. It happens when they use words or phrases from different languages in the same conversation.

Question 26

Language games?

Answer 26

Established, conventionalised patterns of communicative action (Ludwig Wittgenstein)

Question 27

What does the sociocultural view tell us about culture and language users?

Answer 27

Sociocultural view recognises that culture does not exist apart from language or apart from us as language users, it sees culture, instead, as reflexive, made and remade in our language games.

Question 28

In the communicative approach and in its further development called the intercultural approach, we can see the following changes in perspectives:

Answer 28

 from teaching to learning, i.e., designing universal methods of teaching to integrating the features of specific groups of students or individuals
 from declarative to procedural knowledge, i.e., from the definition of what students are expected to learn to the question of how they learn

Question 29

Do we deal directly with the real world of a FL language in FL teaching and learning?

Answer 29

No, it’s filtered by media (textbooks; audio-visual media; internet; teacher’s reports; etc.) and filtered by the selection of information and its interpretation by the authorities such as ministries

Question 30

What are interim worlds?

Answer 30

Imaginations and beliefs about how the world of the target language looks like, which can change through the process of education

Question 31

What is the Grammar-Translation Method?

Answer 31

It emphasized the presentation and analysis of correct linguistic form, appropriate translation and the reading of literature.

Modelled after the teaching of dead languages.
It emphasized the selection and presentation of socio-cultural achievements (Big Culture)
Only students from elite schools could learn foreign languages.
Topics characteristic for this method: The Pilgrim Fathers, Boston Tea Party, Death of a President (Lincoln), The Gold Rush

((Emphasizing the explicit teaching of grammar rules and translation exercises.))

Question 32

Explain the Audio-Lingual / Audio-Visual Method!

Answer 32

From the 1960s the motto was FLs for all and resulted in defining a more pragmatic concept of FL teaching (FLs for international communication)
A shift from topics concentrating on Big Culture to aspects of everyday life, i.e. Little Culture.
**Memorisation of useful phrases and the reproduction of typical social roles ** in everyday dialogues.
Characteristic topics: What is this? What is your profession? Shopping in the supermarket. In the restaurant. Asking the way. Make an appointment. Travelling (hitchhiking).

((Focusing on repetitive drills and pattern practice to develop oral language skills.))

Question 33

Communicative Approach?

Answer 33

Concentrating on speech acts characteristic of everyday communication and emphasizing the use of authentic texts.

Emphasis on accurate socio-cultural information. Everyday life experiences of ordinary people.
Characteristic topics: Greeting. Offering. Discussing. Describing. Agreement / disagreement. Warning. Presenting.

((Emphasizing the use of language in real-life situations and promoting meaningful communication.))

Question 34

The Intercultural Approach?

Answer 34

Topics concentrating on language awareness, discussing cross-cultural experiences, meeting stereotypes, negotiating meaning.

Characteristic topics: Perception and interpretation. Perception and specific group experience. Development of meaning. Development of meaning in the FL. Speech acts and their realisation in language. Language and social interaction. Manipulation by language. Cliché and ritual. Language and stereotype. Argumentation

Question 35

A framework of interdependent levels constituting teaching:

Answer 35

1) General socio-political factors –> relationship between native and target socio-culture

2) Institutional level: Educational guidelines influencing FL teaching –> educational guidelines may be formulated as the convictions of a dominant social group or as a consensus of negotiations of more than one influential social group

3) Specific features of the target socio-culture as part of FL instruction –>
at this level, the specific objectives for the teaching of the target languages are defined (cognitive, pragmatic, emotional dimension)

4) Didactic concept of FL teaching –> refers to the instructional approach and principles used to facilitate the learning of a foreign language

Question 36

Can we ever be sure what catches the learners’ attention?

Answer 36

We can never be sure about what catches the learners’ attention and interest and how they learn.

There are: areas of general socialisation: such as family, social environment, peer group, media (in particular television and the internet)
and individual factors: age, gender, general knowledge of the world and unique understanding of (and maybe experience with) the target language country, intellectual capacities, interest and motivation, etc.

Question 37

Tools that help FL teachers to help their students to see their misconceptions of the foreign world and to reject them?

Answer 37

1. empathy
2. role distance
3. tolerance of ambiguity
4. awareness and representation of own identity

Question 38

Is the distinction between culture and civilisation well-embedded in the English language?

Answer 38

No. In the English-speaking world there were centuries of name-switching between the two terms - anthropologists suggested that these two terms are identical

Question 39

What is the origin of the terms culture and civilisation and which is an older term?

Answer 39

Culture from Latin cultura, civilisation from Latin civis; culture is an older term

Question 40

What is a more or less distinctive line between civilisation and culture?

Answer 40

One can state that civilisation refers more to material, technical, economic, and social facts, and culture refers to spiritual,
intellectual and artistic phenomena.

Question 41

Which term is subordinated to which according to the meaning of the German Zivilisation? (Culture and civilisation)

Answer 41

The German usage of Zivilisation
has always alluded to a utilitarian, outer aspect of human existence
subordinated to Kultur, which was perceived as the “real” essence of
humans, society, and their achievements (1st is culture and civilisation is subordinated to it)

Question 42

Who’s the founder of cultural anthropology?

Answer 42

Edward Burnett Tylor - in the English-speaking world the idea of civilisation has developed autonomously without reference to the term culture; because of his approaches / his approaches strongly influenced that!

Question 43

What is anthropology?

Answer 43

Anthropology is the study of what makes us human, the scientific study of humanity. We have social anthropology which studies patterns of behaviour, cultural anthropology which studies cultural meaning, linguistic anthropology studies how language influences social life, biological anthropology studies the natural development of humans

Question 44

Is culture or civilisation a broader term?

Answer 44

Civilisation is considered a broader term and can easier be extended. The term civilisation can also refer to the cultural identity - culture of a complex society with its specifics.
Because of the expansanist character of the term civilisation –> totalitarianism, colonialism and racism

Question 45

Why do culture differences cause problems to language teaching?

Answer 45

Lexemes get their meaning in culturally defined aspects of a communicative event. Different cultures have distinct communication styles, including non-verbal cues, body language, and social norms.
Language is deeply intertwined with culture, and certain words, phrases, or idioms may have specific cultural connotations or meanings.
Cultures often have sensitive topics or taboos that may impact language teaching.
Cultural differences can influence values, beliefs, and worldviews.
Social norms and etiquette can vary greatly from one culture to another. This includes greetings, personal space, mealtime customs, and more.
It is very complex and knowing only the grammar rules, syntax and translation is not enough.

Question 46

Give some examples of cultural differences!

Answer 46

Odgoj and obrazovanje in Croatian and Erziehung and Bildung in German
are covered by education in English = they see it as inseparable; nowadays
we use upbringing and education…

Ja in Croatian = personal pronoun for the first person in Japanese

Ti, Vi in Croatian = you in English, du, Sie, ihr in German, tu, vous in French

Kommst du heute abend zum Essen? Are you coming to dinner tonight?

The lexeme Ne in Croatian and Greek

Shaking hands (British do it much less than French people, let alone some Latin Americans)

Question 47

How is Emily Dickinson’s Essential Oils connected to what we are learning about?

Answer 47

The poem expresses the relationship of nature, culture and language. It bears testimony that nature and culture both need each other. Nature refers to what is born and grows organically and culture refers to what has been grown and groomed. A rose is perishable and nature cannot reveal nor preserve its beauty, culture forces nature to reveal its essential potentialities – syntax and vocabulary select among the many potential meanings only those that best express its truth. Culture turns the rose into a rare perfume.