Izvorni znanstveni članak
On licentia poetica (or, Excuse me, do they know how to speak Croatian?)
Josipa Korljan
orcid.org/0009-0007-2493-7438
; Filozofski fakultet u Splitu
Sažetak
Learning Croatian as a L2 at all levels also requires cognition of the moral values. Despite
various programmes and knowledge levels, just as the fact that dictionary corpus that each
level should proscribe, aren’t balanced, authors of coursebooks, textbooks, manuals, as well as
teachers themselves, are trying to teach language according to the students’ needs. Teaching
adults is very different in comparison to teaching children. When teaching adults, one must think
about their cognitive abbilities and spiritual values and how to affect them. So, at these levels
lessons based on just grammar and vocabulary, with cliche dialogues, must be avoided.
One of the possibilities are literature foregrounds, esspecialy poems written by famous Croatian
authors. Poems have their own language, literary language, dissimilar to standard language and
speech which students had learned. Rule bias and licentia poetica – artistic licence - don’t have to
be the cause of non-understandings; they could be encouraging for developing and achieving all
the goals of teaching Croatian as a second and foreign language.
In this paper a thesis is set that usage of literature-artistic foregrounds which include licentia
poetica on grammar level improves learning Croatian as L2. After the first ‘shocking’ effect,
students, together with their mentor, detect exceptions and by that they improve their own
reception of grammar and ortographic rules. This paper is grounded on teaching Croatian as a
second and foreign language in the Croatiaca school, Centre for Croatian Studies, University of
Philosophy in Split. Levels included in this research are A2, B2 and C1.
Paradigms for teaching are anthological poems written by famous Croatian authors: Josip
Pupačić: Tri moja brata, Vesna Parun: Dom na cesti, Ivan Slamnig: Ubili su ga ciglama, Tin Ujević:
Kolajna, Antun Branko Šimić: Žrtve. In these poems it is possible to see that exceptions in artistic
language lead to recognition of grammar and orthography rules. Poems have their own language,
language of literature, different from standard language and speech. These poems have beenchosen by the principle of representativity, trying to study licentia poetica, while especially taking
into consideration interests of students, just as their human rights and freedoms.
Exceptions (licentia poetica) don’t have to be the cause of non-understandings, they can
encourage students to learn more and progress better than before.
Grammatically, these exceptions caused by licentia poetica can help students to understand
the use of certain grammar rules and sentence constructions. As these irregular forms could
sometimes be heard by native speakers, the emphasizing of these usages leads to correct usage
of language.
Word order in the Croatian language can be relatively free, but also governed by very strict rules.
Wishing to achieve emphatic stylistic effects, poem writers, at sintagmatic level, often compose a
patchwork. Perceiving and teaching these irregularities, on the other hand, means building up a
special feeling for the language of the artistic literature, the jewel of our culture and our nation.
In the Croatian language, lexis is taught before grammar. In a poem as a unit, we can observe
mutal relations of lexis and grammar. Also, a student can encounter words that s/he doesn’t know
and that s/he can’t find in smaller dictionaries. These words can be connected to the history or
certain Croatian regions, so that lexical knowledge gives them the oportunity to correlate with
other important areas of researching and teaching Croatian as L2, in the totality of its culture,
civilisation and history. In a paradigm like this students can achieve intercultural competence.
A non-native speaker of Croatian language soaks in messages s/he has gotten by learning
Craotian. Of course, they reside within their inner lives and students take them all over the world,
as permanent spirutal values.
All competences are subjects to change, as is a language by itself (Granić 2002: 81), but it is
worth to experiment and enrich interactivity of culture and art in this way.
It is possible to achieve all these goals by using poetical pieces, poems full of examples of
licentia poetica, as a paradigm in learning Croatian as a second and foreign language. That is
what this paper tries to explain and prove.
Ključne riječi
Croatian as L2; literary texts; poetic license; morphology; word order; lexicon; spiritual values; intercultural communication
Hrčak ID:
86319
URI
Datum izdavanja:
15.12.2010.
Posjeta: 5.850 *