Kompleksnost darovitosti u kulturi učenja startpage: 72 endpage: 85 https://phaidrabg.bg.ac.rs/o:36084 ISBN: 978-86-7372-317-4 Ključne reči: jezički daroviti studenti, strani jezik, IKT. Key words: linguistically gifted students, foreign language teaching, ICT. info:eu-repo/semantics/article application/pdf 326884 bytes Rezime: Našavši se u vremenu pandemije i neophodnosti izvođenja nastave na daljinu, profesori stranih jezika i njihovi studenti suočili su se sa mnoštvom izazova. Jedan od njih bio je i odabrati sadržaje, nastavne oblike i metode adekvatne za ovakav vid nastave. U ovoj situaciji našli su se i jezički daroviti studenti, kojima je bilo neophodno ponuditi nešto drugačije i izazovno. U radu se koristi deo rezultata jednog šireg istraživanja sprovedenog sa ciljem da se utvrdi koje nastavne oblike, sadržaje i metode nastave na daljinu smatraju posebno pogodnima za učenje stranog jezika, a koje doživljavaju kao nepogodne i otežavajuće. Pomenutim delom rezultata obuhvaćeni su jezički daroviti studenti, čiji su odgovori ovde posebno sagledavani i analizirani. Pošavši od hipoteza da studenti generalno, pa i jezički daroviti studenti, ne koriste dovoljno IKT mogućnosti za učenje drugih stranih jezika (nemačkog i ruskog) van nastave i da jezički daroviti studenti cene i preferiraju rad na stvarnom jezičkom materijalu, te da će kao zanimljive i korisne izabrati primenu video-materijala, virtuelne ekskurzije, istraživanje internet izvora i prezentovanje prikupljenog sadržaja i uključivanje u onlajn pričaonice na jeziku koji se uči, metodom sistematskog neeksperimentalnog posmatranja, uz upotrebu upitnika Likertovog tipa, izvedeno je istraživanje na prigodnom uzorku studenata Učiteljskog fakulteta u Beogradu i Visoke strukovne vaspitačke i medicinske škole u Vršcu. Rezultati istraživanja potvrdili su postavljene hipoteze da studenti van nastave ne koriste IKT mogućnosti za učenje nemačkog i ruskog jezika, kao i da u radu na realnom jezičkom materijalu vide nešto smisleno, te to za njih predstavlja ,,pravu stvar”. U radu se analiziraju dobijeni odgovori i razlike u viđenju istih zadataka u zavisnosti od toga da li je reč o jezički darovitim studentima i nude ideje i sugestije za dodatni i personalizovani rad sa ovim studentima. Summary: Finding themselves in the time of the pandemic and the necessity of distance teaching, professors of foreign languages and their students have faced many challenges. One of them was to choose contents, teaching forms and methods adequate for this type of teaching. Also linguistically gifted students found themselves in this situation, and it was necessary to offer them something different and challenging. The paper uses part of the results of a wider research conducted with the aim of determining which teaching forms, contents and methods of distance learning are considered particularly suitable for learning a foreign language, and which they perceive as unsuitable and difficult. The aforementioned part of the results includes linguistically gifted students, whose answers have been specially reviewed and analyzed here. Starting from the hypothesis that students in general, even linguistically gifted students, do not use enough ICT opportunities to learn other foreign languages (German and Russian) outside of class and that linguistically gifted students value and prefer working on real language material, and find that interesting and useful, choose the application of video materials, virtual excursions, research of Internet sources and presentation of the collected content and participating in online chat rooms in the language being learned, the research was carried out on a convenient sample of students of Faculty of Teacher Education in Belgrade and Preschool Teacher Training and Medical College in Vršac using the method of systematic non-experimental observation, and Likert-type questionnaires. The results of the research confirmed the hypothesis that students do not use ICT opportunities to learn German and Russian outside of class, as well as that they see working on real language material as something meaningful, and that it is the "right thing" for them. The paper analyzes the answers received and the differences in the perception of the same tasks depending on whether the students are linguistically gifted or not and offers ideas and suggestions for additional and personalized work with linguistically gifted students. Jezički daroviti studenti u novoj kulturi učenja Linguistically gifted students in a new learning culture Gojkov Rajić, Aleksandra Paprić, Marijana srp All rights reserved 2024