Albanian Journal 3.pdfAlbanian Journal of Educational Studies Volume 2 Number 1 2014 This Journal is...

Albanian Journal of Educational Studies

Volume 2 Number 1 2014

This Journal is registered at the ISSN International Centre,45 rue de Turbigo, 75003 Paris, FRANCE

Web site: www.issn.org

Bib-ID: 81981Title: Albanian Journal of Educational Studies

© Graduate School of Education & Centre for Democratic Education, Tirana, Albania, 2013

AJES JournalAims & ScopeThe AJES Journal is an open-access, peer-reviewed journal which aims to publish original empirical and theoretical studies from a wide variety of disciplines related to Teacher Education and in particular Educational Sciences. Its main focus is the Albanian context, in close connection with globalization issues, especially the European dimension in education. The journal comes out twice a year.

About the PublisherThe Center for Democratic Education (CDE), established in 2001 (www.cde.edu.al) and the Graduate School of Education (GSE), established in 2009 (http://shle.cde.edu.al) are dedicated to pre- and in-service Teacher Education. CDE plays a leading role in Albania and makes its contribution to education in Kosovo and Macedonia. With the variety of Master Degree and teacher certification courses it offers and the professional development activities it organizes, including conferences, workshops, forums etc., the CDE has earned a key place in the collaborative network of higher education institutions and professional bodies in areas such as teaching, educational leadership, education policy and research.

Publications in support of professional development area consolidated aspect of CDE’s activity. To date, numerous books and other publications have appeared in Albanian, many of them translated from the English language.

Both CDE and GSE have established a number of contacts in the region, as well as with interested partners in the EU and throughout the world.

Qëllimi dhe objektiRevista Shqiptare e Studimeve Arsimore është një revistë e hapur dhe me bord editorial. Ajo boton studime teorike dhe empirike nga disiplina të ndryshme, që lidhen me formimin e mësuesve, në mënyrë të veçantë Shkencat e Edukimit. Konteksti shqiptar është objekti i saj kryesor, por i lidhur ngushtë me çështje të globalizimit, në mënyrë të veçantë me dimensionin europian në edukim. Në një vit botohen dy numra.

Diçka për botuesinQendra për Arsim Demokratik, e themeluar në vitin 2001 (www.cde.edu.al), dhe Shkolla e Lartë e Edukimit, e themeluar në vitin 2009 (http://shle.cde.edu.al), janë të përkushtuara në formimin e mësuesve, përgatitjes fillestare dhe në shërbim. CDE ka një rol udhëheqës në Shqipëri, me kontribute në Kosovë dhe Maqedoni.

CDE me programe të shumtë master, kurse çertifikuese dhe veprimtari të tjera për zhvillim profesional të tillë si: konferenca, seminare, forume etj. ka zënë një vend kryesor në bashkëpunimin me institucionet e arsimit të lartë, organizmat profesionale në mësimdhënie, lidership arsimor, politikë arsimore dhe hulumtim.

Botimi është një nga veprimtaritë më të konsoliduara të Qendrës për Arsim Demokratik, që mbështet zhvillimin profesional. Deri më tani janë botuar libra dhe materiale të shumta në gjuhën shqipe, mjaft prej tyre të përkthyera nga gjuha angleze.

CDE dhe SHLE kanë vendosur kontakte të shumta në rajon dhe me palët e interesuara në vendet e BE-së e në mbarë botën.

Marijana MARJANOVIKJ APOSTOLOVSKI...............................................Language Learning Autonomy at South East European UniversityAutonomia e të mësuarit të gjuhës në Universitetin e Europës Juglindore

Leticja PAPA (GUSHO)..................................................................................The Relationship between Perception of Adult Students for Learning Environment and Their Attitude toward LearningMarrëdhënia midis perceptimit të studentëve të rritur për mjedisin e të nxënit dhe qëndrimit të tyre kundrejt këtij mjedisi

Hamide BEGAJ................................................................................................The Role of Teachers in Increasing Self-Confidence to High School StudentsRoli i mësuesve në rritjen e vetëbesimit te nxënësit e shkollës së mesme

Luljeta ADILI- ÇELIKU..................................................................................Word Formation of Verbs in Asdreni’s Works “Rreze Djelli” and “Psalme Murgu”Fjalëformimi i foljeve në veprat e Asdrenit: “Reze dielli” dhe “Psalme murgu”

Bujar HOXHA.................................................................................................Identity and Cultural Heritage: Experiencing the Albanian ContextIdentiteti dhe trashëgimia kulturore: përvoja shqiptare

Nexhat ÇOÇAJ................................................................................................Bosnian and Gorani Linguistic Communities: Communities of Albanian and not Slav Tradition Komunitetet gjuhësore boshnjak e goran: komunitete të traditës shqiptare e jo sllave

Conference and events....................................................................................Book Reviews..................................................................................................

CONTENTSPëRMBAJTJA

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Albanian Journal of Educational Studies 6

Language Learning Autonomy at South East European University

Marijana MARJANOVIKJ APOSTOLOVSKISouth East European University, Tetovo

ABSTRACT

This article presents and interprets the results and findings from a field research on language learning autonomy conducted at South East European University. It offers insight into the perceived views of autonomy held by the students of English as a foreign language in the Language Centre at the SEEU. Moreover, it presents the beliefs about language and language learning as well as the beliefs about the distribution of roles and responsibilities in the language classroom held by the students involved in the learning process. The paper also discusses the implications for teaching and learning in this particular context which stem directly from the LC student survey conducted and the relevant literature on autonomy reviewed. The paper not only depicts the actual situation with reference to autonomy, but also proposes an immediately applicable tailor-made strategy for fostering language learner autonomy which would lead to greater involvement and improved performance on the part of the students.

Key words: language learning autonomy, SEE University; autonomy fostering strategy; language learning/teaching beliefs; roles and responsibilities in language classroom

Volume 2 - Number 1 - 20147

Autonomia e mësimit të gjuhës në Universitetin e Europës Juglindore

Marijana MARJANOVIKJ APOSTOLOVSKIUniversiteti i Europës Juglindore, Tetovë

ABSTRAKT

Ky artikull paraqet dhe interpreton rezultatet dhe gjetjet nga një hulumtim në terren për autonominë e mësimit të gjuhës i kryer në Universitetin e Evropës Juglindore. Ai ofron të dhëna mbi pikëpamjet e perceptuara për autonominë nga studentët që mësojnë gjuhën angleze si gjuhë e huaj në Qendrën e gjuhëve në UEJL. Për më tepër, ky punim paraqet bindjet e studentëve të përfshirë në procesin e të mësuarit në lidhje me gjuhën dhe mësimin e gjuhës, si dhe ato në lidhje me ndarjen e roleve dhe përgjegjësive në orët e gjuhës angleze. Punimi gjithashtu trajton implikimet lidhur me mësimdhënien dhe të nxënit në këtë kontekst të veçantë që rrjedhin direkt nga anketa e realizuar me studentët e Qendrës së Gjuhëve si dhe nga rishikimi i literaturës gjegjëse. Punimi jo vetëm që pasqyron gjendjen aktuale në lidhje me autonominë, por edhe propozon një strategji menjëherë të zbatueshme, mirë të përpiluar për nxitjen e autonomisë në të mësuarit e gjuhës, e cila do të çojë në përfshirjen më të madhe dhe përmirësimin e performancës nga ana e studentëve.

Fjalë themelore: autonomia e mësimit të gjuhës; Universiteti i Europës Juglindore; strategji për nxitjen e autonomisë; bindjet lidhur me mësimdhënien dhe të nxënit; rolet dhe përgjegjësitë në orë të gjuhës


Introduction

Autonomous learning is of vital importance for the future prospects of tertiary level students who will find themselves in learning situations many times after graduating and leaving the University. Helping learners become autonomous means equipping them with transferable skills for life-long learning, increasing their mobility and enhancing their career prospects.

One of the major preconditions for development of autonomy is the will of the learners which is why as part of the field research Language Centre students’ willingness and readiness for autonomy were measured.

Methodology & Research

This chapter of the article focuses on the field research conducted. It specifies the research question and offers details about the participants, data collection instrument as well as the data analysis performed.

The research aimed to assess students’ willingness and readiness for autonomy in language learning by examining their views of their responsibilities and those of their teachers’, the activities they engage in and out of the language classroom and their confidence in their ability to operate autonomously.

Two main sources of information were used for this study:• Primary source: desk research on language learning autonomy literature• Secondary source: field research

The main data collection instrument used for this research was the Student Questionnaire. The data gathered was analyzed using SPSS. The answers about roles in the learning/teaching process given by students were crossed and compared in order to determine what trends in the data suggest about the learners’ potential for autonomous language learning behaviour. The results from the field research are presented and discussed in the following two chapters.

ParticipantsParticipants in this study were 90 randomly chosen undergraduate students enrolled on five different faculties at the South East European University (SEEU), attending credit-bearing Basic Skill English (BSE) courses (starting form elementary to advanced academic English) and English for Specific Purposes (ESP) courses at the Language Centre (LC) in the summer semester 2009. Over half of them (56%)

Marijana MARJANOVIKJ APOSTOLOVSKI


were female whereas 44% were male. In terms of nationality, 3% of the students interviewed were Turkish, 34% Macedonian and 63% Albanian. The respondents were asked if they would be willing to fill in an anonymous questionnaire about learning English. Each student was informed that s/he did not have any obligation whatsoever to fill in the questionnaire. It was explicitly made clear to the participants that their information would be used only for the purpose of doing research. Students studying English from 1 to 16 years were included in the survey.

QuestionnaireThe questionnaire was available in three languages English, Macedonian and Albanian so the lower level students could also be included in the survey. The upper-intermediate and advanced students were given a chance to choose if they wanted to fill in the questionnaire in English or in their mother tongue. The Turkish students had a native like command of either Macedonian or Albanian so there was no perceived need to translate the questionnaire in Turkish.

The first four questions were designed to collect data on biographical details such as gender, mother tongue, years of English language learning experience and the level attended. Besides the background information, the questionnaire asked the respondents to state the reasons for learning English, their perceptions of their English teacher’s and their own responsibilities, their decision making and evaluating abilities as well as the various language learning activities they engage in outside of class. The last item in the questionnaire asked students to indicate on a four-point Likert scale the extent to which they agree with 19 statements designed to investigate students’ beliefs about language learning.

The research was conducted after the final exam had been administered and final exam results were published so students would not assume that by answering the questions in the questionnaire they would get extra points. The timing was also supposed to prevent students from altering their answers to please the teacher. Another reason why the end of the semester i.e. the week after the final exam was chosen to administer the questionnaire is that the students could give informed answers about learning English in the LC at SEEU.

The questionnaire served as awareness rising tool and although it was originally designed to be used for English as a foreign language learning situation, it could also be used for situations where foreign languages other than English are learnt.The student questionnaire is given in Appendix A.



Results

In this section students’ responses are reported. All the learners involved in the study studied English not as a second but as a foreign language. When asked why they were learning English only 29% of the respondents stated that they had to because of their studies. However, it should be taken into consideration that for all the students who participated in the survey English was a compulsory course as part of their first-cycle studies. None of the respondents was an English major. Most of the respondents (48%) stated that they were learning English in order to be able to communicate with people from other countries whereas least of the respondents (14%) chose traveling as a reason for learning English. Although the question was open for other suggestions from the respondents, no other reasons were listed. The answers stated under “other” were paraphrases of the options given (“English is need for everything”, “for profession, employment”, “for all the above mentioned”, “I need it”).

Question 6 asked respondents about their and their teacher’s role in the language learning process. In general, the respondents found their teacher responsible for ensuring progress during lessons (69%); stimulating interest in learning English (73%); making learners work harder (72%); deciding what should be learnt next (67%); choosing what activities to use in class (64%); choosing what materials to use to learn English (72%) and evaluating progress made (76%).

According to the respondents in this survey most of the responsibility, especially during classes, resides in the teacher. The literature search of previous studies revealed that the major reason students give for placing most of the responsibility on the teacher was the fact that the teachers were the experts paid to do all that.

The only aspect of the language learning process the respondents considered themselves (and not their teacher) responsible for was making sure they make progress outside of class (57%).

The areas for which the respondents felt least responsible were making sure they make progress during lessons (1%), stimulating their interest in learning English (8%), making themselves work harder (8%), determining the objectives of the English course (9%), choosing the activities to use in class (3%), choosing the materials to use to learn English (8%) and evaluating progress made (3%).

This speaks a lot about the beliefs and expectations students bring to class. It is highly likely that the students were never expected or asked to do any of the above mentioned so they simply do not regard them as their responsibility.

In some cases, such as identifying weaknesses in English, deciding how long



to spend on each activity and deciding what is to be learnt outside of class, instead of taking the entire responsibility themselves, one third (30%) of the respondents would rather cooperate with the teacher. This insecurity is probably due to the fact that the respondents were never taught how to do it.

Question 7 focused on activities considered to demonstrate autonomous behaviour. It would be interesting to mention that many students laughed when they read the options given for the question “Which of the following language learning strategies do you use?” To them, they were not learning but having fun. Watching TV programs or movies in English appeared to be the most popular activity practiced by the respondents (65%), followed by using the Internet (58%) and listening to English songs (34%). Surprisingly, learning about the culture of English speakers (7%) turned out to be less popular than keeping a diary about learning English (10%). Based on previous teaching experience it was expected to see keeping a diary as the most tedious and the least popular of all the activities listed.

In the final part of the questionnaire the students were asked to indicate on a four-point likert scale the extent to which they agreed or disagreed with a list of 19 statements designed to discover if students are more teacher-centered or autonomous in their language learning. For easier interpretation,the four categories of the likert scale were reduced to two i.e. ‘completely agree’ and ‘somewhat agree’ as well as ‘somewhat disagree and completely disagree’ were combined as ‘agree’ and ‘disagree’.

Strikingly high percent of respondents (81%) felt they personally should be blamed if they did not learn. 73% of the respondents preferred classes where they can decide what and how is going to be learnt, 70% claimed to know what they wanted to learn, 81% felt it was important to know the reason behind every activity done in class.

Contrary to these claims which show a high degree of readiness to take on an antonymous role, 76% of the respondents expected the teacher to tell them exactly what to do. These responses indicate that in theory the students express readiness to take on an autonomous role.

Although 79% of the respondents stated that they could learn English without a teacher, having a class and a teacher was considered to be highly important for learning a language (74%). The most probable speculation would be that this was the only way of learning students were ever involved in, taking into consideration how languages are taught in primary and secondary schools. About half of the respondents (53%) disagreed that a lot of language can be learnt without a teacher. Moreover, 70% of the respondents disagreed that a lot of grammar can be learnt



without a teacher and 79% wanted a teacher to explain grammar and vocabulary in detail. Unlike these highly teacher-centered statements, the other two statements which refer to language learning activities show a lower level of dependence on the teacher: 69% of the respondents enjoyed projects in which they could work with other students and more than half of them, more precisely 60%, saw selecting new vocabulary to learn as their own responsibility.

As far as the selection of content is concerned, the respondents did not consider it to be their responsibility by stating that it is not the student’s responsibility to decide on the course objectives (66%) and only 42% of respondents wanting to choose their own materials for language classes.

On one hand, only 56% of the respondents thought that an exercise was worth doing only if it was marked by the teacher. On the other hand, 80% of the respondents expected all exercises to be marked by the teacher.

56% of the respondents said that if they got a good mark they did not worry if they still had questions and 62% of the respondents were motivated to work hard by exams, which is not surprising having in mind the fact that English was not an elective course for these students.

Students did not seem to feel very confident when it comes to agreeing with peer correction. The opinions were roughly evenly distributed (57% didn’t mind as opposed to 43% who did mind). 56% of the respondents agreed that they would not be able to assess their language work. The most probable speculation would be because of never being taught of ways for doing it.

All in all, despite the claims of their readiness for a more active involvement in the learning process, the respondents showed a great deal of teacher-centeredness and heavy dependence on the teacher, which indicates that prior to making any attempt to promote language learning autonomy the teachers should have a clear picture of students’ beliefs and expectations.

Discussion

The overall purpose of this chapter is to discuss the results and findings of the student questionnaire. Although the data collected is based on self-report, how participants see themselves as target language learners and users is without question an important finding which leads to direct implications for teaching that will be elaborated further in the paper.

The following could be singled out as most significant findings which directly answer the research question about the students’ willingness and readiness to assume an autonomous role. LC students interviewed believe that most of the



responsibility and authority in class resides in the teacher. This is perhaps not surprising due to the fact that the students have neither been expected nor trained to take a more active role in the teaching/learning process.

The beliefs expressed by the students who participated in the study are consistent with and at the same time contradictory to the profile of autonomous language learners.

The main area where the data revealed evidence of willingness for assuming greater responsibility and acting autonomously, which directly affirmatively answers the research question posed, was in relation to what the students believe about the necessity of being informed about the activities done in class and the allocation of responsibility for making progress.

The interest in knowing the rationale and reason behind each activity done in class expressed by 81% of the respondents accompanied by the preference towards classes where the students themselves decide what and how is going to be learnt expressed by 73% of the learners interviewed, give the impression that students are dissatisfied with playing a passive role of an observer or consumer and would like to have a more active role in the learning process. Knowing why each activity is done in class is crucial for supporting autonomy. Moreover, in order to constantly remind students of the need to practice on their own outside of class, the link between students’ needs, the classroom tasks and activities and their out of class application must be perceived by the students.

The high percentage of students (81%) who hold themselves personally responsible for not learning runs counter to the researcher’s expectations. It had been assumed that the respondents would blame everyone and everything else but themselves for not learning!

It is findings of this kind that are promising for fostering autonomy among the language learners interviewed. Only autonomous learners would declare that they are to blame if they do not learn, and would accept that success in learning depends on them just as much as it depends on the teacher.

Contrary to the above mentioned autonomy-favouring claims, insisting on the teacher checking every single exercise (80%), considering an exercise worth doing only if it is marked by the teacher (56%), being unable to self-assess their own work (56%) and expecting to be told by the teacher exactly what to do next (76%) indicate that that students interviewed conceptualize the teacher as an authority figure on the target language, directing and controlling the learning in the classroom. Learners who hold such beliefs are not yet ready for autonomy and cannot easily accept the transfer of responsibility to them.

Although insisting on every activity being evaluated by the teacher demonstrates



a heavy dependence on the teacher, receiving regular feedback on performance helps learners assume greater control over their learning.

An autonomous learner would not depend entirely on the teacher for any aspect of the language learning process, including evaluation and feedback.

Students who believe that everything has to be checked by the teacher for possible errors will not be willing to participate in fluency exercises worrying that they might make mistakes. Such beliefs must be challenged by the teacher and gradually changed. On contrary, there might be minimal or no progress at all in the attempt to foster autonomy. The teacher must be familiar with the learners’ beliefs which might help or hinder the development of students’ potential for autonomous language learning. In any case, the changes made should be gradual.

The responses given with reference to evaluation and self-assessment are contradictory to the profile of autonomous language learner and reveal that for some of the learners interviewed the notion of evaluation is difficult to separate from ideas associated with the teacher. Nearly half of the respondents interviewed (43%) felt uneasy with their peers assessing their work and over half of them reported being unable to self-assess their own work which suggests that probably the students’ know-how about self-assessment and measuring progress achieved is limited and the role of self and peer-evaluation is not well understood by the learners. Whatever the reason for the lack of knowledge and understanding, the implication is clear: they need training in ways of monitoring and evaluating their learning. Without relevant training the students will remain dependent on the teacher’s evaluation and feedback. The inability to monitor and self-evaluate will result in lack of confidence in their language learning abilities. Confidence contributes to the development of autonomy to a great extent. The learners must believe that they are capable of managing their own learning and can rely on themselves, not only on the teacher. Without confidence in their ability to learn successfully, learners cannot develop autonomous approaches to learning.

The students interviewed in theory do show not only acceptance of responsibility for achieving success in their language learning, but also show obvious willingness to take an active role in their language learning process despite the fact that they lack the ability needed. Moreover, they do not perceive decision-making about content, materials, activities and their timing as well as evaluation as their own but as the teacher’s tasks. The most probable speculation based on the researcher’s personal ten-year teaching experience and the views expressed in the informal interviews held with the LC teachers would be that this was the only mode of learning students were ever exposes to or involved in.

Despite the belief that that most of the responsibility rests with the teacher who



is considered mainly responsible for evaluation and feedback, 69% of the students interviewed expressed willingness to work collaboratively on group projects, which is one of the basic prerequisites for transferring responsibility for the learning process form the teacher to the students.

The reactions to question item 7 in the student questionnaire, Which of the following language learning strategies do you use?, evidence that students do not see any difference between learning English and learning for other academic courses. This question served as awareness raising that learning a foreign language is different form learning for other academic subjects. This distinction should be made clear to the learners. Setting personal goals, taking risks and experimenting with new things as well as having a clear idea why and how the target language is learnt are central to good language learning and at the same time are by far less important in other types of learning. The answers provided to this question can help LC teachers plan extracurricular activities students would enjoy doing outside of class and would benefit from.

The overall pattern, however, appears to suggest that the participants interviewed are willing to accept greater responsibility for their learning although they lack confidence and strategies, which is a serious obstacle to learner autonomy.

The findings from the survey conducted undoubtedly lead to the conclusion that the goal of fostering autonomy in the context of the LC at SEEU requires some interventions in the teaching/learning process.

Implications for teaching and learning

This section of the article elaborates on the implications for language teaching and learning in the context of the LC at SEEU, which resulted from the field study conducted and the review of relevant literature on autonomy. It focuses on practical issues related to the implementation of a proposed autonomy-fostering strategy in the context of the English language courses offered by the LC at SEEU. The proposed autonomy-promoting strategy is designed to blend into the regular English language syllabi and can be almost instantly applied.

At the beginning it is important to highlight that the LC and SEEU as a whole already employ certain tools for promoting autonomous learning such as continuous assessment, the learning management tool – LIBRI and the Language Resource Center (LRC). However, the strive to improve their efficacy should continue.

Before any interventions in the learning/teaching process are made it is important to know what experiences students have had and as a consequence what expectations they may have of the teacher. Teachers need to allocate plenty of time



and attention to exploring learners’ beliefs about their language learning abilities and their expectations in terms of their and their teacher’s roles in the language classroom. The fastest way to do this would be to ask the students to write a letter to a friend giving advice about learning English. For this purpose questionnaires can also be compiled.

The proposed autonomy-fostering strategy whichaims at learners taking greater responsibility for their language learning consists of the following five components:• Learner-teacher dialogue• Logbook• Learning to learn• Collaborative group work and projects• Self-access Centre

Learner-teacher dialogueIn order to develop the characteristics associated with being a responsible learner, students must develop awareness of their language learning process, their own needs, interests and preferred learning styles. Learner-teacher dialogue is an excellent tool for raising students’ awareness of roles and responsibilities. Moreover, it is an excellent opportunity for teachers to help learners perceive the purpose and relevance of the activities and tasks to their needs especially in cases when the learners fail to perceive the link between the activities done in class and the language skills being developed.

A dialogue in the form of informal interviews would be more productive than formal interviews and should continue throughout the semester. However, the students should participate in three formal compulsory counseling sessions during a semester. The first session at the beginning of a semester would serve primarily to establish a personal relationship between the teacher and students. In this session general as well as personal objectives and goals should be discussed, clarified, set and if necessary adjusted. The students could also be asked what they understand as autonomous learning and how they are realizing it in practice. The second session should focus on assessing and discussing students’ progress and offering advice. In the third session, towards the end of semester, the students would be expected to outline what they have achieved during the course and how they have developed as language learners. This session should also be used to advise learners on their future study of English.

Making the dialogue a whole class activity especially at the beginning or combining whole class and individual sessions can help less proficient or introvert



students benefit from the questions posed by others. Out of class activities students have practiced on their own should also be a regular topic for the interviews. It is a convenient way of passing the message about students’ responsibility and a reminder that classroom activities should be accompanied by out of class activities.

It is very important for learners to talk about their learning experience. This requires appropriate vocabulary, enough time within the syllabus devoted on this and professional development sessions for teachers for managing a productive, efficient and beneficial learner-teacher dialogue.

The learner- teacher dialogue about language learning in the classroom plays a crucial role in fostering autonomy and can immediately become an integral part of the LC English language courses without any prior preparation.

LogbookThe importance of keeping a logbook lies in the fact that it enables critical reflection on the learning process (what is done, how it is done and why it is done), but it can simultaneously serve a number of different purposes so teachers should be free to determine the format, content and frequency of entries. Depending on the students’ proficiency level, the logbook format and content can also be subject of negotiation between the teacher and the students. With higher proficiency levels, the logbook could be kept in the medium of the target language which would be extremely beneficial for the development of students’ capacity to think and express themselves in the target language. The logbook makes students assume a more active role in formulating objectives and assessing progress made.

The logbook is useful not only for the learners but also for the teacher. It helps the teacher establish direct contact and communication with the learners, it provides the teacher with a great deal of knowledge about the students and their ability to reflect upon their own learning and gives the teacher a chance to follow the work of individual learners, their interests and needs. In order to achieve success when using a logbook the teacher has to clearly decide on the purpose with which the logbook is kept.

When the purpose of the logbook is keeping track of experiences and developments during the course, its contents can vary. The activities undertaken during a lesson and words or expressions used during the activities can be recorded in the logbook. Learners can also make a note of their homework in the logbook. The logbook is a personal book which can contain personal objectives, examples of work done and different self-assessment scales. In the logbook students can record what they have done, how well they think they have done it and what they think they have learned.



The logbook can be immediately embedded in the syllabi for the English language courses offered by the LC, provided ample course time is devoted to it, it is properly introduced and is given the right kind of support. The format and content of the logbook should not be standardized across all English language courses in the LC. Each individual teacher or at least teachers teaching the same level should determine the format and content of the logbook entries as well as the frequency of entries on the basis of the students’ proficiency level and the difficulties faced. At least at the beginning, it should be obligatory course requirement and a final grade component otherwise some teachers will give up on it upon the first obstacle they encounter. As with anything else, in order to motivate students to regularly keep the logbook, besides turning it into a compulsory grading course requirement, the students have to understand the purpose of the logbook and see the value of it.

Learning to learnThe third component of the strategy, learning to learn, involves introducing some key concepts in language learning and learner development through language learning strategies training.

Learning to learn helps students understand what they can and should do to maximize their learning experience. It equips the learners with vocabulary needed to discuss their language learning, helps them set more realistic and achievable goals and find solutions appropriate to their problems.

Introducing learners to the basic metalanguage should become a mandatory item in the introduction/orientation week at the beginning of each semester. The language learning metalanguage introduced during the first/orientation week will make it easier for the teacher and the students to discuss the difficulties learners face. During the first week, students should be informed that besides English they will also learn some skills and techniques for learning the language and that they will find out which of the skills and techniques work best for them.

The language learning strategies should be explicitly taught and incorporated into the regular courses. On the one hand this is time consuming, but on the other hand, it is very practical. First of all, there are students who would never voluntarily attend an additional learner training course because of the lecture load and the full schedules they have. Second, the contents of the regular courses can be used as a meaningful context for teaching language learning strategies.

Just as with the other two components of the autonomy–promoting strategy, the learner-teacher dialogue and logbook, teaching students the basic metalanguage and language learning strategies requires allocating ample time in the English language syllabi.



Collaborative group work and projectsThe benefits of insisting on group work instead of individual work are numerous and well known to everyone involved in teaching languages. There are a number of reasons why collaborative group work should be the dominant form of classroom management in an autonomy fostering classroom. Promoting cooperation in the language classroom: encourages students to rely on each other and on themselves, not entirely on

the teacher; helps learners become actively involved in completing a given task and as a

result develop more responsible attitude towards their own learning; teaches learners to listen and respond to each other which is the best way to

prepare them for peer-evaluation and peer-correction; creates opportunities for feedback from peers; spreads the responsibility for task achievement among students; considerably reduces teacher talking time; reduces the dominance of teacher-learner interaction; enables students to freely speak, make mistakes and contribute their own

experience without the teacher breathing down their necks; provides an opportunity for teachers to use the reduced talking time to hold

more individual counseling sessions.

Projects encourage students to plan, develop responsible attitudes towards their own learning, reflect critically on their progress and communicate spontaneously in the target language both orally and in written form. Each English language course syllabus at the LC, regardless of the proficiency level should include both individual and group projects, which would give students a chance to focus on their own interests and would serve to teach and develop transferable skills (such as giving oral presentations, entertaining questions, team-work, negotiating responsibilities and outcomes, etc.) which are crucial in the workplace.

Giving students choice is of immense importance for allowing them to assume greater responsibility for their own learning. When working on a project, the learners are expected to follow a set of disciplined procedures – they must determine in general terms what they want to do; specify the end-product; determine what materials they need in order to achieve their aims and make sure each of the group members is given a role which enables him or her to contribute fully to the project in all its phases. Moreover, each learner is expected to keep a logbook in English which maintains a record of individual and group progress and evaluates how well



the individual learner and the group have worked. The teacher monitors closely, discusses progress, suggests how some difficulty might be overcome, indicates where information on a particular topic can be found and provides explanations in response to direct questions about the target language. The teacher should spend some time each lesson as a whole class activity reminding students of their targets, encouraging groups to talk to one another about their progress and answering any general questions. In the course of a semester the learners should work with as many different class-mates as possible.

In group work there is always a tendency to switch to the students’ mother tongue especially if they speak the same language so the teacher has to insist on using English and while monitoring should make sure students are obeying this rule.

One of the biggest difficulties experienced during group projects is the amount of pre-planning time it requires as well as the necessity of always being prepared for change and having at least two or three extra plans at hand since in most cases the groups are ‘unstable’ primarily because of absenteeism.

Self-access centreThe final component of the strategy for fostering autonomy is the self-access centre. The main purpose of a self-access centre is to engage learners in study outside the classroom. The success of a self-access centre as autonomy-fostering tool depends primarily on the level of involvement of teachers and learners. The extent of involvement of teachers and learners in the self-access centre depends on the relationship between the centre and the syllabi. The tighter the integration of the centre in the syllabi, the greater the involvement of teachers and learners.

An effective self-access centre that promotes language learning autonomy should fulfill the following criteria:• activities done in the centre should supplement the classroom learning and

should be integrated in the English language syllabi;• learners should be aware of the role and functions of the self-access centre in

the syllabus;• using the centre should be a regular topic of the learner-teacher dialogue;• all members of teaching staff should be involved in professional development

training programmes for working in the centre;• the training sessions should cover the roles of teachers and learners in

autonomous learning in a self-access centre;• training for using the centre should be organized for learners, within the

regular courses or as additional training sessions;• a feedback mechanism for teaching staff comments and proposals should be developed;



• the self-access centre should accommodate different learning styles;• new language learning/teaching materials should be provided;• if not all then some of the materials should be adapted for self-access use;• the materials available should be appropriately displayed.

In order to reinforce the implementation of the above presented autonomy-fostering strategy, a teacher-studentagreement could be introduced. The agreement would be signed at the beginning of each semester and among other disciplinary issues, which could be subject of discussion and negotiation between the teacher and the students, it would also include provisions on actively participating in the learner-teacher dialogues, regularly keeping a logbook and using the self-access centre.

The proposed strategy elaborated above should be regarded as a starting point. It needs to be closely monitored and evaluated in order to determine which of its features have contributed most to fostering language learner autonomy and what modifications need to be made in the future.

Conclusion

The field research conducted, supported by the literature on language learning autonomy reviewed, lead to the conclusion that LC students are willing to take responsibility for their learning and can become autonomous language learners provided they are shown how to do it, i.e. equipped with the necessary strategies and know-how and provided they can perceive the long-term value of it.

Marijana Marjanovikj- Apostolovski is lecturer in the Language Centre, at South East European University where has been teaching General English, English for Academic Purposes and ESP Courses since 2003. In 2010 she successfully defended her MA Thesis at the Faculty of Languages, Cultures and Communications, at SEEU. Currently, she is working on her PhD Thesis at the University of St. Cyril and Methodius in Skopje. She has participated in numerous professional development trainings, seminars, workshops and international conferences devoted to the methodology of English language teaching to adults. Correspondence: [email protected]



REFERENCES

Aoki, N. (2010). A community of practice as a space for collaborative student teacherautonomy.

In B. O’Rourke, & L. Carson (eds.). Language learner autonomy: Policy, curriculum,classroom (pp.63-78). Bern: Peter Lang.

Baumann, U. (2007). Developing autonomy and intercultural competence in a distancelearning environment. In D. Gardner (ed.). Learner Autonomy 10: Integration andsupport (pp.93-112). Dublin: Authentik

Benson, P. (2002). Autonomy and communication. In P. Benson & S. Toogood (eds.).Learner autonomy 7: Challenges to research and practice (pp.10-28). Dublin: Authentik.Benson, P. (2001). Teaching and researching autonomy in language learning. London: Longman.Carson, L. (2010). Innovation and autonomy in an institution-wide language program. In B. O’Rourke, & L. Carson (eds.). Language learner autonomy: Policy, curriculum, classroom

(pp.151-167). Bern: Peter Lang.Carson, L., & O’Rourke, B. (2010). Introduction: Language and learners, interdependence

and autonomy. In B. O’Rourke, & L. Carson (eds.). Language learner autonomy: Policy, curriculum, classroom (pp.xix-xxiv). Bern: Peter Lang.

Chan, V., Spratt, M., & Humphreys, G. (2002). Autonomous language learning: Hong Kong tertiary students: Attitudes and behaviours. Evaluation and Research in Education, 16 (1), 1-18.

Corder, D., & Waller, G. (2007). Using a CALL package as a platform to develop effective language learning strategies and facilitate autonomous learning. In L. Miller (ed.). Learner autonomy 9: Autonomy in the classroom (pp.7-26). Dublin: Authentik.

Cotterall, S. (1995a). Readiness for autonomy: Investigating learner beliefs. System, 23 (2),195-205.

Cotterall, S. (1995b).Developing a course strategy for learner autonomy. ELT Journal, 49 (3), 218-227.Dam, L. (2010). Developing learner autonomy with adult immigrants: A case study. In B. O’Rourke, & L. Carson (eds.). Language learner autonomy: Policy, curriculum,classroom (pp.79-102). Bern: Peter Lang.

Dam, L. (1995). Learner autonomy 3: From theory to classroom practice. Dublin: Authentik.

Jing, H. (2007). Learner autonomy in the Chinese university classroom: An insider perspective on teacher-learner role relationships. In P. Benson (ed.). Learner autonomy8: Teacher and learners perspectives (pp.84-103). Dublin: Authentik.

Kjisik, F. (2007). Ten years in autonomy: Reflections and research on the ALMS programme. In D. Gardner (ed.). Learner Autonomy 10: Integration and support (pp.113-126).Dublin: Authentik.

Kohonen, V. (2010). Autonomy, agency and community in FL education: Developing site-based understanding through a university and school partnership. In B. O’Rourke,and L. Carson (eds.). Language learner autonomy: Policy, curriculum, classroom (pp.3-28). Bern: Peter Lang.



Legenhausen, L. (2010). Group work, weak learners and the autonomous classroom:Indirect support for the interaction hypothesis?. In B. O’Rourke, and L. Carson (eds.).Language learner autonomy: Policy, curriculum, classroom (pp.29-43). Bern: Peter Lang.

Little, D. (2009). Language learner autonomy and the European language portfolio: Two L2 English examples. Language Teaching, 42 (2), 222-233.

Littlewood, W. (2002). Cooperative and collaborative learning tasks as pathways towardsautonomous interdependence. In P. Benson & S. Toogood (eds.). Learner autonomy 7:Challenges to research and practice (pp.29-40). Dublin: Authentik

Murphy, L. (2007). Supporting learner autonomy: Theory and practice in a distancelearning context. In D. Gardner (ed.). Learner Autonomy 10: Integration and support (pp.72-92). Dublin: Authentik

Scharle, A., & Szabo, A. (2000). Learner autonomy: A guide to developing learnerresponsibility. Cambridge: Cambridge University Press.

Ushioda, E. (2010). Researching growth in autonomy through I-statement analysis. In B.O’Rourke, and L. Carson (eds.). Language learner autonomy: Policy, curriculum,classroom (pp.45-62). Bern: Peter Lang.



APPENDIX A Questionnaire Students’ perceived views on language learning autonomy and readiness for autonomy

1. Gender: Male Female2. Mother tongue: Macedonian Albanian Turkish3. How long have you been learning English? __________ years4. Which level did you attend this semester? Elementary (1) Pre-intermediate (2) Intermediate (3) Upper-intermediate (4) Academic English (5) Advanced Academic English (6) ESP I ESP II5. Why are you learning English? (more than one answer possible)

a) I have to for my studiesb) I like the languagec) To communicate with people from other countriesd) To travele) To find a well-paid jobf) Other, please specify _________________________________________

6. It is the teacher’s (T), the students (S) or both the teacher and students’ responsibility to:

a) make sure learners make progress during lessons T / S / Bb) make sure learners make progress outside class T / S / Bc) stimulate learners’ interest in learning English T / S / Bd) identify weaknesses in English T / S / Be) make learners work harder T / S / Bf) determine the objectives of the English course T / S / Bg) decide what should be learnt next T / S / Bh) choose what activities to use in class T / S / Bi) decide how long to spend on each activity T / S / Bj) choose what materials to use to learn English T / S / Bk) evaluate progress made T / S / Bl) decide what is to be learnt outside of class T / S / B

7. Can you learn English alone, without a teacher?a) Yesb) No

7a. (If Yes) Which of the following language learning strategies do you use? (more than one answer possible)

a) watching TV programs or movies in Englishb) listening to English songsc) reading for pleasure in English (newspapers, magazines, books)



d) using the Internete) practicing speaking English with classmatesf) learning about the culture of English speakersg) doing homeworkh) reviewing after classi) keeping a diary about learning English

8. Indicate to what extend to you agree with the following statements 1 = completely agree 2 = somewhat agree 3 = somewhat disagree 4 = completely disagree

a) If I don’t learn, it’s my fault 1 2 3 4b) I prefer classes where I can decide what will be learnt and how 1 2 3 4c) I know what I want to learn 1 2 3 4d) I expect the teacher to tell me exactly what to do 1 2 3 4e) If I get a good mark, I don’t worry if I still have questions 1 2 3 4f) It is not the student’s responsibility to decide on the course content 1 2 3 4g) I want to choose my own materials for language classes 1 2 3 4h) It’s important to know why we do the activities in class 1 2 3 4i) All exercises should be marked by the teacher 1 2 3 4j) Exams motivate me to work hard 1 2 3 4k) An exercise is only worth doing if it is marked by the teacher 1 2 3 4l) I don’t mind my classmates checking my work 1 2 3 4m) To learn English effectively you need a teacher and a class 1 2 3 4n) A lot of language learning can be done without a teacher 1 2 3 4o) I enjoy projects where I can work with other students 1 2 3 4p) A lot of grammar can be learnt without a teacher 1 2 3 4q) I want the teacher to explain grammar and vocabulary in detail 1 2 3 4r) Selecting new vocabulary to learn is the students’ responsibility 1 2 3 4s) I would not be able to assess my language work 1 2 3 4



The relationship between perception of adult students for learning environment and their attitude toward learningLeticja PAPA (GUSHO)Tirana University

ABSTRACT

The learning environment is the setting in which students’ learning takes place and this setting is very important for everyone, especially for adult students. But what are the perceptions of adult students for the learning environment in the faculties that are offering part-time programs? What are their attitudes toward learning?

This article aims at giving an overview of the perception of adult students for learning environments and the relationship between this environment and their attitude toward learning. Statistical analyzes were performed using SPSS program, and more precisely, the relationship between these factors was revealed using general linear regression model.

In conclusion, from the statistical analysis is revealed that there exists a positive relationship between perception of adult students for learning environment and their attitude toward learning.

Key words: adult students, learning environment, positive attitude of adult students toward learning


Marrëdhënia midis perceptimit të studentëve të rritur për mjedisin e të nxënit dhe qëndrimit të tyre kundrejt këtij mjedisiLeticja PAPA (GUSHO)Universiteti i Tiranës

ABSTRAKT

Mjedisi i të nxënit është hapësira në të cilin zhvillohet mësimi dhe ky mjedis është shumë i rëndësishëm për çdokush, veçanërisht për studentët e rritur. Por, cilat janë perceptimet e studentëve të rritur për mjedisin e të nxënit në fakultetet që ofrojnë programet me kohë të pjesshme? Cilat janë qëndrimet e tyre kundrejt të nxënit?

Ky artikull ka për qëllim që të japë një panoramë të perceptimit të studentëve të rritur për mjedisin e të nxënit dhe marrëdhënien midis këtij ambienti dhe sjelljes së tyre kundrejt të nxënit. Janë kryer analiza statistikore duke përdorur programin SPSS, dhe më saktësisht, është zbuluar marrëdhënia midis këtyre faktorëve duke përdorur modelin e përgjithshëm të regresionit linear.

Si konkluzion, është zbuluar nga analizat statistikore që ekziston një marrëdhënie pozitive midis perceptimit të studentëve të rritur për mjedisin e të nxënit dhe sjelljes së tyre kundrejt të nxënit.

Fjalët themelore: studentët e rritur, mjedisi i të nxënit, qëndrimi pozitiv i studentëve të rritur kundrejt të nxënit


Introduction

Learning environment is a very important feature for everyone that is involved in learning activities. This becomes more important, when we are talking for adult students, because adult students are more sensitive regarding this element. Inasmuch as adult students differ from other categories of students, because they are self-directed, they use previous learning to achieve success, they learn best when they perceive the outcomes of the learning process as valuable-contributing to their own development, and they have very different ideas about what is important to learn1, their learning environment should be students-centered environment. This term is used to refer to environments that pay careful attention to the knowledge, skills, attitudes, and beliefs that learners bring to the educational settings (Wlodkowski, 1999). This term, also, includes teaching practices that have been called “culturally responsive,” “culturally appropriate,” “culturally compatible,” and “culturally relevant” (Ladson-Billings, 1995). The term also fits the concept of “diagnostic teaching”, attempting to discover what adult students think in relation to the problem on hand, discussing their misconceptions sensitivity, and giving them situations to go on thinking about which will enable them to readjust their ideas (Bell, 1982).

If we refer, other authors, such as, Wilson, (1996), a learning environment is a place where people can draw upon resources to make sense out of things and construct meaningful solutions to problems. Adult students who are given generous access to information resources, books, print and video materials, and tools such as word possessing programs, e-mail, search tools, etc, are ready to learn something if they are also given proper support and guidance. Under this conception, a learning environment is a place where learning is fostered and supported.

A second definition of a constructivist learning environment would be: a place where learners may work together and support others as they use a variety of tools and information resources in their guided pursuit of learning goals and problem solving activities (Perkins, D. 1996).

According to Hanrahan, (1998), the learning environments factors have a very important effect on students’ motivation and learning. Quantitative studies have found strong relationship between student’s perceptions of the goal orientation and their own use of deep learning strategies. With high school students, there is evidence found that the perception of students of their classroom goal orientation affected their beliefs in the relative value of effort and ability, and their use of

1 “Plan instruction for adults, Module N-4” (1990).The national Centre for Research in Vocational Education.

Leticja PAPA (GUSHO)


effective self-regulatory strategies. Similar results were found at university level, where students’ perceptions of personal empowerment and lecturer support for autonomy correlated significantly with deep approach to learning. In some survey studies, where the lecturer promoted thoughtfulness in her students by using frequent activities that required higher level thinking and considerable autonomy, the students tended to score higher on a measure of self-regulatory strategies used to monitor understanding and have been more motivated to learn (Hanrahan, 1998). Roth, Rosen and others (1992), cited in Hanrahan (1998), also showed that an explicit “learning” rather than “work” orientation, built a learning environment that improved the level of cognitive skills used by students to achieve their goal of understanding. This was achieved by challenging the students to develop their individual and collective understanding of concepts being studied, using methods such as personal and class writing and mostly students-centered discussion.

As mentioned above, the learning environment is very important because if it is created in the right way adult students can be more motivated to learn and can build a positive attitude toward learning. They can also construct the capability to define their needs, interests, capacities and goals. Adult learners begin to understand themselves objectively and carefully. They begin to respect and understand themselves in the way they are, and they are trying to improve even more. Also, adult learners have developed an eligible behavior and respect towards others and this behavior is the crucial point of human relationship. Adult learners now get through to individualize others’ ideas and have the capability to challenge with others (Kerman, 1990).

In this logical line lecturer, to improve the learning environments conditions, should eliminate or minimize any negative conditions that surround adult students, ensure successful learning with mastery learning conditions, confronts in the positively way the erroneous beliefs, expectations, and assumptions that may underlie a negative learner attitude, using assisted learning to scaffold complex learning, promoting the learner’s personal control of the context of the learning, helping learners accurately attribute their success to their capability, efforts, and knowledge, using relevant models to demonstrate expected learning, using goal-setting methods, making the learning activities an irresistible invitation to learn, and the last but not the least, using brainstorming webs developing and linking new information (Wlodkowski,1999).

The physical environment, in which instruction takes place and the structure of the activities in the course, also can influence learning. People react differently to such factors as room temperature, arrangement of the room, and time of day in which learning activities take place, such as some people prefer early morning versus

The relationship between perception of adult students for learning environment and their attitude toward learning


late in the day. People, also react differently to brightness of the lighting, and sound such as sound distractions from nearby construction or talking among participant. In addition, adults differ with regard to whether they prefer to work alone or in groups. Fisher (1989) has combined all these factor to depict the various types of preferences that adult may have when they enter in the learning environment.

The aim of this article is to show the relationship between perception of adult students for learning environment and their attitude toward learning

Methodology

Procedure and sampleThis study has been carried out through a quantitative and a qualitative research model. In this paper are presented only the data of the quantitative research. Withdrawal of the sample from the population is made with sample stage method. Initially, by means of these methods were selected four higher education institutions in the country and then is selected the sample from the group of adult students that are frequenting the part-time study in these institutions. The general population that served for this sample is made of adult students who are actually frequenting the part-time 2011-2012 academic year of the public educational system in the universities of Tirana, Korça, Elbasan and Durrës. In all the universities there are actually enrolled just 25.000 students for the four years and is also covered a sample of 400 participants from this population (Cohen, Manion & Morrison, 1970, p 94).

As mentioned above, the stage probability sample is used to select the sample from this population. It involves selecting the sample in stages; that is, taking sample from sample. In other words, with the stage selection sample we select firstly a number of universities at random. Then within the selected universities, we randomly select a number of faculties. After this, even within the selected faculties we randomly pick the years (first year, second year, etc). Finally, we select a number of students out of the studying years. By means of this method is selected even the sample that represents the population features. Out of 400 adult students of the sample, just 130 are men and the other 270 are women, or 32.5 % are men and 67.5 % are women. The largest number of participants, i.e., 73% is between 25-39 years, followed by the 40-49 years old, which comprise 17 %. Then comes the age group up to 24 years with 6%, and in the end is the age group 50-59 years with 3.8 %. Out of 400 participants in the study, 59 % of the adult students make up the group of the married people, i.e., the largest one. Some 33.5% form the group of the unmarried, of whom 5.3 % are living with a partner and two other groups (divorced and widowers) compose only 1% of the sample.



The educational level of the participants in the study varies from 36 % who have got a high school degree to 55% who have got just the university degree and attend this school as a second university and just 8% of them have a master degree. Only 0.5 % of the adult students who are frequenting part-time studies have declared that the specialized courses mean to them a higher level of education. Out of 400 participants, 150 adult students or 37.5% are unemployed, 242 adult students or 60.5 % are employed, and only 8 students or 2% are households.

Instrument and its reliabilityThe instrument used for gathering the data is a questioner made of some rubrics. The questionnaire is conducted by 400 respondents who in 35-40 minutes completed it. Initially participants were informed about the purpose of the study and clarified that the survey data will be used only for academic purposes. Given that the perception of adult students for learning environment and their attitude toward learningare the only focus of this article, only the elements of the questionnaire will be represented. Two subscales are designed to measure the perception of adult students regarding active learning environment and their attitude toward learning. Those are arranged in a scalar form, where students should circle the answer from strongly disagree to strongly agree, according to their level of agreement.

Thus, item such as, learners’ experiences, concerns, and interest are used to develop course content, instructor encourage learners to understand, develop, and express different point of view, etc, are designed to measure adult students positive attitude toward learning. Item such as, lecturer helps learners activate prior knowledge and use it as a guide to learning, lecturer in concert with learners creates opportunities for inquiry, investigation, and projects, lecturer provides opportunities for learners to actively participate in challenging way, etc, are designed to measure the perception of adult students for active learning environment. From the score calculations, for a three item scale, using a response scale from 1 to 5, the minimum value would be 3 and the maximum value would be 15. A mean score of 11.2 or higher indicates high level of positive attitude toward learning. A mean score between 7.1 and 11.1 indicate a mild level of positive attitude toward learning. A mean score below 7 indicates low level of positive attitude toward learning. Furthermore, Cronbach’s alfa was run in order to assess internal consistency and reliability for each of the two scales used to collect data. This scale, has a good internal consistency, with a Cronbach’s alpha coefficient reported .81.

For the perceptions of adult students regarding active learning environment scale, given a response for each item, the lowest possible mean score is 4 and the highest possible mean score is 20. A mean score of 14.7 or higher indicates high



level of perceptions of adult students regarding active learning environment. A mean score between 9.4 and 14.6 indicates a mild level of perceptions of adult students regarding active learning environment. A mean score below 9.3 indicates low level of perceptions of adult students regarding active learning environment. This scale, has acceptable internal consistency, with a Cronbach’s alpha coefficient reported .72

Data analysisThe data gathered from the survey was transported into the computer statistical package SPPS. Prior to reviewing the data, assumptions for the statistical analyses were assessed. The data have been examined for normality, as well as for missing data. A tow –tailed alpha level of .05 was set and used for all statistical tests.

Linear regression statistical analysis was conduct to assess whether there is a relationship between perception of adult students for learning environment and their attitude toward learning. The following table provides a summary of variables and the analytic procedures related to the paper question.

Table 1. Paper question, variables, and analytic procedures

Paper Question Variables SPSS Procedures

What is the relationship between perception of adult students for learning environment and their attitude toward learning?

• Positive attitude toward learning.• Perceptions of adult students

regarding active learning environment

Linear Regression.

Sources of errorThe way this research was carried out intended to minimize non real results. However, like most of the studies made in the field of adult education, even this one is self-report based. As a result, the findings depend even on the students’ acquisition of the questions in the survey as well as on the degree of sincerity they have completed the instrument with.

Research ethicsDuring the implementation of this study, all the stages of research ethics have been followed. It has firstly been taken the permission of the structures in charge of the faculties where the instrument was conducted. Subsequently, a sensitization of the research and its goal was done to the participants before they filled the instrument.



They were guaranteed anonymity and asked whether they wanted to participate voluntarily in the study. Furthermore, participants who did not want to be part of the study did not meet the instrument.

Results and discussion

Table 2, illustrate the mean scores and standard deviation regarding the positive attitude of adult student toward learning ( M = 7.49, SD = 3.1) and their perception for learning environment (M = 9.78, SD = 2.9).

Table 2. Mean scores and SD for two variables

N Mean Std. deviationPositive attitude of AS toward learning

386 7.49 3.10

Perception of AS for active learning enviorement

375 9.78 2.90

Valid N( listwise) 366

As we can see, from the data the mean scores of positive attitude toward learning for adult students is 7.49 and this indicates a mild level of positive attitude toward learning for them. The same situation is for the perception of adult students for active learning environment, where the mean score is 9.78 that indicates again a mild level of this perception for this variable.

To address the paper question, linear regression statistical analyses was conducted. This question has explored the fact if there exists or not a relationship between perception of adult students for learning environment and their attitude toward learning? Table 3, indicates that 50.7 % of the variance in the positive attitude of adult students toward learning can be predicted from the independent variable, that in this case, is perception of adult students for active learning environment.

Table 3.The variance of positive attitude toward learning for adult students

Model Summary b

.713a .509 .507 2.18

Model

1

R R SquareAdjusted R

SquareStd. Error ofthe Estimate

Predictors: (Constant), Perception of AS for active learningenvironment

a.

Dependent Variable: Positive attitude of AS toward learningb.



The ANOVA table shows, that the overall model revealed to be statistically significant, F (1, 364) = 376.666, p = .000, adjusted R2 = .507.

Table 4.The significance for the linear regression model.

An observation of individual predictor in Table 5, indicates that perception of adult students for active learning environment (B = .762, p = .000) is significant predictor of positive attitude of adult students toward learning. This suggests that a higher level of perception of adult students for active learning environment is associated with higher level of positive attitude of students toward learning. For every one unit increase in perception of adult students for active learning environment score, there is a corresponding increase of .762 in score of positive attitude of adult students toward learning. The linear regression equation is: Ŷ = 3.72 + .762 * perception of AS for active learning environment. Table 5 summarizes this regression model.

Table 5.The general linear regression model for prediction of positive attitude of adult students toward learning from their perceptions of learning environment

Coefficients a

3.726 .401 9.291 .426

.762 .039 .713 19.408 .000

(Constant)

Perception of AS for activelearning environment

Model

1

B Std. Error

UnstandardizedCoefficients

Beta

Standardized

Coefficients

t Sig.

Dependent Variable: Positive attitude of AS toward learninga.

ANOVAb

1787.002 1 1787.002 376.666 .000a

1726.913 364 4.744

3513.915 365

Regression

Residual

Total

Model

1

Sum of Squares df Mean Square F Sig.

Predictors: (Constant), Perception of AS for active learning environmenta.

Dependent Variable: Positive attitude of AS toward learningb.



Conclusions

In summary, some results can be concluded at the end of this article. From the survey conducted in the population of students who attend part-time education in some public universities in Tirana, Korça, Elbasan, and Durrës, is drawing a sample of 400 students through the stages sampling method. Out of 400 adult students of the sample, just 130 are men and the other 270 are women, or 32.5 % are men and 67.5 % are women. A Likert scale is used for the gathering of the data from the sample. Additionally, Cronbach’s alpha was run in order to assess internal consistency and reliability for each of the scales used to collect the data. These scales have a good internal consistence, with a Cronbach alpha coefficient reported respectively, .81 and .72.

A two tailed alpha level of .05 was set a priori and used for all statistical tests. To answer the question, if there exists or not a relationship between perception of adult students for learning environment and their attitude toward learning, linear regression analysis is conducted. From this statistical analysis is revealed that there exists a positive relationship between perception of adult students for learning environment and their attitude toward learning. For every one unit increase in perception of adult students for active learning environment score, there is a corresponding increase of .762 in score of positive attitude of adult students toward learning. From this result, it is concluded that institutions that are offering these services should be more attentive, and work more to improve learning environments, because this variable has a strong impact on the positive attitude toward learning of adult students.

Leticia Papa is lecturer and researcher in Pedagogy-Psychology Department in Faculty of Social Sciences, Tirana University and she has pursued her PhD degree on the field of adult education. After her graduation as a teacher on Natural Science Faculty, Tirana University, she worked for 13 years as a teacher in “Harry Fultz” High School in Tirana.She gained her master degree in education in 2008 and after this; she became a part-time lecturer in Social Science Faculty, Tirana University where she gives her contribution in preparation of the young teachers in Albania.She is the co-author of designing the new curricula for the high school as well as author of some articles.Correspondence:Mob: 00355 69 21 89 366, E-mail: [email protected]



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The role of teachers in increasing self-confidence to high school students

Hamide BEGAJUniversity of Pristina

ABSTRACT

This article is focused on helping students’ self-confidence and is concerned with the teachers’ role, the impact of their approach and teacher-student relationship in high school students confidence, especially in gymnasiums in Kosovo. Given the fact that at a very early age children’s confidence is born when they begin to understand clearly what to do and how to connect things and this is of extraordinary importance of how and when teachers help students’ self-confidence.

This study is done with a mixed research paradigm, using a combination of quantitative and qualitative methods. In this study I used four methods to gather data: questionnaires that students completed, group interviews with students and teachers, individual interviews with pedagogues and psychologists and observation done in classrooms.

The findings of this study suggest that positive student-teacher relationships, teachers’ praise, and teacher feedback are important contributors in increasing students’ self-confidence. There are gathered and analyzed evidence relating to students, teachers, pedagogues and psychologists’ views on teachers’ role in increasing student’s self-confidence. This study has produced clear evidence that teachers play a crucial role in student’s self-confidence.

Key words: students’ self confidence,teachers’ role, the use of ideas and contributions, gymnasiums, productive teaching.


Roli i mësuesve në rritjen e vetëbesimit te nxënësit e shkollës së mesme

Hamide BEGAJUniversiteti i Prishtinës

ABSTRAKT

Ky artikull është përqendruar në ndihmesën e mësimdhënësve për ngritjen e vetëbesimit të nxënësve, ndikimit të qëndrimit të tyre dhe marrëdhënien mësimdhënës-nxënës, në vetëbesimin e nxënësve të shkollave të mesme, e në veçanti të gjimnazeve në Kosovë. Duke u nisur nga fakti se vetëbesimi tek fëmijët lind që në moshë shumë të hershme kur ata fillojnë të kuptojnë në mënyrë të qartë se çfarë duhet të bëjnë dhe si duhet t’i lidhin gjërat, aty vihet në dukje edhe rëndësia e jashtëzakonshme se si ndihmojnë mësimdhënësit në ngritjen e vetëbesimit të nxënësve të tyre.

Ky studim është bërë me metoda të kombinuara. është përdorur kombinimi i metodave kuantitative dhe kualitative. Ky hulumtim është filluar me rishikimin e një vargu të gjerë të literaturës për rolin e mësimdhënësve për vetëbesimin e nxënësve dhe për motivimin në përgjithësi. Në këtë hulumtim kam përdorur katër metoda për mbledhjen e të dhënave: pyetësorët e plotësuar nga nxënësit, intervistat grupore me nxënës dhe mësimdhënës, intervistat individuale me pedagogë dhe psikologë, dhe vëzhgimet e bëra në klasë.

Gjetjet nga ky hulumtim tregojnë që marrëdhënia pozitive nxënës-mësimdhënës, lavdërimet dhe komentet kthyese nga mësimdhënësit janë kontribues të rëndësishëm në ngritjen e vetëbesimit të nxënësve. është mbledhur dhe analizuar evidencë lidhur me pikëpamjet e nxënësve, mësimdhënësve, pedagogëve dhe psikologëve për rolin e mësimdhënësve në ngritjen e vetëbesimit të nxënësve. Ky hulumtim ka treguar evidencë të qartë që mësimdhënësit kanë rol krucial në vetëbesimin e nxënësve.

Fjalë themelore: vetëbesimi i nxënësve, roli i mësimdhënësve, përdorimi i ideve dhe kontributeve, gjimnazet, mësimdhënia produktive.


Introduction

Students’ self-confidence from early childhood, pre-school, primary to secondary school and also in higher education / university is a combination of many factors within the home / family and class / school. There are also key elements that can affect students’ self-confidence, the type of relationship that they have with teachers, interpersonal relationship with peers and support they receive from family. It is surprising how much students are affected by teachers’ constant motivation and encouragement so believing that teachers’ role is very important in this concern we have chosen to collect data on the impact of teachers on students’ self-confidence.

Research questions are related to the role of teachers in building confidence and motivation of students in gymnasiums and how teachers should perform in this aspect. The main research question is: What is the role of teachers in students’ self confidence? Research sub-questions are: What is the confidence level of the students? Does the use of students ideas and contributions affects their self-confidence? What do educators and psychologists think about the role of teachers in building students’ self-confidence? What do teachers think about their approaches to students? What do teachers think of prevailing mirror of level’s confidence of students in our high schools and what is their role in this aspect.

Literature review

Students’ self-confidence has been a topic of interest in educational and psychological field, however very little Albanian research has been conducted in this area. Therefore, it is hoped that the present research will provide further insights on this important topic.

Teachers are one of the most powerful influences in students’ life. As a teacher you can help students increase their self-confidence as you provide them with a chance to build their achievements and help them to be successful in and out the classroom (Tavani & Losh, 2003). Support from the teacher had even stronger influences than other sources as parents and peers (McInerney et al, 2002). That’s why support and encouragement for teenagers has a crucial role for their future.

According to Musai (2003) “Problems of motivation are related to involvement of students in learning process” (p.15), also he states that “ promoting motivation at adolescent for certain issues is not the easiest thing; however teacher would do that by asking questions that stimulate students’ thinking by making them active participants in learning process” (p.15). That is why it is very important for teachers

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to have in-depth knowledge of self-confidence, how to help students with low self-confidence and trying to involve students in the learning process which would help students a lot.

Teachers’ role in instilling self confidence in their studentsThe role played by teachers becomes a very important component because most children rely heavily on their teachers for help, advice and guidance. Self-esteem develops through what a person hears about oneself, which can diminish or improve self-esteem (Searcy, 2007). Teacher should give students classroom activities to affirm their abilities in order to increase their self-confidence in performing specific activities and completing assignments (“Building self-confidence in the classroom”, 2013). It does not take long for students to realize that teachers care about them and value them.

Students with higher level of self-esteem end to have higher level of academic successIn school context, self-esteem is a central concept that is related to academic achievement, social functioning and psychopathology of children and adolescents (Bos, Muris, Mulkens, & Schaalma,2006). Self-esteem is important to provide the required motivation in order to be academically successful (Ferkany, 2008; van Laar, 2000), and facilitating students’ self-esteem might be a part that supports the schools’ academic goals, without making it as an educational priority (Ferkany, 2008). On the other hand, self-esteem can be seen as a construct that mediates between ability and achievement; self-esteem could influence subsequent achievement, and achievement could influence subsequent levels of self-esteem (Humphrey, 2004, p.357;Mruk, 2006). Thereby children with low self-esteem are less successful at school (Mann, Hosman,Schaalma, & De Vries, 2004). Reasoner (2005) explained that there is a general agreement among researchers that there is a close relationship between self-esteem and academic achievement but that there are considerable disagreements among them as to the nature of the relationship. Children who experience repeated success in school are likely to develop a positive feeling about themselves, while those who encounter failure tend to develop negative views of themselves (Burnet & Howard, 2001).

Interestingly, numerous researchers have demonstrated that the best way to improve student achievement is to increase their self-esteem (Rubie et al., 2004). Students who have higher academic achievement tend to feel more confident in contrast those who lack confidence in themselves achieve less. Students with a greater belief in their own abilities often perform better at school, even if they were actually less intelligent (Williams, 2009, para.3).



Reward, praise and constructive feedback help build students’ self confidence

There are a lot of experiments in the field of psychology and education that have studied the impact of praise and reprimand in the progress of learning. The question is whether students are more motivated with praise or negative feedback? Effectiveness of praise and feedback changes depending on the personality of the students and the general circumstances. It is suggested that praise by teachers have more impact on students’ behaviour more than praise from friends or parents (D.McInerney, M.Dowson, A.Young, G.Nelson, 2002). This is maybebecause of the presence of other people cause more anxiety and concern and praise from those people makes them feel relieved and happy.

Students with high self-esteem perceived that they received more positive teacher feedback and less negative teacher feedback in comparison to students with low self-esteem (Burnet & Howard, 2002). Feedback should be detailed, focused, and clear. It should focus on both positive and negative areas of student’s learning.

Research Methodology

This study is based upon a mixed research paradigm, using quantitative and qualitative methods. By combining more research methods with different strengths and weaknesses it was less likely to miss something important or make a mistake. According to Bouma and Ling (2004, p.165), “Qualitative research sets out to provide an impression: to tell what kinds of ‘something’ there are; to tell what it is like to be, do or think something,” and that qualitative researchers are interested in examining a particular situation from the point of view of those in the study. So, this study tries to make conclusions by examining students and teachers’ views on increasing students’ self-confidence, as well as psychologists and educators’ opinions on this topic. Patton (2002, p.145) says that “qualitative research methods are ways of finding out what people do, know, think and feel by observing, interviewing, and analyzing documents”. This study is preceded by reviewing a wide range of literature on teachers’ role on students’ self-confidence and motivation in general.

In the study I used four methods to collect data: questionnaires completed by students, group interviews with students and teachers, individual interviews with psychologists and educators, and observations done in the classrooms.

Participants in this research are students, teachers, pedagogues and psychologists in three gymnasiums. Research was carried out in three gymnasiums in three different municipalities: Prishtina, Fushë Kosovë and Drenas. 217 students undertook the questionnaire, 42 students were interviewed, 15 teachers were

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interviewed, 2 pedagogues and 2 psychologists were interviewed.

QuestionnairesStudents completed questionnaires and according to Burns (2000) and Patton (2002) using questionnaires in schools has many advantages including the availability of respondents and easy administrations of questionnaires. Questionnaire measured students’ level of confidence as well as students’ opinions about their teachers’ attitudes affecting self-confidence. This gave me the chance to compare data collected from students, teachers, pedagogues and psychologists. In this survey research attitudes were measured by using rating scales. The following 5-point agreement scale is used: Strongly Agree (1), Agree (2), Neutral (3), Disagree (4) and Strongly Disagree (5).

ObservationI used structured observations to collect data on “naturally occurring behaviours in their usual contexts” (Mack, et al. 2005, p.2). Using non-participant observation and spending time in each school enabled me to get a better insight into what really effects students’ self-confidence, and how much do their teachers help in increasing their self-confidence. Besides observing after classes I also engaged in informal conversations with students and always took notes of the things that they mentioned that were related to the topic. As soon as I was able to, I noted down my observations as carefully as possible so I wrote down what I saw, as well as relevant insights and thoughts.

InterviewsSemi-structured interviews helped me explore students and teachers’ experiences and get their opinions about the topic. Interviews took place in the schools. There were two groups of seven students and one group of five teachers that were interviewed in each school. Also there were individual interviews with two educators and with two psychologists. Interviews provided enough evidence to extract useful conclusions and also complemented the information obtained from questionnaires.

Student Views on their self-confidence and the importance of encouragement given to them by teachersData from questions 1-5 showed us that students have high level of selfconfidence and this was very good to find out through questionnaires. Analyzing responses from the questionnaires and interviews it is clearly seen the importance of



encouragement from teachers. 43% agree and 13% said that they strongly agree that they feel unworthy when their teachers do not evaluate their work (question 6) and 56% strongly agree that their teachers should support them more (question 7). During the interviews one of the students stated that:

“…teachers can support us and give us self-confidence to handle tough situations just by letting us know that they care about us and that they are ready all the time to help us...”

Even responses in question 8 show how important it is for them to listen and take care of them. 33% of students strongly disagree and 37% disagree in question 8 Teachers give time and attention to us by listening carefully and this is really disappointing just knowing how much would help them increase their self-confidence knowing that their teachers are ready to listen and help them. During the interviews one of the students showed how important it is to them when their teachers take time to listen to them by saying:

“...If teachers want to help us increase self-confidence and do well in class and outside they have to take time to listen, get to know and understand us, in the educational sense but also in a wider social and personal sense, but unfortunately they seem not to have time to give attention and time to us as much as we need...”

This just tells us that listening intently and sincerely to students is a powerful way to communicate how much teachers care about them.

Another very important point mentioned during the interviews with students was that teachers always work more with students who have good marks and do not pay attention to students who do not do well at school. This shows that still teachers are biased at this point because it is easier for them to work with excellent students and do not work with and do not encourage students that have difficulties learning in particular subject. During the interview one of the students said that:

“... teachers should encourage all students to contribute and participate in classroom activities not just excellent students...”

And another student said:

“...teachers should ensure that all contributions to class or group discussion are listened and respected equally...”

In question 6 I often feel worthless when teachers don’t appreciate my work

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92 students agreed and 29 strongly agreed or 56% of them agreed with this statement emphasized even more teachers’ impact in students’ self-confidence. Then in the question 7 Teachers should be more supportive 122 students strongly agreed and 74 students agreed or 90% of them agreed that their teachers should be more supportive. Results from this statement give us a very powerful message about that how important and what a big influence they have in their students’ life. Question 8 Teachers give time and attention to us by listening carefully 80 students strongly disagree and 72 students disagree or in total 70% of students disagree that their teacher pay attention and listen to them carefully and this is really a big disappointment because for students this is very important, even during interviews they talked a lot about the importance of having strong relationship with teachers. Question 9 Teachers recognize sincere efforts even if our performance is weak they make us believe that we can improve and succeed over time 80 students disagree and 64 students strongly disagree which means that 67% of them disagree on this statement and it clearly shows their teachers’ support.

Student Views on feedback given by teachersDuring the interviews students stated that they rarely get feedback from their

teachers because there are a lot of students in the classes (usually more than 40 students in a class) but not all the students excuse their teachers for not giving them feedback about their homework, assignments or their improvements as they said in the interviews:

“…teachers complain about the number of students in class and how this makes impossible for them to give regularly feedback to all of us but this is just an excuse I think, because as teachers they should find a solution because getting feedback from teachers would encourage me a lot to improve and maybe when I get positive feedback it would increase my self-confidence that’s when I could see that I have done something right…”

And another student

“…I do understand that with so many students in class it is very difficult for teachers to give us regularly feedback but they have to manage it because if all the teachers give us feedback it would help us understand and see our strengths and feel proud of them, and understand why our responses were not rewarded...”

In question 11 I am worried about criticism that teacher will address about my



homework 84 students agreed on this statement and this shows how much positive in this case negative feedback from their teachers have influence in them. In question 12 Teachers try to soften negative feedback with compliments about the aspects of the task in which we succeeded 66 students agreed and 55 students strongly agreed or 57% of them agreed and this shows clearly how careful are teachers when they give feedback. In question 13 I am worried about how teacher will react if I ask questions about something that I did not understand related to the lesson 72 students agreed and this means that still students do not feel free and confident enough to make questions about things that they do not understand, and this is disappointing because it is very important for students to feel free to ask questions and to give comments about the lessons/ topics discussed in the classroom.

Student Views on reward and praise given by teachersWhen students feel that they are valued by their teachers, they are more willing to work harder and feel more confident about themselves. Teacher praise can motivate and offer encouragement by focusing on effort (‘seat-time’) rather than on product (Daly et al., 2007) and one of the students during the interview said:

“…All ‘right and wrong answers’ should be appreciated from our teachers because for us it is very important if teachers recognize our effort for trying hard...” and the other one said:

“...I feel more confident when teachers give me credit for trying even when I give the wrong answer...”

Some very important points related to reward and praise were mentioned during the interviews with students:

“…When teachers give us praise they encourage us to work harder to reach our goals…”

“…Teachers praise is a very powerful motivator but it is much underused in our classes…”

“...If teachers praise me in front of the class it really makes me more confident...”

Teachers view on students’ encouragementDuring the interviews teachers tried to highlight their strategies used in

classrooms to encourage students:

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“...During topics dealing with contemporary events, all students are explicitly encouraged to contribute to discussion of issues and implications for them...”

“...I always try to encourage students to raise questions or speculate or make suggestions...”

“...Encouraging students to support others’ contributions is very important to build respect, encouragement and self-confidence as well...”

“... we provide support and encouragement for our students through mentoring and organisation of extra activities that are in their interest...”

Teachers views on giving feedback to studentsAs students said during the interviews that they receive feedback rarely from their teachers, even some teachers admitted that they do not provide feedback very often to students but they try to do it as often as possible. Most important points from the interviews related to feedback from teachers views:

“...Responding positively and non-judgmentally to student contributions affects a lot their self-confidence...”

“...We give feedback to students, acknowledging areas well handled and suggesting areas for improvement but still it is not very easy with big number of students in class...”

“...We increase students self confidence by giving positive feedback publicly and personally...”

“...Even with such a big number of students I try to tell my students when they have done a good job on an exam or assignment as well as when they have to improve in the fields that they have difficulties...”

“...At the end of the term I give parents written comments so they can see how they children are doing at school and what is more important they can see how help their children to make improvements. I give written comments only at the end of the term because with so many students it is impossible to write weekly reports for students...”

Teachers Views on reward and praiseTeachers in the interviews highlighted the importance of reward and praise:

“...I always reward and praise students for their efforts and learning outcomes-always when they do well, and try to avoid as much as possible praising for



their intelligence...”

“...From my experience as a teacher reward and praise lead to increased learning and higher achievement...”

“... I have seen that adolescent students flourish when we praise them and they push themselves to do well when they know that we will be proud of them for their achievements...”

“... I always give students only genuine praise. Because if we provide empty praise, students do not feel motivated to push themselves harder...”

And when I asked teachers why praise is underused in their classes (that is what their students said in the interviews) they said that: “…One reason that praise is often underused in our classrooms may be that we find it very difficult both to deliver effective group instruction and to provide (and keep track of) praise to individual students…”

Teachers views on influence of students self confidence on their academic success

Two of the teachers that were interviewed stated that there are a lot of students with high self-confidence and yet do not have good marks at school and this just shows that not always high self-confidence influence their academic achievements so according to them: “...The link between self-confidence and academic achievement is weak or non-existent…”. And one of them said something very interesting about the relation of self-confidence and academic success: “...While self-confidence can be strongly related to an adolescent’s happiness, boosting confidence does not necessarily mean that it is improving students’ academic performance. On the contrary, achieving academic success appears to improve confidence in students...”. But all the other teachers agreed that students with high self-confidence tend to have high level of academic achievement and one of the teachers objected by saying: “... as a teacher, one thing I have noticed is how much easier learning usually is for those students with high self confidence because they are more likely to answer questions and to participate in classroom activities at a much more involved level than students with low self-confidence ...”. One of the teachers said that: “... This is about recognising that all students have different abilities and acknowledging and valuing the effort each student puts into improving their work so if we value their effort to achieve their goals they will achieve more and their self-confidence will be higher for sure...”.

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Another teacher stated that: “... We should make our students understand that success is not linked to intelligence alone...” so this is very important to make it clear to students that they have to work hard to achieve success and it does not mean that only very intelligent students get good grades.

Pedagogues and psychologists views on teachers role in increasing students self confidence

According to the interviews done with pedagogues and psychologists teachers’ role in increasing students’ self-confidence is very important and they have great influence in their personality, behavior and academic achievement. One of the psychologists stated:

“…It is very important to create an open, positive environment for learning and getting to know students on an individual level makes them feel important and this way teachers boost their self-confidence...”.

This shows how important it is to call students by name when teachers ask them a question, this makes them feel that teachers know them, they are good students and teachers remember them as good students.

Psychologists also highlighted the importance of strong relationship between teachers and students, and how much they trust their teachers: “…Teachers should let their teen students know that they can come to their teachers with questions and encourage them to talk to other adults such as their parents or psychologists if they do not feel comfortable asking teachers personal questions…”. Also pedagogues here mentioned the importance of knowing students personalities so that way they know their students’ needs and how they can help them. They also reported that there must be a strong bond between teacher and student. “…teachers may ask students to perform little tasks and expect some more responsibilities from them. This way, students could have an opportunity to be closer to the teacher. And when they have good relationship with the teacher, they start believing in them and then their teacher’s praise and encouragement help them increase self confidence…”

According to pedagogues and psychologists reward and praise have a great power in changing students’ behavior. About the importance of feedback psychologists said: “…This is the point when teachers motivate students to continue working hard, and this is the point when students should see where they should improve and how to improve in the field where they have problems…”, pedagogues highlighted the importance of feedback by saying that: “…positive feedback can be translated into improvement in performance…” this means that if feedback is given



appropriately can be critically important in improving students’ outcomes and as well as boosting their self-confidence.

Findings from the observations in classrooms

Observations enabled me to get a better understanding of teacher student relationship and especially teachers’ behaviour and role in increasing students self confidence. In almost all the classes that I observed teachers show how much they work on building quality relationships, based on respect, value and care. I saw that most of the teachers have high expectations and positive opinions about students and this really helps in increasing students self-confidence, this was easy to see during the classes because these teachers encouraged to express their ideas without fear of being ‘put down’ because in some cases when students had ‘wrong’ answers teachers tried to explain to them that they should learn from mistakes and then students were not worried to ask about explanation about the ‘wrong’ answer and students also freely asked questions when they did not understand something. Some teachers really had a great way to encourage their students by communicating positive expectations to their students by directly telling them they have the ability to do well. The biggest problem was the number of students in class, having more than 40 students in class just made it impossible for the teachers to talk to everyone and see their homework or make everyone talk about last lesson or discuss about things that they maybe had problems understanding.

Conclusion

The findings of this study suggest that positive student-teacher relationships, teachers’ praise, and teacher feedback are important contributors in increasing students’ self-confidence. This study has produced clear evidence that teachers play a crucial role in student’s self-confidence. Obtaining the views of students on encouragement that teachers give them it is clearly seen that hey expect more support from their teachers especially encouragement for example, support and value of their work and as well listening to them when they have problems is a very strong point in their relationship. Students also highlighted the importance of working equally with all the students and not just with the excellent students as it happened very often.

Findings revealed one very important factor from students’ views about feedback is that students rarely get feedback from their teachers because of the big

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number of students in classes; even most of the teachers admitted that the number of students makes it very difficult for them to give feedback regularly to students. Students’ views on teachers reward and praise showed clearly the importance of evaluating students’ effort even if they do not succeed teachers should recognize their effort.

Teachers views on the relation between students self-confidence and academic success show evidence that students with high self-confidence have also high academic success, and this happens because these students are motivated to learn and to express their opinions, but some teachers stated that the link between self-confidence and academic success is very weak because there are a lot of students with high self-confidence but who do not have high level of academic achievement. Pedagogues and psychologists highlighted the importance of teachers in increasing students self-confidence and this can be done by trying to know students individually, supporting and encouraging them and as well giving feedback and praising them appropriately has a great impact in students’ level of confidence.

Limitations of the Study

The study is based in three schools and evidence is drawn from 217 students, from 15 teachers, and from two pedagogues and psychologists, which could not be regarded as a large sample size. Given this context, the results of the present study could not be generalized to all students from secondary schools across the country.

Hamide Begaj holds Bachelor degree in English Language and Literatureand master degree in Educational Leadership fromFaculty of Education UniversityofPrishtina. Her master thesis was entitled “The role of teachers in increasingself-confidence to high school students” with supervisor Dr.Mike Wort and greatgratitude goes to him for making possible this research with such a great importancein the field of education. She works as an English professor in college “Tempulli” inPrishtina and she isa trainer of English Language as well.Correspondence: E-mail: [email protected] Tel: +37744643015



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Word formation of verbs in Asdreni’s works “Rreze Djelli” and “Psalme Murgu”

Luljeta Adili- ÇelikuSouth East European University, Tetovo

ABSTRACT

Asdreni’s language, unlike the language of his coevals or even of those from other literary periods, has unjustly remained neglected. It was therefore decided to choose Asdreni’s language as a subject of this study, including two of his works, such as “Reze dielli” and “Psalme murgu”.

The verbs have been carefully collected and analyzed from the perspective of their formation. In Asdreni’s poetry, one can see verbs of first and second conjugation, and not of the third. Therefore, the verbs have been divided according to the type of conjugation.

At first, verbs of the first conjugation are analyzed, including their subgroups based on the front stem and suffixes they take during their formation. The largest part of derivative verbs has a nominative (subjective) stem, though others with adjectival and adverbial stems are also present. Then verbs of second conjugation are analyzed next. The mode of analysis is the same as with the first group of verbs.

Key words: Asdreni, word formation, verbs, works, conjugation.


Fjalëformimi i foljeve në veprat e Asdrenit: “Reze dielli” dhe “Psalme murgu”

Luljeta AdiliUniversiteti i Europës Juglindore, Tetovë

ABSTRAKT

Gjuha e Asdrenit, ndryshe nga gjuha e bashkëkohësve e tij apo të periudhave tjera letrare, padrejtësisht ka ngelur pas dore. Prandaj u pa e udhës si objekt studimi i punimit të merren gjuha e Asdrenit, konkretisht foljet në dy nga veprat e tij: “Reze dielli” dhe “ Psalme murgu”.

Foljet janë mbledhur me kujdes të veçantë dhe janë analizuar nga aspekti i formimit të tyre. Në poezitë e Asdrenit kemi hasur folje të zgjedhimit të parë dhe zgjedhimit të dytë, por jo edhe të atij të tretë. Kështu pra, në bazë të zgjedhimeve janë ndarë foljet për t`i analizuar. Ne fillim trajtohen ato të zgjedhimit të parë, me nënndarjet e tyre sipas temës së parme dhe prapashtesave që kanë marrë gjatë formimit të tyre. Pjesa më e madhe e foljeve të prejardhura të hasura kanë temë emërore, por nuk janë të pakta ata me temë mbiemërore dhe ndajfoljore. Pastaj është vazhduar me ato të zgjedhimit të dytë. Mënyra e analizës së tyre është e ngjashme me ato të zgjedhimit të parë.

Fjalë themelore: fjalëformim, foljet, vepër, Asdreni, zgjedhim.


Introduction

Studying a writer’s language means defending his work. In our concrete case, defending Asdreni’s language, which had been forgotten by both domestic and foreign scholars, means a great support for him and his works. Literary scholars have studied his works, but not linguists. The linguistic aspect of his works has remained under the shadow of the literary approach.

In the history of the Albanian literature and culture, Asdren will remain not only as the famous compiler of our national anthem, but rather as a selfless writer that enriched language not only with poems and new words, but sacrificed his own being for national interests and cause. Asdren will remain one of the esurient poets and patriots of our nation as well as the filthy conscience of Albanain governments after the independence.

Perhaps, better than anybody else, Lasgush has told us who Asdren in fact was, in the following verses:

‘’Burr’i urtë-e i veçuar,Shqipëtar me shpirt të qruar,Vjershëtor vjershë-kënduar:Pate shkruar e punuarKombin për ta kombësuar,Shqipen për ta shqipëruar.’’

This study will somehow attempt to throw some light on Asdreni’s language and collect in one space his derivative verbs used in the above-mentioned books of poems from the word-formation aspect and reveal the linguistic values encompassed in these poems, more concretely in these two books of poems. The first and last means of the author is the word; he does not aim at changing or degrading it, but rather decorating it and interpreting it as good as possible in terms of his feelings.

Methods

The collected material is based on Asdreni’s poems from his books of poems mentioned above. They have been very carefully read in order to identify and select the verbs formed by word-formation prefixes or suffixes. According to the type of suffix they get, the verbs have been divided into subgroups, types of conjugations, etc. The first group to be analyzed was that of the –uar suffix – a group that includes verbs of first conjugation, to proceed with the –ur group, which includes the

Luljeta Adili- Çeliku


second conjugation verbs. This kind of division is based on the form of participle of the verbs in question. Within this division, there are also sub-divisions based on the grammatical category of the stem of derivative verbs, such as nominative, adjectival, and adverbial verb stems. The second conjugation verbs are also divided in accordance with whether they get a prefix or a suffix.

Research QuestionsResearch Question 1:How does Asdreni create the first conjugation verbs in the language of his works?

Research Question 2:How does Asdreni create the second conjugation verbs in the language of his works?

Findings of the Present Study

The verb as a grammatical category is divided based onto its sources. There are front verbs, derivative verbs, compound verbs as well as absolute ones. Front verbs are those that have not been created from other words, including prefixes or suffixes. However, this type of verbs has not been a study matter of our research. The object of study of this paper have been derivative verbs. All of these verbs that were noticed in the works of the author in question have been collected in one group. These are verbs with affixes, as they are called in the Grammar of the Albanian Language, e.g. punoj (work) (loc. the noun punë (work) + -oj); shpërnderoj (loc. noun shpër- + nderë + -oj). There are derivative verbs in these examples; i.e. in the first one we have the stem + the suffix –o, whereas in the second we have the stem + the prefix shpër- and suffix–o.

The formation of verbs with affixes

The affix word formation means formation of words, or as in our concrete case, the formation of verbs by adding to them prefixes or suffixes. The number of affixes in our language is not small and studies on them have been very important in order to explain as well as possible word formation in the Albanian language. Many Albanian language scholars have dealt with this issue, such as Eqrem Çabej, Shaban Demiraj, Aleksandër Xhuvani, Kristaq Cipo, etc.

First conjugation verbsDerived verbs are formed by nouns, verbs themselves as well as adjectives and

adverbs that can serve as stems, as well as affixes (Gramatika, 1995). Based on the



affixes that these stems take, verbs can be divided into:

a) Verbs with suffixesb) Verbs with prefixesc) Verbs with both suffixes and prefixes and the same time

Verbs with suffixes dominate the peoms of the author in question. One of the most productive word-forming affixes in the formation of verbs is the –o suffix. This suffix has been present since early books in Albanian, which proves the antiquity and importance of the Albanian language. In Asdreni’s poetry, the number of collected verbs with this suffix is far greater than the number of all other verbs formed with other suffixes. Verbs with suffixes –ro, -to, -so, -zo belong to the same group as verbs with the –o suffix, though they make their participle with –uar. The second group of verbs that have been dealt with is verbs with prefixes to conclude with those consisting of both prefixes and suffixes at the same time. The prevailing prefix in this group of verbs is the prefix për- followed by ç-, m-, nën-, ndër- etc.

Verbs with suffixesVerbs with the –o suffixThis suffix is more productive in the sustem of verbs in Albanian language, as well as in derived words identified in these two works. A large number of verbs are formed with this suffix, joining with different stems such as nouns, adjectives, adverbs and verbs( Gramatika, 1995). In Asdreni’s poems, we have noticed this suffix to have been joined to noun, adjective and adverb stems. Below, you can see all verbs with –o grouped in accordance with the stem word.

Derivative verbs with nominative stem:sulmoj (loc. noun sulm + -oj); tingëlloj (loc. noun tingull + -oj); gjëmoj (loc. noun gjëm + -oj); depërtoj (loc. noun depërtim + -oj); depërtoj (loc. noun depërtim+ -oj); urdhëroj (loc. noun urdhër + -oj); lotoj (loc. noun lot + -oj); peshkoj (loc. noun peshk + -oj); pikoj (loc. noun pikë + -oj); lakmoj (loc. noun lakmi + -oj); luftoj (loc.noun luftë + -oj); përgjoj (loc. noun përgjim + -oj); nderoj (loc. noun nder + -oj); valoj (loc. noun valë + -oj); betoj (loc. noun betim + -oj); shijoj (loc. noun shije + -oj); çlirohem (loc. noun çlirim + -oj); largohem (loc. noun largim + -oj); ledhatoj (loc. emri ledhatim + -oj); dëshëroj (loc. noun dëshirë + -oj); ëndërroj (loc. noun ëndërr + -oj); mjegulloj (loc. noun mjegull + -oj); qarkoj (loc. noun qark + -oj); qetësohem (loc. noun qetësi + -oj); provoj (loc. noun provë + -oj); rrafshoj (loc. noun rrafsh + -oj); agjëroj (loc. noun agjërim + -oj); dënoj (loc. noun dënim + -oj); zbuloj (loc. noun zbulesë + -oj); mbretëroj (loc. noun mbretër + -oj); gjymoj; lotoj (loc. noun lot + -oj); përshkoj (loc. noun peshk + -oj); kurorëzoj (loc. noun kurorë(zim) + -oj); urdhëroj (loc. noun



urdhër + -oj); filloj (loc. noun fill + -oj); përçoj (loc. noun përçim + -oj); trajtoj (loc. noun trajtë + -oj); vesoj (loc. noun vesh + -oj); kuvendoj (loc. noun kuvend + -oj); helmoj (loc. noun helm + -oj); përqafoj (loc. noun qafë + -oj); ngjyroj (loc. noun ngjyrë + -oj); fluturoj (loc. noun flutur + -oj); përgëzoj (loc. noun përgëzim + -oj); hijeshoj (loc. noun hijeshi + -oj); urdhëroj (loc. noun urdhër + -oj); rrethoj (loc. noun rreth + -oj); liroj (loc. noun liri + -oj); ndërtoj (loc. noun ndërtim + -oj); zemëroj (loc. noun zemër + -oj); shpresoj (loc. noun shpresë + -oj); dëshmoj (loc. noun dëshmi + -oj); besoj (loc. noun besë + -oj); valoj (loc. noun valë + -oj); zemërohem (loc. noun zemër + -oj); dëboj (loc. noun dëbim + -oj); fytyroj (loc. noun fytyrë + -oj); forcoj (loc. noun forcë + -oj); pikas (loc. noun pikë + -oj); s`provoj (loc. noun provë + -oj); lakmoj (loc. noun lakmi + -oj); përfytyroj (loc. noun fytyrë + -oj); mbleroj (loc. noun blerim + -oj); çnderohem (loc. noun nderë + -oj); thrimoj (loc. noun trim + -oj); thërrmoj (loc. noun thërrmi + -oj); xhixhilloj (loc. noun xixëll + -oj); emiroj (loc. noun emër + -oj); lotoj (loc. noun lot + -oj); këshilloj (loc. noun këshillë + -oj); ëndërroj (loc. noun ëndërr + -oj); dëshiroj (loc. noun dëshirë + -oj);

Derivative verbs with adjectival stem:gjalloj (loc. adjective i gjallë + oj); madhoj (loc. adjective i madh + -oj); gjalloj (loc. adjective i gjallë + -oj); thartoj (loc. adjective i tharët + -oj); turbulloj (loc. adjective i turbullt + -oj); verboj (loc. adjective i verbët + -oj); gjelbëroj (loc. adjective i gjelbër + -oj); madhoj (loc. adjective i madh + -oj); shkretoj (loc. adjective i shkretë + -oj);

Derivative verbs with adverbial stem:bashkoj (loc. adverb bashkë + -oj); mundoj (loc. adverb mund + -oj); thelloj (loc. adverb thellë + -oj); largoj (loc. adverb larg + -oj); drejtoj (loc. adverb drejt + -oj); vërtetoj (loc. adverb vërtet + -oj); afroj (loc. adverb afër + -oj); rehatoj (loc. adverb rehat + -oj); afrohem (loc. adverb afër + -oj); naltoj (loc. adverb nalt + - oj); bashkohem (loc. adverb bashkë + -oj); qerthulloj (loc. adverb qerthull + -oj); mundoj (loc. adverb mund + -oj).

Verbs with the suffixes –so, -to, -zo, - ro:In Asdreni’s poetry these words are not largely present, and will therefore be treated together. As can be seen from the examples below, these suffixes are found to be connected to noun and adjective stems.

Verbs with nominative stem:paqësoj (loc. noun paqë + -soj); friksoj (loc. noun frikë + -soj); flakëroj (loc. noun flakë + -roj); dorëzoj (loc. noun dorë + -zoj); ligjëroj (loc. noun ligjë + -roj); kurorëzoj (loc. noun kurorë + -zoj); copëtoj (loc. noun copë + -toj); zotëroj (loc.



noun zot + -roj); fajtoj (loc. noun faj + -toj); vajtoj (loc. noun vaj + -toj); udhëtoj (loc. noun udhë + -toj); flakroj (loc. noun flakë + -roj); kryqëzohem

Verbs with adjectival stem:mvrejtoj (loc. adjective i/e mvrenjtur + -toj); lartësoj (loc. adjective i/e lartë + -soj); shtrembëroj (loc. adjective i/e shtrembër)

First conjugation verbs with prefixesIn Asdreni’s work, the first conjugation verbs with prefixes are found to be bound to verbal stems, e.g. përçoj ( loc. prefix për- + verb çoj); përshkoj ( loc.prefix për-+ verb shkoj); përkthej ( loc.prefix për-+ verb kthej); përfshij ( loc. prefix për- + verb fshij); shdëfrej ( loc. prefix sh- + verb dëfrej); ndrij ( loc. prefix n-/drij); shpërthej ( loc. prefix shpër- + verb thyej); dëfrej( loc. prefix d(ë)-/ fryej);

Second conjugation verbsThis conjugation includes verbs that end in a consonant, and below verbs that make their participle with –ur will be analyzed. Suffixes used in these verbs are: –os, and –s/ -is( gramatika, 1995).

In Asdreni’s work verbs with prefixes have also been noticed, such as për-, ç-, shpër, sh-, etc.In the beginning, verbs with suffixes have been discussed, grouped based on the

grammatical category of the stem word, to proceed with verbs with prefixes.

Verbs with suffixesThe –os suffix in the modern Albanian language appears to be more productive than the suffix -s/ -is; however, in Asdreni’s poetry their productivity seems to be equal. The –os suffix is added to noun stems( Ibid) and this is how transition verbs are formed. The –s/-is suffix appears with an alomorph dz; -s is added to noun stems ending in –i, whereas –is is added to stems with unstressed –i (Ibid). Below all verbs appearing with these suffixes in the peoms in question have been listed.

Verbs with nominative stemëndërris (loc. noun ëndërr + prapashtesën -is); ujis (loc. noun ujë+ - is); çudis (loc. noun cudi + prapashtesën - s); plagos (loc. noun plagë + os); varros (loc. noun varr + -os); faros (loc. noun farë + os), mërzis/tem(loc. noun mërzi + s); stolis (loc. noun stoli + s); vendos (loc. noun vend + os);

Verbs with adverbial stem:praps (loc. adverb prapë + -s);



Verbs with interjectional stem:murmuris (loc. interjection murmur + -is); llamaris (loc. llamar + -is); mjauris (mjau + -is)

Verbs with prefixesPrefixation is another mode of new word formation, namely verbs in our concrete case. The most productive prefixes in the field of verb formation in the Albanian language are për- and sh- (ç-, zh-). Apart from these, prefixes such as s-, z-, n-, m-, më-, mbi-, nën-, stër-, shpër-, de- and para-, take part in the formation of derived verbs ( Gramatika, 1995). In Asdreni’s poems, the most productive prefixes are për-, ç-, then m-, nën-, ndër-, shpër-; on the other hand, no verbs with prefixes such as stër-, de-, para- have been noticed in his poems.

The për- prefix seems to be the most productive one in this group of verbs collected from these poems. It can be found connected to different stems, such as nouns, adjectives and verbs. It can be prefixed to all types of verb conjugations, i.e. first - përçoj, second - përmend, përball, etc.

The prefix sh- ( ç-, zh-) is used in forms of sh-, ç-, and zh-. The ç- form is used before vowels and sonorants; the zh- form is used before voiced consonants, whereas the sh- form is used before other consonants (Gramatika, 1995). E.g. çvendos, çngjit, shpërngul, shpërdredh, etc. In Asdreni’s works, another form of this prefix can be found – the t- form in the verb tfash/ shfaq (show, reveal).

The n-/ m- prefix. This prefix is not that productive. It appears in two forms: n-/m-. The –m form in Albanian is used before labial consonants –b, -p; in other cases the n- form is used (Gramatika, 1995). However, in Asdreni’s work it is also used before other consonants too, such as mvrejtem, mverdh etc. A certain number of verbs have been formed both in the Albanian language and Asdreni’s language (Ibid).

The nën- prefix. This prefix too is not that productive. Unlike the rules of the modern Albanian language, whereupon it is said that this prefix is added only to verb stems ( Ibid), in Asdreni’s language it is also noticed in noun stems, e.g. nënkëmb.

The prefix ndër- has been used to form a small number of verbs. In Asdreni’s language, we can find it prefixed to noun stems, such as ndërsy.

The prefix shpër- is not that productive either. It is attached to verbal stems, such as shpërngul, etc.

Verbs with nominative stem:përmend (loc. prefix për- + noun mend); përball (loc. prefix për - + noun ball); përdorë (loc. prefix për - + noun dorë); përvesh (loc. prefix për- + noun vesh); përmend (loc. prefix për- + noun mend); përlesh (loc. prefix për- + noun lesh); përvesh (loc. prefix për- + noun vesh); përbuz (loc. prefix për-+ noun buzë); mvesh



(loc. prefix m- + noun vesh); mplakem (loc. prefix m- + noun plak); ndërsy (loc. prefix ndër + noun sy); nënkëmb (loc. prefix nën + noun këmbë)

Verbs with adjectival stem:përtrihem (loc. prefix për- + adjectival stem i ri); mverdh (loc. prefix m- + adjective i/e verdhë); mvrejtem (loc. prefix m-+ adjective i/e vrenjt);

Verbs with adverbial stem:skuq (loc. prefix s- + adverb kuq);

Verbs with verbal stem:përmbys (loc. prefix për- + verb mbys); përmbledh (loc. prefix për- + verb mbledh); pshtjell (loc. prefix p+ verb shtjell); përtyp (loc. prefix për- + typ); përshëndosh (loc/ prefix për- + verb shëndosh); përqesh (loc. prefix për- + verb qesh); përkdhel (loc. prefix për- + verb këdhel); përpiqem(loc. prefix për- + verb piqem); përhap (loc. prefix për- + verb hap); përpjek (loc. prefix për- + verb pjek); përunjem (loc. prefix për - + verb unjem); përplas (loc. prefix për- + verb plas); përshtat (loc. prefix për- + noun shtat); mpreh (loc. prefix m- + verb preh); mvar (loc. prefix m-+ verb var); shpërdredh (loc. prefix shpër- + verb dredh); shpërngul (loc. prefix shpër- + verb ngul); tfaq (loc. t- + faq variant dialektor i shfaq); çvendos ( loc. prefix ç- + verb vendos), çlodh (loc. prefix ç- + verb lodh çkulloj (loc. prefix ç- + verb kulloj).); çngjit (loc. prefix ç- + verb ngjis); përvesh (loc. prefix për- + noun vesh); mvesh (loc. prefix m- + noun vesh); shndris ( loc. prefix sh- + verb ndris); shpërdredh ( loc. prefix shpër- +për+ verb derdh); shpërngul ( loc. prefix shpër- + verb ngul); tfaq ( loc. t- + faq dialectic variant of shfaq); mverdh (loc. prefix m- + adjective i/e verdhë); mvrejtem (loc. prefix m- + adjective i/e vrenjt);

Derived words with prefixes and suffixesA certain number of derived words have been formed by adding both pefixes and suffixes to the same word-forming stem, which is in most cases noun stem and in rarer cases adjective stem (Gramatika, 1995) Prefixes that take part in the formation of such derived verbs are mainly për-, and sh-(ç-, zh-), whereas suffixes are those of the first conjugation and include -o, -so, and –zo and second conjugation suffixes –os and –it( Ibid).Below, you can find the verbs of this type:

çnderoj (loc. prefix ç- + noun nder + prefix -oj); përfytyroj (loc. prefix për- + noun fytyrë + suffix -oj); shliroj (loc. prefix sh- adjective i,e lirë + -oj). shndris (loc. prefix sh- + verb ndris); çvendos (loc. prefix ç- + verb vendos); çkulloj (loc. prefix ç- + verb kulloj);



Conclusion

This paper aims at presenting an initiative for further studies on Asdreni’s works. It presents models of derived verbs at the time of his creations, regardless of whether they were his own original works or taken from precursor authors. In addition, it can be clearly seen that Asdren used a large number of derived verbs, whose constructions are morphologically healthy and sound.

Even though Asdreni’s language never managed to reach the heights of modern Albanian language, which is absolutely vindicated, there are certain verb forms and syntactic syntagmas which can be noitced today in everyday language use.

We have to say that the language of his poems is, in essence, a dialectic language cultivated and nourished in accordance with the needs of the time. Along with his poems and their motifs, his language is simple, popular, understandable up to the level of poor farmers from Drenova, or to the others from any of the northern villages. Conscious of the masses for whom the poems were written, Asdren never complicated his language; he left it flow naturally...

If we have a look at the last works by Asdren, we will notice that his language is so diverse: in his poems began the unification of the two main dialects of the Albanian language. Of course, this merger is done in different verses in which he used every other dialect interchangeably.

Luljeta Adili –Çeliku is assistant at Faculty of languages, cultures and communication. She has earn a master degree at Linguistic, in 2008,and is author of many articles at Scientific Conferences and Journals. She is doctarant student at University of Scopje.Correspondence: E-mail :l. [email protected] Telephone : +389 44 356 000

REFERENCES

Akademia e Shkencave e Republikës së Shqipërisë, (2004) Fjalori i gjuhës shqipe. Tiranë, Akademia e Shkencave e Republikës së Shqipërisë, (1995) Gramatika e gjuhës shqipe I. Tiranë, Akademia e Shkencave e Republikës së Shqipërisë, (1995) Gramatika e gjuhës shqipe II. Tiranë Asdreni. (1995) Rreze djelli, Prishtinë: RilindjaAsdreni. (1995) Psalme murgu, Prishtinë: RilindjaÇabej, E. (1977) Studime gjuhësore III, Prishtinë: Rilindja



Identity and cultural heritage: Experiencing the albanian context

Bujar HOXHASouth East European University, Tetovo

ABSTRACT

The aim in this paper is to concentrate primarily on the concept of identity, seen either in its epistemological context, (Bourdieu, 1982), or in its psychological context, so as to be able to set a limit to its semiotic possibilities of application . Such mentioned correlation between the text and the context can, to my view, treat various identities based on various levels (biological, psychological and epistemological, and/or ethnic), with the aim of representing their typology and behavior (not only seen as a psychological entity, but as a cultural and social entity as well). Such an approach shall try to explore such a concept’s past, present and future, so as to aim at their semiotic relevance and prospective. A logical question would follow then: how can one scientifically and semiotically justify such an attitude?

Applying semiotics in the frames of such a discourse, will by all means open doors to the representational issues within such a category ( as an inter-dependency of its signifying structures) , to the existential issues , and above all, to the necessity of the changeability of the issue in growth, thus witnessing oppositional relations such as: difference vs. sameness, equality vs. inequality , etc. , which would contribute to the signification and manifestation process as such. In such contextual frames I shall try to discuss such typologies within the Albanian identity.

Keywords: identity; semiotics: transformation; passionate; manifestation;


Identiteti dhe trashëgimia kulturore: përvoja shqiptare

Bujar HoxhaUniversiteti i Europës Juglindore, Tetovë

ABSTRAKT

Qëllimi i këtij teksti është shqyrtimi i konceptit të identitetit, i shikuar qoftë nga aspekti epistemologjik (Bourdieu, 1982) apo nga ai psikologjik, në përpjekje të përcaktimit të një kufiri të aplikimit të tij semiologjik. Një ndërmarrëdhënie e tillë e dhënë në mes të tekstit dhe kontekstit, për mendimin tim, mund t i trajtojë identitetet e ndryshme të bazuara në nivele të determinuara shkencore, ( si: biologjik, psikologjik, epistemologjik, dhe /ose etnik), me qëllim të vetëm të përcaktimit ose definimit të tipologjisë dhe sjelljes së tyre ( jo vetëm shikuar nga aspekti i tyre psikologjik, por edhe nga ai kulturor dhe social). Një qasje e tillë shkencore do të tentojë të shqyrtojë të kaluarën, të tanishmen dhe të ardhmen e një koncepti të tillë, me qëllim të përkufizimit të relevancës së tij semiologjike. Në këtë kuptim pra, parashtrohet pyetja logjike: si mund ta arsyetojmë shkencërisht dhe semiologjikisht një pikëpamje të tillë?

Aplikimi i semiotikës në një nivel të tillë diskursiv, sigurisht që do të mund të shqyrtojë çështje të përfaqësimit në lidhje me kategorinë e përmendur ( në formë të një ndër-varshnërie të strukturave të saj të sinjifikimit). është e natyrshme të theksohet se përveç kësaj, këtu çilen edhe diskutimet rreth çshtjeve ekzistencijale, dhe para së gjithash, edhe diskutimet rreth nevojës së ndryshueshmërisë dhe progresivitetit të diskursit semiotik, duke verifkuar kështu raporte kundërthënëse si: ndryshimi përkundër njëshmërisë, barazia përkundër jobarazisë, etj.; elementë të cilët do të kontribuojnë për proçeset e manifestimit dhe sinjifikimit. Duke u bazuar në korniza të tilla konteksti, do të përpiqem të diskutoj tipologji të tilla në kuadër të identitetit shqiptar.

Fjalë themelore: identiteti, semiotika, transformimi,pasionet,manifestimi.


Introduction: the semiotic relevance of treating identity

Semiotics today is not only a discipline or a methodology, but it is a science with a well-determined object of analysis, thus covering a wide range of our inter-human communication, either seen as an individual, face-to-face communication, or otherwise as a collective one, a global social phenomenon. Besides its micro-structures, the smallest possible elements of analysis which sometimes can be seen as signs: representing an index, other times an icon or a symbol (Peirce, 1960), semiotics can perceive of elements which can emerge as a result of primarily established dichotomies and oppositions: such as in the case of linguistically-minded semiotics, for instance. Owing to such a multidimensional vision, semiotics recently is capable of generalizing items and categories, if seen through its multiple possibilities, in terms of the application model: starting, for instance, from its cognitive competencies, such as in the psychologically-minded semiotics, through biosemiotics and life processes (Merrell, 1996), or the recent existential objects (Tarasti, 2000). If one considers that these are the main “developmental tracks” of the semiotic meta-theory, although it is obvious that there are more of them, then a cultural category, either referring to it generally or specifically, should be their context. How can a context, perceived in the mentioned way, correlate with a determined “text”?

Commenting on the text/context relationship here should have a twofold significance:

1) The semiotic importance of their correlation, even if one sees them as dichotomies, thus making efforts to decompose them, or deduce them into smaller units, so as to offer semantic solutions; and,

2) An allegoric importance, which not only would have one referring point in the sense of the various analytical fields, but more than one. Taking into consideration such facts, the cultural category as a general one would also specifically become a part of the semiotic discourse, among other related issues.

My aim in this paper is to primarily concentrate on the concept of identity , seen either in its epistemological context, (Bourdieu, 1982), or in its psychological and social context, (Schwartz, Luyckx, & Vignoles, 2011) so as to be able to set a limit to its semiotic possibilities of application . Such mentioned correlation between the text and the context to my view, can treat various identities based on various levels: either biological, psychological, epistemological, and/or ethnic, with the aim of representing their typology and behavior, not only seen as a psychological entity,

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but as a cultural and social entity as well. Such a prospective shall try to explore such a concept’s past, present and future, so as to aim at their semiotic relevance. A logical question would follow then: how can one scientifically and semiotically justify such an attitude?

We witness today a general confusion in terms of the practical application and usage of this term, in the frames of human representation and self-representation, either from the semiotic viewpoint or from a viewpoint of its contextual perceiving and its projection into various social realities. It is also a firmly established truth that each of us belongs to various social classes and other distinctive categories, such as for instance the ethnic one. It is to emphasize in conclusion, that the identity concept belongs to a wider range of disciplines such as: the cognitive and developmental field of psychology, genetics, linguistics, sociology, and philosophy.

Applying semiotics in the frames of such a discourse, will by all means open doors to the representational issues within such a category ( as an inter-dependency of its signifying structures) , to the existential issues , and above all to the necessity of the changeability of the issue in growth, thus witnessing oppositional relations such as: difference vs. sameness, equality vs. inequality , etc. , which would contribute to the signification and manifestation process as such. In such contextual frames I shall try to discuss such typologies within the Albanian identity.

Concretely speaking, the Albanian identity specifically, taken as a component of a cultural heritage in general, has for a longer time been an object to its repetitive proving, because of the various circumstantial surroundings: either belonging to the political flow of events, social circumstances, or to any other nature. Such an entity in turn, because of some of the events which shall be described and analyzed in this contribution, is given the emblem of a cultural heritage element, which is in a permanent necessity to be preserved. Generally speaking, such an element, which emerges from a determined tradition (within determined social groups), can also be explained as a categorical repetition of the experience, which has gradually grown into a cultural element inherited through generations. The concept we are dealing with in this context proves the psychological element of experience, which contains in it all other contexts which might come into existence due to extra-contextual factors which might have influenced it.

Such an entity’s co-existence with other identities, exemplifying the ethnic ones in such a context, in the Balkan region, has created situations of semiotic relevance: such as, for instance, what kind of relations might they intend as semiotic topoi in the Greimasian sense of the word? (A. J. Greimas, 1973) Each separate entity then, normally regarded as a sign in its various shapes and semiotic contexts,



contains in itself its own narration elementseparately, which not always considers the actual reality, but may be subject to a mythological one, creating thus structures closely related to a semiotic discourse. Facing situations of the kind in conclusion, can create relations which need to be subordinated to determined encoding and decoding processes.

The next question then is: are such categories “moveable” through their modality in action (A. .J. Greimas & Fontanille, 1993), in the procedural sense of the word, so as to produce a passionate taxonomy? Is their ownperceived context that may create such taxonomy? In such a fashion, one would see the epistemological element included in an attempt to provide for a semiotic model to present such entities, based on two important elements: such as justifiability and skepticism (Goldman, 1986) are . It is also true, on the other hand, that sucha concept can be seen through other relational semiotic contexts, which can prove its existential value, origin, and elements which in themselves can be manifested as mutually inclusive or exclusive. There is no question that to discuss such other contexts, and/or other relational categories, requires other scholarly approaches which intentionally may and may not belong to the semiotic method.

As we have stated, because of the generally described facts, the contextual circumstances (Eco, 1994) have been influencing the identity notion to the extent of contextualizing it to various social conditions, thus creating a specific cultural context: therefore, as may easily be concluded, the semiotic methods as well may vary within their approach. Thus, the signification process that occurs at such an instance, may also be explicated in two other ways: the first one shall regard deducing meaning, after such concepts’ subordination to transformational processes in the sense of encoding/decoding procedures , as well as rendering the narrative structures decomposable, so as to enable their reaching a semio-narrative level; and the next, as a logical and pragmatic consequence of what such conceptsstand for (as a Firstness), what one intends them for (as a Secondness), and how one refers to them (as a Thirdness). Pierce’ssemiotics here, to my opinion, shall as well give theirexistential status, in the sense of their being subjectivized by the side of various givencontextual circumstances.

Owing to the multifold possibilities of semiotics in conclusion, which as shall be seen, will represent an analytical method here, I shall attempt to apply its procedures, for the aim of proving and/or establishing a semantic universe, thus contributing to the process of semiosis.

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Methodological remarks: the interdisciplinary and trans-disciplinary nature of the concept

My aim in this part of the contribution is to try to identify some of the methods and/or fields, which shall be used for the aim of addressing such a problem as identity. This naturally is not only a matter of a methodological choice, but it is an element which treats matters essentially as well, because of the many possibilities of treating such an entity. There is no question but that items should be treated one by one.

A logical question then follows: since when do we know who we are? How do such processes develop, so as to reach at the extent of consciously cognizing such a category? [See: (Schwartz et al., 2011)] Can the way people behave determine identity’s status and/or its changeability? It can be easily concluded that the fields of perception and cognition in psychology are the decisive factors to such an issue. Or, as it is rightfully observed, “bydefinition, identity is central to the psychological and interpersonal functioning of people from diverse age groups and social backgrounds.” (Schwartz et al., 2011: 13).

A question then may follow: how would semiotics perceive of such an attitude? Firstly, recognizing or better knowing about such an entity is important as it necessarily gives a semiotician an object of analysis, which understandably should have, as we also claimed earlier, its relational counterpart. Secondly, such a counterpart offers the known comparability and/or contrariness between the two, which definitely establishes them as an object to a semiotic analysis. What I intend here specifically, is the following: knowing and recognizing our own identity only is not a sufficient element for a semiotic analysis; we should also know and recognize that of the others. In this sense, many other questions would emerge: is identity a self identification or a collective one? How many identities do we have? And finally, does not such an entity belong to the social science as well? It should be clear then, that such questions are necessarily part of a determined social context which should consider the interactional processes as their starting point. In such a context, as rightfully described by scholars [such as, for instance,(Bruke, J. Peter & Stets, 2009)], the notion of identity is analyzed as a consequence of a process of interaction between the “self ’ and contextual surroundings, and/or other related elements, as I shall attempt to explain later in this paper. If such a thesis is taken to be true, then understandably, one should treat such processes as well. And after all, is it not true that also communicational processes, in the sense of human behavior specifically, are based on an interaction process, which procedurally identifies us in terms of the roles one possesses in a given society? It is in conclusion, a firmly established fact that an informational exchanging of whichever nature is the ground



of such processes’ establishment. It is worth emphasizing as well that such an initially established scheme becomes later more complex; in terms of the various communicational and/or informational processes, even in the semiotic sense of the word [such as has already been explained; see, (Eco, 1979)], explainable even within inter and intra-human communication. Semiotics after all, taken in the widest sense of the word, by definition, should treat social contexts among other issues: as they realistically appear, alongside its “fictive realities” as an object of analysis. It is hopefully evident finally, that social sciences should be a part of our discourse.

Noting the multi-disciplinary nature of the term identity, one should be firm in claiming that psychology and social sciences, as we have already identified them, should be the source fields for the scientific data to present. It should be clear however, that if one treats theprocesses, which is necessaryfor the sake of the semiotic method’s application, one shouldbe aware of the psychological components to analyze on one hand, and on the other, one should also see the results and their mutual interactions (which would be covered mainly by the social science). Semiotics, in conclusion, not only adds meaning to a given form, but as is generally known, performs a signifying process as well: thus establishing meaningful units to related inter-contextual relations taken as samples.

Even starting from our biological predispositions. (Semiotics treats processes, among other related issues, like psychology does. This can by all means be proved by the linguistically and/or psychologically minded semiotics, as we stated earlier: which contain in themselves distinguishable and distinctive features for the aim of processing them adequately)

On the psychological and social context of identity

Treating the psychological aspect of the term we are interested in is semiotically relevant for the following reasons:1) Semiotics treats processes, among other related issues, like psychology does. This

can by all means be proved by the linguistically and/or psychologically minded semiotics, as we stated earlier: which contain in themselves distinguishable and distinctive features for the aim of processing them adequately.

2) The decomposition and /or the distinguishability process one needs to perform, certainly includes both: either a developmental component, in the case of the notion we are discussing, or a semiotic one. And finally,

3) Relatedness or interrelationships, in the sense of the interpersonal communication specifically, should cover both semiotics and psychology in the context of exploring an entity as identity is.

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Elaborating such and similar issues shall understandably enable disclosing a gradual and developmental way of the identity formation, as one of its important components. Such a concept, however, should by all means be also a part of a relational process as well, and/or include the significant other(s), so as to form a socially meaningful whole. In such a context, not only that one can see gradualness towards developing a concept representing oneness andsameness, but can as well, have the counterpart components of such a concept, thuscontributing to its interdisciplinary scholarly treatment. In considering such an object of analysis, one can as well elaborate the kinds and types of identities to discuss.

On the formational aspects of identity

One of the most important facts related to a semiotic analysis of the identity concept, is the ability to consciously recognize oneself. Besides the psychologically acquired stages of development since early childhood (Piaget, 1969), one has to be aware that such a phenomenon is biologically conditioned as well, especially as far as its inheritance is concerned. It has to be stated in addition, that both aspects have an equal importance within their appearance and development. It is necessary to emphasize in conclusion that the notion of identity should be treated alongside other developmental concepts and categories, and more significantly: its origin should be explored within one’s interaction withthe other, andor/significant others. It thus augmentsthe social component as identity’sintegral part. Or, ashas been observed:

The psychosocial task of ego identity development is essentially one of integration. The achievement of ego identity involves a synthesis of childhood identifications in the individual’s own terms, so that she/he establishes a reciprocal relationship with her/his society and maintains a feeling of continuity within her/himself. It represents a reformulation of all that the individual has been into a core of what she/he is to become.(Schwartz et al., 2011: 33)

Although, as may easily be seen, the above citation treats identity basing itself purely on developmental psychological paradigms, it has to be stated that identity contains in itself two other important aspects: the interpersonal one, regarding communication generally and behavior specifically, and the social one, regarding interaction, either individually or collectively. Besides, this is only one of the theoretical paradigms mainly based on Erikson’s identity criteria (1965)[ The citation is from the quoted original. See: (Schwartz et al., 2011)]and Freudian ego theory. It should be understandable though that there are other paradigms related



to defining and explicating the identity notion. Our aim here in conclusion is to bring some of such related identity’s definitions, so as to be able to identify concepts and related notions needed for a semiotic analysis.

Another theoretical paradigm which is worth mentioning is the socio-cognitive model theory. It is founded not only on the basis of the identity formation itself, but also on the human interaction with the “self ”. Although, psychologically one can establish the difference between identity and the self, which shall be given a due account later in this paper, it can be concluded that such a model is also grounded on contextual relationships, which would otherwise argument the permanent developmental component, as rightfully observed by scholars, until the age of adolescence. According to the socio-cognitive model, though:

A self-theory is a cognitive structure composed of a loosely organized system of personal constructs, assumptions, hypotheses, beliefs, schemas, and postulates relevant to the self ’s interacting in the world (Epstein, 1980).(Schwartz et al., 2011: 56)

The self ’s “integrating” as can be concluded, is the core word which leads us to the social background of the identity notion. Otherwise, as it is hoped, the main postulates to be considered here are of a twofold nature: the first one on the one hand, should regard us individually as a tool of human formational processes, such as: personality formation, perceptive and cognitive capabilities, etc., and the next on the other, should regard our relatedness with others, thus enabling the formation of what one can call a collective identity.

Individual vs. Collective

Owing to the fact that we have to treat collective identities here instead of the individual ones, which, as we have observed, concentrate more on psychological and developmental issues, our next task is to provide for some types of identity’s definitions, which would help building a concept of an ethnicity and cultural belonging. This would otherwise help us in the process of the construction of social reality, which is one of the essential postulates of G. H. Mead’s symbolic interactionism theory.[Such as quoted in: (Griffin, 2003), and: (Bruke, J. Peter & Stets, 2009)]. This would also justify the understanding of the relational identity. Otherwise, individual identity is defined in the following way: “individualor personal identityrefers to aspects of self-definition at the level of the individual person”.(Schwartz et al.,2011: 3) Certainly such a definition would also refer to other human formational processes when related to others. In such a context,

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notions like: behavior, self-esteem, etc., should be taken into consideration in focusing on the individual thus, “often emphasizing the agenticrole of the individual in creating or discovering his or her own identity” (p.4). Such adefinition, as we shall be able to see later, includes also a semiotic process, especially in the part of establishing a narrative structure, in the sense instanced by A. J. Greimas (1973). Otherwise, if relational identity refers to the “roles one takes in facing the others”[ see: (Schwartz et al., 2011), italics and paraphrasing mine], then it should be understandable that collective identity should represent the following:

Collective identity refers to people’s identification with the groups and social categories to which theybelong, themeanings that they give to these social groups and categories, and the feelings, beliefs, and attitudes that result from identifying with them.(Schwartz et al., 2011: 3)

If such is the definition, then the situation becomes clearer: if individual identity concerns the formation of the self, then the collective one, concerns the relatedness or, our relations, with others, and/or our identifying with them. In such a context, one should ask: how do such terms interrelate semiotically?

On the Semiotic Context of Identity

A final question that has to be answered in the previous section is ethnicity, or ethnic belongings. To my understanding, this is semiotically relevant for some reasons: first, it sets dichotomies in the sense of differing one another of the kind (in terms of the distinguishability between sameness and otherness, which shall be discussed later in this paper); second, in the case of such differentiated items that are to be categorized; and, third, such categorized items should be named, thus, ready to become an object of analysis. If a discussion on the mentioned entity is initiated in such a fashion, then one would by all means recognize the importance of an interrelated distinguishability and complementarity of the items discussed. In my view, finally, such a hypothesizing of components would render items semiotically significant. Otherwise, an ethnic identity is defined in the following way:

One such social identity is informed by an individual’s ethnicity, which is defined by one’s culture of origin and is often associated with specific cultural values, attitudes, and behaviors (Phinney, 1996).(Schwartz et al., 2011: 791)

In conclusion, if sameness is what characterizes individual identity’s formation, explainable through its stages of development (as we have attempted to explicate among other related issues), especially considering the psychological formational processes, then otherness marks specific cultural values and attitudes, which otherwise form what one may call an ethnicidentity.



The Albanian Identity Context as a Paradoxical one

If one presents a semiotic meta-theory or a method, preconditioned for an application, it is then necessary to present the components and /or structures which shall be an object to such an application. In considering such a context, some other questions may be advanced: what is the reason for making such a choice? What does ethnicity have to do with semiotic processes? And after all, does a chosen ethnic belonging, as an object to a wider concept of cultural traditional inherited elements, offer a semiotic way of analyzing determined given elements? Answering these questions naturally, offers the semiotic object to analyze.

First, it should be evident that differentiating ethnicity, in terms of instancing one opposed to the other, offers a semiotic process. Secondly, as we have stated, establishing and/or forming identity, either on individual or collective grounds, does not represent a finalized process, but on the contrary, is an on-going process: developmentally, until the age of adolescence

Or, in other words, it is a permanent progressive process in the frames of its changeability. Due to such processes’ continuity and changeability, it should be clear that such items are semiotically treatable. And finally, the circumstantial surroundings which influence such collective identities and may be subjected to a change can also mark a process of their transformability as a semiotic tool towards manifestion.

Let us now explain some concrete issues.The Albanian nation today (understood in terms of its ethnic background)

mainly lives in several different countries, notably: Albania (where the terms national and ethnic identity can be seen as equal, or synonyms), Kosovo (where a national belonging terms differs from its ethnic belongings), and Macedonia (where a national identity as well differs from its ethnic belongings). The reasons are manifold: first of all political, which belongs to a certain historically determined context, and second, of a contextual nature: in the sense of human interrelationships, which makes such mentioned cultural traditions slightly differentiated, (in terms of language usage and contextualized influences of other nature from external factors, which finally become “embedded” into a specific cultural context). I shall therefore call this kind of identity a paradoxical one. It is paradoxical for at least two reasons: first, because of the realistically established context, as we have already claimed, due to extra-contextual historically determined factors, and second, because of a narrative identity, which comes as a result of how one might have described it. To my view, the first one should belong to reality and the next to appearance and/or

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seeming. It is worth noting, in conclusion, that this is not the only dichotomy to discuss, naturally. Owing to the fact that the narration element is also included in a semiotically treatable issue, one has to consider such dichotomies as realistically established ones, due to various hypotheses to present. In the sense of such dichotomies, closely related to the narration components, I have observed the following elsewhere:

This is a semiotic situation and a utopian one: on the one hand, one is idealistic enough to reach the impossible, within a thinking that the intelligence and morality of his culture allow him, a culture that has returned to the rituals: culture and identity of a nation in a good and traditional way; and on the other hand, an inevitable event comes about immediately and one never really can explain what happened. So, the appearance, the situation of real utopia, is suppressed by a realistic one, which comes from the previously established concept of time, again not properly defined, and “spoils” the relations among people. (Hoxha, 1998: 69)

As can be noticed, my discussion focused on different kinds of conceptualization of the identity notion. However, prior to our explicating the issues related to the above citation, one should advance the following questions: what is narrative identity? How can such an identity be compared to co-existent identities? And, after all, what is their semiotic correlation?

If “narrative identity is the internalized and evolving story of the self that a person constructs to makesense and meaning out of his or her life”(Schwartz et al., 2011: 99), then, we hope, the situationis clear. Not only that one retells stories lived, but also can narrate passed experiences. Such experiences, as we claimed, owing to one’s willingness of telling a story of identity, may sometimes be a subject to a mythological understanding of the term, because of the existence of the stories told [ See: (Griffin, 2003)]. To my view, this is a point when one constructs meaning in his/her own way: thus, producing an issue containing a semiotically treatable narrative structure. In conclusion, this is naturally one more argument for the existence of the mentioned dichotomy between seeming and reality, which in our context entails cultural and ethnic belonging and/or classification in general terms. A logical question then follows: how should one see the dichotomy, so as to create the mentioned narrative structures into specific terms? The answer to this question naturally requires other elements which shall contribute to presenting a semiotically analyzable context.



An Attempt to establish narrative structures

Items should be presented paradigmatically, so as to explicate their classification status (in terms of their classes and/or subclasses), but they should also be presented syntagmatically, so as to contribute to a possible substitution taxonomy, which would enable a semiotic process. It should nonetheless be evident that the aim of such a methodology is introducing a semiotics of action (A. J. Greimas & Fontanille, 1993), for the purpose of its subjectivizing todetermined contextual circumstances. A logical question follows then: how would such a relation then be subdued to certain transformational processes?

First, it is evident now that the identity notion can be changeable; i.e. transformable. Second, such transformability is also due to contextual factors, among other related issues, like we mentioned, because of the occurrence of the contextualization process. It thus produces acquired cultural categories, which then become a part of a specific cultural context.

The situation in practical terms stands as follows: owing to an historical context, the Albanian identity has been subdued to changes, i.e. political occurrences have had their consequences, thus creating newly established identities. Such occurrences have, in turn, been imposed to such an identity, by realistically well planned strategies by other co-existent ethnic identities, which semiotically represent a relation of disjunction with the Albanian identity.5 Such a situation would represent the first axis (the paradigmatic one) in Greimasian terms, referring thus to the stories lived.

The second axis, as we said, is represented by a narrative identity, which would refer to the stories told. Taxonomically speaking, such an axis contains categories such as: pride, unique language, unique traditions, pure original culture, etc. The syntagmatic axis, as we have mentioned, can contain items which are categorically substitutable. Relationally speaking, such a situation represents a relation of conjunction. Each of these dichotomies separately then, would be on the one hand, in a relation of conjunction in respect to seeming , which would represent in this case the paradoxical context of the Albanian identity, and on the other, in a relation of disjunction and/or contradiction, in respect to reality, which would represent the realistic context of the Albanian identity.

If such a scheme, based as mentioned on Greimasian models (1973), is established, then other questions would emerge: what is it that is being contextualized? Which are the concepts, or semiotically: the smallest distinguishable components to discuss, which would represent a change or a transformation in relation to a given cultural component

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such as is identity? And more specifically: due to such circumstances, can such extracted meaningful units (set in the mentioned interrelationship) become moveable, due to the modality in action, and or /the existence of the subject of doing?

On Some Passionate Experiences of Identity

As we have said, because of the juxtaposition, or the abovementioned intercontextual relations, one has to consider that the identity notion can be semiotically manipulated within subjects. The term subject here, as may be easily noticed, should have a twofold importance: one, which must belong to the psychological field (because of human formational and developmental reasons), and second, to a semiotic field (due to both, semiotics of passions, and existential semiotics). One should in turn ask: how can one transform such a discourse from a narrative and discursive level to an epistemological and existential one? Does the identity notion change or, is it subordinated to transformation, because of existential and subjectivizing reasons? If one assumes the semiotic relationships in this way, it should be evident then, that one should also explicate the semiotic domain and its possibilities in such a context.(The “inclusion” of the political influence here shall not purposely be discussed. My aim shall be to discuss the consequences of such kind of “subordinations”, which create the narrative structures to discuss.subjectivizing reasons? If one assumes the semiotic relationships in this way, it should be evident then, that one should also explicate the semiotic domain and its possibilities in such a context).

It is generally known otherwise that Greimas (1973) introduced the subject into a semiotic study, which was doubtlessly later given a philosophical and epistemological account in terms of existential semiotics [ See: (Tarasti, 2000)] . Categories can be seen as opposed and/or juxtaposed to one another, but they can also express ambiguity in their meanings. This would justify among other related issues the overcoming of the binary oppositions (expressed in a form of a double articulation) within the Structuralism and Post-structuralism eras.[Or by other words: it thus justifies the speculative and/or manipulative function of semiotics, after establishing the known term of “difference” ] by Derrida. (See: (Derrida, 1978)Then finally, one may ask: when and how do such notions such as identity and interrelated items, become passionate? Does such a process emerge due to psychological reasons, or does it simply represent a logical deduction of subsequent meaning(s)? In such a fashion naturally, one should use semiotic styles for the purpose of perceiving the process of semiosis as applied.

The tensitivity notion, as rightfully proposed by Greimas and Fontanille (1993), is what happens in the meantime, i.e. it represents a process of enacting possible



passions from determined taxonomies. It should be evident therefore that the first passion to identify here is despair. In other words: due to experiencing a paradoxical identity, because of theoccurrences described , which, as we said, belong to a historically conditioned context, an individual belonging to an Albanian ethnicity becomes desperate. In such a context, one would advance the following question: why should such a previously established political context cause such a reaction? Or what does it represent, after all? Why does it have to be manipulative? Simply because of the manipulative element, or: the manipulative subject, in the semiotic sense of the word, which is uncontrollable in the eyes of the manipulated subjects, which will later be transformed into impassionate subjects on the one hand, and onthe other, controllable or led by extra contextual components. Both sides, as shall be seen, shall represent a relation of disjunction in the Greimasian sense of the word, so as to represent passionate experiences.

Towards a manifestation: a paradoxical vs. a realistic identity context

If such is the situation as we have described it above, then, it can be said that the mentioned Albanian identity is the state of affairs, in its realistic shape and contextual surroundings, which through the modality in action and the subject of doing transforms itself into a state offeelings, which, as we have seen, is represented by a paradoxical Albanian identity. Such anoccurrence gains its procedural transformability in the following way: facing extra-contextual factors, such as the previously mentioned ones, brings about despair, as a primary passion.

A decontextualization, or a brand new contextualization, is what occurs. At this point one has to notice a lack of meaning. De-contextualizing existing contexts, such as: cultural, linguistic, inherited, and or traditional, thus envisaging the ethnic component means subordination in our context, and/or imposing other contexts. The impassionate subject now, (transformed after subduing such a process), the representative of the Albanian identity, gains new “mentalrepresentations” (Bourdieu, 1982), as otherwise rightfully observed: But on the deeper level, the quest for the “objective” criteria of “regional” or “ethnic” identity should not make one forget that , in social practice, these criteria ( for example, language, dialect and accent) are the object of mentalrepresentations, that is, of acts of perception and appreciation, of cognition and recognition, in which agents invest their interests and their presuppositions, and of objectified representations, in things ( emblems, flags, badges, etc.) or acts, self interested strategies of symbolic manipulation which aim at determining the (mental) representation that other people may form of these properties and their bearers. (Bourdieu, 1982: 221)

Bujar HOXHA


The de-contextualizing process, as may be concluded, is performed by what Greimas and Fontanille (1993) call an active and/or knowable subject. Such a process is actually a consequence of the Albanian identity’s wanting to be, which is opposed to not-wanting-to-be: or, in other words, a consequence of a modality in action. Such opposed relations can be manifested in the following way: on the one hand, if one exemplifies Kosovo’s new flag for instance, it can be concluded the six stars there symbolize the ethnic identities living there. Such a newly established identity, even now, in national and in citizenship terms of its understanding, does not reflect the ethnic identity of the Albanian majority representatives living there. On the other hand, the “real” Albanian flag represents the pride, cultural values etc., of the people living there; however, it is also true that one may ask: aren’t such issues as well symbolic, due to a mythical understanding of such a reality? In conclusion, it is natural to foresee an impassioned subject, as we said, or subjects, better, in the semiotic sense of the word, who enact situations of either a historic context, or situations belonging to a mythological one, which would otherwise represent the mentioned paradoxical identity. It is for such reasons that such and similar metaphorized objects as tools to develop the mentioned mental representations, such as described in the citation above, aimed at deducing passionatetaxonomies, represent a process of manipulation which is semiotically treatable on anepistemological and speculative level. Finally, one would have pride, tradition, uniquelanguage, etc., as final semantic results, on the one hand, and on the other, one would, have despair, anger and anxiety, on the other.

As may be finally understood, such results are by all means deduced from the narrative identity resulting from the stories told, and represent a consequence of what an impassionate subject might intend by the various taxonomic categories mentioned here.

Conclusion

As may be seen, I have tried to present an application model on the semantic results that may emerge due to certain transformational processes that occur in the frames of a semiotic process. It goes without saying that this is not the only applicative method to use. On the contrary, terms that express emblems and/or other visible features may be explained either using iconic and/or indexical inferring models in terms of their meanings, or can also be explained using a model which would further decompose the oppositional features taken as examples. My aim, however, was to present such a situation as may be perceived at a given moment, which due to repetitive actions and/or acquired context in the future may be subdued to



further changes.In my view, the issues which, as we have earlier claimed, may become repetitive,

inherited and /or traditional, are further manipulated. The semiotics of passions, in conclusion, renders such actions possible in hypothetically-intended contexts, which express intentionality and action towards manifestation and performance. This element of a conscious intentionality such as shown, in the over-coded identity symbols, instanced here, is one that, in terms of the identity concept itself, needs to be preserved repeatedly. In an epistemological context though, one may advance the following questions: why should such a situation be metaphorized, so as to be a subject of a further manipulation? Or after all, in terms of the identity representation, is such an objective, or , as it is rightfully observed, objectifiedrepresentation [See above citation], to remain objective or is it subjectivized? What isobjective in the mentioned context, after all? Due to such a status, which is semiotically of a transformational nature, one can by all means speak of a subjective viewpoint, or subjectivity in such frames.

The paradoxical Albanian identity, in conclusion, is a result of a created metaphoric reference, and/or a result of the mentioned processes, in which such an ethnicity lives, or mentally imagines it. The results of determined processes may render it mythological, thus opposing it to the real one which, as we have seen, is inherited, developmental and thus representing sameness.

Bujar Hoxha is graduated in English Language and Literature Italian language and literature in 1989 and Postgraduate studies at the University of Zagreb, Croatia. The master thesis defended at the University of Skopje, in 1998, on the theme “Semiotics of Othellos and Rigolettos characters.” In 2008 a doctor at the University of Skopje on “Theoretical-methodological approach to Umberto Eco: the poetics of the open work”. From his publishing activity, we note: “Way to Olympus”, Asdreni, 1995 (novel); “Ludwig Van and I were just ...”, Skopje, 2006, novel; Umberto Eco: “Six trips through forests narrative” Asdreni, Skopje, 1997 (translated from Italian) and “nodes in Albanian and English”, Skopje, 1998 (Contrastive study in two languages: English and Albanian. From 2001 works at the University of Eastern Europe as an assistant, and from 2008 as a lecturer (assistant professor) in the Department of Sciences Correspondence: Email: b.hoxha @ seeu.edu.mk Tel.

(CEL): +0038970252866

Bujar HOXHA


REFERENCES

Bourdieu, P. (1982). Language & Symbolic Power (p. 302). Cambridge: Polity Press.Bruke, J. Peter & Stets, E. J. (2009). Identity Theory. Oxford: Oxford University Press.Derrida, J. (1978). Writing and Difference (p. 446). Chicago: The University of Chicago.Eco, U. (1979). “A Theory of Semiotics.” (T. A.Sebeok, Ed.) (p. 354). Bloomington, USA: Indiana

University Press.Eco, U. (1994). Six Walks at Fictional Woods. Chicago: Harvard University Press.Goldman, I. A. (1986).Epistemology and Cognition (p. 437). Cambridge: Harvard University Press.Greimas, A. .J., & Fontanille, J. (1993).The Seiotics of Passions: From State of Affairs toStates of

feelings. Minneapolis and London: University of Minnesota Press.Greimas, A. J. (1973). On Meaning. Minnesota: University of Minnesota Press.Griffin, E. (2003). A First Look at Communication Theory (p. 608). Bosrton: McGraw-Hill.Hoxha, B. (1998). National identities in a Semiotic Context ( Nationalism vs. Internationalism:

the Albanian Perspective). Frakcija (Magazine for Performing Arts), (9), 68–71.Merrell, F. (1996).Signs Grow: Semiosis and Life Processes. (T. A. Danesi, marcel, Eco,Umberto, Perron, Paul amd Sebeok, Ed.) (p. 356). Toronto, London: University of TorontoPress Incorporated.

Peirce, C. S. (1960). Collected Papers of Charles Sanders Peirce ( Volume I: “Principles of Philosophy” and Volume II: ’Elements of Logic”). (C. & Hartshorne & P. Weiss, Eds.)(p. 535).London: The Belknap of Harvard Universirty Press.

Piaget, J. (1969). The Psychology Of The Child (Kindle Edi.). New York: Basic Books.Schwartz, S. J., Luyckx, K., & Vignoles, V. L. (2011).Handbook of Identity Theory and Research

(Google eBook) (p. 1040). New York: Springer.Tarasti, E. (2000). Existential Semiotics (p. 218). Bloomington and Indianapolis, USA: Indiana

University Press.



Bosnian and gorani linguistic communities: Communities of albanian and not slav traditionNexhat ÇOÇAJMunicipal Educational Directorate, PrizrenPHD Candidate at Anthropology-Ethnology, Centre for Albanalogical Studies Tirana

ABSTRACT

The Bosnian and Gorani communities living in Kosovo, mostly in Prizren region, are not national communities; they are linguistic communities belonging entirely to the Albanian culture and tradition. These two communities have been singled out and treated in this Paper from a socio-cultural perspective and with all their complexities. With respect to the cultural elements interwoven between these two linguistic communities, documents point most clearly to the preservation of the Albanian tradition in all aspects.

The factors that have contributed to the change in the language of these inhabitants, who have already transformed into a linguistic community, rather than a national community, have occurred as a result of historical events, namely the period of transition from the Christian faith to the Islam faith. These phenomena have been presented with arguments and facts collected on the ground, along with some of the reasons, such as family traditions (rituals of birth, wedding and death), customary-legal habits, manner of the construction of residential houses, nutrition habits etc.

This Paper presents exactly the concepts of the interlacing of traditional life, focusing on the evidence gathered on the ground, between these two linguistic communities, examining, however, the linguistic aspect, too, that no doubt reinforces our belief related to the linguistic Bosnian and Gorani communities, and, why not, Turkish community in Prizren region, too.

Key words: linguistic community; Bosnian; Gorani; Albanian tradition


Komunitetet gjuhësore boshnjak e goran: komunitete të traditës shqiptare e jo sllave

Nexhat ÇOÇAJDrejtoria Arsimore Komunale, PrizrenDoktorant në Antropologji – Etnologji, Qendra e Studimeve albanologjike, Tiranë

ABSTRAKT

Komuniteti boshnjak dhe goran, që jetojnë në Kosovë, përkatësisht në Regjionin e Prizrenit, nuk janë komunitete kombëtare; ato janë komunitete gjuhësore që i takojnë kulturës dhe traditës shqiptare në tërësi. Këto dy komunitete janë veçuar për t’i trajtuar në këtë punim me gjithë kompleksitetin që kanë në aspektin social-kulturor. Sa i përket gërshetimit të elementeve kulturore, që përfshihen në këto dy komunitete gjuhësore, me dokumente e dëshmi del mjaft qartë ruajtja e traditës shqiptare në të gjitha aspektet.

Për faktorë që kanë ndikuar në tjetërsimin e gjuhës për këta banorë, që tashmë janë shndërruar në komunitet gjuhësor, e jo në komunitet kombëtar, kanë ndodhur si rrjedhojë e ngjarjeve historike, përkatësisht periudha e kalimit nga besimi i krishterë në besimin islam. Këto dukuri, me fakte dhe argumente të mbledhura nga terreni, jepen të renditura me disa nga arsyet, siç janë traditat familjare (ritet e lindjes, dasmës dhe të vdekjes), zakonet dokesore – juridike, mënyra e ndërtimit të shtëpive të banimit, mënyra e të ushqyerit etj.

Në këtë punim paraqiten pikërisht konceptet e ndërthurjes së jetës tradicionale, duke u ndalur te dëshmitë e mbledhura në terren te këto dy komunitete gjuhësore, gjithsesi duke marrë në shqyrtim edhe aspektin gjuhësor, që s’do mend se e përforcon bindjen tonë për komunitetet gjuhësore boshnjake, goran e pse jo edhe atë turke në rajonin e Prizrenit.

Fjalë themelore: komunitet gjuhësor; boshnjak, goran; tradita shqiptare


Introduction

The ethnic origins of a community, no matter how big or small, is determined by its spiritual and material culture. Therefore, its culture is actually the very soul of that community, regardless of the language in which it transmits its culture. Material and folkloristic culture inherited and passed down from generation to generation, if transmitted to those generations faithfully, in most cases speaks more clearly and plausibly than any description that could be made of it in the most advanced language in the world. Therefore, in many important cultural events, things are only comprehended by viewing them from a distance, even where language is lacking, or is not heard, for numerous reasons. Thus, material culture, and, why not, the spiritual one, can also appear in another language, whether borrowed or taken by force by an invader for purposes of political achievements.

The Zhupa inhabitants are a conglomerate of Illyrians, Vlachs (Avaras), Tatars, who in the recent history of this area are a Turkish-Albanian combination.2 Therefore, the use of the Slavic language by the inhabitants of this area is merely an imposition exerted on this population through an apparatus of violence. Although no written document specifies with accuracy the time when such violence occurred, the testimonies of inhabitants indicate that the entry of Slavic language in the spoken language of the inhabitants of this area (meaning inhabitants of the Bosnian language community) has kept adapting Turkish words in the Albanian variety.

This perhaps demonstrates clearly that the inhabitants of this area were originally Albanian speaking, otherwise, it would have been impossible for the Turkish words to enter Bosnian speech as variants of Albanian, which in fact had already incorporated them into its lexicon as Albanian words, and which were, and a large proportion of these words are still, being used today in Albanian, and these neologisms were subsequently transferred. On the other hand, the Slavic authors themselves assert indirectly that the villages of the Zhupa area started to revive or recover economically only after the sixteenth century, when the inhabitants of these villages were no longer required to pay monastery taxes. “This means that at the end of the fifteenth century, the entire area of Zhupa won its autonomy.”3 These data cause us to think that the process for the conversion of the linguistic community of Zhupa inhabitants was completed by means of violence precisely during this period of time. Thus, as they began to speak a too lame Slavonic in their everyday life, they were exempted from taxes, which to all likelihood was one of the conditions that made them eligible to this exemption. The Turkish government

2. Statement of Rasim Rama, born in 1952 in Muahnikove.3. Војислав Танасковић, Цредачка Жупа, Јединство, Приштина, 1992, ст.10.

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had, through an agreement, given them free hand to collect those monastery taxes from the population in order to survive. And, in this way, the Albanian-speaking inhabitants, in order to relieve themselves of the heavy taxes, were forced to accept the Slavic language as the language of communication, but retain their faith, which they had just borrowed from Turkey.

The same views about Gorani community are also held by the Slavic scholars. Indeed, in relation to that community, it is said that the inhabitants of Gora villages have preserved the continuity of Slavic population from the Middle Ages until now. They think that “All the names of the villages are related to the Serb inhabitants.”4

In his study, Lutovac goes even further, forwarding the hypothesis that the native inhabitants of Gora have changed their ethnicity based on multiple immigrations of inhabitants from Hasi, Përdrinia, Macedonia and Albania. These immigrations have changed the ethnic structure of Gora inhabitants to a considerable extent.5 However, the large number of incoming families (375), on the one hand, and his failure to determine the time when and what villages these inhabitants came from, on the other hand, leave one room to infer that this thesis of his is merely another of the successive inventions of the Slav researchers.

During the elaboration of my topic I will pursue the most sustainable and scientific opinion, with the belief that the people of this province are not Slavs, but Albanians, on whom Slavic language was imposed by force during the Slavic rule, despite the fact that Slavic authors believe that “the old Slav inhabitants of Gora, accepted the Islamic faith, but preserved the language. However, in Opoja it happened that the old Slav population both accepted the Islamic faith and lost the language.”6

Enver Batiu thought contrary to M. Llutovac and all Slav and pro-Slav writers, who speak of the Gorani ethnogenesis. He notes that, in order to escape Serb violence at the time of the Nemanics, Gora people accepted the Slav language; on the other hand, the people of Opoja villages, rather than accept “Rasian orthodoxism”, accepted the Bogolimism sect, a sect that was also accepted by a large number of the Albanians in Macedonia.7 Otherwise, how could one understand the phenomena that accompanied the inhabitants of this area? I mean some phenomena faced by the inhabitants of this area. Referring to the migration of the inhabitants from the villages of this region, and their settlement down in the field, either in Prizren or other areas of Dukagjin Plain and Kosovo Plain, a number of these inhabitants who

4. Милисав Лутовац, Гора и Ополје …, Београд, 1955. ст. 40.5. Милисав Лутовац, Гора и Ополје, Београд, 1955. ст. 45.6. Милисав Лутовац, Гора и Ополје, Београд, 1955. ст. 45.7. Statement made on 21 March 2014, Enver Batiu (historian), born on 01.02.1945 in Kuklibeg.

Bosnian and gorani linguistic communities: Communities of albanian and not slav tradition


had migrated from their land co-inhabited with Albanians, but there is no known record of a family from the Gora villages being Serbicized (at least in the twentieth century), as recollected by the elderly of that ethnographic region.

Family Ceremonies – A Heritage of Albanian Culture

Family ceremonies constitute the best form of cultural heritage preservation, and also the best form of the presentation of the material and spiritual culture of a community. For this reason, family ceremonies are special ways of free expression of own inner world. Through family ceremonies, in particular through the wedding rituals, a person transmits emotionally all that he/she feels deep down his/her heart and soul. In this way, a person is not able to control oneself and, thus, gets out of what he/she is in reality, unfolding thereby the ethnicity of a community.

Thus, Pllanjanje village inhabitants recall from their ethnographic memory the times until 1962/63, when all the marriages of the inhabitants of that village occurred with Albanian villages of Mushnikovë, Kabash, Lubizhdë, Skorobisht etc. “Until the late seventies, it was natural in our village to have marriages with Albanians, because there was no difference, either in culture or tradition. Even our languages were almost equally mixed; however, understanding each-other and refusing to accept the Serb faith and identity were sufficient.”8

Beqir Kaplani, son of a warrior who survived the Tivar massacre, who has had a great friendship with numerous families of Vejce, recounts the taste of the Vejce baked potato, since his family stayed several weeks in Vejce as a guest because of family and friendly ties. “We had family ties with Vejce inhabitants because it were precisely friendship, respect and tradition that tied us together in everything, and I think this tie was traditional, something that cannot be forgotten, because it was long-standing.”9

Emrulla Rama, born on August 28th, 1958, from Upper Lubinja (Gornja Lubinja) remembers Zarifa Bajrami, who is married to Abdullah Hoxha in Vejce, and there were such marriages until the seventies.

I will only bring in this brief Paper some of the wedding rituals pursued in Zhupa and Gora, which are similar to the wedding rituals in the Highland of Sharr, Tetovo, Opoja and Vërri. Above all, it should be noted at the very beginning that marriages in Sharr Highlands, which encompass the Bosnian and Gorani linguistic communities, too, were made as far from the village as possible, and not within the village, in order to preserve the “race” and blood. Thus, Sharr Highland has married women to /from Opoja, Luma, Gora and Zhupa from Kachanik. However, recently

8. Statement made by Zeqir Limani, born in 1939 in Pllanjanje.9. Statement made by Beqir Kaplani, born on 3 August 1959 in Gornja Lubinje.

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marriages began to be made even within the villages.10

The engagement ceremony is similar to the one in Gora, Zhupa, Opoja, Luma and Vërri: “Marriages were almost preceded by an engagement, but there have also been cases of elopement, with the consent of the young couple.”11 In addition, Sadik Idrizi12 and other researchers who have written about Gora and Zhupa have a similar view to Zenel Bala’s.

Wedding rituals that accompany a Gorani wedding are very similar to those of Albanian weddings, either in Luma, Opoja or Vërri area. “The firing of a weapon announces the kneading of the bread pie dough and the start of the wedding.”13 Talking about the tradition of the kneading of the bread pie dough, our researchers have investigated that “the dough ceremony is a pagan one, that is, pre-Islamic and pre-Christian”14, a ritual that is also widespread in Gorani wedding ceremonies, and weddings in Zhupa villages, too.

In almost all the Albanian regions of Kosovo and northern ethnographic areas, the bride was brought on horseback, a custom that was also pursued by the inhabitants of Gora villages. “A bride wore a red veil and was brought on a white horse.”15 A bride wears a veil and is brought on horseback in Zhupa villages, too. A bride is brought on horseback, same as among Albanians, while she is wearing a red veil over her head, but, unlike the Albanians, decorated entirely in red.”16 In Zhupa villages, for the bridal veil to take its shape, a maize “cab” is wrapped in a handkerchief and tied to the top of the veil. Besides keeping the top of the veil in place, the cab is also a symbol of the crops.

Among many common wedding rituals observed in those highlands, I am singling out the arrival of the drummers. Similar to Opoja, Luma and Vërri, a wedding in Gora and Zhupa is not by tradition taking place without drums, however poor the bridegroom’s family. Drums are welcomed by flying banners outside of the house, on a specified spot, and the drummers enter the house after the men have danced along the way. This ceremony continues to this day and is identical.

Contending with Nazif Dokle, Qemajl Mataj adds that not a single musical instrument of the Slav peoples is used in any of the Gora villages, which indicates that the Goranis have not inherited musical instruments of Slavic lands;17 instead,

10. Fadil Sulejmani, Birth, Marriage and Death in the Tetovo Highland, Rilindja, 1988, p. 57.11. Zenulla Bala, Shishtaveci – History and Tradition, Kukës, 2006, p. 56.12. Sadik Idrizi Alajbak, Jezik i stil nardonde poezije Gore, Prizren, 2012.13. Zenulla Bala, Shishtaveci - History and Tradition, Kukës, 2006, p. 58.14. Zihni Sako, Studies on Folklore, IKP, Tirana, 1984, p. 151.15. Zenulla Bala, Shishtaveci - History and Tradition, Kukës, 2006, p. 59.16. Statement made by Qailj Shaip, born on 01 May 1922 in Gornja Lubinje.17. See more in Qemjal Mata’s Contending Response Dated 23 September 1991 to the Article Entitled “Gora and the Goranis” Written by Nazif Dokle, published in “Bashkimi” Newspaper on 1 August 1991.



their musical instruments are comprised of the shrill pipe, drum, fipple flute and tambourine, which are used in the Albanian regions we mentioned. In addition, the dances played with drums in Gora and Zhupa are part of the Albanian ethos, played in Opoja, Luma and Vërri, too.

Weddings in Gore and Zhupa are organized by a wedding officiant, which is the same in Opoja, Vërri and Lumë, too.

In Gora and Zhupa villages, same as in Opoja and Luma, groomsmen and honour attendants go to the bride’s family’s, the banner, which is carried by a grandson of the family, is not handed over to anyone; instead, it is kept by the groomsmen and not handed over to the bride’s family; it is adorned with twigs with leaves, and clothing items.18

This peculiarity is also found in Vërri, Lumë and Opoja. A similar phenomenon is that of the presentation of gifts (towels to groomsmen and honour attendants), thus, identical to the ritual in the Albanian territories.

The ritual of the bride’ arrival to the groom’s is also identical. When the bride enters the groom’s house, she wets the house gate with sweetened water. Even the ritual of dividing a doughnut in the morning in the presence of the groom’s friends is identical.

Moreover, rituals in the event of death ceremonies observed by the inhabitants of Bosnian and Gorani linguistic communities are identical, too. Similarities are also found in the rituals observed in birth and godparent ceremonies. The latter, in particular, was once well-known all over Sharr Highland. In this regard, Refija Banovi from Mastirica declared the following in 2011: “We are not different from the Albanian people at all, but our language, which was imposed on us. We think and live in Albanian, but express ourselves in a non-Slav but mixed dialect, for the sake of Slavs.”19 Further on, he recalls the traditional ties between Zhupa inhabitants and Albanian people, ties that have never been broken. “We and Albanians have not only been marrying each-other, but have also had godparents amongst us, while there is no recollection of a case of a Zhupa inhabitant ever having or being a Serb godparent, which means that nothing ties us to the Serbs, nor the language, and that there are plenty of differences between us.”20

Linguistic Bosnian and Gorani Communities with Clothing Identical to Albanians’

Dressing is the best identifying element of an ethnicity. For this reason we can state, in the full sense of the word, that all the clothing elements of Zhupa and Gora villages are

18. Statement made by Rafija Banov,born on 07. 07. 1930 in Manastirice.19. Statement made by Rafija Banov, born on 07. 07. 1930 in Manastirice.20. Statement made by Rafija Banov, born on 07. 07. 1930 in Manastirice.

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identical to the clothing of the Albanian inhabitants living with them. The clothing of the men of Zhupa villages was, until the seventies, typically Albanian clothing, consisting of a white scull cap, white tirqe pants and black braids. On the other hand, until the sixties, the children from Zhupa villages wore white caps. The white cap used by the inhabitants of Zhupa villages is similar to the cap worn by Opoja and Vërrin people: it is round.

Likewise, the clothing of women is a combination of the clothing of Tetovo Highland, Gora, Opoja, but it also includes elements of Has clothing, with regards to the motifs and ornaments used in this dressing. Differences between Opoja and Vërrin dressing is in the use of colours. Red is not common in the clothing of Zhupa women; instead, green is the dominant colour, combined with light and white colours. Red is uncommon even in clothing accessories.

In same manner, Gora men’s clothing is very much like Luma and Dibra clothing, in terms of both the shape of the cap, and tailoring of tirqe pants. In addition, Gore women’s clothing is more similar to Luma’s, with minor changes.

Men in all Gora villages use a flat white cap, same as the one used in Lumë and Dibër, but also in some villages in Opoja. Furthermore, Gora clothing has extended its influence to Shajne village, populated by Albanians.

Linguistic Culture of the Linguistic Community: an Evidence of Albanian Heritage

According to the data collected on the ground, it turns out that the speech of the inhabitants of Zhupa and Gora (Našinski) linguistic community has its general characteristics and the local vernaculars have only minor differences between one-another. These characteristics, which are present to this day, are the best indication that this language is a new language “built” on the basis of Albanian language, and with a few elements of Slavic languages. The spoken dialect of the Bosnian and Gorani – Našinski – linguistic communities contains a lexical combination of Albanian, Turkish and a variant of Slavic lexicon. Without intending to go into details and explain Albanian words, I will rather focus on words derived from Turkish, which entered the speech of Zhupa and Gora inhabitants through Albanian. This happened due to the fact that, prior to speaking a dialectal variant of “Slavic”, the inhabitants of this linguistic community spoke Albanian, which is very obvious because almost all Turkish words have entered the language of these linguistic communities along with the Albanian varieties. Such expressions are: Od kuljma na kuljma ripala! (Ka kërcyer nga kulmi n’ kulm21); Što je ovaj nam. (Çka a ky nam22); Dičiki (Çika-Vajza23). In fact, the last expression

21. [He/she] has jumped from one roof to another (translator’s note).22. What is this name/damage? (translator’s note)23. Girls (translator’s note).



is only Albanian.The preservation of linguistic heritage has also been facilitated by the role

played by the marital ties of the inhabitants of Zhupa and (less) Gora villages with Albanian inhabitants of Vërrin, Opoja and Tetovo Highland villages. In this way, the marriages between Albanians and Bosnian and Gorani linguistic communities are long-standing and date back from a time that ethnographic memory has not forgotten. Thus, Sinan Pasha of Topojan was a grandson of Shajne village, son of Gora area. On the other hand, a large number of such marriages made more recently, that is, until the seventies, were commonplace. Marital ties, on the one hand, and preservation of old ties as an ethnographic unit with common traditions, on the other hand, have left their mark by largely preserving the contacts of livestock farmers of the villages of this linguistic community with Albanian livestock farmers all over Sharr Highland, who had common pastures in Sharr mountains.

After World War II, marriages with the inhabitants of Tetovo Highland have been very rare, and those marriages became rarer even with Vërrin villages. However, the ties with these inhabitants were not broken until 1961-1968. Another way of preserving common traditions was the manner in which the circumcision ceremony was organized once in four years, which Vejce inhabitants and their families were invited to attend. These ties indicate more than just marriage and pastoral ties; they indicate that genetically speaking these villages were once parts of a common ethnic trunk.

This link is proven at best by the language, family traditions, rituals and ceremonies, and traditional costumes to a large extent. We are hereunder presenting some evidence collected on the ground, that testify to the close ties between the inhabitants of Zhupa villages and Albanian villages of Tetovo Highland, Vërrin and Opoja, and Podgur villages in Prizren, which borders this ethnographic region.

The Bosnian language (dialect) has preserved the forms of Albanian verbs tenses:

Nr. Bosnian Variant of Zhupa Gender Albanian Serbian

1 Ja som rabotav Masculine Unë kam punuar radio sam Ja som rabotala Feminine radila samTi si rabotav Masculine Ti ke punuar radila siOn rabotav Masculine Ai ka punuar radio jeOna rabotala Feminine Ajo ka punuar radila je

Same as in the Albanian verb, the auxiliary verb is before the main verb:

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1. Mije smo rabotalje ………….. radili smo…………………………kemi punuar2. Vije ste rabotalje……………..radili ste…………………………...keni punuar3. Oni rabotalje………………….radili su……………………….... ..kanë punuar

These facts and items of evidence of the material and spiritual culture provide ground for a more extended paper with regard to this promising topic.

Conclusion

In light of the cultural heritage, the Bosnian and Gorani linguistic communities living in Prizren region continue to prove that they have been and are communities of Albanian culture, and also because even today they are not budging from their same old traditions. Thus, the custom of taking a bride on horseback is still practised in Zhupa villages exclusively, along with taking the bride in a car; while in the native Albanian regions, a taking a bride on horseback is not even mentioned anymore.

The continuing interest of these two communities to draw themselves close to the Albanian community, not only in terms of cooperation, but also marital relations, is one more proof that these two communities belong to the Albanian culture, indeed.

My future research on with these two communities, in relation to this topic, will be more elaborate and profound, because this short Paper constitutes only a few steps towards greater work in the future.

Nexhat Çoçaj is presently Director of the Municipal Educational Department in Prizren. He has completed graduate and post-graduate studies at the Faculty of Philology in Pristina and is now a PhD candidate at the Centre for albanalogica Studies in Tirana. During the first years after his graduation, he worked as a journalist for the Students Newspaper “Bota e Re”24 and in 2000-2003 he was a member of the Municipal Assembly of Prizren. Later on, in 2008-2011, he was a coordinator of the Municipal Directorate of Education and Science in Prizren. From 2000 to date he is a member of the Kosovo Writers Association and a visiting associate of the Folk Culture Institute in Tirana and Albanology Institute in Pristina. Nexhat has published several books of prose and poetry, for children and adults. In 2012 he wrote a monograph on the Hero of the Nation, Remzi Ademaj. His research work is entitled: HASI – An Ethno-cultural Encyclopaedia (ethnographic studies); it is comprosed in five volumes,

24. The New World (translator’ note).



VI, V, IV, III, and Volume II, and was written over the period 2012-2014. Nexhat has knowledge of Serbian and German. Correspondence: E-mail: [email protected]; tel: + 355 (0) 696488210.

REFERENCES

Alajbak, S. I, (2012 Jezik i stil nardonde poezije Gore, Prizren.Bala, Z. (2006) Shishtavec - historia dhe tradita (Shishtavec – History and Tradition), Kukës. Mata, Q. (1991) Polemikë me shkas të datës 23 shtator ndaj shkrimit “Gora dhe goranët” të

Nazif Dokles (Contending Response dated 23 Septembre to Nazif Dokle’s Article “Gora and the Goranis), published in “Bashkimi” Newspaper on 1 August 1991.

Sako, Z. (1984) Studime për folklorin (Folklore Studies), IKP: Tiranë.Sulejmani, F. (1988) Lindja, martesa dhe mortja në Malësinë e Tetovës (Birth, Marriage and Death

in the Tetovo Highland), Rilindja: PrishtinëЛутовац, М. (1955) Гора и Ополје, Београд.Танасковић, В. (1992) Цредачка Жупа, Јединство: Приштина.

Nexhat ÇOÇAJ


Albania International Conference on Education (AICE)

“EUROPEAN DIMENSIONI WITHIN NATIONAL CONTEXT”

2nd ConferenceNovember 14-15, 2014

Tirana, Albania

The 2nd Biannual Albania International Conference on Education will be the gathering place for academicians and professionals from Education and related fields from all Albania and some European and USA countries. The main goal of the 2014AICE is to provide an opportunity for academicians and professionals to come together and learn from each other. An additional goal of the conference is to provide a place to meet and interact with members inside and outside their own particular disciplines.

Keynote speakersProfessor Vivienne Marie Baumfield PhD

University of Glasgowand

Professor Dr. Dr.hc Ulli ArnoldUniversity of Stuttgart

The theme of the 2014 AICE is “European Dimension within National Context”. Sub-themes are:

Theme 1: European Citizenship and National Identity Theme 2: Legislation and Educational PolicyTheme 3: Governance: Leadership, Management and AdministrationTheme 4: Curricula in Basic and Secondary EducationTheme 5: Learning and TeachingTheme 6: Teacher Education and Professional Development


Important dates

Call for Papers deadline: 12 September 2014Notification of acceptance: 26 September 2014Last date of registration and fee payment: 31 October 2014Conference: 14 - 15 November 2014Full papers deadline: 23 January 2015 (to be sent to [email protected])Formore information visit: www.cde.edu.al

Submit well in advance of the above date to take advantage of ourEarly Bird Registration Rate


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This book is available in Albanian Editor-in-chief: Bardhyl Musai Translator: Majlinda Nishku Language editor: Tomorr Plangarica Published by CDE, 2014ISBN: 978-9928-133-04-5

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