I began to think about William Shakespeare, the great literary figure.

I would
reckon he thought of himself as a dramatist. The thought that he was writing
literature couldn't have entered his head. His words were written for the stage.
Meant to be spoken not read. When he was writing Hamlet, I'm sure he was
thinking about a lot of different things: "Who're the right actors for these roles?"
"How should this be staged?" "Do I really want to set this in Denmark?" His
creative vision and ambitions were no doubt at the forefront of his mind, but
there were also more mundane matters to consider and deal with. "Is the
financing in place?" "Are there enough good seats for my patrons?" "Where am I
going to get a human skull?" I would bet that the farthest thing from
Shakespeare's mind was the question "Is this literature?"

Bob Dylan, the Nobel Banquet Speech, 10 December 2016

 ,

: , 30.
.

LANGUAGE, LITERATURE, AND POPULAR CULTURE

Proceedings from the Fifth International Conference at the Faculty of
Foreign Languages: Language, Literature, and Popular Culture, 30
September 1 October 2016

Editors

Valentina
Mc , MA

Publisher
/ Alfa BK University

/ For the publisher

,
University Rector

/ Place and year

, 2017. / Belgrade, 2017

/ Print run
100

/ Print
Apollo Graphic Production

ISBN 978-86-6461-017-9
 / Reviewers of articles

Alfa BK University, Belgrade

Research associate, Institute of

Ethnology and Anthropology SASE
Ana
University of Belgrade

University of Banja Luka

University of Montenegro
- -
Faculty of Business Economics and
Enterpreneurship, Belgrade

Alfa BK University, Belgrade

University of Novi Sad

Sports Academy, Belgrade

University of Banja Luka

Svetlana Tomin, PhD
University of Novi Sad

University of Zadar
Aleksandra
University of Belgrade

/ Proofreading

Alfa BK University,
Belgrade
Alfa BK
University, Belgrade
Alfa BK
University, Belgrade

-editing:
 Contents

............................................................................ 7

Márta Törteli Telek, .

.......................................................... 9

. ENGLISH LESSONS FROM THE BIG BANG THEORY...... 25

. .............49

......................................................................................................62

. LINGUA IGNOTA

.................................................................................................................. 76

, .
.................... 89

. WHAT DOES A 'POLITICAL ECONOMY' APPROACH TO THE

STUDY OF THE CREATIVE AND CULTURAL INDUSTRIES INVOLVE? WHAT
ARE ITS ADVANTAGES AND DISADVANTAGES? .............................................. 104

........................................................................... 119

George Shaduri. AFRICAN-AMERICAN BLUES: THE STAGES OF ITS

EVOLUTION FROM FOLK TO POPULAR CULTURE .......................................... 135

Tin Lemac. ........ 152

. THE CARNIVAL WORLD OF ROBER OUT

WEST TRILOGY ...................................................................................................... 160

-Chrzanowska. THE IMPORTANCE OF CARNIVALESQUE AND

PLAY IN CONTEMPORARY LANGUAGE BEHAVIORS. THE CASE STUDY OF
MODERN COLLOQUIAL POLISH SAYINGS ........................................................ 169

.
.......................................................................................... 181
 . BUOYANT HYBRIDITY IN WAKANDA: ANALYSIS OF BLACK
PANTHER GRAPHIC NOVELS .............................................................................. 193

, . THE FANTASY OF OUTER SUBURBIA AND

NEW REPRESENTATIONS OF AUSTRALIANNESS .......................................... 205

/ NOTES ON CONTRIBUTORS .............................. 224

 MÁRTA TÖRTELI TELEK

Márta Törteli Telek

ttmarta76@gmail.com

szutszoltan@gmail.com

9
10 .
 MÁRTA TÖRTELI TELEK

(Kiss, 2005).

(Varró, 2007).

(McCloud, 2008).

11
 -

(Adamikné Jászó, 1999).

(Hózsa, 2013).

12 .
 MÁRTA TÖRTELI TELEK

(Hózsa, 2013:
7).

(Dunai, 2007).

, -

(Pusztai, 2012).

13
 (Versaci, 2001).

14 .
 MÁRTA TÖRTELI TELEK

(Hózsa, 2013: 26).

15
 -

16 .
 MÁRTA TÖRTELI TELEK

(Hózsa, 2013).

(Moore, 2003).

17
 (Moore, 2003).

(Adamikné Jászó, 2008).

(Kárpáti, 1985).

18 .
 MÁRTA TÖRTELI TELEK

(Yang)

(Kárpáti,
2005).

(M 2004).

19
 ,

(Molnár, 2013; Molnár, 2014).

20 .
 MÁRTA TÖRTELI TELEK

- (Törteli Telek, 2015; Tófalvy, 2014;

21
Adamikné Jászó, A. (1999). Olvasásra nevelés az Integrált magyar nyelvi és
irodalmi programban. Könyv és nevelés, 1. 7 12.
Adamikné Jászó, A. (2008).
Budapest: Trezor Kiadó.
Balázs, G. (2007). Az informatika hatása a nyelvre. In Bárdosi, V. (Ed.), Quo vadis
philologia temporum nostrorum? (23 42.) Budapest: Tinta Könyvkiadó.
Dawkins, R. (1976). The Selfish Gene. Oxford: Oxford University Press.

Dunai, T. 2007. Képregény Magyarországon. Médiakutató, 1. 17 30. [online].

Retrieved 2014. 11. 30.
URL:a<http://www.mediakutato.hu/cikk/2007_01_tavasz/02_kepregeny_magy
arorszagon>
Hózsa, É. (2013). Pókdömping? (A tanár mint a dialógushálók mediátora). In
Hózsa É., Mesterségem: magyartanár. (7 12.). Szabadka: Életjel.
Kárpáti, A. (1985). Képolvasás. Tankönyvkiadó, Budapest.
Kárpáti A. (2005). A kamaszok vizuális nyelve. Budapest: Akadémiai Kiadó.
Kerekes, P. (2011). E-book kalauz: az elektronikus könyv kisenciklopédiája.
Budapest: Kossuth Kiadó.
Kiss F. (2005). A képregény születése és halála Magyarországon. , 1.
Retrieved: 2014. 12. 02.
URL:a<http://beszelo.c3.hu/cikkek/a-kepregeny-szueletese-es-halala-
magyarorszagon>
McCloud, S. (2007). A képregény felfedezése .
McCloud, S. (2008). A képregény mestersége .
pénz: A gazdasági vállalkozások eredete és az evolúció
logikája. Budapest: Tericum.
Molnár, Gy. (2013). A tanítási és tanulási technikák és módszerek formálódása a 21.
századi változó világban. In Dr. Németh, J. (Ed.), Mesterek és tanítványok.
(9 24.). Bud .

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Molnár, Gy. (2014). Új kihívások a pedagógus életpálya modellben különös

tekintettel a digitális írástudásra. In Torgyik Judit (Ed.): pedagógiai
kultúra. (365 373.). Révkomárom: International Research Institute.
Moore, A. (2003). . Urbaba (IL): Avatar Press.

Pusztai V. (2012). Új kihívások a vizuális nevelés terén. Fordulópont, 2. 91 102.

Korunk, 4. 55 60.
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URL: <http://www.humblecomics.com/comicsedu/web.html>

Summary: USE OF POPULAR CULTURE IN EDUCATION AND

LITERATURE TEACHING
As access to information and internet is provided for wider audience, the products
of popular culture can form a common referential base for people with various
cultural background and different age and origin. Due to globalization, the
elements of popular culture are universal, independent of national cultures and
carry almost the same meaning for everyone. Based on their Hungarian, Serbian
and Korean experience gained in higher and public education, the authors suggest
that if used properly the aspects of popular culture can make literature
teaching more effective. The focus of the paper is on two fields of popular culture
that can be used effectively in education: graphic novels (comic books Marvel
and DC universe) and a special segment of internet culture, memes. While trying

23
to understand comics as a multimedia texts opposite to watching a movie the
students have to use their imagination, think in symbols, and understand the
rough visual information that is presented on paper. This way the meaning of the
work occurs in their head and not on pages. The use of graphic novels helps in
developing the reading comprehension skills while at the same time the graphic
novels based on literary works motivate students to read the originals. Pictures,
videos and text that spread chaotically as viruses
are called memes. They appear from nowhere, sweep through social networking
sites and become popular fast. They are based on humor, associations, and form a
common knowledge shared by students. If used properly, they can also be a great
tool in literature teaching.
Keywords: popular culture, globalization, memes, comics, education, literature.

24 .