{"id":980,"date":"2012-06-04T22:45:21","date_gmt":"2012-06-04T22:45:21","guid":{"rendered":"http:\/\/revistakuvendi.org\/?p=980"},"modified":"2012-06-04T22:45:21","modified_gmt":"2012-06-04T22:45:21","slug":"mbi-funksionet-e-te-nxenit-te-gjuhes-se-huaj","status":"publish","type":"post","link":"https:\/\/revistakuvendi.org\/?p=980","title":{"rendered":"MBI FUNKSIONET E T\u00cb NX\u00cbNIT T\u00cb GJUH\u00cbS S\u00cb HUAJ"},"content":{"rendered":"<p><a href=\"http:\/\/revistakuvendi.org\/wp-content\/uploads\/2012\/06\/shpresa-qamili.png\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft size-full wp-image-981\" title=\"shpresa qamili\" src=\"http:\/\/revistakuvendi.org\/wp-content\/uploads\/2012\/06\/shpresa-qamili.png\" alt=\"\" width=\"137\" height=\"163\" \/><\/a>\u00a0<strong>MA Shpres\u00eb Qamili<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong><\/strong><strong>P\u00ebrvet\u00ebsimi dhe t\u00eb nx\u00ebnit<\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>Fjal\u00ebt \u201cp\u00ebrvet\u00ebsimi\u201d dhe \u201ct\u00eb nx\u00ebnit\u201d p\u00ebrdoren zakonisht n\u00eb m\u00ebnyr\u00eb t\u00eb ndryshme. Disa i p\u00ebrdorin edhe pa kurrfar\u00eb dallimi. T\u00eb tjer\u00ebt p\u00ebrdorin edhe nj\u00ebr\u00ebn, edhe tjetr\u00ebn, si terma t\u00eb p\u00ebrgjithsh\u00ebm, por t\u00eb dyt\u00ebn e marrin n\u00eb nj\u00eb kuptim m\u00eb t\u00eb kufizuar (Hatch 1978:404).<!--more--><\/p>\n<p>\u201cP\u00ebrvet\u00ebsimi\u201d mund t\u00eb p\u00ebrdoret n\u00eb kuptimin e p\u00ebrgjithsh\u00ebm apo n\u00eb kuptimet e m\u00ebposhtme:<\/p>\n<p><strong>Interpretime<\/strong> t\u00eb gjuh\u00ebs s\u00eb fol\u00ebsve t\u00eb huaj sipas teorive aktuale t\u00eb gramatik\u00ebs universale. Kjo pun\u00eb \u00ebsht\u00eb gati-gati deg\u00eb e psikolinguistik\u00ebs teorike dhe nuk ka interes p\u00ebr ushtruesit e Gjuh\u00ebs s\u00eb Huaj, kryesisht ngaq\u00eb mendojm\u00eb se nx\u00ebnia e gramatik\u00ebs mbetet veprimtari e pand\u00ebrgjegjshme;<\/p>\n<p><strong>Njohuri<\/strong> n\u00eb Gjuh\u00eb t\u00eb Huaj (p\u00ebrve\u00e7 Gjuh\u00ebs Amtare), si dhe zot\u00ebsi spontane p\u00ebrdorimit, t\u00eb cilat burojn\u00eb nga parashtrimi i drejtp\u00ebrdrejt\u00eb n\u00eb tekst ose nga pjes\u00ebmarrja n\u00eb aktet e komunikimit.<\/p>\n<p><strong>\u201cT\u00eb nx\u00ebnit\u201d<\/strong> mund t\u00eb p\u00ebrdoret n\u00eb kuptimin e p\u00ebrgjithsh\u00ebm ose duke u kufizuar n\u00eb procesin nga i cili buron zot\u00ebsia gjuh\u00ebsore, si rrjedhoj\u00eb e p\u00ebrpjekjeve t\u00eb planifikuara, kryesisht gjat\u00eb studimeve n\u00eb institucionin p\u00ebrkat\u00ebs.<\/p>\n<p>N\u00eb t\u00eb v\u00ebrtet\u00eb, p\u00ebrcaktimi i nj\u00eb terminologjie t\u00eb standardizuar duket i pamundur, sepse nuk ekziston asnj\u00eb term i p\u00ebrgjithsh\u00ebm dhe i qart\u00eb q\u00eb p\u00ebrfshin \u201cp\u00ebrvet\u00ebsimin\u201d dhe \u201ct\u00eb nx\u00ebnit\u201d me kuptimet e tyre t\u00eb kufizuara, tashm\u00eb t\u00eb pranuara.<\/p>\n<p>P\u00ebr t\u00eb p\u00ebrvet\u00ebsuar Gjuh\u00ebn e Huaj, k\u00ebrkohet krijimi dhe shfryt\u00ebzimi i rasteve t\u00eb t\u00eb nx\u00ebnit. Por si m\u00ebsojn\u00eb nx\u00ebn\u00ebsit ?<\/p>\n<p>Aktualisht, p\u00ebr sa i p\u00ebrket k\u00ebsaj \u00e7\u00ebshtjeje, nuk kemi nj\u00eb marr\u00ebveshje q\u00eb buron nga k\u00ebrkime t\u00eb r\u00ebnd\u00ebsishme, e cila do t\u00eb mund\u00ebsonte mb\u00ebshtetjen e p\u00ebrvet\u00ebsimit n\u00eb nj\u00eb teori t\u00eb caktuar t\u00eb nx\u00ebni. Disa teoricien\u00eb m\u00ebtojn\u00eb se aft\u00ebsit\u00eb njer\u00ebzore t\u00eb trajtimit t\u00eb informacionit jan\u00eb shum\u00eb t\u00eb m\u00ebdha dhe i mjaftojn\u00eb nj\u00eb qenieje njer\u00ebzore t\u00eb paraqitet si duhet n\u00eb nj\u00eb gjuh\u00eb t\u00eb kuptueshme p\u00ebr t\u00eb, me q\u00ebllim q\u00eb ta m\u00ebsoj\u00eb, si dhe t\u00eb jet\u00eb i aft\u00eb ta p\u00ebrdor\u00eb p\u00ebr t\u2019u kuptuar dhe p\u00ebr t\u00eb komunikuar (Breen 1983:151). Ata besojn\u00eb se procesi i t\u00eb p\u00ebrvet\u00ebsuarit \u00ebsht\u00eb i paarritsh\u00ebm p\u00ebr v\u00ebzhgimin ose p\u00ebr intuit\u00ebn dhe do t\u00eb leht\u00ebsonte p\u00ebrdorimin e vet\u00ebdijsh\u00ebm q\u00eb buron nga metodat e m\u00ebsimdh\u00ebnies apo nga m\u00ebnyrat e t\u00eb nx\u00ebnit. P\u00ebr ta, gj\u00ebja m\u00eb e r\u00ebnd\u00ebsishme q\u00eb mund t\u00eb b\u00ebj\u00eb nj\u00eb m\u00ebsues q\u00ebndron n\u00eb krijimin e nj\u00eb mjedisi gjuh\u00ebsor sa m\u00eb t\u00eb pasur q\u00eb t\u00eb jet\u00eb e mundur, ku t\u00eb nx\u00ebnit do t\u00eb b\u00ebhet larg \u00e7do m\u00ebsimdh\u00ebnieje formale.<\/p>\n<p>T\u00eb tjer\u00ebt mendojn\u00eb se, p\u00ebrve\u00e7 ekspozimit ndaj nj\u00eb prurjeje t\u00eb kuptueshme, pjes\u00ebmarrja aktive n\u00eb nd\u00ebrveprimin komunikues \u00ebsht\u00eb kusht i domosdosh\u00ebm dhe i mjaftuesh\u00ebm p\u00ebr p\u00ebrvet\u00ebsimin e gjuh\u00ebs. Mir\u00ebpo, ka nga ata q\u00eb mendojn\u00eb se veprimtarit\u00eb \u201cnjoh\u00ebse\u201d jan\u00eb t\u00eb mjaftueshme p\u00ebr student\u00ebt q\u00eb kan\u00eb m\u00ebsuar rregullat e gramatik\u00ebs dhe t\u00eb fjalorit dhe do t\u00eb jen\u00eb n\u00eb gjendje t\u00eb kuptojn\u00eb dhe t\u00eb p\u00ebrdorin gjuh\u00ebn p\u00ebr shkak t\u00eb p\u00ebrvojave t\u00eb m\u00ebparshme dhe t\u00eb vullnetit t\u00eb tyre, pa pasur nevoj\u00eb t\u00eb b\u00ebjn\u00eb p\u00ebrs\u00ebritje. T\u00eb ndodhur nd\u00ebrmjet k\u00ebtyre dy pik\u00ebpamjeve t\u00eb skajshme, pjesa m\u00eb e madhe e nx\u00ebn\u00ebsve dhe e m\u00ebsuesve \u201cn\u00eb k\u00ebt\u00eb rrjedh\u00eb\u201d, si dhe materialet pedagogjike, do t\u00eb ndjekin praktika m\u00eb eklektike. Ata pranojn\u00eb se nx\u00ebn\u00ebsit nuk m\u00ebsojn\u00eb me doemos at\u00eb q\u00eb m\u00ebsuesit u m\u00ebsojn\u00eb dhe se u duhet nj\u00eb ndihm\u00eb e madhe n\u00eb gjuh\u00eb, n\u00eb nj\u00eb kontekst konkret dhe t\u00eb kuptuesh\u00ebm si dhe rastet p\u00ebr t\u00eb p\u00ebrdorur gjuh\u00ebn n\u00eb m\u00ebnyr\u00eb nd\u00ebrvepruese; ata pranojn\u00eb, gjithashtu, se \u00ebsht\u00eb b\u00ebr\u00eb m\u00eb i leht\u00eb, kryesisht n\u00eb kushtet artificiale t\u00eb or\u00ebs s\u00eb m\u00ebsimit, bashk\u00ebrendimi i t\u00eb nx\u00ebnit t\u00eb vet\u00ebdijsh\u00ebm dhe t\u00eb praktik\u00ebs s\u00eb mjaftueshme, me q\u00ebllim q\u00eb t\u00eb kufizohet apo t\u00eb ulet v\u00ebmendja e nd\u00ebrgjegjshme ndaj sjelljeve fizike t\u00eb nivelit fillestar t\u00eb fjal\u00ebs dhe t\u00eb t\u00eb shkruarit, si dhe ndaj korrigjimit morfologjik dhe sintaksor, duke \u00e7liruar k\u00ebshtu mendjen p\u00ebr nd\u00ebrtimin e strategjive t\u00eb komunikimit t\u00eb nj\u00eb niveli m\u00eb t\u00eb lart\u00eb. Disa besojn\u00eb se mund ta arrijn\u00eb k\u00ebt\u00eb q\u00ebllim p\u00ebrmes ushtrimeve sistematike deri n\u00eb ngopje (Long 1996:443).<\/p>\n<p>N\u00eb p\u00ebrgjith\u00ebsi, ekzistojn\u00eb larmi t\u00eb konsiderueshme reagimi sipas mosh\u00ebs, natyr\u00ebs dhe origjin\u00ebs s\u00eb nx\u00ebn\u00ebsit, p\u00ebr sa u p\u00ebrket elementeve ndaj t\u00eb cil\u00ebve ata reagojn\u00eb n\u00eb m\u00ebnyr\u00eb produktive (Brumfit 1979:188); k\u00ebto larmi gjenden te m\u00ebsuesit, autor\u00ebt e metodave, etj., dhe lidhen me ekuilibrin e element\u00ebve q\u00eb fusin gjat\u00eb or\u00ebs s\u00eb m\u00ebsimit, sipas r\u00ebnd\u00ebsis\u00eb q\u00eb i kushtojn\u00eb realizimit, thithjes\/marrjes\/perceptimit, korrigjimit, lirshm\u00ebris\u00eb, etj.<\/p>\n<p><strong>Metodat dhe m\u00ebnyrat e t\u00eb nx\u00ebnit<\/strong><\/p>\n<p>M\u00ebsimdh\u00ebnia, si zanat, \u00ebsht\u00eb bashk\u00ebpjes\u00ebmarrje p\u00ebr m\u00ebsimin e shum\u00eb specialist\u00ebve, mbi t\u00eb gjitha, t\u00eb m\u00ebsuesve dhe t\u00eb nx\u00ebn\u00ebsve.<\/p>\n<p>Ata q\u00eb merren me <strong>provimet<\/strong> dhe <strong>diplomat<\/strong> duhet t\u00eb ken\u00eb parasysh parametrat e duhur p\u00ebr diplomat n\u00eb fjal\u00eb dhe nivelin e k\u00ebrkuar. Ata duhet t\u00eb marrin vendime konkrete lidhur me natyr\u00ebn e detyrave dhe t\u00eb veprimtarive specifike q\u00eb propozohen, me temat q\u00eb do t\u00eb trajtohen, me shprehjet, element\u00ebt leksikor\u00eb dhe idiomatik\u00eb q\u00eb duhet t\u00eb m\u00ebsojn\u00eb ose t\u00eb mbajn\u00eb mend nx\u00ebn\u00ebsit (Bygate 2005:112), me njohurit\u00eb sociokulturore dhe aft\u00ebsit\u00eb p\u00ebr t\u00eb kontrolluar dijet p\u00ebrmes provimeve, etj. Ata mund t\u00eb mos shqet\u00ebsohen p\u00ebr procedurat p\u00ebrmes t\u00eb cilave p\u00ebrvet\u00ebsohet ose m\u00ebsohet zot\u00ebsia, me p\u00ebrjashtim t\u00eb rasteve kur metodat e tyre t\u00eb vler\u00ebsimit mund t\u00eb ken\u00eb ndikim pozitiv ose negativ n\u00eb t\u00eb nx\u00ebnit e Gjuh\u00ebs s\u00eb Huaj (Chafe 1985:121).<\/p>\n<p>Kur japin orientime p\u00ebr <strong>kurrikula<\/strong> ose krijojn\u00eb <strong>programe<\/strong>, autoritetet p\u00ebrqendrohen n\u00eb p\u00ebrkufizimin e objektivave t\u00eb t\u00eb nx\u00ebnit. Duke vepruar k\u00ebshtu, ata mund t\u00eb theksojn\u00eb vet\u00ebm objektivat e nivelit t\u00eb lart\u00eb, sipas detyrave, temave, zot\u00ebsive, etj. Ata, edhe pse t\u00eb nuk jan\u00eb t\u00eb detyruar, mund t\u00eb b\u00ebjn\u00eb specifikimin e holl\u00ebsish\u00ebm t\u00eb p\u00ebrmbajtjes s\u00eb fjalorit, t\u00eb gramatik\u00ebs dhe t\u00eb nocioneve dhe t\u00eb funksioneve q\u00eb u japin mund\u00ebsi nx\u00ebn\u00ebsve t\u00eb kryejn\u00eb detyrat dhe t\u00eb shtjellojn\u00eb temat (Levelt 1999:99). Ata nuk jan\u00eb t\u00eb detyruar t\u00eb tregojn\u00eb linja t\u00eb drejtp\u00ebrdrejta ose t\u00eb b\u00ebjn\u00eb sugjerime lidhur me metodat q\u00eb do t\u00eb p\u00ebrdoren n\u00eb klas\u00eb dhe me etapat q\u00eb do t\u00eb mund\u00ebsojn\u00eb p\u00ebrparimin e nx\u00ebn\u00ebsit.<\/p>\n<p><strong>Autor\u00ebt e librave dhe t\u00eb metodave<\/strong> nuk jan\u00eb t\u00eb detyruar, edhe pse kan\u00eb d\u00ebshir\u00eb ta b\u00ebjn\u00eb, t\u00eb formulojn\u00eb objektivat e tyre, duke iu referuar detyrave p\u00ebr realizimin e t\u00eb cilave ata duan t\u00eb p\u00ebrgatit\u00ebn nx\u00ebn\u00ebsit, ose zot\u00ebsive dhe strategjive q\u00eb duhet t\u00eb zhvillojn\u00eb. P\u00ebr m\u00eb t\u00eb tep\u00ebr, ata mund t\u00eb marrin vendime t\u00eb holl\u00ebsishme dhe t\u00eb prekshme lidhur me p\u00ebrzgjedhjen dhe zhvillimin e teksteve, t\u00eb veprimtarive, t\u00eb fjalorit, t\u00eb gramatik\u00ebs, q\u00eb duhet t\u2019u parashtrojn\u00eb nx\u00ebn\u00ebsve. Prej tyre pritet q\u00eb t\u00eb japin informacion t\u00eb holl\u00ebsish\u00ebm n\u00eb klas\u00eb, detyrat dhe veprimtarit\u00eb q\u00eb duhet t\u00eb nd\u00ebrmarrin nx\u00ebn\u00ebsit, si reagim ndaj materialit t\u00eb paraqitur. Realizimet e tyre kan\u00eb ndikim t\u00eb r\u00ebnd\u00ebsish\u00ebm n\u00eb procesin e m\u00ebsimdh\u00ebnies dhe t\u00eb t\u00eb nx\u00ebnit, si dhe duhet t\u00eb mb\u00ebshteten n\u00eb hipoteza t\u00eb formuluara qart\u00eb lidhur me natyr\u00ebn e procesit t\u00eb t\u00eb nx\u00ebnit.<\/p>\n<p><strong>M\u00ebsuesit<\/strong> p\u00ebrgjith\u00ebsisht jan\u00eb t\u00eb detyruar t\u00eb respektojn\u00eb udh\u00ebzimet zyrtare, t\u00eb p\u00ebrdorin libra dhe material pedagogjik, t\u00eb konceptojn\u00eb dhe t\u00eb p\u00ebrpilojn\u00eb provime, si dhe t\u00eb p\u00ebrgatisin nx\u00ebn\u00ebsit dhe student\u00ebt p\u00ebr diploma. Ata, n\u00eb \u00e7do \u00e7ast, duhet t\u00eb marrin vendime p\u00ebr veprimtarit\u00eb n\u00eb klas\u00eb, t\u00eb cilat mund t\u2019i parashikojn\u00eb dhe t\u2019i p\u00ebrgatisin m\u00eb par\u00eb, por q\u00eb duhen rregulluar me kujdes n\u00eb p\u00ebrputhje me reagimet e nx\u00ebn\u00ebsve ose t\u00eb student\u00ebve. Prej tyre pritet progresi i nx\u00ebn\u00ebsve ose i student\u00ebve p\u00ebrmes gjetjes s\u00eb m\u00ebnyrave t\u00eb identifikimit, analizimit dhe t\u00eb kap\u00ebrcimit t\u00eb v\u00ebshtir\u00ebsive t\u00eb t\u00eb nx\u00ebnit, si dhe n\u00ebp\u00ebrmjet zhvillimit t\u00eb zot\u00ebsive vetjake p\u00ebr t\u00eb m\u00ebsuar. Po ashtu, duhet mund\u00ebsohet t\u00eb kuptuarit e procesit t\u00eb t\u00eb nx\u00ebnit n\u00eb t\u00eb gjith\u00eb kompleksitetin e tyre; ky i kuptuar mund t\u00eb jet\u00eb m\u00eb tep\u00ebr rezultat i p\u00ebrvoj\u00ebs, se sa produkt i formuluar n\u00eb m\u00ebnyr\u00eb t\u00eb qart\u00eb p\u00ebrmes reflektimit teorik, dhe mish\u00ebron kontributin n\u00eb kuadrin e bashk\u00ebpjes\u00ebmarrjes n\u00eb procesin e t\u00eb nx\u00ebnit.<\/p>\n<p>Jan\u00eb <strong>nx\u00ebn\u00ebsit<\/strong> ata q\u00eb i n\u00ebnshtrohen p\u00ebrvet\u00ebsimit t\u00eb Gjuh\u00ebs s\u00eb Huaj gjat\u00eb procesit t\u00eb t\u00eb nx\u00ebnit. Jan\u00eb ata q\u00eb duhet t\u00eb zhvillojn\u00eb kompetencat dhe strategjit\u00eb dhe t\u00eb kryejn\u00eb detyrat, veprimtarit\u00eb dhe veprimet e nevojshme p\u00ebr t\u00eb marr\u00eb pjes\u00eb n\u00eb m\u00ebnyr\u00eb t\u00eb frytshme n\u00eb aktet e komunikimit. (Tarone 1983:77).Megjithat\u00eb, jan\u00eb t\u00eb pakt\u00eb ata q\u00eb m\u00ebsojn\u00eb paraprakisht, duke marr\u00eb nisma p\u00ebr t\u00eb planifikuar, p\u00ebr t\u00eb strukturuar dhe p\u00ebr t\u00eb kryer veprime vetjake t\u00eb t\u00eb nx\u00ebnit p\u00ebrvet\u00ebsues. Nj\u00eb pjes\u00eb e madhe e tyre m\u00ebsojn\u00eb n\u00eb m\u00ebnyr\u00eb reaguese, duke ndjekur udh\u00ebzimet dhe duke kryer veprimtarit\u00eb q\u00eb u propozojn\u00eb m\u00ebsuesit dhe librat. Megjithat\u00eb, kur m\u00ebsimdh\u00ebnia nd\u00ebrpritet, t\u00eb nx\u00ebnit q\u00eb vazhdon duhet b\u00ebr\u00eb n\u00eb m\u00ebnyr\u00eb t\u00eb pavarur. T\u00eb nx\u00ebnit e pavarur mund t\u00eb nxitet n\u00ebse parimin \u201cnga t\u00eb nx\u00ebnit te t\u00eb nx\u00ebnit\u201d shihet si pjes\u00eb p\u00ebrb\u00ebr\u00ebse e t\u00eb nx\u00ebnit gjuh\u00ebsor, me q\u00ebllim q\u00eb nx\u00ebn\u00ebsit t\u00eb b\u00ebhen gjithnj\u00eb e m\u00eb tep\u00ebr t\u00eb vet\u00ebdijsh\u00ebm p\u00ebr m\u00ebnyr\u00ebn vetjake t\u00eb t\u00eb nx\u00ebnit, p\u00ebr zgjidhjet q\u00eb u ofrohen dhe p\u00ebr ato q\u00eb u p\u00ebrshtaten m\u00eb mir\u00eb. Edhe n\u00eb kuadrin e nj\u00eb institucioni t\u00eb caktuar, ne mund t\u2019i m\u00ebsojm\u00eb pak nga pak t\u00eb b\u00ebjn\u00eb zgjedhje t\u00eb pavarura n\u00eb lidhje me objektivat, me materialin m\u00ebsimor, me metodat e pun\u00ebs, me nevojat, me motivimet, me karakteristikat dhe me burimet.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>\u00a0MA Shpres\u00eb Qamili \u00a0 P\u00ebrvet\u00ebsimi dhe t\u00eb nx\u00ebnit &nbsp; Fjal\u00ebt \u201cp\u00ebrvet\u00ebsimi\u201d dhe \u201ct\u00eb nx\u00ebnit\u201d p\u00ebrdoren zakonisht n\u00eb m\u00ebnyr\u00eb t\u00eb ndryshme. Disa i p\u00ebrdorin edhe pa kurrfar\u00eb dallimi. T\u00eb tjer\u00ebt p\u00ebrdorin edhe nj\u00ebr\u00ebn, edhe tjetr\u00ebn, si terma t\u00eb p\u00ebrgjithsh\u00ebm, por t\u00eb dyt\u00ebn e marrin n\u00eb nj\u00eb kuptim m\u00eb t\u00eb kufizuar (Hatch 1978:404).<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[9],"tags":[],"class_list":["post-980","post","type-post","status-publish","format-standard","hentry","category-kritike"],"_links":{"self":[{"href":"https:\/\/revistakuvendi.org\/index.php?rest_route=\/wp\/v2\/posts\/980","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/revistakuvendi.org\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/revistakuvendi.org\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/revistakuvendi.org\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/revistakuvendi.org\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=980"}],"version-history":[{"count":1,"href":"https:\/\/revistakuvendi.org\/index.php?rest_route=\/wp\/v2\/posts\/980\/revisions"}],"predecessor-version":[{"id":982,"href":"https:\/\/revistakuvendi.org\/index.php?rest_route=\/wp\/v2\/posts\/980\/revisions\/982"}],"wp:attachment":[{"href":"https:\/\/revistakuvendi.org\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=980"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/revistakuvendi.org\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=980"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/revistakuvendi.org\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=980"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}