diplomsko delo
Mima More (Author), Darija Skubic (Mentor)

Abstract

Nevajenost uporabe knjižnega jezika je v vsakdanjem življenju vedno pogostejša, zato se moramo kot vzgojitelji zavedati, da dajemo otroku govorni zgled in tako neposredno vplivamo na razvoj jezikovne zmožnosti (Kranjc in Saksida, 2001). V teoretičnem delu sem opisala področja jezika, govora in sporazumevanja. Predstavila sem vloge in zvrsti slovenskega jezika, zaključno poglavje pa namenila uporabi slovenskega jezika v vrtcu in šoli. Cilj mojega empiričnega dela je bil raziskati morebitne razlike v rabi slovenskega jezika med vzgojiteljicami, zaposlenimi v vrtcu in vzgojiteljicami, zaposlenimi v 1. razredu OŠ. Zanimalo me je, ali so vzgojiteljice pozorne na nepravilno rabo slovenskega jezika v svojem delovnem okolju, ali so deležne stalnega strokovnega izpopolnjevanja s področja uporabe slovenskega jezika ter ali se počutijo kompetentne pri vseh oblikah sporočanja. Raziskati sem želela morebitne razlike v vzgojiteljičini rabi slovenskega jezika v vrtcu in šoli. Pri zbiranju podatkov sem uporabila anketni vprašalnik, ki sem ga razdelila 110 vzgojiteljicam, zaposlenim v vrtcih in 1. razredu osnovne šole. Dobljene rezultate sem analizirala, jih pretvorila v odstotke in jih predstavila s pomočjo stolpičnih diagramov. Ugotovila sem, da so vzgojiteljice pozorne na nepravilno rabo slovenskega jezika. Večina anketirank opaža napake pri uporabi dvojine, sklanjanju, prepogosti uporabi narečnih besed in izrazov iz slenga. Vzgojiteljice, zaposlene v vrtcu, so opozarjale tudi na pogosto uporabo pomanjševalnic. Zaznala sem razlike v pogostosti uporabe knjižnega jezika med vzgojiteljicami iz vrtca in 1. razreda. Vzgojiteljice iz 1. razreda pogosteje uporabljajo knjižni jezik in redkeje neknjižne socialne zvrsti kot vzgojiteljice iz vrtca. Večina anketiranih vzgojiteljic se počuti kompetentne in ne zaznava težav pri pisanju, kot tudi ne pri govorjenju. Vzgojiteljice iz vrtca imajo več težav pri govorjenju, vzgojiteljice iz 1. razreda pa pri pisanju. V večini vrtcev in šol se vzgojiteljice niso udeležile seminarjev ali izobraževanj, ki bi bila namenjena izključno uporabi slovenskega jezika na delovnem mestu. Premalo strokovnega izpopolnjevanja je drugi najpogostejši vzrok za nepravilno rabo slovenščine v vrtcu in šoli. Večina vzgojiteljic meni, da je glavni vzrok za nepravilno rabo slovenščine v vrtcih in šolah nevajenost uporabe knjižnega jezika v vsakdanjem življenju.

Keywords

slovenski knjižni jezik;nepravilna raba jezika;diplomirane vzgojiteljice predšolskih otrok;

Data

Language: Slovenian
Year of publishing:
Typology: 2.11 - Undergraduate Thesis
Organization: UL PEF - Faculty of Education
Publisher: [M. More]
UDC: 373.2:373.3 (043.2)
COBISS: 11632457 Link will open in a new window
Views: 495
Downloads: 101
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Other data

Secondary language: English
Secondary title: Preschool teacher's functional use of the Slovenian language in preschool and first grade of elementary school
Secondary abstract: The use of improper language is anchored in everyday life and is becoming more and more common. Therefore, as educators, we must be aware that we are giving children a model of speech and thus directly influencing development of language ability (Kranjc and Saksida, 2001). In the theoretical part I described language, speech and communication. I presented the roles and types of the Slovenian language. In the last chapter I focused on the use of the Slovenian language in kindergarten and school. The goal of my empirical work was to investigate possible differences in the use of Slovenian language among preschool teachers in kindergarten and 1st grade. I was interested in whether the educators are paying attention to the improper use of Slovenian language in their working environment, if they are continuously proficient in the field of using the Slovenian language and whether they feel competent in all forms of communication. I also wanted to explore possible differences in educators use of the Slovenian language in kindergarten and school. While collecting data, I used a survey questionnaire, which was distributed to 110 educators, kindergarten staff and preschool teachers in first grade of elementary school. Results were analyzed, converted into percentages and presented with column diagrams. I have found that educators are paying attention to the irregular use of the Slovenian language. Most respondents pay attention to the errors in the use of duality, decantation, use of dialects and slang expressions. Educators at the kindergarten also warned about frequent use of diminutives. I have found out the differences in usage frequency of the literary language between kindergarten and first grade educators. Compared to kindergarten preschool teachers, those in first grade are more likely to use literary than non-literary language. Most educators feel competent and do not detect any problems with their writing or speaking. Preschool teachers from kindergarten have more problems at speaking, while 1st grade preschool teachers have more problems at writing. In most kindergartens and schools educators did not attend seminars or training intended exclusively for the use of Slovenian language at the workplace. The lack of professional training is the second most common cause for the occurrence of improper use of Slovene in kindergartens and schools. Most educators believe that the main reason for the inappropriate use of Slovene in kindergartens and schools is the inability to use the literary language in everyday life.
Secondary keywords: trainer;language for special purposes;vzgojitelj;jezik za posebne namene;
File type: application/pdf
Type (COBISS): Bachelor thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Pages: 49 str.
ID: 10847684