diplomsko delo
Mihaela Škof (Author), Melita Zemljak Jontes (Mentor), Simona Pulko (Co-mentor)

Abstract

V slovenskem jeziku se sporazumevamo doma, v šoli, službi, na podeželju, v mestih, skratka skoraj povsod, vendar pa pri tem uporabljamo prostorsko in družbeno pogojene različice jezika, ki jih imenujemo socialne zvrsti, te so v diplomskem delu z naslovom Raba socialnih zvrsti jezika v izbranih govornih položajih med učenci zadnjega triletja osnovne šole podrobneje obdelane. Socialne zvrsti se delijo na dve večji skupini, in sicer na knjižni in neknjižni jezik. Knjižnega jezika ne govorimo od malega, ampak se ga naučimo predvsem v šoli, ali ob branju knjig in gledanju televizije. Knjižni jezik se deli na zborni in na knjižni pogovorni jezik, neknjižni jezik delimo na zemljepisna narečja, pokrajinske pogovorne jezike in na interesne zvrsti, med katere spadajo sleng, žargon in argo. V teoretičnem delu sem pozornost posvetila predvsem narečjem, natančneje slovensko goriškemu narečju. V to skupino spadata krajevna govora učencev obravnavanih osnovnih šol, in sicer lenarški in voličinski govor. Pozornost sem namenila govorici mladih oziroma mladostniškemu slengu, saj ga v učbeniških kompletih pri obravnavanju interesnih zvrsti najpogosteje uporabljajo. Opredelila sem naloge in cilje jezikovnega pouka ter didaktična načela, ki jih mora učitelj upoštevati pri učnem procesu. Pregledala sem zastopanost socialnih zvrsti v učnem načrtu za slovenščino, v katerem je upoštevano načelo naslonitve knjižnega jezika na vsakdanji govor učencev in ugotavljala vlogo socialnih zvrsti v samostojnih delovnih zvezkih Slovenščina za vsakdan in vsak dan za tretje triletje osnovne šole. V empiričnem delu sem na podlagi anketnega vprašalnika ugotavljala, kako se učenci tretjega triletja sporazumevajo v različnih govornih položajih. Zanimalo me je predvsem, katero zvrst jezika (knjižno, pogovorno, narečno ali sleng) uporabljajo pri pogovoru s starši, s sokrajani (z ne vrstniki in vrstniki), z učitelji, s sošolci in z delavci šole (tajnica, hišnik, kuharice ...). Zanimalo me je znanje krajevnega govora in odnos do njega. S pomočjo dodatnih nalog v anketnem vprašalniku sem preverjala narečno besedje učencev in ugotavljala, katere so najpogostejše oblike narečnih besed, ki jih učenci uporabljajo v svojem krajevnem narečju. Po predelanih rezultatih anketnega vprašalnika sem ugotovila, da se učenci v domačem okolju sporazumevajo pretežno v narečju, pri pouku dajejo prednost knjižnemu jeziku, medtem ko pri pogovoru s sošolci in z vrstniki v šoli večinoma uporabljajo mladostniški sleng. Učenci menijo, da zelo dobro obvladajo krajevni govor in ga tudi radi uporabljajo.

Keywords

slovenščina;socialne zvrsti;narečja;govorni položaj;učenci;učni načrt;didaktika;načela;učbeniki;kompleti;diplomska dela;

Data

Language: Slovenian
Year of publishing:
Typology: 2.11 - Undergraduate Thesis
Organization: UM FF - Faculty of Arts
Publisher: [M. Škof]
UDC: 811.163.6(043.2)
COBISS: 19763464 Link will open in a new window
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Other data

Secondary language: English
Secondary title: USE OF SOCIAL GENRES OF LANGUAGE IN SPECIFIC SPEECH SITUATIONS AMONG PUPILS IN THE LAST TRIAD OF PRIMARY SCHOOL
Secondary abstract: We use Slovene to communicate at home, at school, at work, in the countryside and in the cities, which means almost everywhere but by doing so we use different regionally and socially conditioned varieties of Slovene termed genres of a language. I researched the latter in more detail in my graduation thesis with the title Use of social genres of language in specific speech situations among pupils in the last triad of primary school. Social genres of Slovene may be divided in two bigger groups - standard and non-standard. We do not speak standard Slovene from early childhood on, we learn it at school, when reading books and watching television. Standard Slovene is further divided to literary and colloquial variety and non-standard Slovene to geographical dialects, regional colloquial languages and languages of special interest groups like slang, jargon and argot. In the theoretical part I paid most attention to dialects, particularly to the Slovenske gorice dialect which local speeches of Lenart and Voličina, spoken by the pupils of the investigated primary schools, belong to. Next, I focused on teenage speech or teenage slang due to its most frequent use in textbook sets when discussing languages of special interest groups. Furthermore, I defined tasks and objectives of language lessons and didactic principles a teacher should keep in mind while teaching. I inspected how social genres of Slovene are represented in the Slovene syllabus where the principle of tying the standard language onto everyday speech of the pupils is followed and investigated the role of social genres of Slovene in independent workbooks Slovenščina za vsakdan in vsak dan used in the third triad of primary school. By applying a survey questionnaire in the empirical part of the thesis I was researching how different speech situations affect communication of pupils in the third triad. I was mostly interested in which variety of language they use (standard, colloquial, dialect or slang) while speaking to their parents, teachers, classmates, other staff members (secretary, janitor, cooks etc.) and local people. The level of the local speech knowledge interested me as well. By integrating additional exercises in the survey questionnaire I was checking dialect vocabulary and researching most frequent forms of dialect words pupils use in their local dialect. After analysing the survey questionnaire results I have concluded that pupils mostly communicate using a dialect in their home environment and switch to standard language when entering school. When speaking to their classmates and peers at school they mostly use teenage slang. According to pupils they speak their local speech very well and like to use it as well.
Secondary keywords: social genres of a language;dialect;speech situation;pupils;syllabus;didactic principles;textbook set;
Type (COBISS): Undergraduate thesis
Thesis comment: Univ. v Mariboru, Filozofska fak., Oddelek za slovanske jezike in književnosti
Pages: 145 f., [5] f. pril.
ID: 12522253