magistrsko delo
Eva Pezdirec (Author), Lara Godec Soršak (Mentor)

Abstract

Ena izmed pričakovanih učiteljevih in učenčevih zmožnosti je razvita sporazumevalna zmožnost v slovenskem knjižnem jeziku. Glede na sporazumevalne okoliščine uporabljamo pri sporazumevanju različne jezikovne zvrsti. Za večino otrok je do vstopa v šolo materni jezik narečje. Veliko otrok se s knjižnim jezikom sicer že sreča v zgodnjih letih, ko jim starši berejo pravljice, ob gledanju risank, televizije … Ob vstopu v šolo pa se začne sistematično učenje te zvrsti. Zato ima pri učenju knjižnega jezika veliko vlogo učitelj in ta učencem predstavlja (jezikovni) zgled. Tudi učni načrt za slovenščino (Program osnovna šola, 2018) izpostavlja, da je namen jezikovnega pouka razvijati sporazumevalno zmožnost v slovenskem knjižnem jeziku. Eden izmed gradnikov sporazumevalne zmožnosti je jezikovna zmožnost, znotraj te pa skladenjska/slovnična/upovedovalna zmožnost. Slovenščina je eden izmed redkih svetovnih jezikov, ki ima tri slovnična števila: ednino, dvojino in množino. Dvojina je vsekakor posebnost našega (knjižnega) jezika. Kljub temu da je dvojina posebnost našega jezika, je nekatera slovenska narečja ne uporabljajo. Eno takšnih je belokranjsko narečje. Namesto oblike za dvojino se uporablja oblika za množino, zato govorcem iz Bele krajine raba dvojine v knjižnem jeziku pogosto povzroča težave. Ker prihajam iz Bele krajine, sem se s to težavo med študijem srečala tudi sama. Večkrat se je zgodilo, da smo pri različnih predmetih morali pripraviti predstavitve v paru in takrat sva s sošolko, ki je prav tako Belokranjka, morali še posebej paziti, da sva pravilno uporabljali dvojino. Prav te situacije so me spodbudile k pisanju magistrskega dela o rabi dvojine. Želela sem preveriti, kako učenci 5. razreda različnih belokranjskih osnovnih šol, uporabljajo dvojino v knjižnem jeziku. Izvedla sem akcijsko raziskavo, pri kateri sem zaradi velikega vzorca za analizo uporabila kvantitativni raziskovalni pristop. Skupni rezultati akcijske raziskave so pokazali, da načrtno vključevanje rabe dvojine v pouk prispeva k boljši rabi le-te. Na prvem preizkusu so vsi sodelujoči petošolci dosegli v povprečju 14,93 točke, medtem ko so na drugem preizkusu dosegli v povprečju 17,84 točke. Na podlagi ugotovitev so v zadnjem poglavju empiričnega dela oblikovane smernice za učitelje, kako v pouk načrtno vključiti utrjevanje rabe dvojine. Tako stremim k temu, da bi ugotovitve raziskave vplivale na izboljšanje rabe dvojine že pri mlajših generacijah učencev, še posebej tistih, ki govorijo narečja, v katerih se dvojina ne uporablja.

Keywords

slovenski jezik;socialne zvrsti jezika;jezikovna zmožnost;slovnična zmožnost;besedne vrste;dvojina;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [E. Pezdirec]
UDC: 811.163.6'366.532(043.2)
COBISS: 193204227 Link will open in a new window
Views: 32
Downloads: 1
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Other data

Secondary language: English
Secondary title: 5th grade pupils' use of the dual form in Bela krajina
Secondary abstract: One of the expected abilities of teachers and pupils is a developed communicative ability in the Slovene standard language. Based on communicative context different language varieties are used in communication. For most children, their mother tongue is a dialect by the time they enter school. Many children are exposed to the standard language at an early age, when their parents read them fairy tales, when they watch cartoons, television... But when they start school, they begin to learn the language systematically. This is why the teacher plays a major role in learning a standard language and sets an example for the pupils. The Slovenian curriculum (Primary School Curriculum, 2018) also points out that the purpose of language teaching is to develop communicative competence in the Slovenian standard language. One of the building blocks of communicative competence is linguistic competence, which includes syntactic/grammatical/conceptual competence. Slovene is one of the few languages in the world that has three grammatical numbers: singular, dual and plural. The dual is certainly a special feature of our language. Despite the fact that the dual is a special feature of our standard language, some Slovenian dialects do not use it. One such example is a dialect from the Bela Krajina region of Slovenia. Instead the dual, the plural form is used, which is why speakers from Bela krajina often have problems with the use of the dual in the standard language. Because I come from this region, I have also encountered this problem during my studies. There were several occasions when we had to make presentations in pairs at different subjects, and then my classmate, who is also from this region, and I had to be really careful to use the dual correctly. These situations were the main reasons that motivated me to write my master's thesis on the use of the dual. I wanted to see how 5th grade pupils in different primary schools from Bela krajina, who already have well-developed all communicative abilities, use the dual in the standard language. I carried out an action research study, using a quantitative research approach due to the large sample size. The overall results of the action research showed that systematically integrating the use of the dual in the classroom contributes to better use of the it. On the first test, all participating fifth-graders scored an average of 14.93 points, while on the second test they scored an average of 17.84 points. Based on the findings, the final chapter of the empirical work includes guidelines for teachers on how to systematically integrate the reinforcement of the use of the dual in the classroom. In this way, I aim to ensure that the findings of the research have an impact on improving the use of the dual already in younger generations of learners, especially those speaking in dialects where dual is not used.
Secondary keywords: Slovene language;social language varieties;linguistic ability;grammatical ability;word types;dual;Število (jezikoslovje);Osnovne šole;Univerzitetna in visokošolska dela;
Type (COBISS): Master's thesis/paper
Study programme: 0
Embargo end date (OpenAIRE): 1970-01-01
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Poučevanje, Poučevanje na razredni stopnji
Pages: 1 spletni vir (1 datoteka PDF (54 str.))
ID: 23459691