magistrsko delo
Larisa Peterlin (Avtor), Lara Godec Soršak (Mentor)

Povzetek

Slovenski jezik je razdeljen na več narečnih skupin. Predvsem pri ustnem sporazumevanju lahko opazimo, da narečje vpliva na govor posameznika. V osnovni šoli naj bi učitelji in učenci uporabljali knjižno zvrst jezika, se pa raba le-te razlikuje glede na vrsto pedagoškega govora, uporabo učnih metod in oblik pri pouku. Pogosto se zgodi, da knjižno zvrst jezika zamenja neknjižna zvrst. Temeljni cilj pouka slovenskega jezika je, da učenci razvijajo sporazumevalno zmožnost v slovenskem knjižnem jeziku (v nadaljevanju SKJ). Naravno je, da se učenci sprva sporazumevajo v jeziku, ki so se ga naučili najprej in se v njem pogovarjali v krogu družine, s prijatelji; to je načeloma neknjižna zvrst. Naloga šole oziroma učitelja je, da v govor učencev zgodaj začne vpeljevati knjižni jezik, saj se mlajši učenci učijo hitreje, zato ga kasneje bolje obvladajo. Učitelj mora uporabljati SKJ tako v spoznavnem kot odnosnem pedagoškem govoru, pri pouku se mora tudi ustrezno odzivati na rabo neknjižne zvrsti jezika ne le pri predmetu slovenščina, ampak tudi pri vseh drugih predmetih. Ker prihajamo iz občine Ribnica in ker smo na pedagoški praksi opazili, da učenci na tem območju med poukom pogosto uporabljajo neknjižno zvrst, smo želeli raziskati, v kolikšni meri je ribniški narečni govor med učitelji in učenci prisoten pri pouku in kakšen vpliv ima na rabo knjižnega jezika pri pouku. V okviru magistrskega dela smo izvedli kvalitativno in kvantitativno vrsto raziskave; kvalitativno raziskavo smo z zvočnim snemanjem dveh učnih ur pri predmetih slovenščina in spoznavanje okolja/družba izvedli v 2., 3. in 5. razredu izbrane osnovne šole v občini Ribnica. V njej so sodelovali trije učitelji in 58 učencev. Kvantitativno raziskavo pa smo z anketnimi vprašalniki poleg sodelujočih v kvalitativni raziskavi izvedli še v nekaj razredih dveh osnovnih šol v občini Ribnica. V celotni raziskavi je sodelovalo 16 razrednih učiteljev in 186 učencev. Rezultati raziskave so pokazali, da v pedagoškem govoru učiteljev prevladuje raba SKJ, natančneje raba knjižnega zbornega in knjižnega pogovornega jezika, v govoru učencev prevladuje uporaba knjižnih besed, je pa delež le-teh pri učencih 2. razreda nižji kot pri učencih 3. in 5. razreda. V govoru učiteljic 2. in 5. razreda smo zaznali višji delež knjižnih besed kot v govoru učencev istih razredov, medtem ko je delež knjižnih besed v govoru učiteljice 3. razreda nižji v primerjavi z deležem učencev istega razreda. V deležu neknjižnih besed pri spoznavnem in odnosnem govoru učiteljic nismo opazili razlik. Večina učiteljev naj bi glede na število let poučevanja v svojem pedagoškem govoru SKJ uporabljala pogosto, le nekaj učiteljev z 21 do 40 leti poučevanja meni, da SKJ v svojem pedagoškem govoru uporabljajo vedno. Med učenci 2. in 5. razreda se pojavljajo majhne razlike v deležu knjižnih besed, medtem ko je razlika večja v primerjavi z učenci 3. razreda, saj so ti pri pouku uporabili največ knjižnih besed. Med učiteljicami se ne pojavljajo razlike v rabi SKJ glede na predmet, ki ga poučujejo, prav tako ne pri učencih. Učiteljice v večini primerov učencev na rabo neknjižnih besed pri pouku ne opozarjajo pogosto, čeprav so v anketnem vprašalniku menile nasprotno. Večini učiteljev se učenje SKJ v osnovni šoli zdi zelo pomembno, raba narečnega govora učitelja v osnovni šoli pa se jim z višanjem razreda in naraščanjem števila let poučevanja zdi vse primernejša. Učitelji v večini svoje znanje SKJ ocenjujejo kot zelo dobro, do razlik prihaja v njihovi oceni znanja SKJ učencev, saj učitelji to znanje pri učencih 2. razreda ocenjujejo kot srednje dobro, večina učiteljev pri učencih 3. in 5. razreda pa kot dobro. Učitelji v situacijah (zunaj pouka) znotraj izobraževalne ustanove večinoma uporabljajo SKJ, le v neformalnih situacijah, na primer pri klepetu s sodelavci ob malici, prihaja do uporabe neknjižnega jezika. Na šoli ali v razredu v sklopu pouka potekajo tudi dejavnosti, povezane z narečnim govorom. Ugotovitve raziskave bodo v pomoč učiteljem v občini Ribnica in učiteljem po vsej Sloveniji, saj bodo tudi sami lahko pozornejši na svoj govor in govor učencev pri pouku, v pomoč pa bodo tudi nekaterim prebivalcem občine Ribnica, ki želijo izvedeti, ali učenci pri pouku uporabljajo ribniški narečni govor.

Ključne besede

knjižni jezik;osnovna šola;pedagoški govor;jezikovna zvrst;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [L. Peterlin]
UDK: 81'282(043.2)
COBISS: 242369795 Povezava se bo odprla v novem oknu
Št. ogledov: 105
Št. prenosov: 18
Ocena: 0 (0 glasov)
Metapodatki: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Ostali podatki

Sekundarni jezik: Angleški jezik
Sekundarni naslov: Influence of the Ribnica dialect on the standard language in primary school classes
Sekundarni povzetek: Slovenian language is divided into several dialect groups. When communicating, we can notice that the dialect affects the speech of the individual. In elementary school, teachers and students are supposed to use the literary genre of language, but the use of it varies depending on the type of pedagogical speech, the use of teaching methods and forms in lessons. It often happens that the book genre of the language is replaced by a non-book genre. The fundamental goal of Slovenian language lessons is for students to develop the ability to receive, understand, experience and evaluate, as well as to create texts in Slovenian literary language. It is natural that students initially communicate in the language they learned first and in which they talked in the family circle, with friends; it is basically a non-book genre. The task of the school or the teacher is to start introducing literary language into the students' speech early, because younger students learn faster and master it better later on. The teacher must use Contemporary Standard Slovene (CSS) in both cognitive and relational pedagogical speech, and he must also respond appropriately to the use of non-literary language during lessons, not only in the subject of Slovenian, but also in all other subjects. Since I come from the municipality of Ribnica and since I noticed during my teaching practice that students in this area often use non-literary genres during classes, we wanted to investigate to what extent the Ribnica dialect is present between teachers and students during classes and what influence it has on the use of literary language in classes. As part of the master's thesis, we conducted a qualitative and quantitative type of research, the qualitative research was conducted with the audio recording of two lessons in the subjects of Slovenian and learning about the environment/society in the 2nd, 3rd and 5th grade of a selected elementary school in the municipality of Ribnica. Three teachers and 58 students took part in it, and the quantitative research was carried out with questionnaires in addition to the participants in the qualitative research in a few classes of two primary schools in the municipality of Ribnica. 16 class teachers and 186 students took part in the entire research. The results of the research showed that the use of CSS more specifically, the use of colloquial and colloquial language, is predominant in the pedagogical speech of the teachers, and the use of book words is predominant in the speech of the students, but the proportion of them is lower in the 2nd grade students than in the 3rd and 5th grade students. In the speech of 2nd and 5th grade teachers, we detected a higher proportion of book words than in the speech of students of the same classes, while the proportion of book words in the speech of the 3rd grade teacher is lower compared to the proportion of students in the same class. We did not notice any differences in the proportion of non-book words in the cognitive and relational speech of the female teachers, the deviation was visible only in the 3rd grade teacher, who used a higher proportion of non-book words, because she was only present in the class as a guest to demonstrate her (internal) dialect. According to the number of years of teaching, the majority of teachers use CSS often in their pedagogical speech, only a few teachers with 21 to 40 years of teaching believe that they always use CSS in their pedagogical speech. There are small differences in the proportion of book words between 2nd and 5th grade students, while the difference is greater compared to 3rd grade students, as they used the most book words in lessons. There are no differences in the use of CSS among female teachers depending on the subject they teach, nor among students. In most cases, female teachers do not often warn students about the use of non-book words in class, even though they thought exactly the opposite in the survey questionnaire. The majority of teachers find learning CSS very important in primary school, and the use of the teacher's dialect speech in primary school seems more and more appropriate as the grade increases and the number of years of teaching increases. In the majority of teachers, they rate their CSS knowledge as very good, there are differences in their assessment of students' CSS knowledge, as teachers rate this knowledge in the case of 2nd grade students as medium good, and most teachers in the case of 3rd and 5th grade students as good. In situations (outside of classes) within the educational institution, teachers mostly use CSS, only in informal situations, for example when chatting with colleagues over lunch, non-literary language is used. At school or in the classroom, as part of the lessons, there are also activities related to dialect speech. The findings of the research will help teachers in the municipality of Ribnica and teachers all over Slovenia, as they themselves will be able to pay more attention to their speech and the speech of their students in class, and they will also be helpful to some residents of the municipality of Ribnica who want to know whether students use the Ribnica dialect in class.
Sekundarne ključne besede: dialect;literary language;elementary school;pedagogical speech;language genre.;Dialektologija;Narečja;Osnovnošolsko učenje in poučevanje;Univerzitetna in visokošolska dela;
Vrsta dela (COBISS): Magistrsko delo/naloga
Študijski program: 0
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Poučevanje
Strani: 1 spletni vir (1 datoteka PDF (120 str.))
ID: 26726592