Vpliv primorskega narečja na pedagoški govor v osnovni šoli

Povzetek

Ključne besede

Podatki

Jezik:	Slovenski jezik
Leto izida:	2013
Izvor:	Ljubljana
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[A. Pregelj]
UDK:	81:37(043.2)
COBISS:	9647433
Št. ogledov:	1722
Št. prenosov:	388
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Influence of Primorska dialect on pedagogical language in primary school
Sekundarni povzetek:	The standard literary language is not the language we learn the first; it is either a dialect or any other non-literary genre, i.e. the language spoken by our parents. Proficiency in the literary language is of great importance since it has had an important role in in the history of establishing the Slovenian nation. The literary language is widespread throughout the territory of Slovenia, dialects and other non-literary genres are however confined to a small part of Slovenia. As regards the standard literary language, we consciously and proactively begin to learn it in elementary school. It is therefore of crucial importance that a teacher whether he or she is a class or subject teacher masters the standard literary language, uses it in the classroom and encourages pupils to apply it. The objective of the empirical research carried out was to determine the actual use of the literary and the non-literary language in some elementary schools in the Upper and Central Vipava Valley by teachers and pupils and the implications of the dialect of the Primorska region in teaching speech. The sample consisted of ten teachers coming from the Primorska region and ten audio recordings of lessons of these teachers. Analysis of the results showed that the literary language as well as the non-literary language is used in the classroom both by teachers and pupils; but in general the literary language. Pupils, unlike teachers, prefer to use the non-literary language. It was also found that teachers do not ask pupils to use the literary language. Nevertheless, teachers find it vital that pupils learn how to speak the literary language on one hand and they find it important that the dialect is nurtured on the other hand. Pupils in class do not endeavour to talk specifically the literary language. Moreover, teachers interviewed during the study were not encouraged by all professors to speak the literary language. The interviewed teachers and their professors mostly all in class used the literary language.
Sekundarne ključne besede:	speech;teacher;govor;učitelj;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Diplomsko delo
Strani:	192 str.
Vrsta dela (ePrints):	thesis
Naslov (ePrints):	Influence of Primorska dialect on pedagogical language in primary school
Ključne besede (ePrints):	knjižni jezik
Ključne besede (ePrints, sekundarni jezik):	literary language
Povzetek (ePrints):	Zborni knjižni jezik ni jezik, ki se ga prvega naučimo, pač pa je to bodisi narečje bodisi katera druga neknjižna zvrst – jezik, ki ga govorijo naši starši. Obvladanje knjižnega jezika je pomembno, ker ima knjižni jezik veliko vlogo pri povezovanju Slovencev. Knjižni jezik je namreč razširjen po celotnem ozemlju Slovenije, narečja in druge neknjižne zvrsti pa so omejene le na določeni del Slovenije. Zbornega knjižnega jezika se zavestno in bolj aktivno začnemo učiti prav v osnovni šoli. Zato je ključnega pomena, da učitelj, ni pomembno, ali je to razredni ali predmetni učitelj, obvlada zborni knjižni jezik, ga pri pouku uporablja in tudi učence spodbuja k njegovi uporabi. Namen empirične raziskave je bil ugotoviti dejansko uporabo knjižnega in neknjižnega jezika na nekaterih osnovnih šolah Zgornje in Srednje Vipavske doline pri učiteljih in učencih oz. kakšen vpliv ima primorsko narečje na pedagoški govor. V vzorec je bilo zajetih deset učiteljev, ki prihajajo s Primorske, in deset zvočno posnetih učnih ur pri teh učiteljih. Analiza rezultatov je pokazala, da pri pouku učitelji in učenci uporabljajo tako knjižni kot neknjižni jezik. Knjižnega jezika je več. Učenci za razliko od učiteljev uporabljajo več neknjižnega jezika. Izkazalo se je tudi, da učitelji ne opozarjajo učencev na govorjenje v knjižnem jeziku. Učiteljem pa se zdi pomembno, da se učenci naučijo govoriti knjižno, a hkrati se jim zdi pomembno tudi ohranjati svoje narečje. Učenci se pri pouku ne trudijo posebej govoriti knjižno. Anketiranih učiteljev med študijem niso vsi profesorji opozarjali na knjižno govorjenje. Oboji, tako anketirani učitelji kot njihovi profesorji, so večinoma vsi na predavanjih in vajah govorili knjižno.
Povzetek (ePrints, sekundarni jezik):	The standard literary language is not the language we learn the first; it is either a dialect or any other non-literary genre, i.e. the language spoken by our parents. Proficiency in the literary language is of great importance since it has had an important role in in the history of establishing the Slovenian nation. The literary language is widespread throughout the territory of Slovenia, dialects and other non-literary genres are however confined to a small part of Slovenia. As regards the standard literary language, we consciously and proactively begin to learn it in elementary school. It is therefore of crucial importance that a teacher whether he or she is a class or subject teacher masters the standard literary language, uses it in the classroom and encourages pupils to apply it. The objective of the empirical research carried out was to determine the actual use of the literary and the non-literary language in some elementary schools in the Upper and Central Vipava Valley by teachers and pupils and the implications of the dialect of the Primorska region in teaching speech. The sample consisted of ten teachers coming from the Primorska region and ten audio recordings of lessons of these teachers. Analysis of the results showed that the literary language as well as the non-literary language is used in the classroom both by teachers and pupils; but in general the literary language. Pupils, unlike teachers, prefer to use the non-literary language. It was also found that teachers do not ask pupils to use the literary language. Nevertheless, teachers find it vital that pupils learn how to speak the literary language on one hand and they find it important that the dialect is nurtured on the other hand. Pupils in class do not endeavour to talk specifically the literary language. Moreover, teachers interviewed during the study were not encouraged by all professors to speak the literary language. The interviewed teachers and their professors mostly all in class used the literary language.
Ključne besede (ePrints, sekundarni jezik):	literary language
ID:	8311438