One of the main aims of language teaching in Slovene language in primary school is to develop communication skills. Pupils develop it systematically by accepting and forming non-literary texts of various kinds, parsing texts and the process of receiving and forming texts, and developing the building blocks of communicative competence.
Since the curriculum for Slovene language from 2018 foresees, among other things, that students should be able to write narrative text at the end of the 3rd grade with a series of disordered images, we decided to test this ability in the master's thesis. We wanted to know what their narrative texts are like, whether progress is made if they systematically practice the activity of writing these texts for a short period of time, and what view they generally have on writing (narrative) texts. We carried out an action survey in which students wrote (different) narrative text twice alongside a series of disordered images; the text was analysed according to the selected criteria. We also carried out four lessons in which students wrote more narrative texts or consolidated their composition and expressive abilities, and then evaluated these lessons. Finally, a questionnaire was used to ask the students about their view of writing (narrative) texts.
In the theoretical part of the master's thesis, we derived from the concept of communicative competence and its building blocks and from the characteristics of the (narrative) text. From the literature, we summarized the known difficulties of pupils in writing texts and the role of the teacher in modern language teaching.
In the research, we found that in the second writing of the narrative text, there is a noticeable progress in considering its characteristics, namely they correctly arrange the images according to the sequence of events, write the appropriate title to the text and also add events that are not visible in the images. Despite the exercises in a short period of time, progress was minimal; similar language errors still occur in the majority of pupils, who do not have a positive opinion about writing (narrative) texts.
The findings of the master's thesis represent a contribution to the development of Slovenian didactics at the primary level and are useful for primary school teachers in planning lessons in which students will develop the ability to create written narrative texts.
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