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Izgovorjava in zapis polglasnika pri učencih na območju slovenskogoriške narečne skupine : magistrsko delo
ID Zagoršek, Sara (Author), ID Godec Soršak, Lara (Mentor) More about this mentor... This link opens in a new window

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Abstract
Razvijanje sporazumevalne zmožnosti, katere podsestavini sta tudi pravorečna in pravopisna zmožnost, je glavni cilj pouka slovenskega jezika. Del pravorečne in pravopisne zmožnosti je tudi obvladanje izgovorjave in zapisa besed s polglasnikom. Vloga šole pri kakovostnem poučevanju govorjenega in zapisanega knjižnega jezika je zelo pomembna. Na območju panonske narečne skupine, kamor spada tudi slovenskogoriška narečna skupina, se zaradi vpliva narečja pojavljajo napake v izgovorjavi in zapisu besed s polglasnikom. Na pedagoški praksi na OŠ na območju slovenskogoriške narečne skupine smo napačno izgovorjavo in zapis besed s polglasnikom opazili tudi pri učencih. Učenci 4. razreda naj bi to že obvladali, razen izgovorjave in zapisa polglasnika pred r. V okviru magistrskega dela smo izvedli raziskavo z učenci dveh oddelkov četrtega razreda na eni izmed OŠ v Slovenskih goricah. Poskušali smo ugotoviti, kako učenci izgovarjajo in zapisujejo besede s polglasnikom in ali se to po izvedbi učnih ur na to temo izboljša. To smo ugotavljali z ustnim in pisnim preizkusom znanja pred izvedbo učnih ur in po njej. Učne ure smo izvajali samo z učenci enega oddelka, da smo lahko njihovo izboljšanje znanja primerjali z znanjem učencev, ki učnih ur med obema preverjanjema znanja niso imeli. Ugotovili smo, da se je znanje učencev, ki so učne ure imeli, izboljšalo, medtem ko je znanje učencev, ki učnih ur niso imeli, ostalo enako, se malo izboljšalo ali malo poslabšalo. Zanimalo nas je tudi stališče učiteljev do obvladovanja izgovorjave in zapisa besed s polglasnikom v knjižnem zbornem jeziku (v nadaljevanju KZJ), v kolikšni meri so pozorni na lastno in učenčevo izgovorjavo ter zapis besed s polglasnikom, ali učence opozarjajo na napake pri izgovorjavi in zapisu in ali se jim to sploh zdi pomembno. Njihova stališča smo preverili z anketnim vprašalnikom. Ugotovili smo, da se večini učiteljev obvladanje izgovorjave in zapisa besed s polglasnikom v KZJ zdi pomembno, da so večinoma ali včasih pozorni na lastno in učenčevo izgovorjavo in zapis besed s polglasnikom v KZJ ter da učence večinoma ali včasih opozarjajo na napake pri izgovorjavi in zapisu takih besed. Večina učiteljev učence opozarja na pravilen zapis in izgovorjavo besed s polglasnikom pri vseh predmetih, nekateri pa samo pri slovenščini. Svoje znanje izgovorjave in zapisa besed s polglasnikom so učitelji ocenili kot srednje dobro, dobro ali zelo dobro. Rezultati naše raziskave so uporabni za učitelje razrednega pouka, saj lahko pripomorejo k zavedanju, da je učiteljevo obvladanje knjižne izgovorjave in zapisovanja zelo pomembno in da s svojim zgledom vplivajo na usvajanje KZJ pri učencih. Še posebej smo želeli opozoriti tiste učitelje, ki poučujejo na območjih Slovenije, na katerih imajo učenci zaradi vpliva narečja težave z izgovorjavo in zapisom polglasnika v knjižnem jeziku.

Language:Slovenian
Keywords:sporazumevalna zmožnost, pravopisna zmožnost, pravorečna zmožnost, knjižni jezik, četrti razred OŠ, polglasnik
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Place of publishing:Ljubljana
Publisher:S. Zagoršek
Year:2023
Number of pages:VII, 90 str.
PID:20.500.12556/RUL-152069 This link opens in a new window
UDC:81(043.2)
COBISS.SI-ID:170381571 This link opens in a new window
Publication date in RUL:29.10.2023
Views:535
Downloads:22
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Secondary language

Language:English
Title:Pronunciation and Notation of the Semivowel by Learners in the Slovene-Gorica Dialect Group
Abstract:
The development of the ability to communicate, which includes the ability to pronounce and spell, is the main goal of Slovene language lessons. A part of the ability to pronounce and spell is also mastering the pronunciation and notation of words with a semivowel. The role of the school in quality teaching of the spoken and written literary language is very important. In the area of the Pannonian dialect group, which also includes the Slovene-Gorica dialect group, errors occur in the pronunciation and notation of words with semivowel due to the influence of the dialect. At the teaching practice at the primary school in the area of the Slovene-Gorica dialect group, we detected wrong pronunciation and notation of words with a semivowel by learners. Fourth grade learners should have already mastered this, except for the pronunciation and notation of the semivowel before r. Within the Master’s thesis, we conducted a research with learners from two 4th grade departments from one of the primary schools in Slovene-Gorica. We tried to find out how learners pronounce and write words with a semivowel and if this improves after lessons about this topic. This was determined by an oral and written knowledge test before and after the lessons. We performed the lessons only with learners from one department in order to compare their improvement in knowledge with knowledge of learners, who did not participate in lessons between both knowledge tests. We found that the knowledge of learners, who participated in lessons, has improved, while the knowledge of learners, who did not participate in lessons, remained the same, slightly improved or slightly worsened. We were also interested in the attitude of teachers towards mastering the pronunciation and spelling of words with a semivowel in the literary language (hereinafter LL), the extent to which they pay attention to their own and the learner’s pronunciation and spelling of words with a semivowel, whether they point out the errors of learners in pronunciation and spelling and whether they think this is important at all. We checked their views with a survey questionnaire. We found that the majority of teachers consider it important to master the pronunciation and notation of words with a semivowel in LL, that they mostly or sometimes pay attention to their own and the learner's pronunciation and notation of words with a semivowel in LL, and that they mostly or sometimes warn learners about mistakes in pronunciation and notation of such words. Most teachers warn learners about the correct spelling and pronunciation of words with semivowel at all subjects, but some only at Slovene lessons. The teachers rated their knowledge of pronunciation and notation of words with a semivowel as medium, good or very good. The results of our research are useful for classroom teachers, as they can contribute to the awareness that a teacher's mastery of literary pronunciation and writing is very important, and that their example influences the adoption of LL by learners. We especially wanted to warn those teachers, who teach in areas of Slovenia, where learners have problems with the pronunciation and notation of semivowel in the LL due to the influence of the dialect.

Keywords:the ability to communicate, the ability to spell, the ability to pronounce, literary language, fourth grade of primary school, semivowel

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