This master's thesis examines the comprehension of phraseological units among seventh-grade primary school students.
The theoretical part defines the concept of phraseology, the terminology of its basic unit, the range of phraseological expressions based on form, and their key features. It continues with a presentation of the essential elements of J. Piaget’s and L. Vygotsky’s developmental theories on language and thought development, which further serve as the foundation for discussing language, and phraseological expression comprehension. The final chapter of the theoretical part focuses on the inclusion of phraseology in Slovene language lessons, presenting the main theoretical foundations for teaching phraseology, its representation in the Slovene language curriculum for primary schools, and its treatment in selected textbooks for the seventh grade.
The empirical part presents and interprets the results of a study involving 251 students from six primary schools in the Gorenjska and Central Slovenia regions. The selection of 33 phraseological expressions used in the questionnaire was based on the textbooks used in the participating schools. The findings provide important insights into the extent to which students are familiar with and understand the selected expressions at the end of the seventh grade, how they explain their meanings, whether there are differences in understanding between students from different regions, and whether the students’ comprehension or lack thereof is related to the frequency of these expressions in the Gigafida 2.0 corpus.
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