Razumevanje metaforike pri učencih 1., 3. in 5. razreda osnovne šole

Čermelj, Saša (avtor), Saksida, Igor (mentor)

Metafore ne predstavljajo samo drugačen, ampak včasih celo nenadomestljiv način izražanja. Kljub temu da je bila metafora včasih samo pesniško izrazno sredstvo, pa danes vemo, da je z njo kar najtesneje prežeto naše vsakdanje sporazumevanje. Osnovni namen raziskave je ugotoviti, ali obstaja razlika v razumevanju metafor med učenci 1., 3. ter 5. razreda osnovne šole glede na starost, spol ter vrsto metafor. Podatke smo pridobili s pomočjo polstrukturiranega intervjuja. V raziskavo je bilo vključenih 30 učencev, 10 prvošolcev, 10 tretješolcev ter 10 petošolcev. Analiza rezultatov je pokazala, da je na razumevanje metafor vplivala starost ter spol učencev. Petošolci so namreč izkazali boljše razumevanje metafor kot tretje- in prvošolci, boljše razumevanje metafor pa so v primerjavi z dečki izkazale tudi deklice. Analiza je pokazala še, da na razumevanje metafor ni vplivala vrsta metafore. Relacijske metafore se namreč niso izkazale za težje razumljive kot metafore po podobnosti.

• Jezik: Slovenski jezik
• Ključne besede: kognitivna teorija
• Vrsta gradiva: Magistrsko delo/naloga
• Tipologija: 2.09 - Magistrsko delo
• Organizacija: PEF - Pedagoška fakulteta
• Leto izida: 2021
• PID: 20.500.12556/RUL-127995
• COBISS.SI-ID: 65469955
• Datum objave v RUL: 17.08.2021

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Understanding the metaphors of first, third and fifth grade elementary school students

Izvleček

Metaphors do not only represent a different way of expressing something, but they can also represent an irreplaceable way of expression. Eventhough a metaphor was once only a lyrical expressive means, today it is known that we use it very frequently in our everyday communication. The main purpose of this study was to find out whether there is a difference in understanding metaphors among the pupils of the 1st, 3rd and 5th grade of primary school, taking in account their age, gender and type of metaphors. We gathered the data by using the semi-structured interview. The study included 30 pupils, 10 first-graders, 10 third-graders and 10 fifth-graders. The analysis of the results showed that understanding metaphors depends on pupils' age and gender. Fifth-graders understood metaphors better than third-graders and first-graders, better understanding of metaphors was also shown by girls in comparison with the boys. The analysis also showed that understanding metaphors did not depend on the type of metaphors. Proportional metaphors were not more difficult to understand than similarity metaphors.

• Ključne besede: cognitive theory