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Title:ZMOŽNOST RAZUMEVANJA FRAZEMOV PRI UČENCIH 3. IN 5. RAZREDA OSNOVNE ŠOLE
Authors:Balažic, Urška (Author)
Kordigel Aberšek, Metka (Mentor) More about this mentor... New window
Files:.pdf UNI_Balazic_Urska_2013.pdf (681,79 KB)
 
Language:Slovenian
Work type:Undergraduate thesis (m5)
Typology:2.11 - Undergraduate Thesis
Organization:PEF - Faculty of Education
Abstract:Frazemi veljajo za zabavna izrazna sredstva, ki polepšajo in bogatijo naš jezik. Pojavljajo se tako v strokovnih besedilih kot tudi v vsakdanjem govoru, učenci pa jih pogosto srečujejo v umetnostnih besedilih, ki jih prebirajo pri pouku ali doma za zabavo. Pri tem je pomembno, da jih razumejo, zato sem v svojem diplomskem delu raziskala, kako frazeme razumejo učenci 3. in 5. razreda. Zanimalo me je, ali so spol, starost in vrsta frazema pomembni dejavniki pri njihovem razumevanju. Analiza intervjujev je pokazala, da spol pri razumevanju ne igra pomembne vloge, saj so se pri razumevanju določenih vrst frazemov bolje odrezale deklice, pri drugih pa dečki. Za razliko od spola pa je starost pri razumevanju frazemov zelo pomembna; starejši kot so učenci, bolje razumejo frazeme. Pri mlajših učencih sem opazila, da so jim težave delali frazemi, rabljeni v prenesenem pomenu, saj so jih učenci velikokrat razumeli dobesedno. Že iz preleta ciljev v učnem načrtu je razvidno, da se frazeologiji namenja zelo malo časa. Kar je posledično razvidno v rezultatih učencev, ki kažejo na pomanjkljivo razumevanje določenih vrst frazemov. Pokazalo se je, da učencem predstavlja največjo težavo razumevanje pregovorov. V nasprotju s pregovori pa učenci z razumevanjem sestav nimajo nobenih problemov, kar niti ni presenetljivo, saj so sestave besedne zveze s točno določenim pomenom, vzgoja in izobraževanje pa spodbujata čedalje večjo pojmotvornost. Pri tem pa se moramo vprašati, ali učencem dovolj uzaveščamo frazeme. Sama sem mnenja, da bi bilo treba učence pogosteje seznanjati s temi izraznimi sredstvi, predvsem bi si želela, da bi z učenci delali več na razumevanju pregovorov, saj se ne nazadnje v njih in tudi ostalih frazemih skriva ljudska modrost, ki jo moramo ohranjati.
Keywords:frazemi, frazeologija, razvoj govora, preneseni pomen, metafora v vzgoji in izobraževanju
Year of publishing:2013
Publisher:[U. Balažic]
Source:Maribor
UDC:811.163.6(043.2)
COBISS_ID:19981576 Link is opened in a new window
NUK URN:URN:SI:UM:DK:3VJQVWI5
Views:2397
Downloads:765
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Categories:PEF
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Secondary language

Language:English
Title:THE ABILITY TO UNDERSTAND IDIOMS IN 3RD AND 5TH GRADE ELEMENTARY SCHOOL
Abstract:Idioms are fun expressive means of language which embellish and enrich our language. They can be found in technical texts as well as in everyday speech. Pupils often find idioms in literary texts which they read in school or at home for fun. When reading, it is important that they understand these idioms. This is why the aim of my graduation thesis was to analyze the pupils’ understanding of idioms in 3rd and 5th grade in elementary school. I was interested to learn whether sex, age and type of idioms play a role in the pupils’ understanding of idioms. The analysis of the interviews has shown that in understanding idioms the sex factor does not play an important role: some types of idioms were better understood by girls and other types by boys. However, age factor has proven to be an important element: the older pupils have shown better understanding of idioms. Younger pupils had problems with expressions with figurative meanings because they often understood them literally. After reviewing the educational goals of the curriculum, I have come to the conclusion that not enough attention is given to phraseology. This results in pupils showing insufficient understanding of certain types of expressions with figurative meanings. The results show that pupils have most trouble with understanding proverbs; however, pupils show no problems in understanding expressions whose meanings can be predicted from individual words. Education and schooling encourage the construction of meaning. The question is whether we try enough to enable pupils to understand these expressions. I believe pupils should be exposed to expressive means of language more often, and – more importantly – I wish that pupils would be given more opportunity to be able to understand proverbs. After all, proverbs – as well as idioms – hide the key to understanding folk wisdom which we are all obligated to cherish.
Keywords:idioms, phraseology, speech development, figurative meaning, metaphor in education and schooling


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