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Title:Frazemi v berilih za prvo vzgojno-izobraževalno obdobje
Authors:Horvat, Nina (Author)
Šek Mertük, Polonca (Mentor) More about this mentor... New window
Files:.pdf MAG_Horvat_Nina_2018.pdf (1,68 MB)
 
Language:Slovenian
Work type:Master's thesis/paper (mb22)
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Abstract:Frazemi so izrazna sredstva, s katerimi bogatimo naš jezik in ga delamo zanimivejšega. S frazemi se pogosto srečujemo v vsakdanji komunikaciji, prav tako so prisotni v umetnostnih in neumetnostnih besedilih. Razumevanje frazemov je zahtevno še posebej za otroke, saj pogosto ne prepoznajo prenesenega pomena in frazem razumejo dobesedno. V magistrskem delu Frazemi v berilih za prvo vzgojno-izobraževalno obdobje nas je zanimala pogostost pojavljanja frazemov v potrjenih berilih za posamezni razred v prvem vzgojno-izobraževalnem obdobju v šolskem letu 2016/17. V Slovarju slovenskih frazemov in Slovarju slovenskega knjižnega jezika smo poiskali slovarsko obliko posameznega izpisanega frazema ter njegovo pomensko razlago. Frazeme smo najprej predstavili po pogostosti, to je od frazemov, ki se pojavljajo v največ berilih, do tistih, ki se pojavljajo v po enem berilu. Ugotovili smo, da se v vseh berilih za posamezni razred pojavlja zelo malo ali celo nič frazemov. Največ je frazemov, ki se pojavljajo v po enem berilu. Frazeme smo analizirali tudi po obliki, torej glede na to, ali je frazem nestavčni (samostalniški, pridevniški, glagolski, prislovni) ali stavčni (pregovorni, nepregovorni). Ugotovili smo, da se v berilih za posamezni razred najpogosteje pojavljajo glagolski frazemi, sledijo prislovni frazemi. Preostalih nestavčnih frazemov (samostalniških in pridevniških) je sorazmerno malo. Zelo malo je tudi pregovornih in nepregovornih frazemov. Ker se nekateri frazemi pojavljajo v prenovljeni obliki, smo posebej predstavili tudi primere frazeoloških prenovitev. Po pregledu in analizi frazemov v berilih smo ugotovili, da se v prvem vzgojno- -izobraževalnem obdobju v umetnostnih besedilih pojavlja veliko frazemov. Čeprav Učni načrt za slovenščino (2011) frazemom v prvem vzgojno- -izobraževalnem obdobju ne posveča pozornosti, je ključnega pomena, da učence na frazeme opozarjamo, jim razložimo njihov pomen ter jih spodbujamo pri učenju in ustrezni rabi frazemov.
Keywords:frazeologija, frazemi, preneseni pomen, prvo vzgojno- -izobraževalno obdobje, učni načrt za slovenščino, berilo
Year of publishing:2018
Publisher:[N. Horvat]
Source:Maribor
UDC:37.016:81'373.7(043.2)
COBISS_ID:23820040 Link is opened in a new window
NUK URN:URN:SI:UM:DK:ZCIWGXLO
License:CC BY-SA 4.0
This work is available under this license: Creative Commons Attribution Share Alike 4.0 International
Views:467
Downloads:107
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Categories:PEF
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Secondary language

Language:English
Title:Idioms in readers for the first educational period
Abstract:Idiomatic phrases are expressive means which enrich our language and make it more interesting. We often meet with idioms in everyday communication, they are also present in literary and factual texts. Understanding the idioms is especially demanding for children, because they often do not recognize the idiomatic meaning and understand the phraseme literally. In the master's thesis Idioms in Readers for the First Educational Period, we were interested in the frequency of occurrence of the phrasemes in validated readers for each class in the first educational period in the school year 2016/17. In the Dictionary of Slovene Phrasemes and in the Dictionary of Slovene Literary Language, we have looked up the dictionary form of each of the written phrasemes and its meaningful interpretation. We first presented the phrasemes by frequency; that is, from the phrases that appear in the majority of the readers to those appearing in one only. We have found that there are very few or even no idioms in readers for each year. Most of the phrasemes are appearing in a single reader. We also analyzed the phrasemes by form, for example, whether the phraseme is non-sentential (nominal, adjectival, verbal, adverbial) or sentential (proverbial, non-proverbial). We have found that the most commonly used phrasemes in a particular class are verbal phrasemes, followed by adverbial ones. There are relatively few remaining non-sentential phrasemes (nominal and adjectival). There are also very few proverbial and non-proverbial phrasemes. Since some appear in a refurbished form, we have also presented examples of phraseological recasts. After reviewing and analyzing the phrasemes in the readers, we found that in the first educational period, many phrasemes appear in the literary texts. Although the curriculum for Slovene (2011) does not pay attention to the phrasemes in the first educational period, it is crucial that we draw attention to the phenomena, explain their meaning to them, and encourage them in learning and using the appropriate phrasemes.
Keywords:phraseology, phrasemes, idiomatic meaning, first educational period, curriculum for Slovene, reader


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