20.500.12556/DKUM-95999 Poimenovalna zmožnost tretješolcev z vidika pomenskih razmerij magistrsko delo Third-Graders' Naming Ability in Terms of Semantic Relations Poimenovalna (besedoslovna) zmožnost je eden temeljnih ciljev pri pouku slovenščine. Za podrobnejši vpogled v poimenovalno zmožnost in poznavanje pomenskih razmerij smo se odločili, ker med učenci zaznavamo upad v besednem zakladu. Namen magistrskega dela je bil preveriti, kako uspešni so tretješolci pri iskanju sopomenskih, protipomenskih, nadpomenskih in podpomenskih izrazov. Zanimalo nas je, kako uspešni so učenci 3. razreda pri iskanju pomenskih razmerij nasploh in kako pri iskanju posameznih pomenskih razmerij, poleg tega smo želeli ugotoviti, ali se bodo rezultati razlikovali glede na spol, ali bodo naloge z bralnim razumevanjem učencem povzročale več težav in ali se bo pokazala razlika v reševanju primerov s slogovno (ne)zaznamovanimi besedami. Vzorec šteje 50 tretješolcev iz ene od osnovnih šol v Savinjski regiji, njihova naloga pa je bila, da rešijo delovni list z nalogami, vezanimi na pomenska razmerja. Naloge smo točkovali in prišli do nekaterih pomembnih ugotovitev. V povprečju so bili učenci uspešni v 71 %, težave pa so jim povzročale predvsem slogovno zaznamovane besede. Bralno razumevanje je v negativnem smislu na rezultat učencev vplivalo pri iskanju sopomenk, pri protipomenkah pa je bil uspeh pri nalogi z bralnim razumevanjem boljši. Učenci v povprečju bolje poznajo protipomenke in nadpomenke, več težav pa imajo pri iskanju ustreznih sopomenk in podpomenk. Naming (vocabulary) ability is one of the fundamental goals in teaching of Slovenian. We have observed a decline in students' vocabulary so we decided to conduct this study to gain a more detailed insight into naming ability and knowledge of semantic relations. The aim of the master's thesis was to examine how successful third-grade students are in finding synonymous, antonymous, superordinate, and subordinate words. We were interested in how successful third-graders are in identifying semantic relationships in general and in recognizing individual types of semantic relations. In addition, we wanted to determine whether the results would differ according to gender, whether tasks involving reading comprehension would be more difficult for students, and whether there would be a difference in solving examples containing stylistically (un)marked words. The sample consisted of 50 third-grade students from one primary school in the Savinja region. Their task was to complete a worksheet with exercises related to semantic relations. The tasks were scored, and several important findings emerged. On average, the students were 71% successful, with the greatest difficulties occurring in tasks containing stylistically marked words. Reading comprehension negatively affected students' results in finding synonyms, while in antonym tasks, performance was better when reading comprehension was involved. On average, students showed better knowledge of antonyms and superordinate words, while they had more difficulty finding appropriate synonyms and subordinate words. poimenovalna zmožnost sporazumevalna zmožnost razmerja med besedami besedišče naming ability communication skills word relations vocabulary true true false M. Sorec Slovenski jezik Angleški jezik Savinjska regija (Slovenija); Magistrsko delo/naloga 2025-11-19 14:24:02 2026-01-07 10:21:41 2026-01-08 03:19:17 0000-00-00 00:00:00 2025 0 Maribor 0 Maribor 1 spletni vir (1 datoteka PDF (VIII, 72 str.)) 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.091.3:811.163.6'42(043.2) 263701251 MAG_Sorec_Marusa_2025.pdf MAG_Sorec_Marusa_2025.pdf 1 83B555C0652D34B6526DD2DC1B366843 e7acea4156f887b62d63ee86651aa93136a9f4a1220c1dccd74ef7fc3e0a5ce2 d044ed46-cd27-11f0-bb32-00155d000105 https://dk.um.si/Dokument.php?lang=slv&id=200965 Pedagoška fakulteta 0 0 0