Razumevanje medmetov pri prvošolcih na osnovi umetnostnega besedila : magistrsko delo

Ritonja, Adrijana

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Title:	Razumevanje medmetov pri prvošolcih na osnovi umetnostnega besedila : magistrsko delo
Authors:	ID Ritonja, Adrijana (Author) ID Voršič, Ines (Mentor) More about this mentor...
Files:	MAG_Ritonja_Adrijana_2025.pdf (815,84 KB) MD5: 5E8EBD585CE0AD91AD2127F427EC0944
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	PEF - Faculty of Education
Abstract:	Najpomembnejša naloga vsakega posameznika je sporazumevanje z drugimi. Da bi lahko vzpostavili uspešno komunikacijo z drugimi, pa je potrebno obvladovanje jezika. Razvoj govora se začne že z rojstvom ter z meseci narašča in napreduje. Že zelo zgodaj, s pojavom prvih besed, tj. okoli prvega leta starosti, se v govoru otrok pojavijo tudi medmeti, saj prve besede najpogosteje vključujejo posnemanja oglašanja živali, predmetov in oseb. Hkrati pa so medmeti zelo pogosti v umetnostnih besedilih, namenjenih otrokom. Osrednji namen magistrskega dela je preučiti razumevanje medmetov pri prvošolcih na osnovi umetnostnih besedil. Zanimalo nas je predvsem, ali prvošolci ustrezno razumejo medmete. Preverjali smo, ali razumejo pomen medmetov brez sobesedila ali za ustrezno razumevanje medmetov potrebujejo sobesedilo. Tako smo razumevanje medmetov pri prvošolcih preverjali pred branjem umetnostnega besedila in po njem. Prav tako nas je zanimalo, ali so prvošolci zmožni dani medmet nadomestiti z drugim medmetom enakega pomena. Skupno je bilo analiziranih štirinajst medmetov iz dvanajstih pesmi za otroke. Rezultati so pokazali, da prvošolci pogosteje ustrezno razumejo medmete, kadar so ti podani s sobesedilom. Pokazali so tudi, da nekateri prvošolci zmorejo nadomestiti medmet z drugim enakega pomena, na to pa pogosto vplivajo izkušnje učencev. Iz pridobljenih rezultatov lahko sklepamo, da prvošolci medmete pogosto povežejo s svojimi izkušnjami v vsakdanjem življenju.
Keywords:	govorni razvoj, besedišče, medmet, umetnostno besedilo
Place of publishing:	Maribor
Place of performance:	Maribor
Publisher:	A. Ritonja
Year of publishing:	2025
Number of pages:	1 spletni vir (1 datoteka PDF (X, 100 str.))
PID:	20.500.12556/DKUM-92727
UDC:	37.015.31:811.163.6'373.47(043.2)
COBISS.SI-ID:	238990851
Publication date in DKUM:	11.06.2025
Views:	102
Downloads:	38
Metadata:
Categories:	PEF
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Licences

License:	CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International

Link:	http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:	The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:	08.05.2025

Secondary language

Language:	English
Title:	First graders' comprehension of interjections on the basis of a literary text
Abstract:	Communicating with others remains the most important task for every individual. However, in order to establish effective communication with others, we must first master the language. Speech development begins at birth and gradually increases and progresses over the following months. Very early on, with the emergence of the first words, around the age of one, interjections begin to appear in a child's speech, as these words often include imitations of the sounds of animals, objects, and people. At the same time interjections are commonly used in literary texts meant for children. The aim of this master's thesis is to examine the understanding of interjections among first graders based on a literary text. We were primarily interested in whether first graders correctly understood interjections—specifically, whether they could understand the meaning of interjections without co-text or if they needed the co-text to comprehend them fully. Therefore, we checked their understanding of interjections both before and after reading a literary text. Additionally, we investigated whether first graders were able to replace a given interjection with another of the same meaning. In total, fourteen interjections from twelve children's songs were analyzed. Our results show that first graders more often understand interjections when co-text is provided. The results also indicate that some first graders are able to replace an interjection with another of the same meaning, although this is often influenced by their prior experiences. From the results obtained, we can conclude that first graders frequently connect interjections with their own experiences from everyday life.
Keywords:	speech development, vocabulary, interjection, literary texts

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