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Title:Razumevanje starinskih besed v 1. in 5. razredu osnovne šole : magistrsko delo
Authors:ID Falnoga, Ema (Author)
ID Kerneža, Maja (Mentor) More about this mentor... New window
Files:.pdf MAG_Falnoga_Ema_2026.pdf (2,25 MB)
MD5: 4ED736FA263150621AC5E840CB0F33CD
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Abstract:Starinske besede v vsakdanjem govoru niso pogosto v uporabi. Kljub nižji frekvenci rabe se z njimi predvsem v literarnih besedilih srečujejo tudi učenci v osnovni šoli. (Ne)razumevanje teh besed morajo učitelji upoštevati pri načrtovanju vzgojno-izobraževalnega procesa. Z raziskavo smo želeli ugotoviti, kako na razumevanje starinskih besed vplivata kontekst in čas. Zanimalo nas je, kako na razumevanje vplivata starost in spol učencev ter kako količina starinskega besedja vpliva na razumevanje krajših besedil. Raziskava temelji na polstrukturiranem intervjuju z 20 učenci 1. in 5. razreda osnovne šole. Uporabili smo kombinacijo kvalitativne in kvantitativne analize podatkov. Ugotovili smo, da starost na razumevanje vpliva v manjši meri, spol pa se je izkazal za statistično nepomemben dejavnik. Rezultati so pokazali, da učenci bolje razumejo starinske besede, kadar so te podane v kontekstu. Besede, ki dlje časa niso v uporabi, učenci teže razumejo. Učenci pri razlagi neznanih besed uporabljajo različne vrste namigov. Učenci so kazali več težav pri razumevanju besedil z večjim številom starinskih besed. Ugotovitve raziskave kažejo, da je v izobraževanje treba načrtno vključevati razlago starinskega besedišča. Pomembno je tudi, da se učenci pri pouku naučijo strategije za razumevanje neznanih besed.
Keywords:kontekst in razumevanje besed, razumevanje besedišča, starinske besede, sklepanje o pomenu besede, učenci 1. in 5. razreda osnovne šole
Place of publishing:Maribor
Place of performance:Maribor
Publisher:E. Falnoga
Year of publishing:2026
Number of pages:1 spletni vir (1 datoteka PDF (XVI, 173 str.))
PID:20.500.12556/DKUM-97694 New window
UDC:37.091.3:811.163.6(043.2)
COBISS.SI-ID:278874627 New window
Publication date in DKUM:21.05.2026
Views:166
Downloads:35
Metadata:XML DC-XML DC-RDF
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:02.04.2026

Secondary language

Language:English
Title:Comprehension of obsolete words in years 1 and 5 of primary school
Abstract:Obsolete words are not used frequently in everyday speech. Despite their infrequent use, primary school pupils do encounter obsolete words, mostly in literature. When preparing their lessons teachers should take into account that pupils may have difficulty comprehending obsolete words. The aim of the research was to establish how context and time impact the comprehension of obsolete words. Furthermore, the aim was to examine how age and sex of primary school pupils impact their comprehension of obsolete words as well as how the number of obsolete words impacts the comprehension of shorter texts. The research is based on the semi-structured interviews with 20 pupils in years 1 and 5 of primary school. A combination of qualitative and quantitative data analysis was used. It was established that age had a minor impact on comprehension. Gender proved to be a statistically insignificant factor. The results showed that pupils understand obsolete words better when they are used in context. The words that have not been used in everyday speech for a long time, are harder for the pupils to understand. When describing unfamiliar words, pupils use various kinds of clues. Pupils tend to have more difficulty understanding texts which contain more obsolete words. The results of this research show that teachers should plan to include activities for better comprehension of obsolete words. It is also important that pupils learn strategies for comprehension of unfamiliar words.
Keywords:context and word comprehension, vocabulary comprehension, obsolete words, deduction of word meaning, pupils in years 1 and 5 of primary school


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