Dramske i jezične igre kao poticaj za razvoj jezične djelatnosti govorenja

master's thesis

• Title (english): Dramatic and linguistic games as a stimulus for the development of spoken language proficiency
• Author: Matea Kajfeš
• Mentor: Katarina Aladrović Slovaček (mentor)
• Committee member: Monika Pažur (predsjednik povjerenstva)
• Committee member: Josipa Kraljić (član povjerenstva)
• Committee member: Katarina Aladrović Slovaček (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2024-07-11, Croatia
• Scientific / art field, discipline and subdiscipline: HUMANISTIC SCIENCES; Interdisciplinary Humanistic Studies; Teaching Methods in the Humanistic Sciences

Abstract

Istraživanja (Velički i Peti Stantić, 2009; Aladrović Slovaček, 2011; Pavličević Franić, Aladrović Slovaček i Ivanković, 2011) su pokazala kako djeca najefikasnije uče igrajući se, što utječe i na stvaranje pozitivnog stava prema hrvatskom jeziku i nastavi općenito. Stoga, u okviru ovog rada bit će prikazana uloga dramskih i jezičnih igara u poticanju jezične djelatnosti govorenja kod učenika 3. razreda osnovne škole. Cilj je istražiti kako i u kojoj mjeri dramske i jezične igre utječu na poboljšanje govora kod djece kroz provedbu jednomjesečnog programa koji je uključivao ukupno 10 školskih sati Hrvatskoga jezika.
Osim samog istraživanja, u radu je opisana jezična djelatnost govorenja te njezina važnost za proces jezičnog sporazumijevanja i izražavanja vlastitih misli, znanja i stavova. Nadalje, pojašnjava se razvoj govora kod djece osnovnoškolske dobi te se naglašava važnost karakteristika govora učitelja i roditelja, koji djeca imitiraju i tako razvijaju karakteristike vlastitog govora. Također, u radu je opisana i svrha korištenja dramskih metoda i tehnika u nastavi Hrvatskoga jezika, kao i jezičnih i dramskih igara. Naglasak je stavljen na važnost igre općenito, uključujući i didaktičke igre koje nisu često korištene u svakodnevnoj nastavi, u kojoj se i dalje ističu tradicionalne nastavne metode i frontalni oblik rada. Posebno se naglašava razlika između dramskih metoda i tehnika te se definiraju ostali srodni izrazi koji se često poistovjećuju.
Sukladno tome, rezultati istraživanja pokazuju kako učenici uglavnom imaju pozitivne stavove prema dramskim i jezičnim igrama u nastavi te kako postoji mala, ali ne statistički značajna razlika u karakteristikama govora učenika prije i nakon provedenog programa.

Abstract (english)

Research (Velički and Peti Stantić, 2009; Aladrović Slovaček, 2011; Pavličević Franić, Aladrović Slovaček, and Ivanković, 2011) has shown that children learn most effectively through play, which also influences the development of a positive attitude towards the Croatian language and education in general. Therefore, this paper will explore the role of dramatic and language games in promoting linguistic activities in speaking among 3rd grade elementary school students. The aim is to investigate how and to what extent dramatic and language games influence the improvement of speech in children through the implementation of a one-month program consisting of a total of 10 Croatian language classes.
In addition to the research itself, the paper describes linguistic activities in speaking and their importance for the process of linguistic communication and expressing one's thoughts, knowledge, and opinions. Furthermore, it explains the development of speech in children of elementary school age and emphasizes the importance of the characteristics of the speech of teachers and parents, which children imitate and use to develop their own speech characteristics. The paper also describes the purpose of using dramatic methods and techniques in Croatian language teaching, as well as language and dramatic games. The emphasis is on the importance of play in general, including didactic games that are not often used in everyday teaching, which still predominantly relies on traditional teaching methods and frontal teaching. The paper specifically highlights the difference between dramatic methods and techniques and defines other related terms that are often equated.
Accordingly, the research results show that students generally have positive attitudes towards dramatic and language games in teaching, and there is a small, but not statistically significant difference in the characteristics of student speech before and after the program.

• Keywords: didaktička igra; dramske igre; jezične igre; učenik; učitelj; hrvatski jezik; jezične djelatnosti
• Keywords (english): didactic game; drama games; language games; student; teacher; the Croatian language; language activities
• Language: croatian
• URN:NBN: urn:nbn:hr:147:430308
• Study programme: Title: Integrated undergraduated university study with english language and german language; specializations in: English language, Deutsche sprache; Course: English language; Study programme type: university; Study level: integrated undergraduate and graduate; Academic / professional title: magistar/magistra primarnog obrazovanja (magistar/magistra primarnog obrazovanja)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2024-10-17 09:16:31