Title Usvojenost značenjske strukture vokabulara učenika četvrtog razreda primarnog obrazovanja Title (english) Adoption of the semantic structure of the vocabulary of fourth grade primary school students Author Iva Lukinac Mentor Vladimira Velički (mentor)Mentor Božica Vuić (sumentor)Committee member Alenka Mikulec (predsjednik povjerenstva)Committee member Božica Vuić (član povjerenstva)Committee member Marija Lorger (član povjerenstva)Granter University of Zagreb Defense date and country 2020-09-17, Croatia Scientific / art field, HUMANISTIC SCIENCES Abstract Usvajanje vokabulara važan je prediktor dubinskoga čitanja, to jest čitanja s razumijevanjem, općenito obrazovanja i cjeloživotnoga učenja. S obzirom na navedeno, važno je poticati učenike na učenje novih riječi i njihovih značenja te upotrebljavanje tih riječi u govornom i pisanom izražavanju. U Hrvatskoj, nema dovoljan broj istraživanja o temi usvojenosti značenjske strukture vokabulara, pogotovo ona istraživanja koja se tiču usvojenosti strukture (prije svega značenjske) vokabulara učenika četvrtoga razreda primarnoga obrazovanja. S obzirom na navedeno, glavni cilj ovoga rada jest analizirati koliko se tijekom nastavnoga procesa može poticati usvajanje vokabulara, pogotovo onih učenika koji iz razredne prelaze u predmetnu nastavu. U radu su prikazane vježbe koje učenicima mogu pomoći u produbljivanju i proširivanju vokabulara te usvajanju značenja novih riječi. Za potrebe izrade rada, provedeno je online istraživanje među učiteljima razredne nastave na području Republike Hrvatske. Također, polustrukturiranim anonimnim online upitnikom ispitani su i studenti četvrte i pete godine iz Petrinje, Čakovca i Zagreba koji studiraju na Učiteljskom fakultetu Sveučilišta u Zagrebu. Rezultati obje ankete statistički su obrađeni u MS Office paketu (Excel) te su grafički prikazani u radu. Analiza dobivenih rezultata ukazuje na to da je u razrednoj nastavi nezainteresiranost djece za usvajanje novih riječi velika, kao i potreba da im se objasne nepoznate riječi. Upravo je to rezultat površnoga, a ne dubinskoga čitanja na nastavnim satima. Anketirani učitelji i učiteljice predlažu razne vježbe i primjere koji mogu poslužiti u radu budućim učiteljima i onima koji to već jesu. Također, dobiveni rezultati potaknut će učitelje da u nastavnom procesu inzistiraju na potrebi za poučavanjem strukture vokabulara te da osvijeste učenike koliko je usvajanje značenja riječi važno za uspješno školovanje. Rezultati ankete ispitanih studenata pokazuju da isti nakon položenih kolegija i pročitanih djela Dječje književnosti ne pokazuju usvojenost značenja određenih riječi. S obzirom na to, u obrazovanju budućih učitelja više bi pozornosti trebalo posvetiti usvajanju značenja riječi, kako bi oni to znanje mogli prenijeti svojim budućim učenicima.
Abstract (english) Acquistion of vocabulary is an important predictor of in-depth reading, i.e. reading comprehension, education in general and lifelong learning. With regard to that, it is important to encourage pupils to learn new words and their meanings, and to use those words in spoken and written language. There is an insufficient number of studies on the acquisition of semantic structure of vocabulary in Croatia, especially of those studies that deal with the acquisition of vocabulary structure (primarily semantic) of pupils in the 4th grade of primary education. In view of the aforementioned, the main goal of this research paper is to analyze how much the acquisition of vocabulary can be encouraged during the educational process, especially by the pupils passing from one-teacher-education to subject teaching in primary education. In the paper, there are exercises presented, that can help pupils/students to deepen and broaden their vocabulary and learn the meaning of new words. For the purpose of making this research paper, an online survey was condoned among teachers of one-teacher-education in Croatia. With a semistructured anonymous online survey, students of 4th and 5th year of Faculty of teacher education, University of Zagreb from Petrinja, Čakovec and Zagreb were also surveyed. The results of both surveys were statistically processed in MS Office (Excel) and graphically displayed in the research paper. The analysis of the results points to a great indifference of children towards learning new words, as well as the need for the unknown word to be explained. Precisely that is the result of casual or superficial reading instead of in-depth reading during a class session. The surveyed teachers offer various exercises and examples that can assist future and current teachers in their work. Moreover, the results obtained will encourage teachers to insist on the need for teaching vocabulary structure and to make students aware of the importance of learning new vocabulary to be successfully educated. The results of the surveyed students show that, after the completed courses and the read works of Children’s literature, they do not show the knowledge of meaning of certain words. In view of such results, it can be called into question how competent the students are to broaden the pupils’ vocabulary and explain unknown words. Considering this, more attention should be payed to learning the meaning of words in the education of future teachers, in order for them to be able to pass on their knowledge to their future pupils.
Keywords
čitanje s razumijevanjem
nepoznate riječi
učenici primarnog obrazovanja
vokabular
značenjska struktura vokabulara
Keywords (english)
reading with understanding
unknown words
primary education students
vocabulary
semantic vocabulary structure
Language croatian URN:NBN urn:nbn:hr:147:066016 Study programme Title: Integrated Undergraduate and Graduate University Programme of Study of Primary Teacher Education and Integrated Undergraduate and Graduate University Programme of Study for Primary Teacher Education with English and German Language Type of resource Text File origin Born digital Access conditions Access restricted to students and staff of home institution Terms of use Created on 2020-10-08 08:59:26
