Zmožnost in razlike v razumevanju frazemov pri učencih 4., 7. in 9. razreda osnovne šole

• Main Author: Planinšek, Renato
• Other Authors: Šek Mertük, Polonca
• Format: Master Thesis
• Language: Slovenian
• Published: R. Planinšek 2017
• Subjects: frazemi; frazeologija; govor; preneseni pomen; govorni razvoj; idioms; phraseology; speech; indirect meaning; speech development; info:eu-repo/classification/udc/811.163.6'373.7:37.091.3:(043.2); Malo; Morali; sami
• Online Access: https://dk.um.si/IzpisGradiva.php?id=66378; https://dk.um.si/Dokument.php?id=113218&dn=; https://plus.si.cobiss.net/opac7/bib/23263240?lang=sl

Frazeme uvrščamo med zabavna izrazna sredstva, ki polepšajo in obogatijo naš jezik. Pogosto so prisotni v umetnostnih besedilih, časopisnih člankih, revijah, političnem govoru in vsakdanjem sporazumevanju. Z njimi se torej srečujemo povsod. Učenci frazeme pogosto berejo v besedilih, ki jih prebirajo pri pouku ali doma. Frazemi so lahko smešni, nagajivi in zabavni. Pogosto se pojavlja vprašanje, kdaj začeti v otrokovo življenje vpletati frazeme, kdaj ga v šoli z njimi seznanjati in kdaj jih obravnavati. Odgovor na ta vprašanja je čim prej, kajti otrok se bo z njimi slej ko prej srečal, njihov pomen pa mu bo lahko povzročal nemalo preglavic. Najbolj pomembno je, da učenci frazeme tudi razumejo, zato smo v sklopu magistrske naloge raziskali, kakšne so zmožnosti in razlike v razumevanju frazemov pri učencih četrtega, sedmega in devetega razreda osnovne šole. Poglobili smo se v razlike, ki nastajajo pri razumevanju frazemov glede na njihovo vrsto, prav tako so nas zanimale razlike v razumevanju glede na starost učencev. Analiza testov znanja je pokazala, da je starost za razumevanje frazemov zelo pomembna. Starejši učenci bolje razumejo frazeme kot mlajši. V nalogi smo se osredotočili na frazeme s prenesenim pomenom, kar je mlajšim učencem povzročalo kar precej težav. Velika večina je te frazeme razumela dobesedno, ali pa niso podali odgovora. Tudi pri starejših učencih so se pojavili posamezniki, ki so jih razumeli dobesedno, ali pa niso napisali odgovora, vendar v bistveno manjšem številu. Učni načrt frazeologiji namenja malo časa. Učenci se začnejo resneje z njo srečevati šele v 2. vzgojno-izobraževalnem obdobju. Po pogovoru z nekaterimi učitelji razrednega pouka smo ugotovili, da menijo, da se učenci premalo srečujejo s frazemi. Tako menimo tudi sami. Več bi morali delati na razumevanju teh izraznih sredstev, kajti zlasti pregovori razkrivajo marsikatero modrost, poznavanje vseh vrst frazemov pa krepi tudi učenčev besedni zaklad. Idioms can be considered as entertaining means of expressions that brighten and enrich our language, and are often present in artistic texts, newspaper articles, magazines, political speeches and in our everyday communication. Therefore, we encounter them practically everywhere. Students often encounter them in texts they read at school or at home. Idioms can be funny, naughty and fun. This often raises the question of when to start involving idioms in a child's life, when to present them in school and when to start teaching them. Of course, the answer to this question is - as soon as possible children will encounter them sooner or later and it might cause them a great deal of problems. It is, absolutely, important for the child to understand the meaning of idioms. With this in mind, I have explored the possibilities and differences in understanding idioms with students in 4th, 7th and 9th grade of Primary School. I immersed myself in differences arising in children’s understanding of the idioms, depending on the type of idioms furthermore, I was interested in their understanding, depending on the age of the students. Exam analysis showed that the age of the students is very important when it comes to understanding idioms. Older students understand idioms better than younger ones. In my thesis I have focused on idioms with the indirect meaning which caused a few problems with younger students. The vast majority of them understood the literal meaning or did not supply any answer. There were also some older students with the same problem however, not so many. Looking into the curriculum, we can see that there is little time devoted to phraseology. Students are acquainted with them in the second part of educational period. After talking to a few teachers on primary level, I realised that they believe that students lack the knowledge of idioms. I too share this opinion. There should be more focus on these means of expressing, since proverbs reveal many wisdoms moreover, knowing idioms enhances students’ vocabulary.