Odnos obilježja pisanoga i govorenoga jezika kod učenika nižih razreda osnovne škole

Tema je ovoga diplomskog rada odnos obilježja pisanoga i govorenoga jezika kod učenika nižih razreda osnovne škole. U svrhu izrade diplomskoga rada provedeno je istraživanje na temu odnos obilježja pisanoga i govorenoga jezika kod učenika nižih razreda osnovne škole u Osnovnoj školi Sesvete u Sesvetama. Cilj je istraživanja bio utvrditi obilježja pismenoga i usmenoga izražavanja učenika nižih razreda osnovne škole te rezultatima istraživanja dati doprinos unapređenju nastave hrvatskoga jezika. Ispitivanje je provedeno u dva dijela: pismeno i usmeno. Zadatak je učenika bio prepričati jedan tekst. Pisani tekstovi prikupljeni su, a usmeno prepričavanje snimljeno je diktafonom. Istraživanje je provedeno na leksičkoj i sintaktičkoj jezičnoj razini. Proučavana je makrostrukutra dječje priče, duljina rečenica s obzirom na dob učenika i modalitet jezika (usmeno prepričavanje i pismeno pripovijedanje) te leksička raznolikost s obzirom na dob učenika i modalitet jezika (usmeno prepričavanje i pismeno pripovijedanje) u tekstovima učenika drugih i trećih razreda. Provedenim istraživanjem ustanovljeno je da su učenici drugih i trećih razreda ovladali makrostrukturom priče. Istraživanjem na sintaktičkoj razini utvrđeno je da postoji statistički značajna razlika u duljini rečenica s obzirom na dob učenika i modalitet jezika. Istraživanjem na leksičkoj razini utvrđeno je da se leksička raznolikost razlikuje s obzirom na dob učenika i s obzirom na modalitet jezika.The subject of this graduate paper is the Relation between the characteristics of written and spoken language among elementary school children. The research behind the paper was conducted in the lower grades of the Sesvete elementary school. The aim of the study was to determine the features of written and spoken language of elementary school children in order to improve the process and techniques of teaching Croatian to schoolchildren. The research consisted of two parts: studying written and studying spoken language. The students who participated in the study had to retell a tale they had read (provided by the author). Their written accounts were gathered, and verbally narrated tales were recorded. The study was conducted on the lexical and syntactic level of language. The macrostructure of children’s tales, sentence length in relation to age and language modality (written and verbal narration), and lexical diversity in relation to the age of the students and language modality (written and verbal narration) were examined in the texts composed by second- and third-grade children. According to the results of the research, secondand third-grade students can consistently form tales on the macrostructural level. On the syntactic level of language analysis, the research results show that there is a statistically relevant difference in sentence length in relation to age and language modality. On the lexical level of language, the research shows that lexical diversity differs in relation to age and language modality