The level of knowledge that younger pupils have concerning phonologically conditioned alterna

Svrha je ovoga rada utvrditi ovladanost fonološki uvjetovanim glasovnim promjenama učenika mlađe školske dobi. Na početku, rad nudi pregled glasovnih promjena hrvatskoga jezika s obzirom na njihovu uvjetovanost te se govori o povezanosti glasovnih promjena, pravopisa i pravopisne norme. Prikazana su moguća pravopisna rješenja koja nude aktualni pravopisi, kao i raspored pravopisnih tema po razredima prema Nastavnom planu i programu (2006) te Kurikulu za nastavni predmet Hrvatski jezik (2019). Osnovni je cilj bio utvrditi ovladanost fonološki uvjetovanim glasovnim promjenama na temelju istraživanja uporabe pravopisne norme učenika mlađe školske dobi. Također, navedenim se istraživanjem pokušalo utvrditi kako učenici zapisuju riječi u kojima se provode navedene glasovne promjene kada ih čuju, a kako kada su riječi prikazane slikama. U istraživanje su se, uz riječi iz udžbenika Hrvatskoga jezika, uvrstile i riječi iz udžbenika ostalih predmeta (Matematika i Priroda i društvo). Osim njih, uvrštene su i manje poznate riječi s kojima se učenici pa se tako pokušala utvrditi razlika u uspješnosti pisanja dvije navedene skupine riječi. Rezultati se prikazuju na razini ovladanosti fonološkim glasovnim promjenama s obzirom na dob razred učenika te eventualne razlike u spolu učenika. Istraživanje je provedeno u jednoj školi u Zagrebačkoj županiji te je u njemu sudjelovalo ukupno 186 učenika. Istraživanje je pokazalo relativno nisku razinu ovladanosti pravopisnom normom, premda su pravopisne teme zastupljene u nastavi učenika ispitivanih razreda. Zaključuje se da na pravopisnu normu potrebno učenike osvješćivati i u nastavi ostalih predmeta, a ne samo na satima Hrvatskoga jezika kojima je tema pravopis.The aim of this paper is to determine the level of knowledge that younger pupils have concerning phonologically conditioned alternations. At the beginning, the paper offers an overview of alternations of the Croatian language with regard to their conditionality, and discusses the connection between the alternations, orthography and orthographic norm. Possible spelling solutions that current orthographies offer are provided, and the distribution of orthographic topics among grades according to the Curriculum (2006) and the Curriculum for the subject Croatian Language (2019) is presented. The main objective was determining the level of knowledge of phonologically conditioned alternations based on research on the use of the orthographic norm in younger pupils. Moreover, the mentioned research tried to ascertain how students write down words in which the mentioned alternations occur when they hear them and when the words are shown through pictures. In addition to words from Croatian language textbooks, words from textbooks in other subjects (mathematics and Science and Society) were included in the research. In addition, lesser-known words that students encountered for the first time were also included. Therefore, an attempt was made to determine the difference in the performance of writing the two mentioned groups of words. The paper also tried to show the differences between alternations through classes and possible differences in the age and gender of pupils. The research was conducted in a school in Zagreb County and 90 boys and 96 girls participated. Pupils were required to write down a text in which the target words were presented through pictures or dictated to them. While doing so, the pupils were required to respect the orthographic norm. From the results of the research it can be concluded that although orthographic topics are represented in the teaching of students in the examined classes, their results show a low level of knowledge concering the orthographic norm, and it is concluded that orthographic rules are dealt with on the example of concrete words, without linking the content with other subjects, or putting enough focus upon them in teaching