PERCEIVED FLUENCY OF STUDENT SPEECH IN PRIMARY SCHOOL

Fluentnost je sposobnost govorenja s lakoćom, bez značajnih prekida ili poteškoća. Percipirana fluentnost je subjektivna procjena govornikove izričajne fluentnosti. Najčešće se ne može procijeniti stvarno jezično znanje govornika zato što govornik može prikriti svoje disfluentnosti vještinama koje mu služe za kupovanje vremena. Stoga dva različita slušatelja mogu drugačije procijeniti isti govor. Kada se spominje komunikacijska kompetencija, uglavnom se izostavlja pojam fluentnoga govora. Fluentnost je, također, neizostavna u učionici. To je iznimno važno za učitelje jer oni snose odgovornost poučavanje djece u razredu. Međutim, aktivnosti kojima se promovira fluentnost nisu primjereno zastupljene u udžbenicima i radnim materijalima. Cilj je ovoga rada analizirati percipiranu fluentnosti studentica, budućih učiteljica, kako bi osvijestile tipične disfluentnosti u govoru učenika razredne nastave te kako bi u budućnosti mogle djelovati na njihovu korekciju.Fluency is the ability to speak with ease without any significant interruptions or difficulties. Perceived fluency is a subjective assessment of the speaker's expressive fluency. The speaker’s actual knowledge of the language cannot be assessed due to his or her ability to disguise disfluencies with skills used to buy time. Due to subjective assessment, two different listeners can differently evaluate the identical speech. When speaking of communicative competence, the concept of fluent speech is commonly omitted. Also, fluency is indispensable in the classroom. This is extremely important for the teachers due to their responsibility to teach children in the classroom. However, activities that promote fluency are not adequately represented in textbooks and work materials. The goal of this thesis is to analyse the perceptive fluency of the students, who are future teachers, in order to raise awareness of typical disfluencies in the speech of class pupils and to be able to act on their correction in the futur