Implementation of phonemic analysis and synthesis within communicative-functional strategies of mastering Croatian language

Diplomski rad rezultat je istraživanja procesa početnoga čitanja i pisanja u prvome razredu osnovne škole, s naglaskom na provedbu glasovne analize i sinteze u okviru komunikacijsko-funkcionalnih strategija ovladavanja hrvatskim jezikom. To uključuje pregled zaključaka koje lingvističke teorije donose o ranome usvajanju i učenju jezika, didaktičkih i metodičkih okvira organizacije odgojno-obrazovnoga procesa s naglaskom na komunikacijsko-funkcionalni pristup nastavi hrvatskoga jezika, pojmove vezane uz ovladavanje jezikom te fonološku i fonemsku svjesnost u okviru fonemskoga sustava hrvatskoga jezika kao preduvjete za razvoj vještina početnoga čitanja i pisanja na hrvatskome jeziku. Cilj rada bio je ispitati utjecaj komunikacijsko-funkcionalnih strategija ovladavanja hrvatskim jezikom na uspješan razvoj fonološke i fonemske svjesnosti učenika prvih razreda osnovne škole. Drugi je cilj bio ispitati razliku u razvoju fonološke i fonemske svjesnosti između dječaka i djevojčica bez obzira na primjenjivane metode učenja i poučavanja. Uzorak ispitanika bio je dvovrstan. Činilo ga je 108 učenika prvih razreda Osnovne škole Luka u Sesvetama te njihovih 5 učiteljica. Ispitanici-učenici bili su podijeljeni na eksperimentalnu i kontrolnu skupinu. Mjerni instrumenti prilagođeni su posebno ovome istraživanju, a bili su: anketni upitnik za učitelje, inicijalna i završna provjera usvojenosti fonema pri glasovnoj analizi i sintezi za učenike te pedagoško promatranje tijekom praktične nastave u kontrolnoj skupini. Varijable su bile dob učenika, spol učenika i metode primjenjivane u nastavi. Najprije su prikupljene roditeljske suglasnosti, a zatim je provedeno istraživanje u razdoblju od 4 tjedna tijekom kojih je eksperimentalna skupina jednom tjedno imala radionicu u trajanju 45 minuta, temeljenu na komunikacijsko-funkcionalnom pristupu ovladavanju hrvatskim jezikom. Rezultati istraživanja potvrdili su pretpostavku da će učenici eksperimentalne skupine pokazati statistički značajno brži napredak i bolje rezultate. Razlika između dječaka i djevojčica nije bila statistički značajna. Iako uzorak istraživanja nije bio dostatan za uopćavajuće zaključke, rezultati istraživanja mogu doprinijeti na teorijskoj i na praktičnoj razini te biti poticaj za daljnja istraživanja fonološke i fonemske svjesnosti pri provedbi glasovne analize i sinteze u prvome razredu osnovne škole.This graduate paper is the result of a research of the process of reading and writing in the first grade of elementary school, with an emphasis on the implementation of phonemic analysis and synthesis within the communicative-functional strategies of mastering Croatian language. That includes an overview of conclusions which certain linguistic theories have come up with in relation to early language acquisition and early language learning, as well as didactical and methodical principles important for successful organisation of educational process with an emphasis on communicative-functional approach to Croatian language teaching, terms related to language acquisition and phonological and phonemic awareness within the phonemic system of Croatian language as a prerequisite for the development of initial reading and writing skills within Croatian language. The aim of the research was to determine the influence of implementation of communicative-functional strategies of mastering Croatian language on the success of the phonological and phonemic awareness development in first grade elementary school students. Another aim was to determine the difference between the phonological and phonemic awareness development in boys and girls, no matter which methods they have been exposed to. The sample consisted of two types of examinees. It consisted of 108 first grade students who studied at Luka Elementary School in Sesvete and 5 of their teachers. The student subjects were divided into two groups, one of which was experimental, and the other acted as a control group. Research instruments were adjusted specifically for this research and consisted of a questionnaire for teachers, initial and final tests for the students and pedagogical observation during classes of the control group. Age of the students, their gender and methods used in classes acted as research variables. Before conducting the research, parental consent was provided, and after that a 4-week long research was conducted, during which the experimental group had one 45-minute long workshop based on communicative-functional strategies of mastering Croatian language a week. The results of the research confirmed the hypothesis that the students who were a part of the experimental group would show a statistically significantly faster improvement and better results. The difference between boys and girls was not statistically significant. Even though the sample of this research was not big enough to generalise the results, they can contribute on a theoretical and scientific level, as well as on a practical level and they can be motivators for further research of phonological and phonemic awareness within the implementation of phonemic analysis and synthesis in the first grade of elementary school