Reading the Preposition

Jezikovna zvrst jezika, ki naj bi jo učitelj uporabljal pri pouku, je knjižni (zborni) jezik. Učenci se te zvrsti med šolanjem učijo načrtno in po zgledu učitelja. To vključuje tudi obvladanje pravorečnih pravil in njihove uporabe. Pravilna knjižna izreka je pomembna v več govornih situacijah, med drugim tudi pri branju. Pravorečna napaka, ki jo pogosto delamo študenti, učitelji, učenci in tudi šolani govorci, je napačna izgovarjava predložnega fonema v zobnoustnično. Tej pravorečni napaki pravimo vekanje. V teoretičnem delu magistrskega dela so opredeljeni knjižna zvrst slovenskega jezika, pravorečje in variante fonema /v/. Opredeljujemo tudi nekaj teoretičnih osnov branja in tekočnosti branja. V empiričnem delu je predstavljena raziskava, ki smo jo opravili med učenci 4. razreda ene izmed slovenskih osnovnih šol in študenti razrednega pouka Pedagoške fakultete Univerze v Ljubljani. V prvem delu raziskave, ki smo jo opravili med učenci 4. razreda, smo najprej analizirali, kako pravilno učenci berejo predlog v. Nato smo z učenci eksperimentalne skupine en mesec izvajali vaje za izboljšanje tekočnosti branja in vaje, ki so spodbujale pravilno izgovarjavo predloga v. Po opravljenih vajah smo izvedli še eno testiranje in primerjali rezultate učencev eksperimentalne in kontrolne skupine. V drugem delu raziskave, ki smo jo opravili med študenti razrednega pouka, smo tiste, ki so bili pripravljeni sodelovati v raziskavi, najprej prosili, da naj glasno preberejo določeno besedilo, se posnamejo in nam posnetke pošljejo. Po tem so izpolnili še kratek anketni vprašalnik o poznavanju pravorečne teorije in o njihovem stališču do pravilne izgovarjave predloga v. Rezultati raziskave med učenci so pokazali, da malo učencev 4. razreda predlog v med branjem izgovarja knjižno. Po redni vaji učencev eksperimentalne skupine se je pravilnost branja predloga v v primerjavi z učenci kontrolne skupine zelo izboljšala. Prav tako so učenci izboljšali svoje rezultate v tekočnosti branja. V raziskavi smo ugotovili tudi, da so učenci lažje upoštevali, da je treba predlog v izgovarjati u-jevsko, težje pa so upoštevali še pravilo, da je treba predlog v tudi vezati z naslednjo besedo. Učenci, ki imajo boljše razvito tekočnost branja, so imeli pri tem veliko manj težav kot učenci s slabše razvito tekočnostjo branja. Rezultati raziskave, opravljene med študenti razrednega pouka, so pokazali, da so študenti seznanjeni s pravilno izgovarjavo predloga v, da znajo izbrati pravilen fonetični zapis in pravilno prepoznajo vekanje kot pravorečno napako. Analiza posnetkov branja pa je pokazala, da je vekanje kljub poznavanju teorije pri branju študentov še vedno prisotno. Povezave med pravilnim branjem predloga v in boljšim poznavanjem pravorečne teorije, za kar smo vzeli povprečno oceno iz predmetov SJ 1 in SJ 2, nismo mogli dokazati. Smo pa potrdili, da obstaja statistično pomembna povezava med številom napačno izgovorjenih predlogov v in letnikom študija. Večina študentov je odgovorila, da se trudijo, da v svojem govoru ne bi vekali. Napake vekanja pri ostalih govorcih sicer ne opazijo vsi, še manj pa jih ta napaka moti. Vsem se zdi pomembno, da se kot bodoči učitelji tej napaki skušajo izogniti. Ne pričakujejo pa vsi pravilne izgovarjave učencev. Na podlagi teoretičnih izhodišč in ugotovitev naše raziskave, opravljene v empiričnem delu, smo oblikovali smernice za učitelje, ki bodo pripomogle k lažjemu vključevanju poučevanja pravilne izgovarjave predloga v v pouk.The supposed sociolinguistic register of the Slovenian language to be used in the classroom by teachers is the literarily standard language. Pupils learn about the register by design and through the teacher\u27s example. This includes mastering the rules of orthoepically and their application. Correct literary pronunciation is important in several spoken situations, including reading which will be the focus of our research. A common orthoepic error made by students, teachers, pupils, and even schooled speakers is the mispronunciation of the prepositional phoneme [in/at] as a labio-dental phoneme. In the theoretical part, we will further define the literary genre of the Slovenian language, orthoepically, and the phoneme /v/. We will also present some theoretical basics of reading and reading fluency. In the empirical part, we will present a study we conducted among 4th-grade pupils of a Slovenian primary school and students of classroom teaching at the Faculty of Education in Ljubljana. In the first stage of the study, we analyzed how well pupils read the proposition [in/at]. Then, for one month, we carried out exercises with pupils from the experimental group to improve reading fluency and encourage correct pronunciation of the proposition [in/at]. After the exercises, we carried out another test and compared the pupils\u27 results from the experimental and control groups. In the second stage of the study, carried out among primary education students, the participants were first asked to read aloud a text, record themselves, and send us their recordings. Afterward, they completed a short questionnaire about their knowledge of orthographic theory and their attitudes towards the correct pronunciation of the [in/at] pronunciation. The results of the student survey showed that few Year 4 students pronounce the preposition v correctly. Following regular practice by the experimental group, the accuracy of the v reading improved significantly compared to the control group. The students also improved their reading fluency performance. In the study, we also found that students found it easier to follow the rule that the proposition [in/at] should not be pronounced labio-dentally but more difficult to follow the rule that the proposition [in/at] should also be connected to the following word. Students with better-developed reading fluency had much less difficulty with this compared to students with poorer reading fluency. The results of the survey conducted among primary education students showed that the students are familiar with the correct pronunciation of [in/at], can choose the correct phonetic spelling, and identify labio-dental mispronunciation correctly. The analysis of the reading recordings showed that despite the students\u27 theoretical knowledge, improper labio-dental pronunciation is still present in their reading. We could not prove a correlation between the correct reading of the [in/at] proposition and a better knowledge of orthographic theory, based on the average scores in Slovenian Language 1 and Slovenian Language 2 classes. However, we have confirmed that there is a statistically significant relationship between the number of mispronounced [in/at]\u27s and the year of primary education study. Most students answered that they try to read the [in/at] preposition correctly and that they do not notice the error in other speakers. Even fewer are bothered by it. All of them consider it important that as future teachers they try to avoid this error. Not everyone expects correct pronunciation from their students